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Courses

• General Chemistry Courses

General Chemistry I

This is a beginning chemistry course for students wishing to take chemistry in order to concentrate in science or for general interest. We will explore the fundamental ideas of chemistry: atomic structure, the periodic table, types of reactions, the chemistry of gases, photochemistry, quantum mechanics, and acids and bases. We will integrate these ideas with current research literature and look towards recent advances in chemistry to apply the basic principles. Students will write papers, give presentations, do regular problem sets and take-home assignments.

The lab activity will be integrated into the class whenever possible. The focus will be on practicing safe lab technique and developing the scientific skills of asking questions and working out procedures to answer them.

General Chemistry II

This is the continuation of the beginning chemistry course. Topics to be investigated include equilibrium, acids and bases, kinetics and mechanism of reactions, electrochemistry and other topics of interest to the students. We will use research articles to relate the chemical concepts to the real world and to explore recent developments in the biological and materials science areas of chemistry. Students will investigate areas of interest and be expected to present projects to their peers. Students will read articles, write papers, give presentations, do regular problem sets and take-home assignments

Lab will continue to develop facility with techniques of chemical exploration. The main project this semester will be to develop a lab research topic, do background research, develop a series of experiments, perform them and analyze results.

• Organic Chemistry

Organic Chemistry I: The Chemistry of Carbon

An intermediate chemistry course for those who have had a year of general chemistry. Organic chemistry extends the understanding of the basic concepts to the vast arena of organic molecules. We will investigate the structures, stereochemistry, reactions and mechanism of organic reactions. Research papers will include topics of current interest including materials science (liquid crystal molecules, thin films), biological applications (drugs, antioxidants), and synthesis and characterization. Papers will be reviewed, presented and discussed by the students. Problem sets and take-home assignments will reflect the ongoing work. A research proposal of the student’s choosing will be presented at the end of the semester.

The lab will initially focus on basic organic lab techniques such as separations, distillations, column chromatography, extractions, and synthesis. Characterization will involve doing NMR and interpreting NMR and IR spectra.

Organic Chemistry II: More Chemistry of Carbon

An intermediate chemistry course for those who have had a year of general chemistry. During this semester we will explore reactions of functional groups, and more advanced syntheses. Problem sets and take-home assignments will monitor students’ progress. Recent literature will be reviewed, presented and discussed by the students.

The lab will initially focus on basic organic lab techniques such as separations, distillations, column chromatography, extractions, and synthesis.  The primary project will be an experimental research project of the student’s choosing which will be presented at the end of the semester.  NMR and IR spectroscopy will be used as part of the project.

• The Chemistry of Drugs and Natural Remedies

Why do drugs work? Does Echinacea cure colds? How are drugs designed? This course is open to all students with any interest in this broad topic. We will learn the chemistry and biochemistry necessary to understand the relationship between drug shape and mechanism of efficacy (if it is known).
Students will investigate what is known about natural remedies and if and why they work. Students will be expected to do research, write papers,
present discussion in class as well as show competence in the chemical background. No lab is offered

• Environmental Chemistry

Have you ever listened to the news and wondered why there is a hole in the ozone layer, why drugs affect disease, why the earth is warming up, or why pesticides kill bugs...  In fact many of the things we encounter every day are a result of chemical interactions.  Sometimes the results are good: sometimes not so good.  The purpose of the course is to help you develop the tools that you need to be a knowledgeable citizen about environmental issues. The class and text are designed to teach chemistry on a "need to know" basis; that is you learn the concepts needed to understand air pollution, acid rain, the greenhouse effect, nuclear energy, making polymers, drug design, and nutrition.  Emphasis will be on discussion of the social and political implications of the issues as well as a chemical understanding.  Students will do problems, write papers on issues, give presentations in class, and work on a group final project.  Some experiments will be done in the lab during class time.

• A Research Case Study: The  Chemistry and Biology of Vermont Ponds (with B. Sherman)

How do scientists make claims about the workings of the material world?  In this course we will study the chemistry and biology of Vermont ponds as a way into doing science.

In southern Vermont, two mountain ranges with very different geologic histories, biota and chemical composition are arrayed roughly parallel to each other in north-south ranges with the Vermont Valley intervening. The western Taconic Mountains are underlain by extensive limestone deposits which tend to buffer the pH of Taconic ponds while the eastern Green Mountains sit on a granitic base with little buffering capacity.  As a result, the pH of ponds in the Taconic mountains has been about 8 (slightly alkaline) while ponds in the Green Mountains have averaged an acidic pH of about 4.6 (probably due to both natural and man-made causes).  Preliminary data suggest that chemical differences other than pH also exist among the ponds of the two mountain ranges.  How have the different chemical profiles affected the organisms in these ponds?  In addition to learning the chemistry and biology necessary to begin to understand these different ponds, students will have an opportunity to do research on a particular question of their own.

• Bioinorganic Chemistry

This course will be a study of the chemistry of metals, particularly the transition metals, and their role in biological reactions. We will look at the role of the d orbitals, the redox behavior, and the molecular geometries of a limited group of metals. We will then investigate electron transfer proteins, metal ions in active sites, and metal regulation in biological systems. Research papers and a textbook will be the resources. Students will participate in discussions, present to their peers, and write analyses of articles.

• Chemistry and Ceramics

Why do glazes make such wonderful colors? What is clay? Why does the water content of clay play such an important role in making pots? What do charges and ions and silicon have to do with ceramics? Making pottery is an art as old as civolization itself. The ancients who perhaps accidently heated clay and discovered that heat gave the material different properties were among the first chemists. After thousands of years the basic procedure is still the same with some influences by modern technology. In this course we will learn basic ideas of chemistry and the more advanced ideas of transition metal chemistry to investigate the process of throwing and glazing pottery. Students will form a question about their work and experiment with the form. Students will read papers, and handouts, and write a paper exploring some question in depth.