《Analytical Chemistry》课程教学大纲

一、课程基本信息

二、课程目标（四号黑体）

（一）总体目标：（小四号黑体）

 Analytical chemistry is the branch of chemistry dealing with measurement, both qualitative and quantitative. This discipline is also concerned with the chemical composition of samples. In the field, analytical chemistry is applied when detecting the presence and determining the quantities of chemical compounds, such as lead in water samples or arsenic in tissue samples. It also encompasses many different spectrochemical techniques, all of which are used under various experimental conditions. This branch of chemistry teaches the general theories behind the use of each instrument as well analysis of experimental data. This course begins with a review of general chemistry and an introduction to analytical terminology. You will learn terms relevant to the process of measuring chemical compounds, such as sensitivity and detection limit. The course continues with a unit on common spectrochemical methods, followed by an extension of these methods in a unit on atomic spectroscopy. These methods allow the qualitative and quantitative analysis of compounds of interest. You will also learn about chromatography, which is the science behind purifying samples. Separations of complex mixtures are achieved through a variety of chromatographic techniques. The course concludes with a section on electrochemical methods, examining the interaction between the electrolyte and current of potential during chemical reactions. Please keep in mind that many chemistry courses, especially analytical chemistry, require laboratory experiments to reinforce these concepts; however, this course provides supplemental material in order to convey this information. After successful completion of this course, you will understand the techniques used in qualitative and quantitative analysis of chemical compounds.（五号宋体）

（二）课程目标：（小四号黑体）

（课程目标规定某一阶段的学生通过课程学习以后，在发展德、智、体、美、劳等方面期望实现的程度，它是确定课程内容、教学目标和教学方法的基础。）（五号宋体）

课程目标1：

 1.1 Grasp the principle and application of different chemical apparatus;

 1.2 Grasp the principle of statistical analysis and date treatment;

 1.3 Understand the principle of chemical equilibria;

 1.4 Grasp the principle, procedure and application of titration;

课程目标2：

 2.1 Grasp the principle, procedure and application of electrochemical methods;

 2.2 Grasp the principle, procedure and application of bulk electrolysis;

课程目标3：

 3.1 Grasp the principle and application of optical spectrometry;

 3.2 Grasp the principle and application of atomic spectroscopy;

 3.3 Grasp the principle and application of mass spectrometry;

课程目标4：

 4.1 Grasp the principle and application of different analytical separation methods.

 4.2 Grasp the principle, instrument structure and application of gas or high-performance liquid chromatography.

 4.3 Have the capability of sample treatment and separation analysis using chromatography, and be able to design analytical methods for target objects.

（要求参照《普通高等学校本科专业类教学质量国家标准》，对应各类专业认证标准，注意对毕业要求支撑程度强弱的描述，与“课程目标对毕业要求的支撑关系表一致）（五号宋体）

（三）课程目标与毕业要求、课程内容的对应关系（小四号黑体）

表1：课程目标与课程内容、毕业要求的对应关系表 （五号宋体）

（大类基础课程、专业教学课程及开放选修课程按照本科教学手册中各专业拟定的毕业要求填写“对应毕业要求”栏。通识教育课程含通识选修课程、新生研讨课程及公共基础课程，面向专业为工科、师范、医学等有专业认证标准的专业，按照专业认证通用标准填写“对应毕业要求”栏；面向其他尚未有专业认证标准的专业，按照本科教学手册中各专业拟定的毕业要求填写“对应毕业要求”栏。）

三、教学内容（四号黑体）

（具体描述各章节教学目标、教学内容等。实验课程可按实验模块描述）

第1章 The Nature of Analytical Chemistry（小四号黑体）

1.教学目标 （五号宋体）

Grasp the basic aspect of analytical chemistry; understand the center role of analytical chemistry; know a typical quantitative analysis procedure.

2.教学重难点

 2.1 The role of chemistry in science;

 2.2 Typical quantitative analysis procedure

3.教学内容

 1A The Role of Analytical Chemistry

 1B Quantitative Analytical Methods

 1CA Typical Quantitative Analysis

 1DAn Integral Role for Chemical Aalysis: Feedback Control Systems

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of different analytical applications

To answer the questions:

 1. What is your impression of Analytical Chemistry?

 2. What is the procedure in a typical quantitative analysis?

第2章 Chemicals, Apparatus, and Unit Operations of Analytical Chemistry

1.教学目标

 1.1 Master the reagents and chemicals classification of chemistry;

 1.2 Grasp the Equipment and Manipulations Associated with Evaporation, Weighing, Filtration;

 1.3 Familiar with the basic laboratory practice in Analytical Chemistry

2.教学重难点

 2.1 The Equipment and Manipulations Associated with Evaporation, Weighing, Filtration;

 2.2 The basic laboratory practice in Analytical Chemistry, including laboratory notebook and saftey.

3.教学内容

 2A Selecting and Handling Reagents and Other Chemicals

 2B Cleaning and Marking of Laboratory Ware

 2CEvaporating Liquids

 2DMeasuring Mass

 2E Equipment and Manipulations Associated with Weighing

 2F Filtration and Ignition of Solids

 2GMeasuring Volume

 2HCalibrating Volumetric Glassware

 2I The Laboratory Notebook

 2J Safety in the Laboratory

4.教学方法

The basic theory and analysis principle are taught by teaching method., animation and video of basic operations.

5.教学评价

Grasp the students’ mastery of basic tools in analytical chemistry

 To answer the questions:

 1. What are the rules for handling reagents and solutions?

 2. What are types of analytical balances?

 3. What are the sources of error in weighing?

 4. How to maintain a laboratory notebook?

第3章 Using Spreadsheets in Analytical Chemistry

1.教学目标

 1.1 Grasp the basic unit in Microsoft spreadsheet;

 1.2 Grasp the basic calculation in spreadsheet;

2.教学重难点

 2.1 The calculations in complex examples;

 2.2 Data recording in spreadsheet;

3.教学内容

 3A Keeping Records and Making Calculations

 3B More Complex Examples

4.教学方法

The basic theory and analysis principle are taught by teaching method and practice. Students must take a PC and practice the calculation on it.

5.教学评价

Grasp the students’ mastery of basic calculations in spreadsheet.

 To answer the questions:

 1. Describe the use of the following Excel functions after reading about them in the Excel help facility.

 (a) SQRT; (b) AVERAGE; (c) PI; (d) FACT; (e) EXP; (f) LOG

 2. There are many ways to document the worksheet entries and calculations. Use a search engine to find some of these methods, and describe them in detail using a worksheet example.

第4章 Calculations Used in Analytical Chemistry

1.教学目标

 1.1 Grasp the basic unit of measurement;

 1.2 Understand the solution preparation and their concentration;

2.教学重难点

 2.1 The solution and their chemical stoichiometry.

3.教学内容

 4A Some Important Units of Measurement

 4B Solutions and Their Concentrations

 4CChemical Stoichiometry

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of solution concentration calculation

 To answer the questions:

 1. What is the difference between molar species concentration and molar analytical concentration?

 2. Show that one gram is one mole of unified atomic mass units.

 3. Find the number of Na⁺ ions in 2.92 g of Na₃PO₄?

 4. What is the mass in milligrams of solute in

 (a) 16.0 mL of 0.350 M sucrose (342 g/mol)?

