COLUMBIA UNIVERSITY
CHEM C2507, SPRING 1999
CHEM C2507, SPRING 1999
Intensive General Chemistry Laboratory
STUDENT MANUAL FOR CASE STUDY
Alan Szeto and Luis Avila
TABLE OF CONTENT
PAGE
I.
SCHEDULE AND DUE DATES
……………………………
2
II.
INTRODUCTION
……………………………
3
……………………………………………
4
COLLABORATIVE LEARNING
TEAM ROLES
CHEMICAL ANALYSIS
III.
……………………………………
4
PLANNING AND WORKING IN THE LABORATORY
LABORATORY SAFETY
………………………..……..……
PLANNING BEFORE A LAB PERIOD
6
……………………
7
CLASSICAL ANALYSIS PROCEDURES ……………………
8
INSTRUMENTATION ANALYSIS PROCEDURES
……
9
……………………………
9
ADVANCED PROCEDURES
SUGGESTED GUIDELINES FOR ANALYSIS
PROGRESS REPORTS
SUPPORT
……………
9
……………………………………
10
……………………………………………………
10
IV.
EVALUATION
……………………………………………
V.
CASE STUDY PROJECTS
12
CASE I: SUSPICIOUS WASTE DISPOSAL
……………
13
CASE II: ENVIRONMENTAL POLLUTION
……………
13
CASE III: HAZARDOUS CHEMICALS IDENTIFICATION
14
VI.
BIBLIOGRAPHY
15
VII.
SUPPORT INFORMATION
……………………………………………
……………………………
16
FINAL VERSION
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COLUMBIA UNIVERSITY
CHEM C2507, SPRING 1999
SCHEDULE AND DUE DATES
APRIL
5/6
Lecture
Introduction to Collaborative Learning (CL)
Introduction to Case Study
Introduction to Chemical Analysis
Chemical Analysis Quiz
Self-assessment (Pre-Case Study)
Laboratory
Students self-assemble into groups of 3 to 4
Members of each group sign up on the Role sheet
Each group selects a case
Each group obtains sample(s)
Phase I Analysis
Each group submits Phase I Progress Report
Seminar
Topic: Chemical Instrumentation
12/13 Monday/Tuesday
Laboratory
Phase II Analysis
Each group submits Phase II Progress Report
(if ready)
16
Seminar
Topic: Chemical Literature
19/20 Monday/Tuesday
Laboratory
Phase II/III Analysis
Each group submits Phase II/III Progress Report
(if ready)
23
Seminar
Topic: To be announced
26/27 Monday/Tuesday
Laboratory
Open
30
Friday
Lecture
Self-assessment (Post-Case Study)
Course Evaluation
Friday
Due Date
Case Study Group Report
9
Monday/Tuesday
Friday
Friday
Friday
MAY
7
VENUES
Lecture/Seminar
Laboratory
209 Havemeyer Hall
302 Havemeyer Hall
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COLUMBIA UNIVERSITY
CHEM C2507, SPRING 1999
INTRODUCTION
Welcome to Case Study! The last segment of the Intensive General Chemistry Laboratory
(CHEM C2507) course will be a Collaborative Learning (CL) exercise. This exercise will
involve the performance of a variety of Case Studies by groups of three to four students. You
will be evaluated based on your contribution as an individual and on the overall success of your
group.
COLLABORATIVE LEARNING
According to Felder and Brent (1994):1
Collaborative Learning (CL) is instruction that involves students working in teams to
accomplish a common goal, under conditions that include the following elements:
1. Positive interdependence. Team members are obliged to rely on one another to achieve the
goal. If any team member fails to do their part, everyone suffers consequences.
2. Individual accountability. All students in a group are held accountable for doing their
share of the work and for mastery of all of the materials to be learned.
3. Face-to-face promotive interaction. Although some of the group work may be parceled out
and done individually, some must be done collectively, with group members providing one
another with feedback, challenging one another’s conclusions and reasoning, and perhaps
most importantly, teaching and encouraging one another.
4. Appropriate use of collaborative skills. Students are encouraged and assisted to develop
and practice trust-building, leadership, decision-making, communication, and conflict
management skills.
