CHEMISTRY MAJOR HANDBOOK: ON LINE VERSION - CSB | SJU - Chemistry Department

    

DEPARTMENT OF CHEMISTRY

COLLEGE OF SAINT BENEDICT/SAINT JOHN'S UNIVERSITY

CHEMISTRY MAJOR HANDBOOK: ON LINE VERSION
1997/1998 VERSION
CHEMISTRY MAJORS HANDBOOK

TABLE OF CONTENTS

• Chemistry Department Mission Statement, Goals, Objective
• Chemistry Department Faculty Assignments
• Chemistry Curriculum
• The CH 320/350/351 Courses
• Departmental Policies
• Opportunities for Employment in the Chemistry Dept
• Thinking About Chemical Engineering?
• Thinking About Graduate School in Chemistry?
• Applying for Graduate School in Chemistry
• Research Opportunities in and out of the CSB/SJU Chemistry Dept
• Goals for Chemical Research
• Options Available for All-College Honors and/or Departmental Distinction
• Commonly Asked Questions About CH 351 and Summer Research
• Research Contract
• Laboratory Research Proposal Form
• Library Research Proposal Form
• Description of Faculty Research Projects

MISSION STATEMENT

The Chemistry Department at the College of Saint Benedict/Saint John's University strives to provide an excellent education in chemistry within a liberal arts tradition for a variety of learners. We design our program to help students understand that chemistry is a way of thinking about how matter is constructed, organized, and functions. In accord with the Benedictine tradition of these two institutions, we build this chemical foundation in a context that helps students become scientifically responsible citizens, with the knowledge, skills, attitudes and values that will allow them to be successful in scientific or non- scientific professions. We accomplish this by providing students with a variety of learning opportunities such as formal courses with integrated laboratories, hands-on experiences with modern instrumentation and computers, research projects and seminar programs. We carry out this mission in an atmosphere of support and encouragement for both students and staff.

GOALS

Through a variety of learning opportunities, our students will develop:

1. a knowledge-base necessary to understand chemistry as a varied and central dimension of contemporary life,
2. the technical and intellectual skills necessary to facilitate creative problem solving, and
3. The attitudes and values that foster a continuing discourse about science and its role in multicultural societies.

   (March 18, 1994 version)

CHEMISTRY DEPARTMENT GOALS AND OBJECTIVES

Through a variety of learning opportunities, our students will develop:

Goal 1:

a knowledge-base necessary to understand chemistry as a varied and central dimension of contemporary life

Objective a:

Basic chemical knowledge and its structure: to develop a foundation in the concept and facts in all areas of chemistry and to be familiar with various ways of organizing and accessing scientific knowledge

• knowledge as a foundation of research
• periodicity
• tables of data
• graphs
• mathematical relationships
• theories

Objective b:

Scientific methodology: to understand the methods and limitations of science and what distinguishes science from other modes of inquiry

Objective c:

Evolutionary nature of chemistry: to become aware of past and emerging development and issues in chemistry and to place scientific discoveries in a historical and societal context

• influence of gender and minority issues on the evolution of science
• current literature
• seminars
• inclusion of unusually exciting occurrences

Goal 2:

the technical and intellectual skills necessary to facilitate creative problem solving

Objective a:

Technical skills

• Computational skills: to increase proficiency in using math as a language
  • verbalize mathematics
  • translate words'math
  • appropriate use of fundamental math techniques
• Lab skills: to develop proficiency in techniques to gather meaningful data
  • skill in use of lab equipment and instruments
  • choice of appropriate technique
  • manipulative efficiency
  • observation skills
  • safety
• Library skills: to increase proficiency in information retrieval
  • search (electronic and print media)
  • use of literature
• Computer skills: to increase proficiency in use of computers
  • types of software
  • computer modeling
  • appropriate uses
  • communication
• Communication skills: to exchange ideas effectively and efficiently by correct usage of terminology and nomenclature
  • writing
  • reading
  • listening
  • speaking
  • presentation of information
• Group dynamics: to work effectively as a team member to accomplish a task
  • recognize roles
  • contribution of team members
  • team work

Objective b:

Thinking skills

• Organize: to develop skills to enable one to organize knowledge and information
  • classification
  • alternative to memorization
• Reason: to develop logical and quantitative reasoning skills
  • drawing generalizations
  • working with models
  • use of mathematical models
  • inductive/deductive reasoning
• Analyze: to take new knowledge apart and evaluate it based on prior knowledge
  • limitations of theories
  • criticize theories
  • data analysis

Objective c:

Creative problem solving

• Synthesize: to create new knowledge based on prior knowledge
  • derive relationships
  • development of mathematical model from data - modeling (e.g., computer modeling)
  • prediction from models
• Integrate: to connect new knowledge with prior knowledge
  • commonalties
  • connections
  • the "big picture
• Design: to formulate important questions; design and evaluate methods for answering them
  • design an experiment
  • recognize variables
  • evaluate experiment
  • relate theory to design
  • design a search strategy
• Problem solving: to develop processes necessary for solving problems and making decisions
  • brainstorm
  • analyze problem or question
  • plan solution
  • evaluate solution

Goal 3:

the attitudes and values that foster a continuing discourse about science and its role in multicultural societies

Objective a:

Applications of attitudes and values

• Society: to integrate personal and societal values into technological issues
  • relationship of scientific and societal issues
  • ethical waste disposal
  • influence of personal values on science
• Gender: to be sensitive to gender related and minority issues
  • creation of a supportive environment for all students
  • recognition that science is accessible to all

Objective b:

Development of attitudes and values

• Excitement: to foster enthusiasm and enjoyment for learning chemistry
• Confidence: to realistically appraise strengths and weaknesses
  • willingness to take a risk
  • creation of supportive environment
  • encouragement of students at all levels
• Flexibility, ambiguity: to encourage flexibility that enables one to handle ambiguity
  • willingness to explore alternative views
  • comfort in dealing with open-ended questions
  • ability to tolerate change
  • ability to respond positively to an intellectual challenge
• Independent learning: to take personal responsibility for learning
  • Work ethic, motivation: to encourage and reward perseverance in learning
    • recognition that learning requires work
    • benefits of learning are not necessarily a grade
    • experience the satisfaction of learning
  • Curiosity, inquiry: to encourage curiosity that leads to further inquiry
    • all questions encouraged

CHEMISTRY DEPARTMENT FACULTY ASSIGNMENTS FOR 1997-8

Medical Technology/Pharmacy Advisor Kate Graham Pre-Medical/Pre-Dental/ Richard Jochman Pre-Physical Therapy Advisor Chemical Engineering Advisor Richard White Career Advisor Chris Schaller Chemistry Club Advisor Chris Schaller Seminar Speaker Coordinator Kate Graham CH 350/351/Senior Research Symposium Anna McKenna Coordinator Senior Exam Coordinators Carleen Schomer Richard White Summer Research Coordinator Brian Johnson Department Chair Brian Johnson  (Fall 1996 on) 

CHEMISTRY CURRICULUM

The Chemistry Department offers four programs of study, including three major tracks and a minor. The American Chemical Society (ACS) certified concentration consists of 44 credits in chemistry, 12 credits in mathematics and 8 credits in physics. The traditional concentration requires 34 credits in chemistry, 8 credits in mathematics and 8 credits in physics. The biochemistry concentration requires 46 credits from bilolgy and chemistry, 8 credits in mathematics, and 8 credits in physics. The minor degree consists of 25 credits in chemistry. These programs are described below.