 (b) 1.92 L of 3.76 x 10^-3 M H₂O₂?

 5. Sea water contains an average of 1.08 x 10³ ppm of Na⁺ and 270 ppm of SO₄^2-. Calculate

 (a) the molar concentrations of Na+ and SO42- given that the average density of sea water is 1.02 g/mL.

 (b) the pNa and pSO4 for sea water.

 6. What mass of solid La(IO₃)³ (663.6 g/mol) is formed when 50.0 mL of 0.250 M La³⁺ are mixed with 75.0 mL of 0.302 M IO₃^-?

 7. What volume of 0.01000 M AgNO₃ would be required to precipitate all of the I^- in 200.0 mL of a solution that contained 24.32 ppt KI?

第5章 Errors in Chemical Analyses

1.教学目标

Grasp the basic aspect of errors in analytical chemistry; understand the source of errors.

2.教学重难点

 2.1 The source of systematic error;

3.教学内容

 5A Some Important Terms

 5B Systematic Errors

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of different type of errors in chemical analysis

To answer the questions:

 1. Explain the difference between

 (a) random and systematic error.

 (b) constant and proportional error.

 (c) absolute and relative error.

 (d) mean and median.

 2. Suggest two sources of systematic error and two sources of random error in measuring the width of a 3m table with a 1m metal rule.

 3. Name three types of systematic errors.

 4. Describe at least three systematic errors that might occur while weighing a solid on an analytical balance.

 5. Describe at least three ways in which a systematic error might occur while using a pipet to transfer a known volume of liquid.

第6章 Random Errors in Chemical Analysis

1.教学目标

 1.1 Master the Statistical Treatment of Random Errors;

 1.2 Grasp the Standard Deviation of Calculated Results;

 1.3 Familiar with Reporting Computed Data

2.教学重难点

 2.1 Statistical Treatment of Random Errors;

3.教学内容

 6A The Nature of Random Errors

 6B Statistical Treatment of Random Errors

 6CStandard Deviation of Calculated Results

 6DReporting Computed Data

4.教学方法

The basic theory and analysis principle are taught by teaching method., together with calculation practice by student.

5.教学评价

Grasp the students’ mastery of Random Errors in Chemical Analysis

 To answer the questions:

 1. Distinguish between

 (a) the sample standard deviation and the population standard deviation.

 (b) the meaning of the word “sample” as it is used in a chemical and in a statistical sense.

 2. The standard deviation in measuring the diameter d of a sphere is 60.02 cm. What is the standard deviation in the calculated volume V of the sphere if d = 2.15 cm?

 3. Calculate a pooled estimate of s from the following spectrophotometric analysis for NTA (nitrilotriacetic acid) in water from the Ohio River:

 4. Estimate the absolute deviation and the coefficient of variation for the results of the following calculations. Round each result so that it contains only significant digits. The numbers in parentheses are absolute standard deviations.

 (a) y = 3.95(± 0.03) + 0.993(± 0.001) - 7.025(± 0.001) = -2.082

 (b) y = 15.57(± 0.04) + 0.0037(± 0.0001) + 3.59(± 0.08) = 19.1637

 (c) y = 29.2(± 0.3) + 2.034(± 0.02) + 10217 = 5.93928 x 10-16

 5. Six bottles of wine of the same variety were analyzed for residual sugar content with the following results:

 (a) Evaluate the standard deviation s for each set of data.

 (b) Pool the data to obtain an absolute standard deviation for the method.

第7章 Statistical Data Treatment and Evaluation

1.教学目标

 1.1 Grasp the concept and practice of confidence intervals;

 1.2 Grasp the concept and practice of hypothesis testing;

 1.3 Grasp the concept and practice of detection of gross errors;

2.教学重难点

 2.1 The calculations in hypothesis testing;

 2.2 The detection of gross errors;

3.教学内容

 7A Confidence Intervals

 7B Statistical Aids to Hypothesis Testing

 7CAnalysis of Variance

 7DDetection of Gross Errors

4.教学方法

The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of basic calculations in Statistical Data Treatment and Evaluation.

 To answer the questions:

 1. Describe in your own words why the confidence interval for the mean of five measurements is smaller than that for a single result.

 2. Discuss how the size of the confidence interval for the mean is influenced by the following (all the other factors are constant):

 (a) the standard deviation s.

 (b) the sample size N.

 (c) the confidence level.

 3. An atomic absorption method for the determination of the amount of iron present in used jet engine oil was found from pooling 30 triplicate analyses to have a standard deviation s = 3.6 μg Fe/mL. If s is a good estimate of σ, calculate the 95 and 99% confidence intervals for the result 18.5 μg Fe/mL if it was based on (a) a single analysis, (b) the mean of two analyses, and (c) the mean of four analyses.

 4. How many replicate measurements are needed to decrease the 95 and 99% confidence limits for the analysis described in Problem 3 to ± 2.2 mg Fe/mL?

 5. The level of a pollutant in a river adjacent to a chemical plant is regularly monitored. Over a period of years, the normal level of the pollutant has been established by chemical analyses. Recently, the company has made several changes to the plant that appear to have increased the level of the pollutant. The Environmental Protection Agency (EPA) wants conclusive proof that the pollutant level has not increased. State the relevant null and alternative hypotheses and describe the type I and type II errors that might occur in this situation.

 6. Sir William Ramsey, Lord Rayleigh, prepared nitrogen samples by several different methods. The density of each sample was measured as the mass of gas required to fill a particular flask at a certain temperature and pressure. Masses of nitrogen samples prepared by decomposition of various nitrogen compounds were 2.29280, 2.29940, 2.29849, and 2.30054 g. Masses of “nitrogen” prepared by removing oxygen from air in various ways were 2.31001, 2.31163, and 2.31028 g. Is the density of nitrogen prepared from nitrogen compounds significantly different from that prepared from air? What are the chances of the conclusion being in error? (Study of this difference led to the discovery of the inert gases by Lord Rayleigh).

 7. Four analysts perform replicate sets of Hg determinations on the same analytical sample. The results in ppb Hg are shown in the following table:

 (a) State the appropriate hypotheses.

 (b) Do the analysts differ at the 95% confidence level? At the 99% confidence level (Fcrit 5 5.95)? At the 99.9% confidence level (Fcrit 5 10.80)?

 (c) Which analysts differ from each other at the 95% confidence level?

 8. Apply the Q test to the following data sets to determine whether the outlying result should be retained or rejected at the 95% confidence level.

 (a) 85.10, 84.62, 84.70

 (b) 85.10, 84.62, 84.65, 84.70

第8章 Sampling, Standardization, and Calibration

1.教学目标

 1.1 Grasp the principle and practice of sampling in analytical chemistry;

 1.2 Grasp the principle and practice of Figures of Merit for Analytical Methods;

2.教学重难点

 2.1 Standardization and Calibration.

3.教学内容

 8A Analytical Samples and Methods

 8B Sampling

 8C Automated Sample Handling

 8D Standardization and Calibration

 8E Figures of Merit for Analytical Methods

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of Sampling, Standardization, and Calibration

 To answer the questions:

 1. Describe the steps in a sampling operation.

 2. What factors determine the mass of a gross sample?

 3. Changes in the method used to coat the tablets in Problem 8-6 lowered the percentage of rejects from 5.6% to 2.0%. How many tablets should be taken for inspection if the permissible relative standard deviation in the measurement is to be

 (a) 20%? (b) 12%? (c) 7%? (d) 2%?

