COURSE SYLLABUS

2nd Semester, AY 2016-2017

Course Information Faculty Information

Course Code: CHE 323 Name: Engr. May V. Tampus
Course Title: Physical Chemistry Office: Department of Chemical Engineering
Credit Units: 3 Email: che323@gmail.com
Pre-requisite: CHE 311 (Thermodynamics 1) Phone: +63-32-344-6783
Co-requisite: CHE 323L (Physical Chemistry
Laboratory 1) Consultation
Time:
Schedule: TTh 3:30-5:00 PM

Course Description
The course provides students a comprehensive coverage of physical and chemical theories or principles underlying
the distinct characteristics of substances. This is organized particularly for chemical engineering students who will
use the principles or theories for rationalizing empirical observations of physico-chemical phenomena. These
principles and theories are also applied in the analysis and determination of a materials physico-chemical properties
that are useful in the design and operation of chemical and biological processes.

COURSE OUTCOMES (CO)

By the end of the semester, students should be able to: Alignment to Program Outcomes
CO1: Relate chemical structure and composition of
The learning outcomes in this course - CO1 and CO2 are
matter to its properties;
enabling to the achievement of:
CO2: Predict behavior of matter using physico- [PO1] Ability to apply knowledge of mathematics and
chemical principles and derived relationships; and science to the general practice of chemical engineering and
CO3: Determine identity, structure, composition, and in at least one specialized field of application; and
properties of matter using physico-chemical methods The learning outcome in this course CO3 is enabling to the
of analysis. achievement of:
[PO6] Ability to propose, plan, and implement research
projects for testing hypotheses and verifying assumptions,
and to write research results in a publishable form.
ASSESSMENT OF OUTCOMES
As evidence of having achieved the outcomes, students must produce quality outputs and/or carry out tasks
successfully.
Formative Summative (Rubric-Based)
For CO1: Long Exams, Problem Sets, 3D Model of a For CO1: Comprehensive Exam (Conceptual Questions)
Crystalline Solid; For CO2: Comprehensive Exam (Conceptual Questions)
For CO2: Long Exams, Problem Sets, Personal For CO3: Comprehensive Exam (Numerical Problems)
Chronicle; and
For CO3: Long Exams, Problem Sets, Literature
Review by the Group, Personal Essay

Assessment Rubrics
Rubric No. 1: Grading Rubric for Assessment of Answering Conceptual Questions
Rubric No. 2: Grading Rubric for Assessment of Solving Numerical Problems
Rubric No. 3: Grading Rubric for Assessment of a 3D Model of a Crystalline Solid
Rubric No. 4: Grading Rubric for Assessment of a Personal Chronicle
Rubric No. 5: Grading Rubric for Assessment of a Literature Review
Rubric No. 6: Grading Rubric for Assessment of an Essay
Rubric No. 7: Grading Rubric for Assessment of Problem Sets
Grading System

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 The students grade for the course is computed based on both formative and summative assessment data. The
computation is detailed below.
Grade Component Weight Computation
Comprehensive Exam 40 % Comprehensive Exam Grade x 0.40
Long Exam 1 10% Long Exam 1 Grade x 0.10
Long Exam 2 10% Long Exam 2 Grade x 0.10
Long Exam 3 10% Long Exam 3 Grade x 0.10
3D Model of a Crystalline Solid 5% 3D Model Grade x 0.05
Personal Chronicle 10% Personal Chronicle Grade x 0.10
Literature Review 5% Literature Review Grade x 0.05
Essay 5% Essay Grade x 0.05
Problem Sets 5% Problem Sets Grade x 0.05
Total Grade
Passing Grade: 3.0
Conditions for Passing:
*A student must comply with all the aforementioned course requirements.
The student shall get a grade of INC if any one of the course requirements
stipulated above is not met.

* A student will get an INC ifever he/she gets a mark that is below the passing
grade of 3.0 in the Conceptual Questions and/or in the Numerical Problems of
the COMPREHENSIVE EXAM. This grade shall be given to the student despite
a passing grade in all the other assessed tasks.