The ACS major is appropriate for those students intending to pursue graduate work in chemistry and related fields and for those seeking immediate employment in the chemical industry or government laboratories. The traditional sequence is appropriate for those students who have a strong interest in chemistry but are not necessarily planning to continue the study of chemistry at the graduate level. It can be recommended for those planning careers in any of the medical fields, secondary education, patent law, government service, environmental science, as well as management level positions in the chemical industry. The biochemistry concentration is appropriate for those interested in medical school, graduate school in biochemistry, or employment in medical research or bio-technological industry.

It is possible to go to graduate school in chemistry with the traditional major; however, it is less desirable to do so. Taking more chemistry will obviously give you a better background, and the extra chemistry classes may help you make a better decision about the area of chemistry that suits you best. From a practical point of view, some graduate schools will base their decision to accept you (or award you a fellowship!) at least partially on the classes that you have taken and/or your Chemistry GRE (Graduate Record Exam) score. Also, most graduate schools will give you a series of qualifying exams in the areas of organic, inorganic, analytical, and physical chemistry during your first week there. If you haven't taken a course in that area, it would be almost impossible to pass that exam. The usual consequence of failing such exams is that you will have to take an undergraduate course to make up the deficiency, and that course probably won't count toward your graduate degree. This may well slow your progress through graduate school.

Even if you aren't particularly interested in graduate school in chemistry, working as a chemist, or being a patent lawyer or doctor, there are still good reasons to finish a chemistry major. The course of study of a chemist is such that many valuable "life skills" are learned. For example, chemists tend to be excellent problem solvers. They have the ability to interpret and analyze data. They can read and understand complex documents. These are abilities that are important to almost any potential employer.

Course Number and Title: CH 320 Chemical Literature CH 322-326 Topics in Chemistry CH 331 Biochemistry CH 333 Chemical Thermo. and Kinetics CH 334 Quantum Chem. CH 335 Analytical Chemistry CH 336 Adv. Analytical CH 338 Polymer Chemistry CH 341 Adv. Inorganic CH 350 Library Research CH 351 Lab Research CH 398 Sr. Honors Research 

ACS Major Sequence: 123, 234, 235, 236, 320 (1 credit), 333, 334, 335, 336, 341, and at least 6 other upper division credits, two of which must be laboratory research. Required supporting courses include PHY 191, 200, MT 119, 120, and either 124 or 239. A senior seminar is required. A comprehensive senior exam in chemistry must be taken.

A sequence of courses which achieves the ACS major is described below. Note that some flexibility can be achieved if the January Term is utilized in meeting the requirements for the ACS degree. The department sometimes offers an upper-division course in January Term which counts toward the ACS certified major. This could be especially important for students wishing to enroll in any of the semester-long Study Abroad Programs.

.	Fall	JT	Spring
First Year	CHEM 123 (4)	.	CHEM 234 (4)
.	MATH 119 (4)	.	MATH 120 (4)
Second Year	CHEM 235 (4)	.	CHEM 236 (4)
.	PHYS 191 (4)	.	PHYS 200 (4)
Third Year	CHEM 320 (1)	Elective	CHEM 334 (4)
.	CHEM 333 (4)	.	CHEM 350 (1) or CHEM 351 (1)
.	CHEM 335 (4)	.	MATH 124 (4) or MATH 239 (4)
.	.	.	CHEM 336* (4)
Fourth Year	CHEM 341 (4)	Elective	Elective
.	Elective	.	.

* Can also betaken in the Spring of the fourth year.

Courses which satisfy the six upper-division credits which are required for the ACS degree include the topics courses CH 322-26, CH 331 (Biochemistry), CH 338 (Polymer Chemistry), CH 351 (Laboratory Research), and various JT courses that are offered, e.g. Organometallic Chemistry and Chemical Research.

Traditional Degree Major

Major Sequence: 123, 234, 235, 236, 320 (1 credit), 333 or 334, 335, 350 or 351 (1 credit) and two additional courses selected from 331, 334, 336, 338, and 341. Required supporting courses include MT 119, 120, PHY 191, 200 (preferred) or PHY 105, 106. A senior seminar is required. A comprehensive senior exam in chemistry must be taken.

A sequence of courses which achieves the traditional major is described below.

.	Fall	Spring
First Year	CHEM 123 (4)	CHEM 234 (4)
.	MATH 119 (4)	MATH 120 (4)
Second Year	CHEM 235 (4)	CHEM 236 (4)
.	PHYS 191 (4) or PHYS 105 (4)	PHYS 200 (4) or PHYS 106 (4)
Third Year	CHEM 320 (1)	CHEM 334* (4)
.	CHEM 320 (4)	CHEM 350 (1) or CHEM 351 (1)
.	CHEM 335 (4)	CHEM 334a (4)
Fourth Year	CHEM 333b	Elective (4)

a. Or CHEM 333 following semester.
b. Or CHEM 334 previous semester.

Electives for this degree include CH 331, CH 333 or CH 334, CH 336, and CH 341.

Note that the order of CH 333 and 335 may be switched, or they may both be taken during the Fall term of the third or fourth year, thereby freeing up a Fall term for study abroad.

Biochemistry concentration: a sequence of courses which achieves the departments concentration in biochemistry is shown below.

FIRST YEAR 

FALL	SPRING
Biol 115	Biol 116
Chem 123	Chem 234
Symposium	Symposium
Language 1	Language 2

SECOND YEAR

FALL	SPRING
Bio 311: Cell Bio	Core Elective: Theology
Chem 235	Chem 236
Language 3	Core Elective: Soc Sci LD
Math 119	Math 120
-	Library Skills (1 credit) (1)

THIRD YEAR

FALL	SPRING
Choice	Chem 331 (2)
Core Elective: Humanities	Core Elective: Humanities
CH 335: Analytical Chemistry	Core Elective: Jud-Chris.
Phys I91 (3)	Phys 200

FOURTH YEAR

FALL	SPRING
Chem 333 (or 334 in SPRING)	Biol 318: Mol. Bio.
Core Elective: Human. UD	Core Elective: Fine Arts
BIOCHEM ELECTIVE (4)	Core Elective: Soc. Sci UD
Senior Seminar	Student Choice (5)
Research (1-2 credits) (6)	Research

Chemistry Minor. The minor sequence consists of 25 credits in chemistry. No supporting courses in mathematics or physics are required except as they may be prerequisites for the elective courses (CH 333 or 334) in the minor.

Minor Sequence: 123, 234, 235, 236, 320 (1 credit), 335 and one of the following courses: 331, 333, 334, or 336.

The minor is recommended for those students whose major interests are in other academic areas which can be strengthened by a concentration in chemistry.

THE CH 320/350/351 COURSES

CH 320 Chemical Literature (1 credit). Introduction to the use of chemical literature and techniques of technical writing. Prerequisite: CH 236 or permission of instructor. Offered both Fall and Spring terms. This course is a prerequisite for CH 350 and CH 351 and should be taken in the junior year. Students interested in doing research during the summer prior to or during their junior year should take CH 320 in the spring term of their sophomore year with permission of the instructor.

CH 350 Library Research and Seminar (1-2 credits). In depth library research and reading of primary sources on a single topic; emphasis of seminar is on comprehension and criticism. Under the guidance of a faculty moderator the student reads background and primary literature on a topic chosen with the moderator (see note that follows about choosing a moderator). Progress is recorded in the form of a review-type essay. A final paper is required which has evolved through several drafts with constructive criticism from the faculty moderator on each draft. Prerequisites: CH 236, 320.

ACS majors should take CH 350 before starting research or in the Spring of their junior year. Non-ACS majors may take CH 350 in either the Spring of the junior year or the Fall of the senior year. In consult with the CH 320/350/351 supervisor (see the List of Faculty Duties to find out who this is), students must choose a faculty moderator before registering for CH 350. They must also submit to the supervisor the form "Library Research Proposal" and sign a "Research Contract". These papers should be signed by the third week of the semester in which the credits will be earned. The seminar requirement of this course is described below.

