Department of Chemical Engineering

University of San Carlos

Nasipit, Talamban, Cebu City

SYLLABUS
Course Information
Course No.
: CHE 323L
Course Title
: Physical Chemistry Laboratory 1
Credit Units
: 1
Pre-requisites : CHE 311 (Thermodynamics 1)
Co-requisite :
CHE 323 (Physical Chemistry)
Term
: 2nd Semester, SY 2014-2015
Schedule

Faculty Information
Name : Engr. May Tampus/Engr. Kramer
Joseph Lim
Office : ChE Department
Email : usc.che323l@gmail.com
Phone : +63-32-344-6783
Consultation Time : MW 11:00 AM-12:00 NN &
4:00-5:00 PM; W 3:30-5:30 PM; F 1:00-5:00 PM

7:30 10:30 AM (M/W/F)

1:00 4:00 PM (M)

Course Description
In this two-semester series of courses, student teams perform laboratory experiments to verify theories and relationships in physical
chemistry. Students use laboratory apparatus and equipment for gathering primary data needed to answer the experimental objectives.
They submit experiment plans, write reports and do oral presentations of their experimental results. At the end of the term, a practical exam
and a comprehensive exam are given to test individual students skills to implement experimental procedure and ability to do data
processing calculations.

Course Outcomes (CO)

Targeted Program Outcomes (PO)

Upon completion of the course students

should be able to:

The course is enabling to the achievement of:

CO1: Plan and conduct experiments to verify

relationships in fluid flow, heat and mass
transfer, leaching and size reduction
operations;
CO2: Analyze and interpret experimental
data;
CO3: Communicate experimental results
orally and in writing form using ICT tools; and
CO4: Work effectively with teammates to
achieve objectives of a laboratory
experiment.

[PO2] Ability to use techniques, skills, and modern engineering tools necessary for
chemical engineering practice;
[PO4] Ability to analyze and interpret data to improve, innovate and supervise systems, its
components or processes;
[PO5] Ability to identify, formulate, & solve ChE problems;
[PO6] Ability to propose, plan, and implement research projects for testing hypotheses and
verifying assumptions, and to write research results in a publishable form;
[PO11] Ability to manage self and to function effectively as a member or leader in a team;
and
[PO12] Ability to communicate ideas, propositions, results, and solutions in appropriate
forms easily understood by a target audience.

Course Structure
Experiment Title
(Description)
Viscosity measurement of
liquids and solutions by falling
sphere method (VISCO)
Melting point determination
using Thomas Hoover
Apparatus (MELT)
Colligative properties: freezing
point depression (FPD)

Determination of enthalpies of
formation using the bomb
calorimeter (BOMB)

Specific Objectives

Time
Allotment
(h)

Assessment
Scheme

1. To measure the viscosity of a liquid using the falling

sphere method
2. To determine the effect of temperature on the viscosity
of a liquid
1. To determine the melting point of certain compounds
using the Thomas-Hoover melting point apparatus
2. To assess the purity of these compounds

Group Assessment

1. To determine the freezing point depression of an

electrolyte and a nonelectrolyte using the Beckmann
freezing point apparatus
2. To determine the vant Hoff factor of an electrolyte and a
nonelectrolyte from the freezing point depression data
1. To determine the heat of combustion of a compound
using the oxygen bomb calorimeter
2. To determine the heat of formation from the heat of
combustion data

Preparation of prelab report

Oral questioning
Conduct &
Implementation of
Experiments
Processing,
analysis, &
Interpretation of
Data
Oral Presentation
Individual Assessment
Written Reports

Inversion of sucrose (INV)

Spectrophotometric analysis of
binary mixtures (SPECTRO)

1. To determine the change in the angle of rotation with

time using a polarimeter
2. To determine the reaction order of the acid-catalyzed
inversion of sucrose using a polarimeter
3. To determine the reaction rate constant of the acidcatalyzed inversion of sucrose from the change in the
angle of rotation
1. To determine the wavelength which gives the maximum
absorbance using a spectrophotometer
2. To calculate the maximum molar absorption coefficient
of a binary mixture from the absorbance data

Teamwork

Educational Resources
Material
Textbook
_______. Physical Chemistry Laboratory 1 Manual. 2012. University of San Carlos Department of Chemical
Engineering, Cebu City, Philippines.
References
Alberty R & Silbey R. (2001). Physical Chemistry, 3rd Edition, John Wiley and Sons, Inc., New York, USA.