5. Group processing. Team members set group goals, periodically assess what they are doing
well as a team, and identify changes they will make to function more effectively in the
future.
Understanding elements 1 to 5 above is crucial for the success of your team in the CL exercise.
1
Felder, R. and R. Brent. ERIC Document Reproduction Service Report ED 377038 (1994).
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CHEM C2507, SPRING 1999
TEAM ROLES2
In each team, each member should select one of the following roles:
•
•
•
•
The coordinator, organizes the Case Study into subtasks, allocates responsibilities, and
keeps the group on task.
The checker, monitors both the solutions and every team member's comprehension of them.
The recorder, checks for consensus and writes the final group solution.
The skeptic, plays devil’s advocate, suggests alternative possibilities, and keeps the group
from leaping to premature conclusions.
You will have the freedom to negotiate and select your own role. Make sure you sign up on the
Role sheet kept by your instructor. The group as a whole will come to a consensus in choosing
one specific Case Study among the available cases.
CHEMICAL ANALYSIS
The purpose of Chemical Analysis is to establish the composition of naturally occurring or
artificially manufactured substances. The individual components in these substances are called
analytes. Traditionally, Chemical Analysis is done in two distinct steps. First, qualitative
analysis is used to identify the sample components. This is followed with quantitative analysis,
by which the relative amounts of these components are determined. In this Case Study, you will
perform mainly qualitative analysis of organic and/or inorganic unknowns.
Chemical Analysis has remained a prominent field throughout the history of Analytical
Chemistry for an obvious reason: we are curious to find out the composition of different
materials. During the last few decades, especially, not many branches of any science have
undergone so much change in the equipment and procedures used as has the field of Chemical
Analysis. This revolution has significant impact on how the principles of chemistry are taught
today. The revolution in analysis also has had wide influence on technology in general because
of the far greater accuracy with which chemical determinations can be made. While the impact
of vastly improved Chemical Analysis has been felt by essentially all branches of science,
dramatically more precise data have been of notable significance in the areas of pollutants and
pharmaceuticals.
Classically (essentially prior to the 1940s), the subject of Chemical Analysis was divided into
two readily understood areas. Qualitative analysis concerned simply with the identification of
the components in a mixture (or the constituents of a compound), sometimes accompanied by
observations (rough estimates) of whether certain ingredients may be present in major or trace
proportions. Quantitative analysis concerned with the amounts (to varying degrees of precision)
of all or frequently of only some specific ingredients of a mixture or compound. Quantitative
analysis involves gravimetric analysis (where changes in the weight of samples or precipitates
2
Johnson, D. W., R. T. Johnson, and K. A. Smith. Cooperative Learning: Increasing College Faculty Instructional
Productivity. ASHE-ERIC Higher Education Report No. 4. George Washington University, 1991.
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CHEM C2507, SPRING 1999
are the underlying basis of calculation) and volumetric (titrimetric) analysis (where solutions of
known concentration are reacted in some fashion with the sample to determine the concentration
of the unknown). With the massive use of chemical instrumentation today (such as Infrared
Spectroscopy and Nuclear Magnetic Resonance), Chemical Analysis is convenient and reliable.
A chemist (or analyst) who has a sample in hand, and needs to know what it is, cannot possibly
be aware of all the reported data for comparison with the properties of the unknown. Thus, a
systematic approach is essential. This approach must first exclude as many structural
possibilities as possible; then, reduce the number of possible structures to just a very few (say,
three or four) possibilities; and finally, establish and confirm one structure. The approach you
will use in this Case Study will be somewhat similar. You will first determine whether you have
a mixture of components in your unknown sample. Once you have isolated the pure
components, collect data on as many of the physical properties of a component as possible.
With the help of instrumentation, you will establish a short list of possible identities of your
component. Finally, you will confirm the exact identity by performing confirmation testing.
Unfortunately, in Chemical Analysis we are often confronted with either of the following
extreme situations:3
1. Determination of the identity of a compound that has no prior history. This is often the case
for a natural products chemist who must study a very small amount of sample isolated from a
plant or an animal. A similar situation applies to the forensic chemist who analyzes very
small samples related to a lawsuit or crime.