 4. The data in the table below were obtained during a colorimetric determination of glucose in blood serum.

 (a) Assuming a linear relationship between the variables, find the least-squares estimates of the slope and intercept.

 (b) What are the standard deviations of the slope and intercept? What is the standard error of the estimate?

 (c) Determine the 95% confidence intervals for the slope and intercept.

 (d) A serum sample gave an absorbance of 0.413. Find the 95% confidence interval for glucose in the sample.

 5. The following table gives the sample means and standard deviations for six measurements each day of the purity of a polymer in a process. The purity is monitored for 24 days. Determine the overall mean and standard deviation of the measurements and construct a control chart with upper and lower control limits. Do any of the means indicate a loss of statistical control?

第9章 Aqueous Solutions and Chemical Equilibria

1.教学目标

Grasp the principle and practice of Chemical Equilibria. Familiar with the principle and practice of buffer solution;

2.教学重难点

 2.1 The types of chemical equilibrium;

 2.2 The preparation of buffer solution;

3.教学内容

 9A The Chemical Composition of Aqueous Solutions

 9B Chemical Equilibrium

 9CBuffer Solutions

4.教学方法

 The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of different Aqueous Solutions

 To answer the questions:

 1. Briefly describe or define and give an example of

 (a) an amphiprotic solute.

 (b) a differentiating solvent.

 (c) a leveling solvent.

 (d) a mass-action effect.

 2. Generate the solubility-product expression for

 (a) CuBr. (d) La(IO₃)₃. (b) HgClI. (e) Ag₃AsO₄. (c) PbCl₂.

 3. What CrO₄^2- concentration is required to

 (a) initiate precipitation of Ag₂CrO₄ from a solution that is 4.13 x 10^-3 M in Ag⁺?

 (b) lower the concentration of Ag⁺ in a solution to 9.00 x 10^-7 M?

 4. Define buffer capacity.

 5. What mass of sodium formate must be added to 500.0 mL of 1.00 M formic acid to produce a buffer solution that has a pH of 3.50?

 6. What volume of 0.200 M HCl must be added to 500.0 mL of 0.300 M sodium mandelate to produce a buffer solution with a pH of 3.37?

第10章 Effect of Electrolytes on Chemical Equilibria

1.教学目标

Grasp the principle and practice of Chemical Equilibria. Familiar with the calculations of Activity Coefficients;

2.教学重难点

 2.1 The calculation in Chemical Equilibria;

 2.2 The Effect of Electrolytes on Chemical Equilibria

3.教学内容

 10A The Effect of Electrolytes on Chemical Equilibria

 10B Activity Coefficients

4.教学方法

The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of basic tools in Chemical Equilibria

 To answer the questions:

 1. Make a distinction between

 (a) activity and activity coefficient.

 (b) thermodynamic and concentration equilibrium constants.

 2. Explain why the activity coefficient for dissolved ions in water is usually less than that for water itself.

 3. Calculate the solubilities of the following compounds in a 0.0333 M solution of Mg(ClO4)2 using (1) activities and (2) molar concentrations:

 (a) AgSCN.

 (b) PbI₂.

 (c) BaSO₄.

 (d) Cd2Fe(CN)₆.

 Cd₂Fe(CN)₆(s) ↔ 2Cd²⁺ + Fe(CN)₆^4-

 K_sp = 3.2 x 10^-17

第11章 Solving Equilibrium Problems for Complex Systems

1.教学目标

 Grasp the principle and practice of Multiple-Equilibrium Problems Using a Systematic Method. Familiar with the Separation of Ions by Control of the Concentration of the Precipitating Agent;

2.教学重难点

 2.1 Calculating Solubilities by the Systematic Method;

 2.2 Systematic Method in Solving Multiple-Equilibrium Problems

3.教学内容

 11A Solving Multiple-Equilibrium Problems Using a Systematic Method

 11B Calculating Solubilities by the Systematic Method

 11CSeparation of Ions by Control of the Concentration of the Precipitating Agent

4.教学方法

 The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of Solving Equilibrium Problems for Complex Systems.

 To answer the questions:

 1. Why are simplifying assumptions restricted to relationships that are sums or differences?

 2. Why do molar concentrations of some species appear as multiples in charge-balance equations?

 3. Calculate the molar solubility of PbS in a solution in which [H3O⁺] is held constant at (a) 3.0 3 10^-1 M and (b) 3.0 x 10^-4 M.

 4. What mass of AgBr dissolves in 200 mL of 0.200 M NaCN?

 5. Calculate the molar solubility of ZnCO₃ in a solution buffered to a pH of 7.00.

 6. Silver ion is being considered for separating I^- from SCN^- in a solution that is 0.040 M in KI and 0.080 M in NaSCN.

 (a) What Ag⁺ concentration is needed to lower the I^- concentration to 1.0 x 10^-6 M?

 (b) What is the Ag⁺ concentration of the solution when AgSCN begins to precipitate?

 (c) What is the ratio of SCN^- to I^- when AgSCN begins to precipitate?

 (d) What is the ratio of SCN^- to I^- when the Ag1 concentration is 1.0 x 10^-3 M?

第12章 Gravimetric Methods of Analysis

1.教学目标

 Grasp the principle and practice of Precipitation Gravimetry. Familiar with the Applications of Gravimetric Methods;

2.教学重难点

 2.1 Calculation of Results from Gravimetric Data.

3.教学内容

 12A Precipitation Gravimetry

 12B Calculation of Results from Gravimetric Data

 12CApplications of Gravimetric Methods

4.教学方法

 The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of solution concentration calculation

 To answer the questions:

 1. What are the structural characteristics of a chelating agent?

 2. What is peptization and how is it avoided?

 3. Treatment of a 0.2500 g sample of impure potassium chloride with an excess of AgNO₃ resulted in the formation of 0.2912 g of AgCl. Calculate the percentage of KCl in the sample.

 4. What mass of AgI can be produced from a 0.512 g sample that assays 20.1% AlI₃?

 5. A 0.2121 g sample of an organic compound was burned in a stream of oxygen, and the CO₂ produced was collected in a solution of barium hydroxide. Calculate the percentage of carbon in the sample if 0.6006 g of BaCO₃ was formed.

 6. A 0.6407 g sample containing chloride and iodide ions gave a silver halide precipitate weighing 0.4430 g. This precipitate was then strongly heated in a stream of Cl₂ gas to convert the AgI to AgCl; on completion of this treatment, the precipitate weighed 0.3181 g. Calculate the percentage of chloride and iodide in the sample.

 7. A 50.0 mL portion of a solution containing 0.200 g of BaCl₂•2H₂O is mixed with 50.0 mL of a solution containing 0.300 g of NaIO₃. Assume that the solubility of Ba(IO₃)₂ in water is negligibly small and calculate

 (a) the mass of the precipitated Ba(IO₃)₂.

 (b) the mass of the unreacted compound that remains in solution.

第13章 Titrations in Analytical Chemistry

1.教学目标

Grasp the basic aspect of titration; understand the titration process.