Available/A
ccessible At
ChE Library
USC
Learning
Resource
Center

Atkins P & de Paula J. (2010). Atkins Physical Chemistry, 9th Edition, Oxford University Press, Oxford, UK.
Atkins P. (2001). The Elements of Physical Chemistry, 3rd Edition, Oxford University Press, Oxford, UK.
Daniels F. (1962). Experimental Physical Chemistry, 6th Edition, McGraw-Hill Inc., New York, USA.
Halpern A. (1997). Experimental Physical Chemistry: A Laboratory Textbook, 2nd Edition, Prentice Hall, New Jersey,
USA.
Levine I. (2009). Physical Chemistry, 6th Edition, McGraw-Hill Co., Inc., New York, USA.
Lide D. Ed. (1992). CRC Handbook of Chemistry and Physics, 73rd Edition, Boca Raton CRC Press, New York, USA.
Maron S. & Lando J. (1978). Fundamentals of Physical Chemistry, Macmillan Publishing, Inc., New York, USA.
Moretimer R. (2008). Physical Chemistry,3rd Edition, Elsevier Academic Press Elsevier, Inc., London, UK.
Perry, R.H., et. al. Eds. (2008). Perrys Chemical Engineers Handbook, 8th Edition, McGraw-Hill, Inc., New York, USA.
Petrucci R., Herring F.G., Madura J., and Bisonnette C. (2011). General Chemistry: Principles and Modern
Applications,10th Edition, Pearson Canada, Inc., Toronto, Ontario, Canada.
Shoemaker D. P. & Garland C. (1967). Experiments in Physical Chemistry, 2nd Edition, McGraw-Hill Inc., New York,
USA (or use the latest edition).
Zumdahl S. & Zumdahl S. (2010). Chemistry, 8th Edition, Brooks Cole, Cengage Learning, California, USA.

Learning Activities and Course Requirements

Performed all 6 experiments
Laboratory journal
Oral Questioning
Processing, Analysis & Interpretation of Data (Initial Written Report)
2 Individual Post-Lab Written Reports
Oral Presentation
Practical Exam
Comprehensive Exam
Peer Rating

Course Calendar
2

MONDAY GROUPS
Activities

VISCO

Week of

MELTING

11-10-14

FPD

BOMB

INV

SPECTRO

COURSE ORIENTATION

11-17-14

LABORATORY ORIENTATION

11-24-14

12-01-14

12-08-14

4*

12-15-14

6*

01-05-15

01-12-15

01-19-15

01-26-15

1
4

02-02-15

02-09-15
02-16-15
02-23-15
03-02-15

FREE WEEK

03-09-15

ORAL PRESENTATION

03-16-15

PRACTICAL EXAM
COMPREHENSIVE EXAM
SUBMISSION OF COURSE REQUIREMENTS & CHECKOUT

03-23-15

WEDNESDAY & FRIDAY GROUPS

Activities
Week of

VISCO

MELTING

FPD

BOMB

INV

11-10-14

COURSE ORIENTATION

11-17-14

LABORATORY ORIENTATION

11-24-14

SPECTRO

12-01-14

12-08-14

4*

12-15-14

01-05-15

2*

01-12-15

01-19-15

01-26-15

02-02-15
02-09-15
02-16-15
02-23-15
03-02-15

FREE WEEK

03-09-15

ORAL PRESENTATION

03-16-15

PRACTICAL EXAM
COMPREHENSIVE EXAM
03-23-15
SUBMISSION OF COURSE REQUIREMENTS & CHECKOUT
Cells with asterisk (*) and shading indicate experiments that are assigned to Engr. K.J. LIM.

