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Physical Chemists are interested in a fundamental understanding at the molecular and atomic level of how materials behave and how chemical reactions occur. This knowledge is important to nearly every area of chemistry. Thus, physical chemistry is the study of macroscopic, particulate, atomic, and sub-atomic phenomena in chemical systems in terms of the laws and concepts of physics and using the tools of mathematics. It has been said that Physical Chemistry stands on the pillars of thermodynamics, statistical mechanics, kinetics, and quantum mechanics. Classical thermodynamics provides relationships among the various macroscopic properties of a system under study and the changes in these properties during a given process, but does not take into account the structure of matter under study. In a later course, statistical mechanics takes into account the nature of the system as a collection of atoms and molecules having individual properties and interactions, so that the macroscopic thermodynamic properties may be determined from them. Quantum mechanics concerns itself with the sub-atomic nature of atoms and molecules and the fundamental nature of individual atoms and molecules, their energies and electromagnetic properties. Chemical kinetics is the study of rates of chemical reactions from a phenomenological point of view and in terms of classical mechanical dynamics (and also quantum mechanical dynamics) of atoms under the influence of quantum mechanical interactions. The two-semester course in physical chemistry touches on all these topics, with variations in the order and depth of coverage. Typically, classical thermodynamics is taught in the first semester, together with properties of gases, chemical equilibrium, phase equilibrium. This is an example of one such course.

Chemistry 342 Fall Semester 2005

Prof. Cynthia J. Jameson

Typically, stand-alone problem sessions are held in regular discussion sections of the course, but these could instead be integrated within the lecture classes. In this course, problem sessions, problem sets and exams are naturally cumulative (i.e., including all previously covered material). Handed out on the first day of class are the Syllabus (which typically includes the Course Outline, the complete schedule for the semester and the ground rules for the course) and the Survival Guide.

- Part 1 Empirical properties of gases
- Part 2 The first law of thermodynamics
- Part 3 Introduction to the second law of thermodynamics
- Part 4 Entropy changes accompanying processes; the third law
- Part 5 Spontaneity and equilibrium
- Part 6 Phase equilibria in simple systems
- Part 7 Solutions
- Part 8 Phase diagrams 2-component systems
- Part 9 Chemical equilibrium
- Part 10 Equilibria in electrochemical cells

These are slides for in-class use, used to illustrate approaches to problem solutions, some more detailed than others. Statements of the problems to be discussed are typically handed out prior to the discussion of those problems and this hand-out immediately precedes the slides which are used in the discussion.

- for Part 1
- for Part 2
- for Part 3&4
- for Parts 1-5 (inclusive)
- for Parts 6&7
- for Part 8
- for Part 9
- for Part 10

Review Sheets are typically handed out before the exam week as a guide to the scope of the exam. Since the Final exam is comprehensive, no Review Sheet is handed out for it. Common Student Mistakes are slides of common mistakes found in students' exam papers, typically discussed after the exam. Both parts are included in the pdfs below:

In solving problems, I encourage students to always start from general principles and definitions, and then apply the specific conditions of the problem at hand, rather than look up some specialized formula that does not apply in general. It is important to know the mathematical and/or physical basis for any steps taken in solving a problem. Therefore, I use this approach in my posted solutions.

Lecture parts relevant to the individual problem sets are always cumulative from the beginning, only those new (timely) definitions/derivations from recent lecture slides are recalled/referred to (where appropriate) in the answers to problem sets.

## PROBLEM SETS |
## SOLUTIONS TO PROBLEM SETS |

Because of the cumulative nature of the subject, exams necessarily cover material from the beginning up to the lecture parts indicated, with emphasis on indicated parts. Exams are meant to test students' understanding of the subject and are not limited to problem types previously encountered in class or in the textbook. These exams were the ones actually used in 3 different semesters.

## EXAMS Semester 1 |
## SOLUTIONS TO EXAMS Semester 1 |

## EXAMS Semester 2 |
## SOLUTIONS TO EXAMS Semester 2 |

## EXAMS Semester 3 |
## SOLUTIONS TO EXAMS Semester 3 |

In many years of teaching I have borrowed extensively problems and examples from various textbooks. Thanks to all of you who have contributed in this way to course materials that are reproduced here. For pedagogical reasons, materials produced for the students did not have attributions to such sources, and are therefore missing here too. The organization of the materials in lectures, problem session, exams, and the solutions to problems are mine, and any errors therein are mine too.