LEARNING PLAN
Course
Topics Week Learning Activities
Outcome
0 Fundamentals: Introduction to the course Actively participating in a class
0.1 Matter discussion
0.2 Realms of Physical Chemistry
CO#1 0.3 Definition of Physical Chemistry
0.4 Purpose of Physical Chemistry 1
0.5 Accomplishing the Goals of Physical
Chemistry
0.6 Roots of Physical Chemistry
0.7 Approaches in Physical Chemistry
1 Properties of Gases In-depth reading
Actively participating in a class
The perfect gas discussion
1.1 The state of gases Collaborative group discussions of the
1.2 The gas laws Recommended Exercises
1.3 Diffusion and effusion Personal reflection of the everyday
1.4 Kinetic theory of gases phenomena in relation to physical
CO#1 chemistry
CO#2 Real gases 2&3 Writing realizations in the Personal
CO#3 1.5 Molecular interactions Chronicle: Matter in Everyday Life
1.6 The van der Waals equation
1.7 The principle of corresponding states

Application of Ideal Gas Laws and Real Gases

1.8 Determination of Properties of Gases
1.9 Identification and Quantification of
Substances
CO#1 2 Properties of Liquids In-depth reading
CO#2 2.1 Viscosity 4 Actively participating in a class
CO#3 2.2 Capillary action discussion

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 3.3 Surface tensions Collaborative group discussions of the
Recommended Exercises
3.4 Curved surfaces Personal reflection of the everyday
phenomena in relation to physical
chemistry
CO#1 December 15, 2016
LONG EXAM 1
CO#2 5
CO#3
3 Solid State Chemistry In-depth reading
Fundamentals of Solid State Chemistry Actively participating in a class
3.1 Classification of solids discussion
3.2 Lattices and unit cells Collaborative group discussions of the
3.3 Identification of lattice planes Recommended Exercises
CO#1 3.4 Investigation of crystal structure Personal reflection of the everyday
CO#2 Bonding in Solids 6&7
phenomena in relation to physical
CO#3 3.5 Molecular orbital theory chemistry
3.6 Band theory of solids Writing realizations in the Personal
3.7 Semiconductors Chronicle: Matter in Everyday Life
Making the 3D model of a crystalline
solid
4 Physical Transformation of Pure In-depth reading
Substances Actively participating in a class
4.1 Stability of phases discussion
4.2 Phase boundary Collaborative group discussions of the
4.3 Typical phase diagrams Recommended Exercises
CO#3 8
Personal reflection of the everyday
phenomena in relation to physical
chemistry
Writing realizations in the Personal
Chronicle: Matter in Everyday Life
CO#1
CO#2 LONG EXAM 2 9 January 26, 2017
CO#3
5 Simple Mixtures In-depth reading
Thermodynamic description of mixtures Actively participating in a class
5.1 Partial molar quantities discussion
5.2 Thermodynamics of mixing Collaborative group discussions of the
5.3 The chemical potential of liquids Recommended Exercises
CO#1
10 & Personal reflection of the everyday
CO#2
The properties of solutions 11 phenomena in relation to physical
CO#3
5.4 Ideal Solutions, Simple Mixtures and Non- chemistry
ideal Solutions Writing realizations in the Personal
5.5 Colligative properties Chronicle: Matter in Everyday Life
5.6 Activities of regular solutions
5.7 The activities of ions in solution
6 Electrochemistry In-depth reading
The migration of ions Actively participating in a class
6.1 Conductivity discussion
6.2 Ion mobility Collaborative group discussions of the
CO#1 Recommended Exercises
12 &
CO#2 Electrochemical cells
13 Personal reflection of the everyday
CO#3 6.3 Half-reactions and electrodes phenomena in relation to physical
6.4 Reactions at electrodes chemistry
6.5 Varieties of cells Writing realizations in the Personal
6.6 The electromotive force Chronicle: Matter in Everyday Life
6.7 Standard potentials

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 6.8 Applications of standard potentials