Evaluation & Grading System

Rating Criteria
Post-lab Written Reports
Experiment Planning & Logistics
Processing, Analysis & Interpretation of Data
Oral Presentation
Practical Exam
Comprehensive Exam
Teamwork
TOTAL

Percentage (%)
30
20
20
10
10
5
5
100

For a student to pass the course he/she must meet the following requirements:
Obtained a minimum weighted average of 60.00%

Obtained a minimum average of 60.00% in the written reports and should not get a score of below 50.00% in one of the reports
Practical exam score of at least 70%.
Comprehensive exam must be at least 60.00%
Oral presentation score of at least 70%
The student shall get a grade of INC if any one of the course requirements stipulated above is not met.

Assessment Scheme
a. Assessment of Post-lab Written Reports
The following table is the RUBRIC for grading laboratory reports and may serve as a checklist for students on what points to focus when
writing a laboratory report. It is assumed that the laboratory reports to be assessed are word-processed. The rating scale is from 1 to 4, and
is described in detail in the matrix. The ratio of the sum of the weighted scores for all the sections and the perfect score mult iplied by 100,
wt.factor score
i.e.
100 is the percentage score of the report.
wt.factor scoremax
Rating
Section

Introduction
wt. factor: 1
Experimental
Procedure
wt. factor: 1
Results: Data,
Figures, Graphs,
Tables, etc.

wt. factor: 2

Discussion
(Analysis)
wt. factor: 2

Conclusions
wt. factor: 1

Answers to
questions

The background information

provided in the introduction is
minimal and/or incorrect.

The introduction misses some

major points.

The introduction is nearly

complete, but some minor
points are missing.

The introduction is complete

and well-written. It provides all
necessary background
principles for the experiment.

The procedure is not written in

paragraph form. It vaguely
describes the steps and misses
several important details.

The procedure is written in

paragraph form but misses a few
important experimental details.

The procedure is well-written in

paragraph format and all
experimental details are
covered.

The results are present but are

too disorganized or poorly
illustrated to make sense of.
The figures, graphs, and tables
contain errors or are poorly
constructed, have missing
titles, captions or numbers,
missing or incorrect units, etc.

Most of the figures, graphs, and

tables are alright, but some are
missing important or required
features. Some of the results are
unclear and trends are not obvious
at all.

All of the figures, graphs, and

tables are correctly drawn and
clearly labeled, but some have
minor problems or could still be
improved while a few trends are
not obvious.

All of the figures, graphs, and

tables are correctly drawn, are
numbered and contain
titles/captions. The results and
data are clearly illustrated or
organized making it is easy for
the reader to see the trends.

The discussion is incomplete or

poor, includes incorrect
interpretation of trends and
comparison of data indicating a
lack of understanding of results.

Some of the results have been

correctly interpreted and
discussed. The analysis is partial
or lacking in insight showing
incomplete understanding of the
results.

Almost all of the results have

been correctly interpreted and
discussed; only minor
improvements are needed.

All of the important trends and

data comparisons have been
interpreted correctly and
discussed. Good understanding
of results is evident.

The conclusions are missing or

missing the important points.

The conclusions regarding major

points are drawn, but many are
misstated, indicating a lack of
understanding.

All important conclusions have

been drawn, but could be better
stated.

All important conclusions have

been clearly made. All the
essential information are
summarized quite well in the
conclusions.

Three of the questions is not

answered correctly

Two of the questions is not

answered correctly

One of the questions is not

answered correctly.

Answers to all questions

correctly

The writing style is rough and

immature. There are frequent
grammatical and/or spelling
errors.

It is generally readable with some

rough spots in writing style.
Occasional grammatical and
spelling errors are present.

There are less than three

grammatical or spelling errors,
and the writing style is mature
and readable.

The report is very well written

containing no grammatical or
spelling errors.

The sections are out of order or

the format is too sloppy.

The sections are in order and

readable but formatting is rough.