CH 351, 375 Laboratory Research (1-4 credits). Independent laboratory research experience using modern techniques and equipment. Under the supervision of a faculty moderator the student investigates a research program in the laboratory. Progress is recorded in a laboratory notebook and a formal paper describing their work. Prerequisites: CH 320 and permission of instructor.

Registration for CH 351 is by permission of the department. Students wishing to enroll in CH 351 must develop a research proposal with the help of a faculty member, normally during the second semester of the junior year. If this proposal is accepted by the department, the student is required to fill out the "Laboratory Research Proposal" form and sign a research contract before registering for CH 351. These forms must be submitted to the CH320/350/351 supervisor. These papers should be signed by the third week of the semester in which the credits will be earned.

Senior Chemistry Seminar. Each student reports on his/her Lib/Lab research in a 20 minute oral presentation at the annual Senior Chemistry Seminar Symposium held during the Spring semester. The supervisor will be in contact with senior majors to assist them in the preparation of the seminar.

DEPARTMENTAL POLICIES

Policy Regarding Student Attendance At Invited Seminars (Formulated September, 1988)

Part of the education of a chemist involves learning what practicing chemists are doing. One way in which this is done is through the Chemistry Department's seminar program. In each semester approximately five speakers will give presentations. Typically the speakers will be chemists from schools with graduate programs or from an industrial or government lab, although other speakers may also visit. Consequently, these seminars represent opportunities to learn about graduate programs or job opportunities as well as chemistry. There will be a "meet the speaker" session for students prior to each presentation.

As a part of the Research and Seminar courses (CH 350 or 351), student attendance is required at seminars during the time the student has been accepted into upper division status.

The following guidelines were approved for implementation of this requirement:

1. To increase student involvement in the selection of seminar speakers, the department would like to invite the Chemistry Club to form a committee to work with the seminar coordinator in selecting the schools/speakers desired.
2. A student must attend at least 75% of the seminars during this time to avoid an adverse effect on the grade received for either CH 350 or 351.
3. Members of the Chemistry Department faculty will be encouraged to make use of the student's attendance record when completing requests for letters of recommendation.
4. The record will be maintained by the seminar coordinator.

At the beginning of each semester, a seminar schedule and a tally of seminars attended versus seminars scheduled will be distributed to each student. The chemistry faculty will receive running tallies on all affected students at the beginning of the semester. No excused absences, except those due to regularly scheduled courses and off-campus study, beyond the limit stated above, will be granted. It is the student's responsibility to notify the seminar coordinator of the conflict. The department recognizes student athletes, musicians, actors, etc., may have special scheduling difficulties. Students in these situations will, therefore, arrange to meet with the seminar coordinator at the beginning of the semester to arrange an acceptable attendance plan.

Student Lockers

Students can check out lockers in the ASC. A $5 deposit is required. Students should provide their own padlock. See the Department Chairperson.

Desks in the Research Labs

There are limited spaces available for student use in the two research labs. If you have a good reason for requesting a desk, see the Department Chairperson. First choice will be given to students who are doing research. The remainder of the desks will be assigned, upon request, to other chemistry majors, such as those who are serving as teaching assistants.

Telephones in the Research Labs

Telephones were placed in the synthesis research laboratory, the characterization research laboratory, and the biochemistry research laboratory for safety reasons. In case an accident would occur and you need to contact security immediately, you have ready access to a phone. If you need to use a phone for another reason, e.g., getting a message to someone, you may do so. However, these phones are not to be used for social calls.

It is the Department's preference that you do NOT use these phones for long distance calls. If, however, you use these phones for an occasional long-distance business call, it is expected that you document your calls on the log sheet by each phone, claim your call(s) when the phone charge sheets are posted in the labs, and then reimburse the department for the call(s).

Posting of Information

Get in the habit of checking bulletin boards in Ardolf Science Center, especially the bulletin board between the biochemistry/nutrition laboratory and the inorganic/physical chemistry laboratory on second floor. A section of this bulletin board will be designated for announcements of special interest to chemistry majors. Information which the department wants you to receive promptly, such as announcements, will be placed on the bulletin board.

Ardolf Science Center Building Hours

Monday-Friday Main Doors (East and West) 5:45 a.m. - midnight Saturday and Sunday Main Doors (East and West) 10:00 a.m. - midnight 

Note-Hours during vacation will differ from those listed above. They will be set prior to each vacation.

OPPORTUNITIES FOR EMPLOYMENT IN THE CHEMISTRY DEPARTMENT

Types of Jobs

Each year, twenty to twenty-five students find jobs with the Chemistry Department. There are two basic types of jobs: teaching assistants in lab sections and stockroom employees. Many department employees work in both areas at one time or another while employed in the department.

Stockroom workers play an essential role in preparing the reagents and other materials needed in the various labs offered. Stockroom employees have a unique opportunity to apply many lab techniques they have learned. In the course of preparing for a lab, chemicals must be accurately measured by weight or volume, samples must be dissolved or diluted, calculations must be made to determine molarity, titrations may be required, etc. All material must be dispensed in appropriate containers and everything must be correctly labeled. Safety precautions must be observed. Stockroom employees get to sharpen lab skills, and they find the type of experience gained from working in the stockroom is useful when seeking summer work and employment after graduation.

Students who help in lab as teaching assistants discover that while helping other students work through a lab exercise, they learn a lot themselves. They report that they gain a better understanding of the material as a result of helping others to understand it. Teaching assistants also get valuable experience learning to work with others. They also report that they appreciate their professors and instructors more as a result of experiencing what it is like to be in the teaching role. Typical duties for teaching assistants include: helping students in the assigned lab section, grading quizzes and lab reports, recording grades, keeping the lab clean and restocked as needed.

TA's in upper division courses also often help with the set-up of lab equipment and the preparation of chemicals needed.

There are also opportunities to grade papers and work assisting the faculty in other ways. Such opportunities are announced as they become available.

Qualifications

Generally, a student employee for the Chemistry Department must have successfully completed at least one year of college chemistry including lab work. More experience is very desirable. Chemistry majors are given preference although other science majors are also eligible. When applying for work, students should be sure to mention any other experience they have had which could enhance their ability to work in the department.

How to Apply for a Job in the Chemistry Department

To get employment in the department, a student should start by applying for financial aid and indicate an interest in obtaining a work-study job. Normally, all employees we hire are eligible for work-study positions. Sometimes exceptions can be made; for example, if the department has a need to fill a particular position with a specific student. In that case, the department chairperson or student employee supervisor can negotiate with the Student Employment Office of either campus to hire a student who would not normally meet the work-study eligibility requirements.

Besides applying for financial aid through the Student Financial Aid Office, interested students should apply with the Chemistry Department. Early in the Spring semester, the Chemistry Department announces in classes and labs that applications are being accepted. When and where to get applications is also announced. This is the time that students who want employment in the Chemistry Department for the following school year should apply.

Applications are reviewed and all applicants are notified of the results. Sometimes, students not hired immediately are placed on a list of alternates. Many alternates are hired after spring registration when we can more accurately determine how many lab sections we will have the following year.

Training

Besides the general training students have received while taking chemistry classes themselves, all students are required to attend a training session held at the beginning of each school year. Topics covered at this training session include basic lab safety, how to use safety equipment, employees rights and responsibilities when handling chemicals, things to do during emergencies, information on laws that affect lab work, and other appropriate topics.