2. The industrial chemist or college laboratory chemist who must analyze a sample that
contains a major expected product and minor products, all of which could be expected from a
given set of reagents and conditions. It is entirely possible that such a sample with a welldocumented history will allow one to have a properly preconceived notion as to how the
analysis should be conducted.
The background of each case that is available in this Case Study should provide important clues
as to what the unknown could be, even before you begin the analysis. Adequate planning and
research prior to carrying out a lab procedure will assure you positive progress (in a timely
manner) toward identifying the unknown.
On the other hand, team-work, frequent
communications, frequent reflection on the obtained data, patience, and positive attitude are also
imperative if you are to have an enjoyable experience in the laboratory. Often, you will be
confronted with limitations in availability of time, space, resources, equipment, and other
unforeseeable constraints. Therefore, sensible decision-making skills must be exercised. Do not
be afraid to experiment at the beginning of the analysis. Decision-making skills will improve
with increasing experience.
3
Shriner, R. L., et al. The Systematic Identification of Organic Compounds, A Laboratory Manual. 6th ed. John
Wiley & Sons: New York, 1980.
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CHEM C2507, SPRING 1999
PLANNING AND WORKING IN THE LABORATORY
The following guidelines will facilitate your work during the four-week period.
LABORATORY SAFETY
Basic Safety
All laboratory safety protocols in CHEM C2507 will be strictly enforced (refer to pp. 3 – 6 of the
Intensive General Chemistry Laboratory Manual, Spring 1999, or obtain a Safety Check-list
from Alan Szeto). Violation of any safety protocol may result in points deduction on the Written
Evaluation by Instructor and/or dismissal from the laboratory. Safety has two aspects:
prevention of accident and response to emergency. The golden rule of thumb is to use your
common sense at all time. Always be aware of your surrounding. Treat your classmates and
chemicals in the laboratory with respect. Do not work in the laboratory alone or perform any
unauthorized experiments. Ask your instructor whenever you do not know how to perform a
procedure. Notify your instructor immediately when there is an accident (including broken
glassware, major chemical spill, and bodily injury).
Material Safety Data Sheet (MSDS)
http://www.chem.ucla.edu/Safety/
Federal law requires that manufacturers and distributors of chemicals provide users with
Material Safety Data Sheets (MSDS). MSDS is a fairly concise technical document that gives
information on any particular chemical among the over 10,000 frequently encountered chemicals
in research laboratories and industries. The information includes contact address and phone
number of the chemical supplier, chemical names, physical and chemical properties, physical
hazards (such as flammability, reactivity, explosibility, etc.), toxicity data and health hazards,
storage and handling procedures, emergency and first-aid procedures, and disposal and
transportation information. Today, the MSDS for a chemical can be conveniently located by
submitting the name of the chemical to a MSDS searchable database on the internet. Many of
such databases exist, and they can be found using the world-wide-web address provided. In the
Case Study, you will come into contact with many chemicals that you may be unfamiliar with. It
is your responsibility to read the MSDS for a chemical that you plan to use for your particular
experiment or analysis. This task is similar to reading the safety warning of an experiment in the
Intensive General Chemistry Laboratory Manual, Spring 1999, before you actually perform the
experiment.
Chemical Waste Disposal
No chemicals can go down the sink, period. Aqueous, organic, and solid wastes should be
disposed properly in clearly labeled containers. Follow the instructions on the Intensive General
Chemistry Laboratory Manual, Spring 1999, page 6. Ask your instructor when in doubt.
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CHEM C2507, SPRING 1999
Chemicals Storage
Toward the end of a lab period, you will be asked to clean-up your working area in the
laboratory. At that time, decide what samples of chemicals you will save for the next lab period.
In general, glass vials of various sizes work well in storing aqueous and organic solutions and
solid samples. Use parafilms wherever appropriate. If you are not certain how to store properly
your particular sample, ask your instructor. Most samples and chemicals will be shelved in a
metal solvent cabinet located in 302C Havemeyer Hall.
PLANNING BEFORE A LAB PERIOD
There is no formal “Pre-lab” write-up required. However, without preparation in advance, you
will quickly find yourself wasting time and chemicals in the laboratory.
