printer friendly pageCHEM 10: Exploring Research and Problem Solving Across the Sciences
Development and practice of critical problem solving and study skills using a wide variety of scientific examples that illustrate the broad yet integrated nature of current research. Students will build a problem solving tool-kit and apply chemical and mathematical concepts to solve problems related to energy, climate change, water resources, medicine, and food & nutrition. Note: course offered in August prior to start of fall quarter, and only Leland Scholar Program participants will register.
Terms: Aut
| Units: 1
Instructors:
Cox, C. (PI)
;
Schwartz Poehlmann, J. (PI)
CHEM 25N: Science in the News
Preference to freshmen. Possible topics include: diseases such as avian flu, HIV, and malaria; environmental issues such as climate change, atmospheric pollution, and human population; energy sources in the future; evolution; stem cell research; nanotechnology; and drug development. Focus is on the scientific basis for these topics as a basis for intelligent discussion of societal and political implications. Sources include the popular media and scientific media for the nonspecialist, especially those available on the web.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Andersen, H. (PI)
CHEM 26N: The What, Why, How and Wow's of Nanotechnology
Preference to freshmen. Introduction to nanotechnology with discussion of basic science at the nanoscale, its difference from molecular and macroscopic scales, and implications and applications. Developments in nanotechnology in the past two decades, from imaging and moving single atoms on surfaces to killing cancer cells with nanoscale tools and gadgets.
Last offered: Spring 2018
| UG Reqs: GER: DB-NatSci
CHEM 28N: SCIENCE COMMUNICATION AND INNOVATION
Preference to freshmen. From the unique perspective and contributions of students in the class, the course will explore evolutionary and revolutionary scientific advances, including the connections of science to society, art, biotechnology, health care, the environment, energy and the economy as well as strategies for communicating science to the public. The course content will be driven by the interests and passions of the participants who will engage academic and industrial thought leaders, providing an opportunity for students to translate their passion for science, research and journalism into articles, websites, podcasts and videos of interest to others. This fusion of journalism and science has led to a new undergraduate organization (
https://fascinatepublication.org), which for some participants would be a venue for continuing involvement in science-journalism. The course is an unique opportunity to create course content, research science of interest and produce publications based on science that excites the participants and to share the fun, excitement and importance of such science to the Stanford and global community.
Terms: Aut
| Units: 3
Instructors:
Wender, P. (PI)
CHEM 29N: Chemistry in the Kitchen
This course examines the chemistry relevant to food and drink preparation, both in homes and in restaurants, which makes what we consume more pleasurable. Good cooking is more often considered an art rather than a science, but a small bit of understanding goes a long way to make the preparation and consumption of food and drink more enjoyable. The intention is to have demonstrations and tastings as a part of every class meeting. We will examine some rather familiar items in this course: eggs, dairy products, meats, breads, vegetables, pastries, and carbonated beverages. We shall playfully explore the chemistry that turns food into meals. A high-school chemistry background is assumed; bring to class a good appetite and a healthy curiosity.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Zare, R. (PI)
;
Chamberlayne, C. (TA)
;
Liu, E. (TA)
...
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Instructors:
Zare, R. (PI)
;
Chamberlayne, C. (TA)
;
Liu, E. (TA)
;
Nakamoto, M. (TA)
;
Noll, S. (TA)
CHEM 31A: Chemical Principles I
31A is the first course in a two-quarter sequence designed to provide a robust foundation in key chemical principles for students with limited or no background in chemistry. The course engages students in group problem-solving activities throughout the class periods to deepen their ability to analyze and solve chemical problems. Students will also participate in one weekly laboratory activity that will immediately apply and expand upon classroom content. Labs and write-ups provide practice developing conceptual models that can explain qualitatively and quantitatively a wide range of chemical phenomena. The course will introduce a common language of dimensional analysis, stoichiometry, and molecular naming that enables students to write chemical reactions, quantify reaction yield, and calculate empirical and molecular formulas. Stoichiometry will be immediately reinforced through a specific study of gases and their properties. Students will also build a fundamental understanding of atomic and molecular structure by identifying interactions among nuclei, electrons, atoms and molecules. Through both lab and in-class exploration, students will learn to explain how these interactions determine the structures and properties of pure substances and mixtures using various bonding models including Lewis Dot, VSEPR, and Molecular Orbital Theory. Students will identify and quantitate the types and amounts of energy changes that accompany these interactions, phase changes, and chemical reactions, as they prepare to explore chemical dynamics in greater depth in 31B. Special emphasis will be placed on applying content and skills to real world applications such as estimating the carbon efficiency of fossil fuels, understanding hydrogen bonding and other interactions critical to DNA, and calculating the pressure exerted on a deep-sea diver. No prerequisites. Students without AP/IB background are given enrollment priority. This course is not intended for students with AP scores of 4-5; they should instead take
Chem 31M. Students with AP 3 or lower should take the chemistry placement exam for further recommendations.