While employees are working, they are closely supervised by a faculty or department staff member, and get "on the job" training as new situations occur.

THINKING ABOUT CHEMICAL ENGINEERING?

Chemical engineers are involved in the evolution of a process from its beginning on a small scale in the laboratory to the large scale associated with a full scale industrial production. They may work in a variety of areas, including basic and applied research, product development, design and modification of processes and equipment and plant operation. Chemical engineering deals with operations such as materials handling, mixing, fluid flow, extrusion, coating, heat exchange, combustion catalysis and processing. These processes are critical in the chemical and physical transformations of matter. A chemist uses these processes in the laboratory; the engineer is required for the increase in scale associated with an industrial process.

CSB/SJU does not offer any engineering degrees. However, a student at our schools who is interested in engineering has a number of options.

• The "one degree" or 2-3 program. In this case, students attend CSB/SJU for two years and complete the introductory science courses needed for engineering. Then they transfer to a school that offers an engineering degree, where they complete the remainder of the program and graduate with a B.S. degree from the engineering school.
• The "two degree" or 3-2 program. In this case, students attend CSB/SJU for three years and complete the introductory science courses and all of the core curriculum requirements. They then transfer to a school with an engineering program and complete the engineering degree. By transferring credits (usually upper division courses that would apply to a major) back, they may earn a B.A. from CSB/SJU as well as a B.S. in engineering from the other school.
• The "advanced degree" or 4-2 program. In this case, the student completes a degree program here and then goes to engineering school. Having a degree in hand can allow the student to enter a masters program in engineering, which can (sometimes) be completed in two years.

Why start an engineering program at a school that does not offer an engineering degree? There are several reasons why this makes sense.

• The introductory science and math courses at CSB/SJU are small, especially by the standards of engineering schools. This allows you to get personal attention when you need help in the course.
• At CSB/SJU, there is really only one chemistry class for all science students and one calculus class for all. If you enter an engineering program, you might be taking chemistry and math courses specifically for engineers or perhaps even chemical engineers. This sort of early tracking discourages, to some extent, switching majors or learning about other careers.
• A liberal arts college gives students a chance to explore dual interests or to develop their "hobbies." For example, it is much easier here to study chemistry and english (or chemistry and music, etc.). It is also easier to be in an athletic program at a liberal arts college, if that is important to you.

If you are interested in chemical engineering, contact the CSB/SJU pre-chemical engineering advisor as soon as possible. (See the List of Faculty Assignments in this booklet to find out who this is.) Since engineering involves transferring credits, it is important that you take courses that will transfer. Also, the requirements for the 3-2 and other programs vary from school to school. The pre-engineering advisor can tell you how to find out what they are.

THINKING ABOUT GRADUATE SCHOOL IN CHEMISTRY?

Graduate school can be one of the most interesting, challenging and fun periods in a person's life. It can also be miserable. Unlike your undergraduate days and many other graduate fields, you get paid to go to graduate school. Here is a sketch of what graduate school is like, though the particular requirements of a given school may be different.

The first week or so of grad school will involve training as a TA, numerous orientation sessions, and so on. (Since you will be working as a TA, you will be able to earn money to live on while in school.) Another important event is the taking of proficiency exams. You will take exams in the areas of organic, inorganic, analytical and physical chemistry in order to determine whether or not you have mastery of these areas. You should study for these. A failed proficiency may mean that you will have to take an undergraduate course to make up the deficiency, which can slow progress through graduate school.

In the first year, you will take 2-3 chem courses per quarter (or semester) and will have completed all needed courses in about the first year and a half of school. While taking these courses, you will usually act as a Teaching Assistant for one or two sections (~20 students each) of general chemistry. This will involve running the labs, giving prelab lectures, having office hours, correcting problem sets, exams, and labs and perhaps attending the course instructor's lectures. Generally, this activity will occupy 13-20 hours per week. In addition, your department may have "written prelim" exams once or twice a term. These tests can be on announced topics or totally open season. You are given about two years to pass a certain number of them (for example, you may need to pass five before you fail eleven). Relatively early in your first year you must choose a research advisor. However, you will probably not be expected to do much research until your first summer.

In your second year you will finish your coursework and your prelim exams and do research. At this point you may still be a TA or you might be an RA (Research Assistant) working on you own research. The more advanced grad students may have TA assignments in upper level undergraduate courses or may be in charge of running a departmental instrument such as a high field NMR. The latter especially can be a very valuable experience.

At some point in your second or third year you will take an oral prelim, which many people find to be the most difficult part of the whole process. The format differs at each school, but generally it involves designing a research project (that hasn't been done before), researching it in the library, and presenting the idea to five or so faculty, who will "probe" your understanding. A departmental seminar may be required as well.

During the latter years of graduate school you will be working almost exclusively on your research project. Since you must get enough results to satisfy your research advisor, it can take anywhere from four to seven years (total) to complete it and graduate. Five years from the start to the finish of a Ph. D. program is a rough average. The job interview process (companies come to the department to interview you) generally occurs in the Fall of your last year. The last requirement will be to write your thesis and defend it in front of a faculty committee. This is generally much less painful than the prelim oral.

As mentioned, many people find graduate school to be one of the best times in their lives. It is a chance to do interesting and challenging research and meet leading scientists. You will make many good friends. You have quite a bit of freedom and relatively few responsibilities. However, it can be very stressful. Your research will not always work and will require long hours. Your first year especially will be difficult due to the many different tasks you will have. If you have a spouse (and children) or a Significant Other, they may feel neglected. Your relationship with your research advisor may be strained. You will not have much money.

Getting a Ph.D. may be a requirement for the job that you want. If you want to teach at the college level, it is a requirement. A leadership position (one in which you have a say in designing research--B.S. and M.S.chemists tend to do repetitive analyses and tests) in an industrial or government lab also requires it. Starting salary for a new Ph. D.chemist in industry is about $50,000 (as of 1993) and about $30,000 for a new assistant professor at a liberal arts college. It has been estimated that an industrial Ph. D. chemist will earn $1,560,000 more than a B.A./B.S. chemist over the work career (Meloan, C. E. J. Chem. Educ. 1993, 70, p. 460). Unemployment among chemists is relatively low compared to the national average.

Some advice for succeeding in graduate school:

• Get involved in research while an undergraduate! This might include summer, JT, or during the academic year and might be done at CSB/SJU, some other school, or a company. This will show you what research is like, how problems are attacked, how to anticipate and avoid difficulties. Research will develop your problem solving skills, resourcefulness and patience.
• Learn for the long term. Avoid cramming for exams and learn so that you remember the material and can recall it when you need it on the qualifying exams, the GRE, and in the research setting.
• With a good score on the GRE (together with research experience) you may get a fellowship. This is valuable because it can mean extra money and a lower teaching load which will allow you to devote more time to your classes.
• Some schools will allow you to start early. This might involve doing research, teaching a class, or taking a class in the summer before you actually begin graduate school. Starting early can be a good way to learn the ropes and make the transition easier. It is also a good way to evaluate potential research advisors.

APPLYING FOR GRADUATE SCHOOL IN CHEMISTRY

The following is a rough outline of the procedure and timetable for applying for graduate school. The Chemistry Department Career Advisor (see the List of Faculty Assignments to find out who this is in any particular year) and/or your Academic Advisor can help you make good choices. Remember that you will get paid to go to graduate school in chemistry! Large schools need TA's to run the chem labs. Also, grad students are paid through their advisor's grant to work on their research projects (this is the RA, or research assistantship) during the latter years of graduate school. Either of these sources will pay about $1000 a month.