•
The first task in any research endeavor consists of searching the literature. Read the
background of the case thoroughly. Use the Chemistry Library to look up references.
•
Using the scientific method, analyze the problem, make a hypothesis, and design
experiments to collect data.
•
Use your laboratory notebook to take notes and make observations. Keep all information in
an organized manner. You will never know what pieces of information will become the key
to your success.
•
Although you will be given a slightly large quantity of unknown sample, always remember
to save samples at various stages of your analysis. Exercise your common sense to decide
how much of a sample you will use for a particular procedure.
•
Review your chemistry concepts and apply them effectively in the laboratory.
•
Each member of the group may conduct and analyze experiments independent of each other.
Toward the end of a lab period, the members of the group will meet, share their findings, and
prepare for the next lab session.
•
If you want to perform an experiment that is not listed on the next page in the Classical,
Instrumentation, and Advanced Analysis procedures, ask your instructor for permission.
Your instructor will contact either Alan Szeto or Luis Avila for proper approval.
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CHEM C2507, SPRING 1999
CLASSICAL ANALYSIS PROCEDURES
Thin-layer Chromatography (TLC)
Refer to IGChem Lab Manual, pp. 109 – 127
Melting Point (m.p.) Analysis
Refer to Mayo, pp. 41 – 44
Boiling Point (b.p.) Analysis
Refer to Pavia, pp. 551 – 554
Simple Distillation
Refer to Pavia, pp. 554 – 558
Solubility Tests
Refer to Shriner, pp. 90 – 109
Solubility Studies in Organic Solvents
Refer to Shriner, pp. 109 – 112
Classification Tests
Refer to Shriner, pp. 16 – 17
Titratable Acids
If you are certain that you have a pure component (solid or aqueous) that is acidic, titrate to
obtain the end point and pKa of the acid.
Refractive Index Determination
Refer to Mayo, pp. 39 – 40
Filtration
Refer to Mayo, p. 105
Crystallization
Refer to Mayo, pp. 103 – 105
Simple Density Determination
If you are certain that you have a pure liquid, determine its density using an analytical balance
and a 10-mL graduated cylinder.
Column Chromatography
Refer to IGChem Lab Manual, pp. 109 – 127
Liquid Extraction
Refer to Fieser, pp. 56 –
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COLUMBIA UNIVERSITY
CHEM C2507, SPRING 1999
INSTRUMENTATION ANALYSIS PROCEDURES
Gas Chromatography (GC)
Refer to IGChem Lab Manual, pp. 109 – 127
Fourier-Transform Infrared Spectroscopy (FT-IR)
Refer to IGChem Lab Manual, pp. 52 – 56; Avila, pp. 8 – 12; IR Tutor 1.1
Nuclear Magnetic Resonance (NMR)
Refer to Mayo, pp. 493 – 499 and 469 – 474
High Performance Liquid Chromatography (HPLC)
Refer to IGChem Lab Manual, pp. 109 – 127
Visible Spectrophotometry
Refer to IGChem Lab Manual, pp. 21 – 34
ADVANCED PROCEDURES
Preparation of Derivatives
Refer to Shriner, pp. 18 – 20
SUGGESTED GUIDELINES FOR ANALYSIS
Phase I – Physical Descriptions, Physical Properties, and Phase Separation
•
Visual Examination
Write down the color, odor, number of phases, and physical characteristics of the sample(s)
received.
•
Physical Properties Determination
If your sample is a solid, determine its melting point (m.p.). Test the solubility of the solid in
several solvents. Take notice of the polarity of the solvents. Determine the density if you
know you have a pure liquid. Determine the refractive index. Examine the purity of your
sample and its components with m.p. and TLC.
•
Separation of Components in a Mixture
Filter the sample if necessary. Keep both the solid and the filtrate. If the filtrate shows
immiscible phases, perform a liquid extraction.
Hint: Do not discard any of the separated phases since you do not know the solubility of the
compound or mixture of compounds you are to determine.
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CHEM C2507, SPRING 1999
Phase II – Chemical Analysis
•
Solid sample:
- Prepare a solution of the solid and perform a TLC.