7 Structure and Interactions In-depth reading

Introduction to quantum theory Actively participating in a class
7.1 Origins of quantum mechanics discussion
7.2 Wave-particle duality Collaborative group discussions of the
7.3 The postulate of quantum mechanics Recommended Exercises
Personal reflection of the everyday
CO#1 Spectroscopy phenomena in relation to physical
CO#2 7.4 General features 14 chemistry
CO#3 7.5 Experimental techniques Writing realizations in the Personal
7.6 Electronic transitions Chronicle: Matter in Everyday Life
7.7 Magnetic resonance

Molecular interactions
7.8 Electric properties of molecules
7.9 Interactions between molecules
CO#1
CO#2 LONG EXAM 3 15 March 9, 2017
CO#3
8 Macromolecules and Aggregates* Literature survey and in-depth reading
Determination of size and shape on the Assigned Topic for the Literature
Review
8.1 Mean molar masses
Collaborative group discussion in
8.2 Mass spectrometry Conceptualizing the Literature Review
8.3 Electrophoresis Writing the Literature Review by the
CO#3 8.4 Viscosity 16 Group: Physico-Chemical Methods of
Analysis in the Identification and
Self-assembly Characterization of Proteins
8.5 Colloids
8.6 Micelles and biological membranes
8.7 Surface films
9 Properties and Activities of Surfaces* Literature survey and in-depth reading
9.1 Properties of surfaces on the Assigned Topics for the Essay
CO#2 17
9.2 Adsorption Writing the Personal Essay: The Role
9.3 Surface catalysis of Adsorption in Enzymatic Catalysis
CO#1
CO#2 COMPREHENSIVE EXAM 18 March 28, 2017
CO#3
Learning Resources
TEXTBOOK

1. Atkins, P. and de Paula, J. (2014). Atkins Physical Chemistry (10th ed.). Oxford, UK: Oxford University Press.
Other editions of this textbook may also be used.

READING REFERENCES

2. Alberty, R. and Silbey, R. (2001). Physical Chemistry (3rd ed.). New York: John Wiley & Sons, Inc.
3. Engel, T. and Reid, P. (2013). Physical Chemistry (3rd ed.). New York: Pearson Education Inc.
4. Laidler, K. and Meiser, J. (1999). Physical Chemistry (3rd ed.). Boston, MA: Houghton Miffling Company.
5. Levine, I. (2009). Physical Chemistry (6th ed.). New York: McGraw-Hill Co., Inc.
6. Maron, S. and Lando J. (1978). Fundamentals of Physical Chemistry. New York: Macmillan Publishing.
7. Monk, P. (2004). Physical Chemistry Understanding of Our Chemical World. Wessex, UK: John Wiley &
Sons. Ltd.
8. Sun, S. (2004). Physical Chemistry of Macromolecules: Basic Principles and Issues (2nd ed.). New York:
John Wiley & Sons, Inc.

Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 4
 9. Zumdahl, S. (2010). Chemistry: An Atoms Approach (3rd ed.). Lexington, MA: D.C. Heath and Company.
10. Zumdahl, S. (2005). Chemical Principles (5th ed.). Boston, MA: Houghton Mifflin Company.

DATA TABLES/REFERENCE

11. Lide, D. (Ed.) (1992). CRC Handbook of Chemistry and Physics (73rd ed.). Boca Raton: CRC Press.
12. Perry, R. and Green, D. (Ed.) (2012). Perrys Chemical Engineers Handbook (8th ed.). New York: McGraw-
Hill. (At least use the latest edition.)
Course Policies
I. EXAMS & ASSESSMENTS
a. All long exams and the comprehensive exam are announced.
b. No permit, no exam.
c. Submit at least three (3) sheets of long-size bondpaper a week before the scheduled long exam. A student cannot take the exam
if he/she is not able to meet the said deadline. Write name of student, course code, and schedule on each page.
d. Bags, telecommunications gadgets and other things should be stowed away from the students (e.g. placed on the platform) before
the exam starts.
e. Students must turn off their mobile phones before the exam starts.
f. Borrowing of any items during exams is strictly not allowed.
g. Students must stay inside the classroom while the exam is ongoing.
h. Exam papers submitted after countdown will not be accepted.
i. If a student misses one (1) long exam, unexcused, then he/she shall get a grade of zero in that exam.
j. If a student comes in 15 minutes late during exams, then he/she cannot take the exam anymore.
k. Students can view checked exams but are not allowed to bring them home.
l. Students are given the chance to raise questions regarding their scores during the viewing of their exam results.
m. A student shall only be given a special exam for a missed exam if and only if for a very valid reason and if he/she can show
authentic proof.
n. Exams and all other forms of assessments are subject to grading rubrics.
o. A student caught cheating in the exam will be given a grade of 5.0 in that exam. If he/she is caught more than once, then the deed
will be reported to the chair for further action.
p. A student who submits an output that is a product of cheating in any form (e.g., plagiarized literature review or essay) shall be
given a grade of 5.0 for that output once proven guilty.