• I n the Fall of your senior year, you should decide whether you are going to go to graduate school (see section entitled "Thinking About Graduate School in Chemistry?"). You may possibly have decided on a subfield (e.g. Organic Chemistry). However, you may want to keep your options open, as you probably will not have taken a class in one or more subfields by this time. If you do not know which subfield you like best, you may at least think about whether you like synthesis or analysis best. Synthetic projects are most likely related to organic or inorganic chemistry, while analysis tends to be related to physical or analytical chemistry. But beware! Synthetic chemists still do analysis, as they must figure out what it is they made! Also, some faculty members do both synthesis and analysis; for example, they may use a computer to design a catalyst and then actually try to synthesize it to test the computer predictions.
• In the Fall, begin to make a list of schools that have strong programs in the subfield or area that interests you. There are three main ways of doing this.
  1. Talk to a CSB/SJU faulty member that teaches in that area.
  2. Look in the Directory of Graduate Research. This book lists all faculty at each grad school, the titles of all publications in the last couple of years, and the names of all students that have received degrees under their supervision. This will tell you whether the faculty are still doing research and publishing as well as the general nature of their work.
  3. Examine the grad school brochures in the files that we have assembled. They are located in a file cabinet in the "analysis" research lab at CSB (ASC 238). These brochures give an actual description of the research projects of faculty.

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  Also in the early Fall, begin sending away for literature or applications to schools in which you are potentially interested. Tear-off postcards are available in the files that are kept in the analysis lab, or you can send a postcard or brief letter to a school of interest requesting such information. Addresses are in the Directory of Graduate Research.

  1. When you have received and examined this information, note whether either part of the GRE (Graduate Record Exam) is required for application. (There are two parts; a General part that all prospective grad students take, and an Advanced test that is specific to chemistry.) The trend these days seems to be away from requiring the GRE, but check each school that interests you for the specific requirement. You may want to take the GRE anyway so you will have the score if you need it or just to see how you compare with other students. The GRE is given about once a month. The CSB/SJU Counseling and Career Services can give you GRE application materials and tell you when and where the exam is given. There are practice exams available for both the general and advanced exams. Use them and study!! Usually there is a GRE exam given about Dec. 10. This is about the latest you can take the exam and still get the data to the schools in time to meet the application deadlines.
  2. In late Fall or in JT, begin applying to schools, noting the application deadlines in the literature. Definitely apply to more than one school! Apply to your "dream school" even if you don't think that you can get accepted. Make sure that you apply to some schools where you have a good chance of getting accepted also. Typically, a student should apply to 3-5 schools. In order to avoid wasting your time and others' time, only apply to schools that you would actually want to attend. (Part of the application process will involve getting letters of recommendation from CSB/SJU faculty. Think about this carefully and plan to talk to the faculty about your plans and the letter that they write.) Factors that are or may be important in deciding which schools to apply to:
     • Does the school have a strong program in the area in which you are interested? ( Are there a good number of publishing faculty in the area or are there only one or two?)
     • Do you prefer a large city or a small city? (Or, do you care?)
     • Is there a geography restriction due to family needs, a Significant Other, weather concerns, etc.?
  3. When the acceptance letters arrive, begin comparing the offers. Note that they may invite you to visit the school to meet faculty, etc. and may offer to pay some or all of your expenses. These trips are the most important part of the whole process. Do not attend a school without having visited the department!
  4. Plan to visit several schools. It may be possible to make one trip out of it or to travel with others to minimize expenses. Even if you have to pay expenses yourself, it may be worth it to visit a school that really interests you. Again, only visit places you feel that you really would like to attend. Try to avoid missing classes, but this may be unavoidable, as you should be at the school during a weekday when school is in session (or on a specially arranged "Prospective Grad Student Weekend"). The week after JT or Long Weekend or Easter Break work well, depending on deadlines.

     Things to look for on these visits:

     • Is there more than one faculty member that you could be happy working for? Do they have money to pay their students as RA's or do their students teach for 3-5 years?
     • Is your tuition waived or do you have to pay it out of your salary? (A very large salary out of which you have to pay tuition is not any better than a smaller salary with a tuition waiver.) What about health care? -How many hours a week does the average first year TA work?
     • Are the grad students generally happy? (Note--There are always a few unhappy grad students in any program, usually due to conflicts with their advisors. Factor these out from difficulties with the program in general.)
     • Is the campus/town safe? Is it safe at night? (Most grad students do some night work.)
     • What is the cost of living like? Can you live a reasonable lifestyle on what you are paid or do grad students have to take out a loan to survive?
     • Is it easy to get needed instrument time?
     • How many recruiters from which companies come to campus?
     • For particular research advisors that interest you, try to find out if they have reasonable financial support, if they are reasonably easy to get along with, or if they are especially demanding. Ask how long their students take to get their degrees and what kinds of jobs they take. Another factor might be the tenure status. (Having a young, untenured assistant professor for an advisor is not necessarily a bad thing, but it can put more pressure on the graduate student to produce.) An advisor that is near retirement or acting as dept. chair can be a problem. Find out if they are around to talk to or if they travel so much that they are unavailable to provide help. The faculty member's graduate students are the best sources for answers to these questions.
  5. By about April 15 ( the usual deadline from the schools), accept an offer. Talk to family, friends and CSB/SJU faculty about it. It is a complex and important decision. Avoid making the decision on purely financial reasons. Even earning an extra thousand dollars a year in grad school is nothing compared to the doors that can be opened by going to a good school and having a well-respected research advisor. Good luck!

  RESEARCH OPPORTUNITIES IN AND OUT OF THE CSB/SJU CHEMISTRY DEPARTMENT

  In many ways research is the best way to learn chemistry and to find out whether a career in chemistry is really for you. It is in this setting that many learn for the first time that not all experiments work, they cannot all be done in a 3-4 hour block of time, there isn't always a foolproof procedure close at hand, and that the faculty member isn't merely hiding "the answer" for the student to uncover. There are several ways to become involved in research projects.

  • CH 351, CH 398 (Honors) and JT student research. This is research for credit during the academic year. See the section on "Research Projects of CSB/SJU Faculty" in this book and contact the individual faculty member for further information.
  • Summer research at CSB. Typically 6-8 CSB/SJU students are selected to do research here in the summer. Students completing their sophomore or junior years are eligible to apply. Students receive a stipend and a room and board allowance. Applications will be available in the middle of the Spring semester or contact the departmental Summer Research Coordinator (see the Listing of Faculty Assignments to find out who this is) for more information.
  • Summer research at another location. In the past CSB/SJU students have gone to schools with graduate programs to do summer research. In the recent past we have had students at the University of Alaska, USC, the University of Minnesota, the University of Alabama, and Oak Ridge National Lab, to name a few. Contact the departmental Summer Research Coordinator (see the Listing of Faculty Assignments to find out who this is) for more information. Note that the deadline for application to these programs can be as early as January! In most cases these programs are looking for students that have just finished their junior year, but some will take sophomores or new graduates.

  GOALS FOR CHEMICAL RESEARCH

  I. To learn the process of doing research

  1. learn how to access and interpret the relevant literature
  2. learn how to pose questions
  3. learn how to design experiments which answer the questions posed
  4. learn how to interpret experimental results
  5. learn how to pose additional followup questions and design experiments to test possible explanations of results

  II. To integrate knowledge of chemistry and lab practice

  1. be able to vary reaction conditions in a meaningful way
  2. be able to troubleshoot instrument use in research
  3. be able to choose analytical or synthetic techniques appropriate for the problems under investigation
  4. to gain knowledge and understanding about a particular area of research

  OPTIONS AVAILABLE, WITH RESPECTIVE CRITERIA, FOR CHEMISTRY STUDENTS INTERESTED IN ALL-COLLEGE HONORS AND/OR DEPARTMENTAL DISTINCTION

  Simply completing all of the requirements of the Honors program and meeting the deadlines is not a guarantee of being given All College Honors, Distinction in Chemistry, or both. Earning these awards depends on the quantity and quality of the work, the quality of the thesis itself, and the quality of the thesis defense. In addition, not meeting the established deadlines, especially those regarding the due dates for thesis drafts, will likely eliminate a student from consideration for these awards.