2.教学重难点

 2.1 The generation of titration curves;

3.教学内容

 13A Some Terms Used in Volumetric Titrations

 13B Standard Solutions

 13CVolumetric Calculations

 13DGravimetric Titrations

 13E Titration Curves

4.教学方法

 The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of Titrations principle and process

To answer the questions:

 1. Distinguish between

 (a) the equivalence point and the end point of a titration.

 (b) a primary standard and a secondary standard.

 2. How many millimoles of solute are contained in

 (a) 2.95 mL of 0.0789 M KH₂PO₄?

 (b) 0.2011 L of 0.0564 M HgCl₂?

 (c) 2.56 L of a 47.5 ppm solution of Mg(NO₃)₂?

 (d) 79.8 mL of 0.1379 M NH₄VO₃ (116.98 g/mol)?

 3. A 0.4126-g sample of primary-standard Na₂CO₃ was treated with 40.00 mL of dilute perchloric acid. The solution was boiled to remove CO₂, following which the excess HClO₄ was back-titrated with 9.20 mL of dilute NaOH. In a separate experiment, it was established that 26.93 mL of the HClO₄ neutralized the NaOH in a 25.00-mL portion. Calculate the molarities of the HClO₄ and NaOH.

 4. Titration of the I2 produced from 0.1142 g of primary-standard KIO3 required 27.95 mL of sodium thiosulfate. Calculate the concentration of the Na₂S₂O₃.

 5. The ethyl acetate concentration in an alcoholic solution was determined by diluting a 10.00 mL sample to 100.00 mL. A 20.00 mL portion of the diluted solution was refluxed with 40.00 mL of 0.04672 M KOH. After cooling, the excess OH₂ was back-titrated with 3.41 mL of 0.05042 M H2SO4. Calculate the amount of ethyl acetate (88.11 g/mol) in the original sample in grams.

 6. A solution was prepared by dissolving 7.48 g of KCl • MgCl₂ • 6H₂O (277.85 g/mol) in sufficient water to give 2.000 L. Calculate

 (a) the molar analytical concentration of KCl • MgCl₂ in this solution.

 (b) the molar concentration of Mg²⁺.

 (c) the molar concentration of Cl₂.

 (d) the weight/volume percentage of KCl •MgCl₂ •6H₂O.

 (e) the number of millimoles of Cl₂ in 25.0 mL of this solution.

 (f ) the concentration of K⁺ in ppm.

第14章 Principles of Neutralization Titrations

1.教学目标

Grasp the basic aspect of neutralization titration; understand the titration curve for weak acids/bases.

2.教学重难点

 2.1 Composition of Solutions During Acid/Base Titrations;

 2.2 The generation of titration curves for weak acids/bases;

3.教学内容

 14A Solutions and Indicators for Acid/Base Titrations

 14B Titration of Strong Acids and Bases

 14CTitration Curves for Weak Acids

 14DTitration Curves for Weak Bases

 14E The Composition of Solutions During Acid/Base Titrations

4.教学方法

The basic theory and analysis principle are taught by teaching method., together with calculation practice by student.

5.教学评价

Grasp the students’ mastery of Neutralization Titrations

 To answer the questions:

 1. Why does the typical acid/base indicator exhibit its color change over a range of about 2 pH units?

 2. What variables can cause the pH range of an indicator to shift?

 3. What is the pH of an aqueous solution that is 3.00% HCl by mass and has a density of 1.015 g/mL?

 4. Calculate the pH of an ammonia solution that is

 (a) 1.00 x 10^-1 M NH3.

 (b) 1.00 x 10^-2 M NH3.

 (c) 1.00 x 10^-4 M NH3.

 5. Calculate the equilibrium concentration of methyl ammonia in a solution that has a molar analytical CH₃NH₂ concentration of 0.120 and a pH of 11.471.

第15章 Complex Acid/Base Systems

1.教学目标

Grasp the basic aspect of Polyfunctional Acids and Bases; Grasp the titration process of Polyfunctional Acids/Bases;

2.教学重难点

 2.1 Calculation of the pH of Solutions of NaHA;

 2.2 Titration Curves for Amphiprotic Species;

 2.3 Applications of Titration Curves for Polyfunctional Acids

3.教学内容

 15A Mixtures of Strong and Weak Acids or Strong and Weak Bases

 15B Polyfunctional Acids and Bases

 15CBuffer Solutions Involving Polyprotic Acids

 15DCalculation of the pH of Solutions of NaHA

 15E Titration Curves for Polyfunctional Acids

 15F Titration Curves for Polyfunctional Bases

 15GTitration Curves for Amphiprotic Species

 15HComposition of Polyprotic Acid Solutions as a Function of pH

4.教学方法

The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of basic calculations in titration of Complex Acid/Base.

 To answer the questions:

 1. As its name implies, NaHA is an “acid salt” because it has a proton available to donate to a base. Briefly explain why a pH calculation for a solution of NaHA differs from that for a weak acid of the type HA.

 2. Why is it impossible to titrate all three protons of phosphoric acid in aqueous solution?

 3. Suggest an indicator that could be used to provide an end point for the titration of the first proton in H₃AsO₄.

 4. What mass (g) of dipotassium phthalate must be added to 750 mL of 0.0500 M phthalic acid to give a buffer of pH 5.75?

 5. What is the pH of the buffer formed by adding 100 mL of 0.150 M potassium hydrogen phthalate to

 (a) 100.0 mL of 0.0800 M NaOH?

 (b) 100.0 mL of 0.0800 M HCl?

 6. Briefly explain why curve B cannot describe the titration of a mixture consisting of H₃PO₄ and NaH₂PO₄.

第16章 Applications of Neutralization Titrations

1.教学目标

Grasp the Typical Applications of Neutralization Titrations;

2.教学重难点

 2.1 Typical Applications of Neutralization Titrations;.

3.教学内容

 16A Reagents for Neutralization Titrations

 16B Typical Applications of Neutralization Titrations

4.教学方法

The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of Neutralization Titrations

 To answer the questions:

 1. Why is nitric acid seldom used to prepare standard acid solutions?

 2. Give two reasons why KH(IO₃)₂ is preferred over benzoic acid as a primary standard for a 0.010 M NaOH solution.

 3. A NaOH solution was 0.1019 M immediately after standardization. Exactly 500.0 mL of the reagent was left exposed to air for several days and absorbed 0.652 g of CO₂. Calculate the relative carbonate error in the determination of acetic acid with this solution if the titrations were performed with phenolphthalein.

 4. A 50.00-mL sample of a white dinner wine required 24.57 mL of 0.03291 M NaOH to achieve a phenolphthalein end point. Express the acidity of the wine in grams of tartaric acid (H2C4H4O6; 150.09 g/mol) per 100 mL. (Assume that two hydrogens of the acid are titrated.)

 5. A 0.1401-g sample of a purified carbonate was dissolved in 50.00 mL of 0.1140 M HCl and boiled to eliminate CO₂. Back-titration of the excess HCl required 24.21 mL of 0.09802 M NaOH. Identify the carbonate.