- Separate the components using column chromatography.
- Take an IR spectrum of the separated fractions using DRIFT or KBr pellet.
•
Aqueous phase:
- If your aqueous solution is acidic, do a potentiometric titration to determine the number
of replaceable hydrogen atoms in the molecule. From the titration curve, determine the
pKa .
- Do an HPLC of the aqueous phase and compare it with standards.
•
Liquid organic mixture:
- Perform a TLC.
- Perform a GC of the solution.
- Take a capillary film IR spectrum of the separated fractions using salt plates or 3M cards.
Phase III – Further Chemical Analysis and Positive Identification Testing
Once you have characterized the unknown(s) via melting point, acid-base titration,
chromatography and visible and IR spectroscopy, you will receive a series of known compounds
and their NMR spectra. You should look up the physical and chemical properties of these
compounds in the CRC Handbook of Chemistry and Physics and correlate them with the
information you have gathered during your data collection.
PROGRESS REPORTS
Each group is required to submit three Progress Reports. Although they do not have definite due
dates, it is strongly recommended that the group should get together after a specific phase of the
Case Study is completed to discuss the group progress among the members themselves and with
the instructor. Fill out the Progress Reports completely (referring to the sample available in the
laboratory) and obtain the signatures of each group member as well as the instructor. Turn in a
Progress Report as soon as it is ready (referring to the Schedule and Due Dates section).
SUPPORT
Instructors
•
•
The laboratory instructors will supervise the activities during the data collection process and
will help you to make decisions about procedures, techniques, and data interpretation.
The instructors will hold office hours outside the laboratory to help you to solve problems.
Refer to the Support sheet for more information.
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CHEM C2507, SPRING 1999
Chempreps (304 Havemeyer Hall)
Chempreps has an inventory of glasswares, chemicals, and accessories. Staff in Chempreps will
assist you with your needs, for example, if you cannot find a certain item in the laboratory. You
are strongly advised to ask your instructor before walking over to the Chempreps window. Your
instructor will clarify the exact item you need, tell you whether the item you need is in the
laboratory, and if the item is not in the laboratory, advise you whether it is necessary and worthy
to get it from Chempreps. This simple communication will assist the staff in Chempreps to help
you and prevent a lot of unnecessary access of the inventory in Chempreps.
Chemistry Library (4th floor Chandler Hall)
The Chemistry Library has a remarkably large collection of chemical literature from textbooks,
manuals, journal titles, to reference sets. There are computer terminals available for you to
search conveniently for chemical literature electronically. The Reserve section of the library
contains all the primary references used to prepare this Manual; these references are available to
you on a two-hour loan basis. For further assistance in using the Chemistry Library, consult the
librarian.
MacLab (310 Havemeyer Hall)
MacLab has a number of Macintosh computers all connected to a common server. To use a
computer there, type in “gchem” as the login name and then press enter (no password is
necessary). You can use valuable computer software there such as IR Tutor 1.1 or access the
internet through Netscape to obtain information from countless numbers of sources. Other
applications such as Words and Excel are also available. However, to access these later
applications, you need to obtain special login name and password from your instructor.
Off-hours Use of Laboratory
Due to safety and security reasons, you are allowed to use the laboratory (302 Havemeyer Hall)
only during the dates listed under the Schedule and Due Dates section. However, if you need to
repeat a measurement during any morning (Monday through Friday) when there is no class, you
may ask permission from Alan Szeto via e-mail by 9:00 p.m. the night before.
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COLUMBIA UNIVERSITY
CHEM C2507, SPRING 1999
EVALUATION
Your grade for the Case Study will be assigned using the following criteria:
Chemical Analysis Quiz
Individual
50 points
Phase I Progress Report
Group
30 points
Phase II Progress Report
Group
45 points
Phase III Progress Report
Group
45 points
Written Evaluation by Instructor
Individual
25 points
Completion of Self-assessments
Individual
Case Study Final Report
Group
Total
5 points*
200 points
400 points
*Graded on credit/no credit basis.