  Chemistry is a laboratory science. This means that experiments must be performed, new data analyzed, etc., and this is not always a reliable process. This is, of course, in addition to the library research and sound writing that goes into producing a viable thesis. An extensive amount of lab work, review of the literature and careful analysis of original data is expected; these expectations may differ from department to department. Furthermore, more lab work and a more complete thesis is expected in Honors, as compared to CHEM 351. For the four credits of research in the fall, typically two afternoons of research per cycle, plus additional time for writing and literature work, is expected. A further requirement is that there should be regularly scheduled meetings between the faculty advisor and the student. BOTH the faculty and the student must be willing to set aside time for these meetings.

  The following requirements must be met for a student to be awarded any of the Honors options in chemistry:

  1. A minimum gpa of 3.0 in chemistry at the time of graduation.

  2. Meeting the deadlines established with the advisor.

  3. A successfully designed and implemented research project, a well-written thesis and a thesis defense which shows excellence in meeting the goals for chemical research as outlined in the Chemistry major Handbook (p. 15).

  In the past, we have found that most (but not all) successful Honors projects are those that have been performed here. Projects begun here in the junior year or summer and continued in the fall and even January provide the opportunity for significant progress to be made. This amount of time is not usually available for projects done elsewhere. Also, getting in touch with your former research advisor can prove to be difficult. If you choose to propose an Honors project involving research performed elsewhere, make sure that you are allowed to bring your data (including copies of lab notebooks, spectra, etc) to CSB/SJU to aid in the preparation of the thesis. In most cases, research performed in industry does not make a good Honors project because companies are often not willing to allow students to copy notebooks or even discuss their work due to patent concerns.

  1. All-College Honors with Distinction in Chemistry
     A student who:
     1. has been accepted to the Honors Program
     2. completes a senior thesis based on laboratory research under the direction of a departmental thesis advisor which the faculty committee deems to be of sufficient merit
  2. All-College Honors
     A student who:
     1. has been accepted to the Honors Program
     2. completes a senior thesis based on library research under the direction of a departmental thesis advisor, or laboratory research which has not met the criteria for All- College Honors with Distinction in Chemistry
  3. Departmental Distinction only
     A student who:
     1. has not been enrolled in the Honors Program
     2. completes a senior thesis based on laboratory research under the direction of a departmental thesis advisor which the faculty committeedeems to be of sufficient merit

  Directives to Students Interested in Options 1 and 2

  1. In Fall of your Junior year,
     1. register for "HONR 396: Proposal for Honors Essay, tesearch or Creative Project" (0 credit) during registration for Spring term.
     2. select a research topic which interests you.
  2. In Spring of your Junior year,
     1. in consultation with your departmental thesis advisor, select two faculty members (at least one being from the Chemistry Department) to servewith the departmental thesis advisor as the committee to review your research proposal.
     2. submit a one-page application for the Senior Honors Project to the Honors Program Director by March 13. [see Appendix B] Give a copy of the application to your departmental thesis advisor before that date, since your thesis advisor will need to submit the project advisor's statement to the Honors Program Director by March 13, also. [see Appendix C]
     3. submit a 4-8 page research proposal, including a bibliography, to your committee by the end of C mod.
     4. defend your proposal before your committee at a designated time before May 1. (1 credit in CHEM 398 will be awarded if your proposal is deemed acceptable by the committee) Students enrolled in CHEM 398 will present a CHEM 350/351 seminar during the spring seminar program.
     5. after your research proposal has been approved by the committee,submit an approved proposal to the Honors Program Director by May 1; [see Appendix E] then continue with your research project during the remainder of the semester.
     6. register for "CHEM 398: Honors Senior Essay, Research or Creative Project" (4 credits) during registration for Fall term.
  3. In Fall of your Senior year,
     1. complete the research begun Spring semester under the direction of your departmental thesis advisor. It is expected that the majority of your research will be done during Fall semester. Research may be continued during January Term (2 credits will be awarded for this research).
     2. submit 10 pages of text to your departmental thesis advisor by November 20. Your advisor will then submit a one-page progress report to the Honors Program Director. [see Appendix F]
     3. submit the first draft of your thesis (normally 25-35 pages) to your departmental thesis advisor by December 13. (A grade of "X", which signifies "work in progress", will be given you at this point.)
     4. By September 15th, you and your advisor should set a series of deadlines for the drafts of your thesis. The advisor, student, and CHEM 350/351 coordinator should each get a copy of these dates. Failure to meet the deadlines may prevent you from earning Honors designations.
  4. In Spring of your Senior year,
     1. submit the final draft of your thesis to all members of your defense committee by April 3, and at least one week prior to the date set for the defense of your thesis.
     2. defend your thesis before your committee by April 25. (1 credit will be awarded for writing and defending your thesis.)
     3. after making all prescribed revisions, submit one final copy of your thesis to your departmental thesis advisor, one final copy of your thesis to the Chemistry Department chairperson, and two final copies of your thesis to the Honors Program Director by May 4. (The thesis will be graded H, S, or U. This grade will be assigned at the end of Spring semester.)
     4. complete the Honors Thesis Abstract form. [see Appendix G]
     5. complete the self-evaluation form. [see Appendix H]

  Directives to Students Interested in Option 3

  1.  
     1. omit
     2. as is
     3. as is
  2.  
     1. as is
     2. . omit
     3. as is
     4. as is
     5. omit part referring to Honors Program
     6. as is
  3.  
     1. as is
     2. omit part referring to Honors Program
     3. as is
  4.  
     1. as is
     2. as is
     3. omit part referring to Honors Program
     4. omit
     5. omit

  NOTE: Students engaged in laboratory research during the summer may "count" that as research done for a thesis proposal. Research related to the thesis proposal can also be done during Spring semester of the student's Junior year and Fall semester and January Term of the student's Senior year.

  COMMONLY ASKED QUESTIONS ABOUT CH 351 AND SUMMER RESEARCH

  Can two credits of research during January Term replace the CH 351 requirement?

  No, at least not entirely. January Term is a very short but intense time for everyone, especially faculty. Those who are teaching class will have very little time to spend with research students, while those who aren't are often very busy with administrative duties, preparing lab manuals for the second semester, revising courses, etc. In most cases, a beginning research student needs the guidance of an advisor. Also, the short duration of January Term can be a problem. If an instrument malfunctions or a chemical needs to be ordered a significant amount of the term can be lost in "waiting". Thus even though it is possible to work more hours in January Term than during the semester the ACS major research requirement cannot be satisfied by work during these three weeks.

  However, if you have already begun a research project (either during the summer or during the Fall semester) it may be continued for two credits during January, with one credit counting toward the CH 351 requirement. (This is, of course, assuming that you have the approval of your advisor!)

  Can summer research at CSB/SJU replace the 2 credit CH 351 requirement?

  Yes. The same project can also be continued during the academic year for credit. We have found that those who do this tend to make the greatest strides because of the extended amount of time invested in the project. The opportunity to do additional research is a good thing! You should still register for 2 credits of CH 351 during your senior year. Your research efforts and your senior seminar presentation will form the basis for your grade for this course.

  Can summer research elsewhere replace the 2 credit CH 351 requirement?