第17章 Complexation and Precipitation Reactions and Titrations

1.教学目标

Grasp the principle and practice of Complexation and Precipitation Reactions and Titrations; Familiar with its applications;

2.教学重难点

 2.1 Organic Complexing Agents;

 2.2 The Formation of Complexes;

3.教学内容

 17A The Formation of Complexes

 17B Titrations with Inorganic Complexing Agents

 17C Organic Complexing Agents

 17D Aminocarboxylic Acid Titrations

4.教学方法

The basic theory and analysis principle are taught by teaching method and student’s calculation practice.

5.教学评价

Grasp the students’ mastery of basic calculations in titration of Complexation and Precipitation.

 To answer the questions:

 1. Describe three general methods for performing EDTA titrations. What are the advantages of each?

 2. In what respect is the Fajans method superior to the Volhard method for the titration of chloride ion?

 3. Why does the charge on the surface of precipitate particles change sign at the equivalence point of a titration?

 4. The Zn in a 0.7457 g sample of foot powder was titrated with 22.57 mL of 0.01639 M EDTA. Calculate the percent Zn in this sample.

 5. A 50.00-mL aliquot of a solution containing iron(II) and iron(III) required 10.98 mL of 0.01500 M EDTA when titrated at pH 2.0 and 23.70 mL when titrated at pH 6.0. Express the concentration of each solute in parts per million.

 6. Calculate conditional constants for the formation of the EDTA complex of Fe2- at a pH of (a) 6.0, (b) 8.0, and (c) 10.0.

第18章 Introduction to Electrochemistry

1．教学目标

（1）Learn how to write oxidation/reduction reactions in electrochemical cells

（2）Introduction of Galvanic cell and electrolytic cell

（3）Calculation of electrode potentials and cell potential

2．教学重难点

（1）Use Nernst equation to calculate electrode potentials

（2）Calculation of cell potential

3.教学内容

 18A Characterizing Oxidation/Reduction Reactions

 18B Electrochemical Cells

 18C Electrode Potentials

4.教学方法

通过实题练习让学生掌握电极电动势和电池电动势的计算

5.教学评价

 (1) Calculate the potential of a copper electrode immersed in

 (a) 0.0380 M Cu(NO₃)₂.

 (b) 0.0650 M in NaCl and saturated with CuCl.

 (c) 0.0350 M in NaOH and saturated with Cu(OH)₂.

 (d) 0.0375 M in Cu(NH₃)₄²⁺ and 0.108 M in NH₃ (β4 for Cu(NH₃)₄²⁺ is 5.62×10¹¹).

 (e) a solution in which the molar analytical concentration of Cu(NO₃)₂ is 3.90×10^-3 M, that for H₂Y^2- is 3.90×10^-2 M (Y=EDTA), and the pH is fixed at 4.00.

 (2) The solubility-product constant for Ag₂SO₃ is 1.5×10^-14. Calculate E⁰ for the process

 Ag₂SO₃(s) + 2e^-  2Ag + SO₃^2-

 (3) Given the formation constants

 Fe³⁺ + Y^4-  FeY^-K_f = 1.3×10²⁵

 Fe²⁺ + Y^4-  FeY^2-K_f = 2.1×10¹⁴

 calculate E⁰ for the process

 FeY^- + e^-  FeY^2-

第19章 Applications of Standard Electrode Potentials

1．教学目标

（1）Learn the relationship between equilibrium constant and stand cell potential and how to calculate equilibrium constant for a reaction

（2）Learn how to construct a redox titration curve

（3）Learn how to choose a proper redox indicator for a titration

2．教学重难点

（1）Relationship between equilibrium constant and stand cell potential

（2）Redox titration curve

3.教学内容

 19A Calculating Potentials of Electrochemical Cells

 19B Determining Standard Potentials Experimentally

 19C Calculating Redox Equilibrium Constants

 19D Constructing Redox Titration Curves

 19E Oxidation/Reduction Indicators

 19F Potentiometric End Points

4.教学方法

通过实例让学生掌握氧化-还原平衡常数的计算，滴定曲线的构建等

5.教学评价

（1） Under what circumstance is the curve for an oxidation/reduction titration asymmetric about the equivalence point?

（2） Calculate the theoretical cell potential of the following cells. If the cell is short-circuited, indicate the direction of the spontaneous cell reaction.

 (a) Zn|Zn²⁺ (0.1000 M)||Co²⁺ (5.87×10^-4 M)|Co

 (b) Pt|Fe³⁺ (0.1600 M), Fe²⁺ (0.0700 M)||Hg²⁺ (0.0350 M)|Hg

 (c) Ag|Ag⁺ (0.0575 M)||H⁺ (0.0333 M)|O₂ (1.12 atm), Pt

 (d) Cu|Cu²⁺ (0.0420 M)||I^- (0.1220 M), AgI(sat’d)|Ag

 (e) SHE||HCOOH (0.1400 M), HCOO^- (0.0700 M)|H₂ (1.00 atm), Pt

 (f) Pt|UO₂²⁺ (8.00×10^-3 M), U⁴⁺ (4.00×10^-2 M), H⁺ (1.00×10^-3 M)||Fe³⁺ (0.003876 M), Fe²⁺ (0.1134 M)|Pt

（3） Generate equilibrium constant expressions for the following reactions. Calculate numerical values for K_eq.

 (a) Fe³⁺ + V²⁺  Fe²⁺ + V³⁺

 (b) 2V(OH)₄⁺ + U⁴⁺  2VO²⁺ + UO₂²⁺ + 4H₂O

 (c) 2Ce⁴⁺ + H₃AsO₃ + H₂O  2Ce³⁺ + H₃AsO₄ + 2H⁺ (1 M HClO4)

 (d) VO²⁺ + V²⁺ + 2H⁺  2V³⁺ + H₂O

第20章 Applications of Oxidation/Reduction Titrations

1．教学目标

（1）Know auxiliary oxidizing and reducing reagents

（2）Know common standard reducing agents and their calculations

（3）Know common standard oxidizing agents and their calculations

2．教学重难点

（1）Properties of different standard reducing and oxidizing agents

（2）Redox reaction calculation

3.教学内容

 20A Auxiliary Oxidizing And Reducing Reagents

 20B Applying Standard Reducing Agents

 20C Applying Standard Oxidizing Agents

4.教学方法

通过对各种氧化还原剂性质的对比，使学生更好地掌握它们的应用

5.教学评价

（1） Write balanced net ionic equations to describe

 (a) the oxidation of Mn²⁺ to MnO₄^- by ammonium peroxydisulfate.

 (b) the oxidation of U⁴⁺ to UO₂²⁺ by H₂O₂.

 (c) the titration of H₂O₂ with KMnO₄.

（2） A solution prepared by dissolving a 0.2541-g sample of electrolytic iron wire in acid was passed through a Jones reductor. The iron (II) in the resulting solution required a 36.76-mL titration. Calculate the molar oxidant concentration if the titrant used was

 (a) Ce⁴⁺ (product: Ce³⁺).

 (b) MnO₄^- (product: Mn²⁺).

 (c) IO3^- (product: ICl₂^-).