II. SOLVED PROBLEM SETS

a. The teacher shall give students a problem set per chapter but students are encouraged to solve problems other than those
recommended by the teacher.
b. Problem sets must be solved by the individual students but they must form a study group and regularly meet with the group to
discuss strategies and approaches on how to solve these problems. Group meetings must be recorded. Please refer to section III
for details.
c. The study group shall appoint a leader who will collect the solved problems and submit them to the teacher for countersigning.
d. The group must submit the compilation as a portfolio at the end of the term.
e. Solved problem sets must be written on a long-size bondpaper and compiled in a long-size clearbook. The color of the clearbook
for MW class is yellow.
f. Each problem set must have a cover page detailing the contribution of individual members to the tasks. The format is as follows:

g. The portfolio of solved problems must have a cover page and a table of contents. The cover page must contain the following
information: CHE 323 PORTFOLIO OF SOLVED PROBLEMS, class schedule, name of student and date of submission. The

Department of Chemical Engineering, University of San Carlos, Cebu City, Philippines Page 5
 table of contents must contain the following information: chapter number, chapter title, date of submission, no. of problems
solved.
h. Students who are found to be copying one anothers solutions shall be given a grade of 5.0 and will be given another batch of
problem set. They are given three (3) days to hand in their output. Failure to comply with the three-day deadline for submission
means a grade a final grade of 5.0 in that task.

III. GROUP TASKS & MEETINGS

a. The appointed leader is responsible in submitting the group tasks, e.g., scrapbook.
b. All submitted group tasks must bear the name of the member and the corresponding signature of each member as well as a
description of the contribution of each member.
c. A member who does not affix his/her signature on the paper where the work is written is considered to be absent or non-participating
in the said activity and shall be a given a grade of 5.0 in the said activity.
d. It is highly recommended that a group meets at least 2 hours per week.
4.1. Group meetings must be recorded in a steno pad. The date and venue of the meeting, agenda, task of each member with their
signature which is also countersigned by the leader must all be written in the steno pad.
4.2. Any one of the members can submit the record every Tuesday or Thursday after class to the teacher.
4.3. A member who incurs 2 absences must see the teacher. Otherwise, he/she shall be asked to remove himself/herself from the
group.

IV. ATTENDANCE, CLASSROOM DECORUM, & UNIFORM

a. A student is considered absent in class when he/she arrives more than fifteen (15) minutes late.
b. Three (3) times tardiness is equivalent to one absence.
c. Two (2) absences entails that the student must write a readmission letter countersigned by the chair.
d. A student is expected to be interactive during class. A student is considered to be prepared in coming to class if he/she:
1. Has done the reading of the topic prior to coming to class
2. Has solved problems regarding the topic
3. Asks valid questions during class discussion
4. Participates and gives his/her insights and ideas when asked by the teacher
5. Participates in solving the problems given during class
6. Brings his/her textbook and notes
e. Anyone caught sleeping or doing something else during class discussion will report a special topic to class that is assigned by the
teacher.
f. Questions, comments and points of clarification are very much welcome on the condition that they are asked with courtesy.
g. The class shall take a five-minute break after the first-half of the period.
h. The use of your mobile phone or tablet is restricted to viewing documents only and not for calling, texting, listening music and taking
a selfie.
i. Keep the classroom clean after the end of each class. Student caught littering shall be given a special topic to report assigned by
the teacher.

