Semester: Fall
For premedicine, B.S.Ed., B.S.I.H., and A.B. Chemistry majors. Topics include thermodynamics, thermochemistry, equilibrium, solutions, and kinetics.
Undergraduate Physical Chemistry lecture and lab I
Thermodynamics, phase diagrams, reaction thermodynamics, coagulation properties, and electrochemistry.
Be able to apply thermodynamics principles to problems involving reaction and phase equilibria, and the thermodynamics of solids and solutions.
Understand how these principles can be applied in industry and research in developing the next generation of medicines, engines, chips, batteries, and other devices.
Undergraduate Physical Chemistry lecture and lab II
Kinetics, statistical thermodynamics, and quantum chemistry.
Students should be able to apply and solve differential equations as they are involved in understanding phenomenological kinetics.
Students should be able to apply thermodynamic principles.
2016 spring, one subgroup of senior undergraduate students in the Physical Chemistry Lab II, Emily Schaffer (left) and Stephanie Srembo (right), are using the atomic force microscope (AFM) to measure nanostructures. Photo taken with permit for this website.
Undergraduate research.
Graduate and online graduate research.
Graduate student physical chemistry courses:
Course 1. Microscopy and spectroscopy
Course 2. Surface and interfacial chemistry
To bring physical chemistry textbooks that are now over fifty years old into the future, we should remain open to new ideas and keep moving the common knowledge ahead.
The second law of thermodynamics states that heat flows from hotter objects to colder ones, and that matter tends to become more disordered over time. This tendency is encapsulated in the concept of entropy. However, entropy can be a difficult concept to grasp.
One example of this complexity can be seen when considering Earth as a closed system under thermal equilibrium with its surrounding space. Despite the vast expanse of outer space, we don't observe gases escaping Earth into the vacuum, due to the planet's gravitational pull. This leads me to speculate that entropy might not be measured relative to an absolute reference point, say zero degree or vacuum, but rather as the potential energy stored in the surrounding environment, which is a local property.
Entropy could, therefore, be considered in terms of the inverse of the Gibbs free energy equation: S = (G-H)/T, where S represents entropy, G is Gibbs free energy, H is enthalpy, and T is temperature.
This view strengthens the first law of thermodynamics that energy is conserved, even for entropic energy, i.e., merging 2nd law into the 1st. When G and H merge near absolute zero, entropy approaches zero, consistent with the third law of thermodynamics.
For two molecules in a dilute solution to react, they must first overcome the solvent barrier and collide with each other before any chemical reaction can occur. This process is known as diffusion, with a classic example being the Brownian motion of pollen particles on the surface of water.
As illustrated in the figure, the diffusion process differs significantly from the collision of gas molecules in a non-diluted gas reaction. In a neat gas, the time dependence of molecular collisions is linearly proportional to the separation distance because there are no molecules in between them, i.e., a direct flight; while in a dilute solution, it follows a square root dependence, i.e., traveling with many connections. The total traveling time is very different in these two cases with respect to the distances of the target and probe molecules, which are determined by their concentrations in the solution.
This difference means that the typical second-order reaction rate law, based on the concentrations of the reacting molecules, does not hold for reactions involving diffusion, which are all chemical reactions in practice. Just like most professors cannot afford a direct flight to conferences, predicting an average arriving time based on distances linearly doesn't work. Despite this, the second-order dependence is still often presented as a general rule in textbooks, suggesting that this concept may need to be revised.
One foundational mathematical model in quantum mechanics is the Schrödinger equation. This equation describes how quantum systems, such as an electron orbiting an atomic nucleus, evolve as wave-like patterns in space and time, essentially creating a "movie" of vibrating quantum waves. Encoding a movie in a short equation was a common practice back then.
His core idea is analogous to the vibration of a guitar string: the frequency observed at a specific point in space over time corresponds to the spatial frequency (or curvature) of the wave at any fixed moment in time. In his first paper on quantum mechanics, Schrödinger introduced a thought experiment involving a particle in a box to illustrate this model (1926): "If, however, the molecule is situated in a “vessel”, then the latter must supply boundary conditions for the function g , or in other words, equation (41), on account of the introduction of further potential energies, will alter its form very abruptly at the walls of the vessel, and thus a discrete set of Ei-values will be selected as proper values."
The solution to the Schrödinger equation involves complex-valued wavefunctions, consisting of both real and imaginary components. However, textbook treatments often emphasize only the real part of the wavefunction (as shown on the left side of the figure), which can make it difficult to explain why certain spatial regions appear to have a value of zero, giving nodes on their modulus, where ideally zero should be a transient value.
The prevailing explanation for this simplification comes from the Copenhagen interpretation, which states that the modulus (or absolute value) of the wavefunction determines the probability of finding the particle in a given region of space. While this interpretation has become standard, it is also famously non-intuitive, so much so that it was strongly questioned by notable physicists such as Einstein, Schrödinger, and de Broglie. Einstein proposed the entanglement theory, Schrödinger proposed the thought experiment on cats in boxes, and de Broglie proposed the pilot wave theory, to challenge the Copenhagen interpretation.
My suggestion is why not add back the imaginary wave and make the wavefunction complex again, such that the probability or average momentum of the particle over space is uniform (right side of the figure). Adding the missing half of the wavefunction makes it complete.
10.26434/chemrxiv-2022-xn4t8-v23
An associated question is: what is light? I can say I truly don't know the answer, but these days it feels to me that light is nothing but particles, back to Newton's and Einstein's belief, rather than the commonly accepted idea of being both particle and wave.
Most textbooks don't talk about major aspects of computational chemistry, including quantum packages, molecular dynamics packages, and artificial intelligence packages used in computational chemistry. They are very different from the theories and carry significant practical importance in industry and research.
Since 2021 Spring we have been practicing a kinetic analysis of COVID-19 spreading over the world as one of the several modules in our Physical Chemistry Laboratory classes CHEM 4540L. Till 2025, the undergraduate students and graduate teaching assistants have published four journal articles on this subject.
Kelle Hart, Chelsea Thompson, Clay Burger, Dylan Hardwick, Amanda Michaud, Abdul H.M. Al Bulushi, Cole Pridemore, Carson Ward, Jixin Chen. Remote Learning of COVID-19 Kinetic Analysis in a Physical Chemistry Laboratory Class. ACS Omega 2021, 6, 43, 29223–29232.
Dylan K Smith, Kristin Lauro, Dymond Kelly, Joel Fish, Emma Lintelman, David McEwen, Corrin Smith, Max Stecz, Tharushi D Ambagaspitiya, Jixin Chen. Teaching undergraduate physical chemistry lab with kinetic analysis of COVID-19 in the United States. J. Chem. Educ. 2022, 99, 10, 3471–3477
Deepani V Athapaththu, Tharushi D Ambagaspitiya, Andrew Chamberlain, Darrion Demase, Emily Harasin, Robby Hicks, David McIntosh, Gwen Minute, Sarah Petzold, Lauren Tefft, Jixin Chen. Physical Chemistry Lab for Data Analysis of COVID-19 Spreading Kinetics in Different Countries. J. Chem. Educ. 2024, 101, 7, 2892–2898
Pavithra Ariyaratne, Lumbini P Ramasinghe, Johathan S Ayyash, Tyler M Kelley, Terry A Plant-Collins, Logan W Shinkle, Aoife M Zuercher, Jixin Chen. Application and Significance of SIRVB Model in Analyzing COVID-19 Dynamics. Scientific Reports. 2025, 15, 8526
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