Terms: Aut, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
CHEM 31AC: Problem Solving in Science
Development and practice of critical problem solving skills using chemical examples. Limited enrollment. Prerequisite: consent of instructor. Corequisite:
CHEM 31A.
Terms: Aut
| Units: 1
Instructors:
Cox, C. (PI)
CHEM 31B: Chemical Principles II
Chem 31B is the second course in this two-quarter sequence, therefore only students who have completed
Chem 31A may enroll in 31B. As with 31A, students will continue to engage in group problem-solving activities throughout class and participate in weekly laboratory activities. Labs and write-ups will allow students to more deeply explore and observe the different facets of chemical reactivity, including rates (kinetics), energetics (thermodynamics), and reversibility (equilibrium) of reactions. Through experimentation and discussion, students will determine what forces influence the rate of chemical reactions and learn how this can be applied to enzyme reactivity. Students will quantify chemical concentrations during a reaction, and predict the direction in which a reaction will shift in order to achieve equilibrium, including solubility equilibria. They will use these methods to estimate the possible levels of lead and other toxic metals in drinking water. Special emphasis will be placed on acid/base equilibria , allowing students to explore the role of buffers and antacids in our bodies, as well as ocean acidification and the impact on coral reefs. Students will then bring together concepts from both kinetics and equilibrium, in a deeper discussion of thermodynamics, to understand what ultimately influences the spontaneity of a reaction. Students will build a relationship between free energy, temperature, and equilibrium constants to be able to calculate the free energy of a reaction and understand how processes in our body are coupled to harness excess free energy to do useful work. Finally we will explore how we harness work from redox reactions, building both voltaic cells (i.e. batteries) and electrolytic cells in lab, and using reduction potentials to predict spontaneity and potential of a given reaction. We will look at the applications of redox chemistry in electric and fuel cell vehicles. The course's particular emphasis on understanding the driving forces of a reaction, especially the influence thermodynamics versus kinetics, will prepare students for further study of predicting organic chemical reactivity and equilibria from structure in
Chem 33. Prerequisite:
Chem 31A.
Terms: Win, Sum
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Cardin, N. (PI)
;
Cegelski, L. (PI)
;
Cox, C. (PI)
;
Schwartz Poehlmann, J. (SI)
;
Chau, J. (TA)
;
Chen, Y. (TA)
;
Li, J. (TA)
;
Miller, S. (TA)
;
Robinson, A. (TA)
;
Wampler, A. (TA)
;
ZHENG, K. (TA)
;
Zhang, J. (TA)
CHEM 31BC: Problem Solving in Science
Development and practice of critical problem solving skills using chemical examples. Limited enrollment and with permission of the instructor. Corequisite:
CHEM 31B.
Terms: Win
| Units: 1
Instructors:
Sibucao, K. (PI)
CHEM 31M: Chemical Principles: From Molecules to Solids (MATSCI 31)
A one-quarter course for students who have taken chemistry previously. This course will introduce the basic chemical principles that dictate how and why reactions occur and the structure and properties of important molecules and extended solids that make up our world. As the Central Science, a knowledge of chemistry provides a deep understanding of concepts in fields ranging from materials and environmental science and engineering to pharmacology and metabolism. Discussions of molecular structure will emphasize bonding models including Lewis structures, resonance, valence bond theory, and molecular orbital theory. Lectures will reveal the chemistry of materials of different dimensionality, with emphasis on symmetry, bonding, and electronic structure of molecules and solids. We will also discuss the kinetics and thermodynamics that govern reactivity and dictate solubility and acid-base equilibria. A two-hour weekly laboratory section accompanies the course to introduce laboratory techniques and reiterate lecture concepts through hands-on activities. Specific discussions and laboratories will emphasize the structure, properties, and applications of molecules used in medicine, perovskites and organic dyes used in solar cells, and the dramatically different properties of materials made with only carbon atoms: diamond, graphite, graphene. There will be three lectures, one two-hour laboratory session, an optional 80-minute problem solving session each week. The course will assume familiarity with stoichiometry, unit conversions, and gas laws. Students earning an AP chemistry score of 4 should take
CHEM 31M. Students earning an AP score of 5 are welcome to take
CHEM 31M, as a refresher, or will receive credit for
CHEM 31M. Students who have taken AP chemistry, but scored a 3 or lower, are welcome to take the placement test to place into
CHEM 31M.
CHEM 31M cannot be used to replace grades earned in
CHEM 31X because previously given the courses are not equivalent.
Terms: Aut
| Units: 5
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Karunadasa, H. (PI)
;
Sibucao, K. (PI)
;
Chen, Y. (TA)
...
more instructors for CHEM 31M »
Instructors:
Karunadasa, H. (PI)
;
Sibucao, K. (PI)
;
Chen, Y. (TA)
;
Chen, Y. (TA)
;
Guo, D. (TA)
;
Pan, J. (TA)
;
Sayavong, P. (TA)
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