（3） A gas mixture was passed at the rate of 2.50 L/min through a solution of sodium hydroxide for a total of 59.00 min. The SO2 in the mixture was retained as sulfite ion:

 SO₂(g) + 2OH^-  SO₃^2- + H₂O

 After acidification with HCl, the sulfite was titrated with 5.15 mL of 0.002997 M KIO₃:

 IO₃^- + 2H₂SO₃ + 2Cl^-  ICl₂^- + 2SO₄^2- + 2H⁺ + H₂O

 Use 1.20 g/L for the density of the mixture and calculate the concentration of SO₂ in ppm.

第21章 Potentiometry

1．教学目标

（1）Know what are reference electrodes and indicator electrodes

（2）Types of indicator electrodes and ion concentration with cell potential

（3）Potentiometric titrations and potentiometric determination of equilibrium constants

2．教学重难点

（1）Calculation of ion concentration with cell potential

（2）Calculation of equilibrium constant with cell potential

3.教学内容

 21A General Principles

 21B Reference Electrodes

 21C Liquid-Junction Potentials

 21D Indicator Electrodes

 21E Instruments For Measuring Cell Potential

 21F Direct Potentiometry

 21G Potentiometric Titrations

 21H Potentiometric Determination Of Equilibrium Constants

4.教学方法

通过实例展示根据电池电动势计算被测离子浓度和反应平衡常数

5.教学评价

（1）(a) Calculate E⁰ for the process

 AgIO₃(s) + e^–  Ag(s) + IO₃^-

 (b) Use the shorthand notation to describe a cell consisting of a saturated calomel reference electrode and a silver indicator electrode that could be used to measure pIO₃.

 (c) Develop an equation that relates the potential of the cell in (b) to pIO₃.

 (d) Calculate pIO₃ if the cell in (b) has a potential of 0.306 V.

（2） The cell

 SCE||Ag₂CrO₄ (sat’d), (x M)|Ag

 is used for the determination of pCrO₄. Calculate pCrO₄ when the cell potential is 0.389 V.

（3） The Na⁺ concentration of a solution was determined by measurements with a sodium ion-selective electrode. The electrode system developed a potential of -0.2462 V when immersed in 10.0 mL of the solution of unknown concentration. After addition of 1.00 mL of 2.00×10^-2 M NaCl, the potential changed to -0.1994 V. Calculate the Na⁺ concentration of the original solution.

第22章 Bulk Electrolysis: Electrogravimetry and Coulometry

1．教学目标

（1）Know the different between E_applied and E_cell in an electrolytic cell and their calculations

（2）Know polarization of electrodes

（3）Electrogravimetric methods and coulometric methods

2．教学重难点

（1）Calculation of E_applied with IR drop and overvoltage

（2）Electrogravimetric and coulometric calculation

3.教学内容

 22A The Effect Of Current On Cell Potential

 22B The Selectivity Of Electrolytic Methods

 22C Electrogravimetric Methods

 22D Coulometric Methods

4.教学方法

详细讲解E_applied和E_cell的不同及E_applied的计算

5.教学评价

（1） Calculate the theoretical potential at 25°C needed to initiate the deposition of

 (a) copper from a solution that is 0.250 M in Cu²⁺ and buffered to a pH of 3.00. Oxygen is evolved at the anode at 1.00 atm.

 (b) silver bromide on a silver anode from a solution that is 0.0964 M in Br₂ and buffered to a pH of 3.70. Hydrogen is evolved at the cathode at 765 torr.

（2） Calculate the initial potential needed for a current of 0.065 A in the cell

 Co|Co²⁺ (5.90×10^-3 M)||Zn²⁺ (2.95×10^-3 M)|Zn

 if this cell has a resistance of 4.50 Ω.

（3） Copper is to be deposited from a solution that is 0.250 M in Cu(II) and is buffered to a pH of 4.00. Oxygen is evolved from the anode at a partial pressure of 730 torr. The cell has a resistance of 3.60 Ω, and the temperature is 25°C. Calculate

 (a) the theoretical potential needed to initiate deposition of copper from this solution.

 (b) the IR drop associated with a current of 0.15 A in this cell.

 (c) the initial potential, given that the overvoltage of oxygen is 0.50 V under these conditions.

 (d) the potential of the cell when [Cu²⁺] is 7.00×10^-6, assuming that IR drop and O₂ overvoltage remain unchanged.

第23章 Voltammetry

1．教学目标

（1）Know common types of voltammetric electrodes

（2）Understand hydrodynamic voltammetry and its current calculation

（3）Applications of hydrodynamic voltammetry and polarography

2．教学重难点

（1）Calculation of E_applied and current of hydrodynamic voltammetry

3.教学内容

 23A Excitation Signals In Voltammetry

 23B Voltammetric Instrumentation

 23C Hydrodynamic Voltammetry

 23D Polarography

 23E Cyclic Voltammetry

 23F Pulse Voltammetry

 23G Applications Of Voltammetry

 23H Stripping Methods

 23I Voltammetry With Microelectrodes

4.教学方法

详细讲解液体伏安法E_applied和电流的计算

5.教学评价

（1） Distinguish between

 (a) voltammetry and amperometry.

 (b) differential-pulse voltammetry and square-wave voltammetry.

 (c) a limiting current and a diffusion current.

 (d) the standard electrode potential and the half-wave potential for a reversible reaction at a working electrode.

（2） Why is a high supporting electrolyte concentration used in most electroanalytical procedures?

（3） An unknown cadmium (II) solution was analyzed polarographically by the method of standard additions. A 25.00-mL sample of the unknown solution produced a diffusion current of 1.86 µA. Following addition of a 5.00-mL aliquot of 2.12×10^-3 M Cd²⁺ standard solution to the unknown solution, a diffusion current of 5.27 µA was produced. Calculate the concentration of Cd²⁺ in the unknown solution.

第24章 Introduction to Spectrochemical Methods

1. 教学目标

1. Learn the basic principles that are necessary to understand measurements made with electromagnetic radiation, particularly those dealing with the absorption of UV, visible, and IR radiation.

2. Introduce the nature of electromagnetic radiation and its interactions with matter

2. 教学重难点

Absorption law: Beer-Lambert law.

3. 教学内容

24A Properties of ElectromagneticRadiation

24B Interaction of Radiation and Matter

24C Absorption of Radiation

24D Emission of Electromagnetic Radiation

4. 教学评价

（1） What is the relationship between absorbance and transmittance?

（2） How does an electronic transition resemble a vibrational transition? How do they differ?

（3）Identify factors that cause the Beer’s law relationship to be nonlinear.

（4）Describe the differences between “real” deviations from Beer’s law and those due to instrumental or chemical factors.

第25章 Instruments for Optical Spectrometry

1．教学目标

（1） Learn the characteristics of the components common to optical instruments.

（2） Learn the characteristics of typical instruments designed for UV, visible, and IR absorption spectroscopy.

2．教学重难点

Components of various instruments used in optical spectroscopy.

3. 教学内容

25A Instrument Components

25B Ultraviolet/Visible Photo meters and Spectrophoto meters

25C Infrared Spect rophoto meters

4.教学评价

（1）Describe the differences between the following pairs of terms and list any particular advantages possessed by one over the other:(a) solid-state photodiodes and phototubes as detectors for electromagnetic radiation. (b) phototubes and photomultiplier tubes. (c) filters and monochromators as wavelength selectors. (d) conventional and diode-array spectrophotometers.

（2）Why do quantitative and qualitative analyses often require different monochromator slit widths?