  Yes, provided the following criteria are met:

  1. The student must have a mentor from among the CSB/SJU faculty;
  2. The department will send a copy of the goals and objectives of the research program to the off-campus project and request a written response (the student is responsible for providing the summer research coordinator with the name and address of the supervisor);
  3. The student must write their final paper and make their Senior Symposium presentation on their laboratory research project. You should still register for 2 credits of CH 351 during your senior year. Your research efforts and your senior seminar presentation will form the basis for your grade for this course.

  Summer programs in which the student "followed someone else around", was a "pair of hands", did repetitive analyses without any experimental design element, or learned primarily through attendance at presentations, classes or seminars would not count. Those who do summer research elsewhere are not required to give their Senior Symposium presentation on that topic if they also do CH 351 here.

  Downloadable MS Word Version of Research Contract

  RESEARCH CONTRACT

  CH 350 _________ CH 351 _________

  Students working on either library or laboratory research projects are obliged to conform to the following expectations:

  1. Establish work habits that include a minimum of four hours per cycle of laboratory or library research for each term credit earned.
  2. Meet with the moderator on a regular basis to discuss progress made on the project (once per cycle).
  3. Maintain a complete notebook which should include dates, descriptions of experiments, data, literature sources, reading notes, etc. and should be available to the moderator during the meetings and upon request.
  4. Prepare and present a Senior Seminar talk.
  5. Attend at least 75% of all departmental seminars (see Seminar Policy).
  6. For a library research project, the student must submit a formally prepared and properly referenced term paper.
  7. For a laboratory research project, each student must submit a formally prepared final summary of the project and results.
  8. At the completion of the project, put work areas back in order, and put away or dispose of chemicals and equipment in the proper manner.

  The faculty research advisor agrees to commit at least one hour per cycle for direct interaction and guidance.

  This contract is mutually agreed upon by

  Advisee__________________________ Research advisor__________________________ Date _______________ 

  Library Research Proposal

  Name____________________________________ Research Advisor___________________________ Term/Year_________________________________ Number of Credits___________________________ Please print or type a short description of projected library research activity. Student Signature_______________________________ Research Advisor Signature_______________________ Date___________ 

  Laboratory Research Proposal

  Name____________________________________ Research Advisor___________________________ Term/Year_________________________________ Number of Credits Fall term____________________ Number of Credits Spring term__________________ Please print or type a short description of projected laboratory research activity. Student Signature_______________________________ Research Advisor Signature_______________________ Date___________ 

  FACULTY RESEARCH PROJECTS

  Research in Science Education (Robert Fulton)

  In recent years there has been an increase in research attempting to improve the ways in which students learn science at all educational levels. Much of this research is associated with finding methods of incorporating current ideas about how students learn into laboratory and classroom activities. I would welcome the opportunity to work with research students who would be interested in developing active learning activities that could be used in the classroom or laboratory programs for either our general chemistry or analytical chemistry sequences. Specifically, student researchers would develop learning activities that are based on the constructivist ideas about how learning takes place.

  This would begin with an examination of the current research literature to become familiar with constructivist ideas and learning strategies associated with these ideas. Some of the aspects of this approach that students conducting research projects in this area would examine include: theories about how knowledge is constructed, assessment of prior knowledge, common misconceptions in science and chemistry, teaching for conceptual change, cooperative learning, concept mapping, guided discovery, problem solving and assessment techniques. The goal would be to develop specific activities (classroom demonstrations, classroom projects or problems, laboratory projects or experiments) that are explicitly grounded in these ideas about how students might become more effective learners.

  Measurement of Equilibrium Constants (Michael Ross and Robert Fulton)

  The understanding of dynamic chemical systems, whether at equilibrium or not, is fundamental to analytical chemists as they develop procedures for many important chemical analyses. Consequently, the study of equilibrium systems, and particularly the measurement of equilibrium constants, provides a context for developing experience with a large variety of modern analytical instrumentation. We would be interested in working with research students on a variety of projects that have as a goal the high- precision measurement of equilibrium constants using instrumental methods of analysis.

  Projects in this area would be limited to the analytical instrumentation that is available within the department, but many possibilities exist in areas of spectroscopy, chromatography and electrochemistry. Student researchers would become familiar with the pertinent instrumentation and the related techniques, and would examine and compare high-precision methods for measuring equilibrium constants. Chemical systems that might be studied by these techniques would include: partitioning between two phases, proton transfer reactions, electron transfer reactions and complexation.

  Synthesis of Bimetallic Compounds Containing the "PNP" Ligand (Brian Johnson)

  Bimetallic catalysts (those which contain two different metals) are widely used in industry, particularly in the synthesis of starting materials in polymer chemistry and petroleum refining. Bimetallics are often used because it has been found that, in many cases, the addition of a second metal to a catalyst makes the reaction faster, changes the product distribution, or allows the reaction to occur under milder conditions. An intriguing aspect of these catalysts is that there is often little understanding of reaction mechanisms or the manner in which one metal affects the chemistry of the other.

  The intent of this project is to synthesize new bimetallic compounds and to study their chemistry. The complexes will be synthesized using the ligand 2- [bis(diphenylphosphino)methyl]pyridine, or "PNP" which is shown below. PNP may be bidentate (bound to transition metals through both phosphorus atoms or one phosphorus atom and the nitrogen atom) or tridentate. When bidentate, a dangling arm of the ligand is available to bind to a second metal. Furthermore, as a heterofunctional ligand (two different types of donor atoms), coordination to two different metals may be especially favorable in some cases. Because of the variety of binding modes and the relatively small number of bimetallic compounds containing PNP that have been reported to date, this ligand represents a unique opportunity to synthesize new compounds and to gain insight into the behavior of two metals held in close proximity.

  The experimental work can be divided into three stages. These include the synthesis of PNP-containing monometallic complexes, synthesis of bimetallic complexes, and examination of the reaction chemistry of the bimetallic complexes. Characterization methods include phosphorus and proton NMR, infrared spectroscopy, solution conductivity, and mass spectrometry.

  Preparation of Ferrofluids (Brian Johnson)

  A ferrofluid is a magnetic liquid, in that its position can be controlled by the application of a magnetic field. Ferrofluids generally consist of a suspension of very small Fe3O4 (magnetite) particles in a hydrocarbon medium. Originally studied as a way to control liquids in space, ferrofluids are at present used as liquid O-rings where a rotating shaft enters a low- or high-pressure chamber, in high speed computer disk drives, and in loud speakers. In addition, researchers are at present examining ways to use ferrofluids to carry medications to specific locations in the body or as contrast agents for magnetic resonance imaging (MRI). Unfortunately, commercially available ferrofluids sell for about $2.50 per mL, probably due to the difficulty of preparing the colloidal particles in such a way as to prevent them from settling out. This project will involve the development of alternative syntheses for magnetite-based ferrofluids.

  The Role of Metal ions in Nitrosation Reactions (Anna McKenna)

  Transition metal ions, present in all biological systems, play a prominent role in many reactions including the behavior of enzymes and oxygen transport systems. Trace transition metals have also been implicated in in vitro reactions of nitrites with amines to form nitrosamines, which are potent carcinogens. It has been suggested that these metal ions may bind nitrite ions and oxidize them to nitrogen oxides, which then react with amines to form nitrosamines. A great deal of previous work has focused on nitrosyl complexes of iron. This work has concentrated on iron porphyrins and iron Schiff base complexes. Because of facile redox reactions involving the oxidation states of iron, these complexes are difficult to synthesize and characterize.