V. SUBMISSION OF COURSE REQUIREMENTS

i. The cutoff time for submission on the set deadline date is 5:30 PM. Submissions made later than 5:30 PM will not be accepted.

Prepared by Approved by
Engr. May V. Tampus Engr. Luis K. Cabatingan
Faculty Department Chair
Date Submitted Date Approved
for Approval

ANNEXES

Rubric No. 1: Grading Rubric for Assessment of Answering Conceptual Questions

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 Attributes Exceeds Meets Partially Meets Does Not Meet No Answer
Expectations Expectations Expectations Expectations
(1.0-1.3) (2.0) (3.0) (4.0) (5.0)

1. Succinctly articulates thoughts and All attributes are Weak in Weak in 1, 2, 5 All attributes No answer at
ideas clearly attributes 5 & 6. & 6. are very poorly all.
2. Clearly relate phenomenon or manifested. manifested.
application to concepts, theories, and Copied the
principles answer
3. Correctly predicts behavior of matter
using physico-chemical laws, principles
and derived relationships
4. Correctly interprets behavior of matter
based on diagrams and empirical laws
5. Properly draws conclusions based on
facts and objective analysis of the
problem
6. Effectively uses the English language

Rubric No. 2: Grading Rubric for Assessment of Solving Numerical Problems

Attributes Exceeds Meets Partially Meets Does Not No Answer
Expectations Expectations Expectations Meet
(1.0-1.3) (2.0) (3.0) Expectations (5.0)
(4.0)
1. All given information are correctly Strongly Weak in Weak in Weak in all of No solution at
enumerated. possesses all the attributes 10, 11 attributes 8 to the attributes all
2. Information given are organized in a attributes 12 & 14 13 but was able
logical manner. Copied the
to present
3. Effectively uses the given information in answer
order to correctly identify the problem. some
4. Steps carried out are clear and logical. resemblance
5. Mathematical statements are written of a solution
correctly including +, -, x, /, and = sign. to the problem
6. Strategy used perfectly matches the
problem.
7. Effectively uses quantitative and
qualitative techniques, methods and tools
in order to solve the problem.
8. Fundamental theories/principles of
chemistry, physics, and/or mathematics
are accurately applied.
9. Assumptions made are clearly stated and
highly valid.
10. All calculations carry correct units.
11. Clearly show cancellation of units where
necessary.
12. Numerical answers are highly accurate
and properly labeled.
13. Handwriting is neat and legible.
14. Completely solves the problem.

Rubric No. 3: Grading Rubric for Assessment of a 3D Model of a Crystalline Solid

Attributes Exceeds Expectations Meets Expectations Partially Meets Does Not Meet
(1.0-1.3) (2.0) Expectations (3.0) Expectations (4.0)
Accuracy and Very accurately represents the Accurately represents the Represents the compound,. Represents the compound,
attention to detail solid, i.e., symmetry, size, compound, i.e., symmetry, but there are some but there are many
X 0.70 structure, packing size, structure, etc. inaccuracies inaccuracies
arrangement, etc.
Pays close attention to detail as Some details are missed Many details are missed
Pays very close attention to reflected in the close
detail as reflected in the close resemblance of the model
resemblance of the model made to what is found in
made to what is found in literature
literature
Workmanship X Well thought out and planned Manifests good planning Manifests planning but is Manifests very poor planning
0.20 Very durable Fairly durable quite vague Many parts are not durable at
Very neatly done Fairly neat Durable but there are some all
parts that are weak Many parts are not neatly
Some parts are not neatly done
done
Creativity and Very eye catching and Eye catching and artistically Somehow eye catching and Not eye catching and no sign
resourcefulness artistically done done artistically done of being creative
X 0.10

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Rubric No. 4: Grading Rubric for Assessment of a Personal Chronicle
Attributes Exceeds Meets Partially Meets Does Not Meet
Expectations Expectations Expectations Expectations
(1.0-1.3) (2.0) (3.0) (4.0)