（3）Why are photomultiplier tubes unsuited for the detection of infrared radiation?

（4）Why is iodine sometimes introduced into a tungsten lamp?

第26章 Molecular Absorption Spectrometry

1．教学目标

（1）Introduce the absorption of ultraviolet, visible, and infrared radiation.

（2） Learn the principles and applications of molecular absorption spectrometry.

2．教学重难点

（1）Absorption characteristics of some common organic chromophores.

（2）Some characteristic infrared absorption peaks.

（3）The applications of molecular absorption spectrometry.

3.教学内容

26A Ultraviolet and Visible Molecular Absorption Spectroscopy

26B Automated Photometric and spectrophotometric Methods

26C Infrared Absorption Spectroscopy

4.教学评价

（1）What minimum requirement is needed to obtain reproducible results with a single-beam spectrophotometer?

（2）What experimental variables must be controlled to assure reproducible absorbance data?

（3）What is (are) advantage(s) of the multiple standard addition method over the single-point standard addition method?

（4）The logarithm of the molar absorptivity for acetone in ethanol is 2.75 at 366 nm. Calculate the range of acetone concentrations that can be used if the absorbance is to be greater than 0.100 and less than 2.000 with a 1.50-cm cell.

第27章 Molecular Fluorescence Spectroscopy

1．教学目标

（1）Learn the principal of molecular fluorescence methods.

（2）Introduce the usage of molecular fluorescence spectroscopy.

2．教学重难点

Theory of molecular fluorescence: fluorescence emission and its affecting factors.

3.教学内容

27A Theory of Molecular Fluorescence

27B Effect of Concentration on Fluorescence Intensity

27C Fluorescence Instrumentation

27D Applications of Fluorescence Methods

27E Molecular Phosphorescence Spectroscopy

27F Chemiluminescence Methods

4.教学评价

（1）Why is spectrofluorometry potentially more sensitive than spectrophotometry?

（2）Why do some absorbing compounds fluoresce while others do not?

（3）Explain why molecular fluorescence often occurs at a longer wavelength than the exciting radiation.

第28章 Atomic Spectroscopy

1．教学目标

（1）Learn the principle of atomic spectroscopy.

（2）Learn the atomic emission and atomic absorption methods

2．教学重难点

Production of atoms and ions.

3.教学内容

28A Origins of Atomic Spectra

28B Production of Atoms and Ions

28C Atomic Emission Spectrometry

28D Atomic Absorption Spectrometry

28E Atomic Fluorescence Spectrometry

4.教学评价

（1）Describe the basic differences among atomic emission, atomic absorption, and atomic fluorescence spectroscopy

（2）Why is atomic emission more sensitive to flame instability than atomic absorption?

（3）Why are ionization interferences usually not as severe in the ICP as they are in flames?

（4）Why is source modulation used in atomic absorption spectroscopy?

第29章 Mass Spectrometry

1．教学目标

（1）Learn the principles that are common to all forms of mass spectrometry.

（2）Introduce the components that constitute a mass spectrometer.

2．教学重难点

（1）Principles of mass spectrometry.

（2）Time-of-flight(TOF) mass analyzers.

3.教学内容

29A Principles of Mass Spectrometry

29B Mass Spectrometers

29C Atomic Mass Spectrometry

29D Molecular Mass Spectrometry

4.教学评价

（1）Name three characteristics of inductively coupled plasmas that make them suitable for atomic mass spectrometry.

（2）What function does the ICP torch serve in mass spectrometry?

（3）What are the ordinate and the abscissa of an ordinary mass spectrum?

第30章 Kinetic Methods of Analysis

1．教学目标

（1）Learn the principles rates of chemical reactions.

（2）Know the applications of kinetic methods.

2．教学重难点

（1）Determination of reaction rates.

3. 教学内容

30A Rates of Chemical Reactions

30B Determining Reaction Rates

30C Applications of Kinetic Methods

4. 教学评价

(1) Explain why pseudo-first-order conditions are utilized in many kinetic methods.

(2)Find the number of half-lives required to reach the following levels of completion: (a) 10%. (b) 90%. (c) 99.9%.

第31章 Introduction to Analytical Separations（小四号黑体）

1. 教学目标 （五号宋体）

Grasp the general methods used for dealing with interferences in an analysis, including precipitation, distillation, solvent extraction, ion exchange and chromatography.

2.教学重难点

 2.1 The basis of different separation methods.

 2.2 Grasp the range of analytes suitable for different separation methods.

3.教学内容

 3.1 Separation by Precipitation

 3.2 Separation of Species by Distillation

 3.3 Separation by Extraction

 3.4 Separating Ions by Ion Exchange

 3.5 Chromatographic Separation

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of different analytical separation methods

To answer the questions:

 1. What is a collector ion and how is it used?

 2. What does the term salting out a protein mean? What is the salting in effect?

 3. What two events accompany the separation process?

 4. Name three methods based on mechanical phase separation.

 5. How do strong- and weak-acid synthetic ion-exchange resins differ in structure?

 6. List the variables that lead to band broadening in chromatography.

 7. What are the major differences between gas-liquid and liquid-liquid chromatography?

 8. Describe a method for determining the number of plates in a column.

 9. Describe two general methods for improving the resolution of two substances on a chromatographic column.

第32章 Gas Chromatography （小四号黑体）

1.教学目标 （五号宋体）

 1.1 Master the analysis principle and analysis object of gas chromatography

 1.2 Understand the structure and application of gas chromatography instrument

 1.3 Familiar with the practical application of gas chromatography

2.教学重难点

 2.1 The separation principle and instrument structure of gas chromatography.

 2.2 Grasp the stationary phases and the range of analytes suitable for gas chromatography.

3.教学内容

 3.1 Instruments for Gas-Liquid Chromatography

 3.2 Gas Chromatographic Columns and Stationary Phases

 3.3 Applications of Gas-Liquid Chromatography

 3.4 Gas-Solid Chromatography

4.教学方法

   The basic theory and analysis principle are taught by teaching method. For example, the principle of gas chromatography, instrument construction, the establishment of analysis methods, etc.

5.教学评价

Grasp the students’ mastery of gas chromatography

 To answer the questions:

 1. How do gas-liquid and gas-solid chromatography differ?

 2. Why is gas-solid chromatography not used as extensively as gas-liquid chromatography?

 3. What kind of mixtures are separated by gas-solid chromatography?

 4. What types of flow meters are used in GC?

 5. Describe a chromatogram and explain what type of information it contains.

 6. What is meant by temperature programming in gas chromatography?

 7. Describe the physical differences between capillary and packed columns. What are the advantages and disadvantages of each?

 8. What variables must be controlled if satisfactory qualitative data are to be obtained from chromatograms?

 9. What variables must be controlled if satisfactory quantitative data are to be obtained from chromatograms?

 10. Describe the principle on which each of the following GC detectors are based: (a) thermal conductivity, (b) flame ionization, (c) electron capture, (d) thermionic, and (e) photoionization.

 11. What are the principal advantages and the principal limitations of each of the detectors listed in the above problem?