  My research involves the synthesis and characterization of nitrite-Schiff base complexes of metals other than iron. An important characteristic of the metals used to activate nitrite ion seems to be the availability of a 1 electron reduction at the metal center; thus the synthetic work this far has concentrated on copper(II) complexes. The research involves synthesis of a copper(II) Schiff base complex, and then the binding of a nitrite ion to the complex. Complexes are characterized by IR, UV/Vis and by elemental analysis. After the complexes are synthesized and characterized, they will be tested for nitrosating ability by reaction with amines, involving product identification with HPLC.

  A test reaction for nitrosating ability and separation of the reaction product is a second portion of this work. In previous work, reactions with secondary amines and detection of the resulting nitrosamines was used to determine nitrosating ability. However, since secondary N-nitrosamines are carcinogenic, another reaction, perhaps with primary amines, needs further study.

  Computational chemistry/Quantum chemistry (Frank Rioux)

  Computational chemistry has become a recognized sub- discipline of chemistry in the last ten years because of the explosive improvements in both computer hardware and software. The chemistry department currently has ten Silicon Graphics workstations and site licenses for Mathcad and Spartan.

  Mathcad provides an excellent programming environment for routine problem solving, small-scale quantum mechanical calculations, and testing numerical algorithms. A project involving Mathcad is to develop an algorithm for the numerical solution of the time-dependent Schrodinger equation and then to use it to model the visible spectra of several cyanine dyes.

  Spartan is a comprehensive program for doing molecular mechanics, semi-empirical and ab initio quantum mechanical calculations on small to intermediate sized organic, inorganic and bio-molecules. The primary goal of the research projects using Spartan is the calculation of the electronic structures of such molecules in order to understand their geometry, chemical reactivity, and interaction with electromagnetic radiation.

  Environmental Chemistry (Michael Ross and John Klassen)

  Environmental impact of organic and inorganic compounds has been an area of study for many years. We have been particularly interested in organic compounds in air and water, looking at methods of separation and identification for trace and non-trace compounds. The principle methods of analysis are GC, HPLC and GC/MS. Students desiring to do research in this area are advised to take Advanced Instrumental Analysis as early in their careers as possible, though students who are highly motivated and able to work on their own may be interested in this work as well.

  The analysis of polynuclear aromatic hydrocarbons in emission sources was started in the early 1980's with the sampling of gaseous emissions from the St. John's Incinerator. This work can be continued though the feedstock has changed from municipal waste to mostly wood byproducts. It requires the ability to do trace analysis as well as make use of the power of the GC/MS.

  Another area of study, started in the summer of 1993, is the analysis of pesticides in soil and water samples from Swift County. This work will be continued and broadened to include other sites and more pesticide and pesticide residues. Again, GC and GC/MS work will be done with the possibility of using HPLC and development of a fluorescence detector for HPLC. Work has also been done on the identification and quantitation of heavy metals and other metal ions in water and lake bottom sludge. This work has made use of electrochemical techniques but can now be expanded to include graphite furnace atomic absorption.

  Studies of Reaction Mechanisms (Richard White)

  There are two area of research I would like to begin exploring. The first is in the probing of reaction mechanisms using FTIR spectroscopy in an attempt to detect reactive intermediates. Initial work will focus on identifying appropriate chemical reactions for study and development of techniques to measure the species present during the course of the reaction. The second is based upon the department's acquisition of a nitrogen pumped dye laser. In a continuation of work on the time dependence of flame emission for sulfur species, the laser will be interfaced to the current GC/MS system. The goal is to attempt to measure the energy absorbed by a particular sample and relate that to the concentration of sulfur-containing species in the mass spectrum. This information may help to elucidate the reasons for the ordering of sulfur's various oxidation states in the molecular emission spectrum.

  Research in Biochemistry (Henry Jakubowski)

  I am presently involved in three areas of biochemical research. My main interest, which has been funded by Research Corporation and the NIH, involves determining structural features of the the bovine clotting enzyme thrombin which control its reactivity with other clotting factors in the blood. This work involves purification and characterization of many proteins from bovine blood and lungs, synthesis of peptides (by manual solid state techniques) and characterization (by chemical and chromatographic techniques), and, in conjunction with the Biology Department, the production of cloned antibody fragments recognizing thrombin. Kinetic analyses of thrombin activities are routinely used to monitor changes in thrombin reactivity. Computer modeling of these structural features is also used.

  I am starting two new additional projects as well. The first involves the investigation of peptide-membrane lipid interactions in model systems to probe the mechanism of protein import into intracellular organelles. This involves peptide synthesis and modification, liposome production, and monitoring their interactions using spectroscopy, chromatography, and electrophoresis. The second project, performed in collaboration with the Nutrition Department, involves the development of methods to identify and quantitate levels of oxidative damage to lipids and proteins in human blood lipoproteins. This involves purification of lipoprotein using differential ultracentrifugation and analysis using chemical, spectroscopic and chromatographic techniques.

  Synthesis of Nitrogen Analogs of Estrone (Bill Muldoon)

  Estrogens are involved in the pathology of breast cancers. They act to stimulate tumor growth of approximately 70% of persons affected by mammary gland carcinoma. Anti-estrogens have been useful in the treatment of primary and metatisized tumors that are shown to be estrogen dependent. Presently only one compound, tamoxifen, is used to inhibit the effects of endogenous estrogen. Research into the development of alternative anti-estrogens is necessary and will help expand the armamentarium of the clinicians. Utilizing the molecule estrone as a starting point, the synthesis of a number of nitrogen analogs of estrone is envisaged. The cyclopentanone ring, ring D, can be converted into a pyrrolidine ring and a number of nitrogen derivatives, namely, the N-nitroso, N-hydroxy and the N- chloroethyl derivatives will be synthesized. These compounds will then be tested in the estrogen binding assay to determine their affinity for the estrogen receptor.

  Synthesis of Substituted Prolines (Bill Muldoon)

  The enzyme proline oxidase is the first enzyme in the metabolic pathway for the conversion of the amino acid proline to glutamic acid. In a study designed to elucidate the steric requirements of this enzyme, an inhibitor was found that essentially kills the enzyme. That is, after incubation with this specific compound, the enzyme was no longer able to oxidize the natural substrate, proline. This compound, 4,4-difluoro-L- proline, was found to be an extremely potent inhibitor and the inhibition was not related to an increase in the fluoride ion concentration.

  The compound, 4,4-difluoro-L-proline, is not commercially available and has been reported to be synthesized by a difficult and dangerous route. We will use modern synthetic procedures to synthesize this compound as well as the two diastereomeric 4- fluoro-L-prolines and study the effects of these three compounds on the metabolism of the amino acid, L-proline.

  Chemical Education (Phil Karjala)

  We are seeking to improve the educational experience in the CH 123 and CH 234 laboratory. Specifically, we are interested in altering the way the lab is taught and organized, improving the experiments that are currently performed and developing new experiments. The student involved in this project will work with faculty to test experiments and produce laboratory writeups to go along with them. Development and testing of chemical demonstrations for the lecture portion of the courses will also be undertaken.

  Organic Chemistry (Kate Graham)

  This research project is focused on the use of chemical ecology to locate novel sources of bioactive natural products from microbial sources. The first stage of this research involves studying the ecology of a system, developing a bioassay, fermentation of the microbe and purification of the bioactive chemical(s). Once a new bioactive substance has been purified and determined to be responsible for the activity, characterization of the compound must be undertaken. In the final stages of structure elucidation, a high field FT-NMR is required for both advanced 1-D and 2-D NMR techniques. Interpretation of NMR spectra resulting from these experiments is an essential component of the characterization of unknown natural products.

 

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CSB|SJU Chemistry Department
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Maintained by Frank Rioux.
Last revised on January 06, 2004.