1. Logical and sequential organization of contents All attributes are Weak in attribute Weak in attributes Weak in all
2. Cites very specific actual examples of occurrences in clearly 4 & 5. 1, 3, & 4. attributes.
everyday life manifested.
3. Profoundly rationalizes the cited everyday life occurrence
using knowledge of the physico-chemical theories and
principles
4. Effectively uses the English language
5. Cited more than five (5) sources of information
6. All

Rubric No. 5: Grading Rubric for Assessment of a Literature Review

Grades Attributes

Exceeds Very clear focus and clarity of thoughts and expression. Key points are well developed and described in detail.
Expectations Excellent analysis of article content that is discerning, in-depth and supported by personal knowledge and
understanding of fundamental concepts and principles. Ability to relate content to ones role and competencies as a
(1.0-1.3) student in Physical Chemistry and Chemical Engineering is demonstrated in an outstanding manner. There is a high
quality of reflection as can be seen in the ability to relate to ones knowledge and understanding to the content of
the article. The reviewer is able to suggest how the information and knowledge could be adopted or adapted
innovatively to enhance or improve a particular technique/method as applied in chemical engineering. Personal
insights and views that are expressed show that the reviewer has thought critically and reflectively about the article
and the effects on his/her role as a student in Physical Chemistry in particular and Chemical Engineering in general.
Clear articulate writing used. It contains no spelling or grammatical errors, demonstrates creative use of language,
and smooth transitions. Strictly adheres to mechanics.
Meets The review is clear, well organized with logical sequencing and elaboration of key points. All key points are
Expectations adequately detailed and there is in-depth analysis of some of the points. Good effort has also been made to relate
the content of the article to ones role and competencies as a student in Physical Chemistry and Chemical
(2.0) Engineering and interesting ideas were proposed for improving or enhancing the said technique or method. Insights
and discoveries made show a good understanding of the article content and that that the reviewer has made good
effort to reflect on his/her role as a student in Physical Chemistry in particular and Chemical Engineering in
general. Minor edits needed. Minor lapses in the elaboration of thoughts. Two to three errors in spelling, grammar,
and mechanics.
Partially Meets There is adequate analysis of the article content but with some points detailed more than others. Relationship is drawn
Expectations between some key points and ones role and competencies as a student in Physical Chemistry in particular and
Chemical Engineering. The reviewer was able to suggest how the information and knowledge could be applied in the
(3.0) technique/method to improve or enhance current practices. Overall, the review is satisfactory in that it shows an
overall understanding of the content and the ability to reflect on the content to obtain adequate benefits as a student
in Physical Chemistry in particular and Chemical Engineering in general. Substantial edits needed. Brief mention of
thoughts and only slightly elaborates. Four to five errors in spelling, grammar and mechanics.

Does Not Meet The review is lacking in focus and clarity of expression. Key points not elaborated upon and details are minimal.
Expectations Little analysis of content. Minimal reflection and insights given. No mention of learning from reading the article.
Major edits needed. No transition between sentences. Too many spelling and grammar errors.
(4.0)

Rubric No. 6: Grading Rubric for Assessment of an Essay

Attributes Exceeds Meets Partially Meets Does Not Meet
Expectations Expectations Expectations Expectations
(1.0-1.3) (2.0) (3.0) (4.0)

1. Succinctly articulates thoughts and ideas All attributes are Weak in attribute Weak in attributes Weak in all
2. Effectively uses the underlying physico-chemical concepts, clearly 4 & 5. 1, 3, & 4. attributes.
theories, and principles to predict the behavior of a certain manifested.
system
3. Clearly examines a given system and its establishes the role
of its properties to the way this system behaves
4. Effectively uses the English language
5. Cited more than five (5) sources of information
6. Writes a complete chronicle for chapters 1 to 7

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Rubric No. 7: Grading Rubric for Assessment of Problem Sets
Grades Attributes

1.0 Solved problems exceeded the maximum number given by teacher (10 problems)

1.3 Solved 10 out of 10 problems

2.0 Solved 8 out of 10 problems

3.0 Solved 6 out of 10 problems

4.0 Solved less than 6 problems

5.0 Did not solve any problem

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