Chemical Analysis Quiz – This 30 minutes, open-book quiz aims to evaluate your grasp of the
bread and butter of Chemical Analysis and your understanding of the theory and operation of
classical and instrumentation procedures. Your satisfactory performance on the quiz is your
license to participate in this Case Study. You may be asked to perform some lab procedures in
front of your instructor to prove that you are competent enough to work in the laboratory if you
fail the quiz.
Progress Reports – These reports are to document data and communications among group
members and your instructor. It is an important summary of discoveries and its preparation and
organization will show the workmanship of the group. It must be turned in to the instructor in a
timely manner. See the Progress Report section for more information.
Written Evaluation by Instructor – This evaluation provides your instructor a medium to
evaluate your lab performance as an individual. Your contribution to the team observed by your
instructor will also be evaluated objectively.
Self-assessments – This five points will be awarded to you after you complete both the Pre- and
Post-Case Study Self-assessments. These assessments contain questions that require your
sincere response so that chemical education in the future can be improved.
Case Study Final Report – At the end of the Case Study each group will present a joint written
report about the activities and the conclusions reached. Only the names of the individuals who
actually participated should appear on the final product with their team roles identified. This
report will be about eight to ten pages long (excluding graphs and spectra) in a journal article
style. This report should resemble high quality work and critical thinking and accurate
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CHEM C2507, SPRING 1999
description of scientific concepts required of a professional. This report will be held to the
highest standard in grading.
CASE STUDY PROJECTS
CASE I
THEME:
SUSPICIOUS WASTE DISPOSAL
Description:
The Department of Sanitation is conducting a joint investigation with the NYC Police
Department to determine the chemical identity of a pungent liquid found in a series of five
metallic containers in a public Dumpster in Uptown West Manhattan. The waste management
workers reported to the Engine 234 – NYC Fire Department that one of their colleagues
suffocated after handling one of the containers. The paramedics took the injured worker to St.
Luke’s Hospital and reported the case to the NYC Police Department.
The forensics laboratory sent a sample of the liquid to Columbia chemists to crossreference their findings about the chemical identity of the unknown liquid. This improper
disposal could result from the operation of legal stores in the zone (an Auto Mechanic shop or a
pickle production store) or from the operation of a clandestine laboratory suspected to be
processing alkaloids in the area.
Your goal:
Identify the unknown liquid waste using Chemical Analysis and suggest the disposal source.
CASE II
THEME:
ENVIRONMENTAL POLLUTION
Description:
An investigation was conducted to determine the cause of the death of approximately 240
bottlenose dolphins, Tursiops truncatus, along the Texas coastal ecosystem during 1992. The
possible causes of death include industrial pollution, agricultural runoff, fishery interaction,
biotoxins, and/or disease.4 The investigation of all potential causative factors have been
explored using laboratory analyses for determination of water quality and detection of priority
pollutants and pesticides in the water, examination of local fisheries and interviews with
fishermen, analysis of water and shellfish samples for biotoxins. Gross necropsy and
histiopathology from the animal carcasses were also performed and the forensics laboratory has
sent a sample of frozen liver, kidney, and stomach tissues for Columbia chemists to investigate
the nature of the chemicals metabolized by the animals. Investigation results indicate that two
4
Ann Colbert. Forensics Program, National Marine Fisheries Service, Southeast Fisheries Science Center,
Charleston Laboratory, Charleston, SC.
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CHEM C2507, SPRING 1999
likely causative factors were exposure to pollutants generated by the operation of a local factory
in the region and/or by exposure to pesticides in agricultural runoff, both resulting from
unusually heavy rainfall in the area.
Your goal:
Determine the exact causative factor of death by performing a Chemical Analysis of the aqueous
extract of the tissues received.
CASE III (IIIA, IIIB, and IIIC)
THEME:
HAZARDOUS CHEMICALS IDENTIFICATION
Description:
The Environmental Health and Safety Department at Columbia University contacted a
chemical waste disposal company to dispose of a series of unlabeled vials located in the hood of
an Organic Chemistry Research Laboratory in the Department of Chemistry. Disposing of
unlabeled chemicals is extremely costly to the University because the waste disposal company
has to first characterize the unknown substances to properly dispose of the chemicals. The vials
contain liquid and solid samples. In an attempt to save costs, the Director of Research of the
Chemistry Department proposed to the Undergraduate Program to analyze the unknown samples
in the instructional laboratories.