 12. What are hyphenated gas-chromatographic methods? Briefly describe three hyphenated methods.

第33章 High-Performance Liquid Chromatography

1.教学目标 （五号宋体）

 1.1 Grasp the analysis principle and analysis object of high-performance liquid chromatography

 1.2 Understand the structure and application of high-performance liquid chromatography instrument

 1.3 Know well the practical application of high-performance liquid chromatography

2.教学重难点

 2.1 The separation principle and instrument structure of high-performance liquid chromatography.

 2.2 Grasp the stationary phases and the range of analytes suitable for high-performance liquid chromatography.

3.教学内容

 3.1 Instrumentation

 3.2 Partition Chromatography

 3.3 Adsorption Chromatography

 3.4 Ion Chromatography

 3.5 Size-Exclusion Chromatography

 3.6 Affinity Chromatography

 3.7 Chiral Chromatography

 3.8 Comparison of High-Performance Liquid Chromatography and Gas Chromatography

4.教学方法

 The basic theory and analysis principle are taught by teaching method. For example, the principle of high-performance liquid chromatography, instrument construction, the establishment of analysis methods, etc.

5.教学评价

Grasp the students’ mastery of high-performance liquid chromatography

 To answer the questions:

 1. Describe the fundamental difference between adsorption and partition chromatography.

 2. Describe the fundamental difference between ion-exchange and size-exclusion chromatography.

 3. Describe the difference between gel-filtration and gel permeation chromatography.

 4. What types of species can be separated by HPLC but not by GC?

 5. What is the major difference between isocratic elution and gradient elution? For what types of compounds are these two elution methods most suited?

 6. Describe two types of pumps used in high-performance liquid chromatography. What are the advantages and disadvantages of each?

 7. Describe the differences between single-column and suppressor-column ion chromatography.

 8. Mass spectrometry is an extremely versatile detection system for gas chromatography. Describe the major reasons why it is more difficult to combine HPLC with mass spectrometry than it is to combine GC with mass spectrometry.

 9. Which of the GC detectors in Table 32-1 are suitable for HPLC? Why are some of these unsuitable for HPLC?

 10. The ideal detector for GC is described in Section 32A. Which of the eight characteristics of an ideal GC detector are applicable to HPLC detectors? What additional characteristics would be added to describe the ideal HPLC detector?

第34章 Miscellaneous Separation Methods

1.教学目标 （五号宋体）

 1.1 Grasp the analysis principle and analysis object of miscellaneous separation methods, including supercritical fluid separations, planar chromatography, capillary electrophoresis, capillary electrochromatography and field-flow fractionation.

 1.2 Understand the instrument structures and application of different separation methods

 1.3 Know well the practical application of high-performance liquid chromatography

2.教学重难点

 2.1 The separation principle of miscellaneous separation methods.

 2.2 Grasp the instrument structure, methods of application and the range of analytes suitable for different separation methods.

3.教学内容

 3.1 Supercritical Fluid Separations

 3.2 Planar Chromatography

 3.3 Capillary Electrophoresis

 3.4 Capillary Electrochromatography

 3.5 Field-Flow Fractionation

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of miscellaneous separation methods

 To answer the questions:

 1. What properties of a supercritical fluid are important in chromatography?

 2. Describe the effect of pressure on supercritical fluid chromatography.

 3. How do instruments for supercritical fluid chromatography differ from those for (a) HPLC and (b) GC?

 4. List some of the advantageous properties of supercritical CO₂ as a mobile phase for chromatographic separations.

 5. What important property of supercritical fluids is related to their densities?

 6. Compare supercritical fluid chromatography with other column chromatographic methods.

 7. What is the effect of pH on the separation of amino acids by electrophoresis? Why?

 8. What is electroosmotic flow? Why does it occur?

 9. How could electroosmotic flow be repressed? Why would one want to repress it?

 10. What is the principle of separation by capillary zone electrophoresis?

 11. What is the principle of micellar electrokinetic capillary chromatography? How does it differ from capillary zone electrophoresis?

 12. Describe a major advantage of micellar electrokinetic capillary chromatography over conventional liquid chromatography.

 13. What determines the elution order in sedimentation FFF?

 14. Three large proteins are ionized at the pH at which an electrical FFF separation is carried out. If the ions are designated A21, B1, and C31, predict the order of elution.

 15. List the major advantages and limitations of FFF compared to chromatographic methods.

第35章 Practical aspects of chemical analysis

1.教学目标 （五号宋体）

 1.1 Grasp the principle of preparing samples for analysis

 1.2 Understand the principles of different sample treatment methods

 1.3 Know well the selected methods of analysis

2.教学重难点

 2.1 The principles of different sample preparing methods.

 2.2 Accurate selection of appropriate sample treatment methods.

3.教学内容

 35A Real Samples

 35B Choice of Analytical Method

 35C Accuracy in the Analysis of Complex Materials

 36A Preparing Laboratory Samples

 36B Moisture in Samples

 36C Determining Water in Samples

 37A Sources of Error in Decomposition and Dissolution

 37B Decomposing Samples with Inorganic Acids in Open Vessels

 37C Microwave Decompositions

 37D Combustion Methods for Decomposing Organic Samples

 37E Decomposing Inorganic Materials with Fluxes

4.教学方法

 4.1 The basic theory and analysis principle are taught by teaching method via PPT.

 4.2 In an interactive quiz mode

5.教学评价

Grasp the students’ mastery of sample preparing methods

 To answer the questions:

1. Why do it need sample treatment before analysis

2. List some sample treatment methods and their principles.

四、学时分配（四号黑体）

表2：各章节的具体内容和学时分配表（五号宋体）

五、教学进度（四号黑体）

表3：教学进度表（五号宋体）

六、教材及参考书目（四号黑体）

（电子学术资源、纸质学术资源等，按规范方式列举）（五号宋体）

 1. Analytical Chemistry, by Jessica Carol, NY Research Press, 2016

 2. Analytical Chemistry (7th Edition), by Gary D. Christian, Purnendu K. Dasgupta, and Kevin A. Schug, Wiley, 2013

 3. Analytical Chemistry, by Frederic P Miller, Agnes F Vandome, John McBrewster, Alphascript Publishing, 2009

 4. Analytical Chemistry, by Séamus P J Higson, OUP Oxford, 2003

 5. 《分析化学》（第7版），李发美主编，人民卫生出版社，2015       

七、教学方法 （四号黑体）

（讲授法、讨论法、案例教学法等，按规范方式列举，并进行简要说明）（五号宋体）

 1．多媒体教学：以分析方法的基本思想为线索，体现科学性和生动性。

 2. 互动教学：针对某一个药物、某一个方法，进行课堂讨论。

 3．翻转课堂：要求学生针对某一个或某一类药物进行调研，并制作课件在课堂上进行讲解。翻转课堂教学以师生研讨、学生展示为主要的教学活动。

八、考核方式及评定方法（四号黑体）

（一）课程考核与课程目标的对应关系 （小四号黑体）

表4：课程考核与课程目标的对应关系表（五号宋体）

（二）评定方法 （小四号黑体）

1．评定方法 （五号宋体）

（例：平时成绩：10%，期中考试：30%，期末考试60%，按课程考核实际情况描述）（五号宋体）

2．课程目标的考核占比与达成度分析 （五号宋体）

表5：课程目标的考核占比与达成度分析表（五号宋体）

（三）评分标准 （小四号黑体）