Your goal:
Analyze the samples (either IIIA, IIIB, or IIIC) and produce a Chemical Analysis report for the
waste disposal company.
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CHEM C2507, SPRING 1999
BIBLIOGRAPHY
INTRODUCTION
Considine, D. M., and G. D. Considine, ed. Van Nostrand’s Scientific Encyclopedia. 8 th ed.
Van Nostrand Reinhold: New York, 1995.
Felder, R. and R. Brent. ERIC Document Reproduction Service Report ED 377038 (1994).
Johnson, D. W., R. T. Johnson, and K. A. Smith. Cooperative Learning: Increasing College
Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4. George
Washington University, 1991.
PLANNING AND WORKING IN THE LABORATORY
Avila, L. and D. Schiering. Infrared Spectroscopy Basic Techniques and Experiments. PerkinElmer, 1993.
CRC Handbook of Chemistry and Physics. Latest edition. CRC Press.
CRC Handbook of Laboratory Safety. Latest edition. CRC Press.
Fieser, L. and K. L. Williamson. Organic Experiments. 5th ed. Heath: New York, 1997.
Laboratory Manual (CHEM C2507, SPRING 1999), Intensive General Chemistry. Department
of Chemistry, Columbia University, 1999.
Mayo, D. W., R. M. Pike, and S. S. Butcher. Microscale Organic Laboratory. 2nd ed. John
Wiley & Sons: New York, 1989.
Pavia, D. L., G. M. Lampman, and G. S. Kriz. Introduction to Organic Laboratory Techniques.
3rd ed. Saunders College Publishing: New York, 1988.
Shriner, R. L., et al. The Systematic Identification of Organic Compounds, A Laboratory
Manual. 6th ed. John Wiley & Sons: New York, 1980.
Skoog, D. A. and J. J. Leary. Principles of Instrumental Analysis. 4 th ed. Saunders College
Publishing: New York, 1992.
Skoog, D. A., D. M. West, and F. J. Holler. Fundamentals of Analytical Chemistry. 6th ed.
Saunders College Publishing: New York, 1992.
CASE STUDY PROJECTS
Colbert, Ann. Forensics Program, National Marine Fisheries Service, Southeast Fisheries
Science Center, Charleston Laboratory, Charleston, SC.
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SUPPORT INFORMATION
Luis Avila
Professor of Chemistry
455 Chandler Hall, [email protected]
Office Hours: by appointment
Alan Szeto
Administrative Coordinator, Tuesday Instructor
859 Chandler Hall, [email protected]
Office Hours: Thursdays, 12:30 – 2:00 p.m., and by appointment
Guanglu Ge
Tuesday Instructor
308 Havemeyer Hall, [email protected]
Office Hours: Tuesdays, 11:00 a.m. – 12:00 p.m.
Tatyana Igumenova
Monday Instructor
308 Havemeyer Hall, [email protected]
Office Hours: Fridays, 2:00 – 3:00 p.m.
Jiang Jiang
Monday Instructor
308 Havemeyer Hall, [email protected]
Office Hours: Wednesdays, 3:00 – 4:00 p.m.
Rebecca Kwaan
Tuesday Instructor
308 Havemeyer Hall, [email protected]
Office Hours: Wednesdays, 3:00 – 4:00 p.m.
Alvaro Mercado
Monday Instructor
855 Chandler Hall, [email protected]
Office Hours: Wednesdays, 3:00 – 4:00 p.m.
Chempreps (304 Havemeyer Hall)
Hours: Mondays – Fridays, 10:00 a.m. – 6:00 p.m.
Chemistry Library (4th floor Chandler Hall)
Hours: Mondays – Thursdays, 9:00 a.m. – 9:00 p.m.; Fridays, 9:00 a.m. – 5:00 p.m.;
Saturdays, 12:00 p.m. – 5:00 p.m.; Sundays, 2:00 p.m. – 6:00 p.m.
MacLab (310 Havemeyer Hall)
Hours: Mondays – Fridays, 10:00 a.m. – 5:00 p.m.
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