All sections are in order. The

formatting is generally good but
could still be improved.

All the sections are in order,

well-formatted, and very
readable.

wt. factor: 2
Spelling, Grammar,
Sentence Structure
wt. factor: 0.5
Appearance and
Formatting
wt. factor: 0.5

b. Assessment of Proficiency in Experiment Planning and Logistics

This is the rubric for grading the students proficiency in experiment planning and logistics. It is designed to assess the students ability to
plan and execute the experiment. The readiness of the students is verified through the pre-lab report and oral questioning, in meeting
deadlines as well as in keeping detailed record of data.

Levels
Criteria

Organized Experiments

Competent (3)

Acceptable (2)

Developing (1)

Effectively organizes experimental tasks

to minimize wasted time and effort

Identifies relevant tasks but may

struggle with setting priorities and
planning

Has difficulty converting broad

experiment objectives to specific
tasks

Consistently meets deadlines

Misses some deadlines

reasonable effort

Routinely ignores deadlines

Effectively and safely executes

experiment plans. Modifies the plan as
necessary.

Executes the plan but has difficulty

overcoming setbacks.

Works haphazardly with little chance

of achieving experiment objectives

Keeps detailed records easily followed

by others. These records include a
laboratory notebook, computer files,
purchase records and others.

Keeps a lab notebook but records

lack
organization
or
contain
omissions

Keeps poor, sketchy or no records

(30%)
Met Deadlines

despite

(10%)
Executed Experiment
Plan
(30%)
Kept Detailed Records
(30%)

c.

c. Assessment of Proficiency in Processing, Analysis and Interpretation of Data

This is a rubric for data processing, manipulation, presentation and analysis. It is designed for students taking raw data and suitably
entering this into a spreadsheet (data processing). The processed data is then manipulated to add value using features like sort, filter,
formula and equations. The manipulated data is presented in a suitable format or formats to enable analysis. Students are able to select
suitable charts for the data types and suitably label tables, titles, axes, labels and keys. Students can then make accurate analysis of the
data and trends, with an awareness of errors and inaccuracies.
Aspects
Data
Processing

Students attempt to arrange data

into fields. Most Fields are named.
Data entered has some
inaccuracies. Students show little
understanding of data types.

Students arrange data into fields.

Fields are named. Data entered has
some inaccuracies Students have
some understanding data types
continuous and discontinuous.

Students arrange data into fields.

Fields are appropriately named.
Data entered is mostly accurately.
Students recognise data types
continuous and discontinuous
most of the time.

Students arrange data into

suitable fields. Fields are
appropriately named.

Data
Manipulation

Students make no attempt to

manipulate data or manipulation is
fundamentally flawed.

Students can manipulate data with

use of formula or equations or sort
or filter. Some errors are present in
data manipulation.

Students can manipulate data using

formula or equations. Students can
use the filter and sort features. The
data manipulation makes analysis
possible. Some errors are present in
data manipulation.

Students can appropriately

manipulate data using suitable
formula or equations. Students
can appropriately use the filter and
sort features. The data
manipulation makes analysis
possible.

Data
Presentation

Students inconsistently and

inappropriately make use labels,
highlights, font weight and
underline.

Students use labels, highlights, font

weight and underline. Students
select visual methods of presenting
data. Some presentation methods
are suitable for the type of data and
purpose of presentation and
audience.

Students appropriately use labels,

highlights, font weight and
underline. Students select visual
methods of presenting data. The
presentation methods are mostly
suitable for the type of data and
purpose of presentation and
audience. The presentation shows
trends.

Students appropriately and

consistently use labels, highlights,
font weight and underline.
Students can select suitable visual
methods of presenting data. The
presentation methods are suitable
for the type of data and purpose of
presentation and audience. The
presentation suitably and
accurately shows trends.

Students attempts to identify trends

to draw conclusions from the data.
There are inaccuracies in analysis

Students identify trends and are

able to draw conclusions from the
data. There are few inaccuracies in
analysis. Students can recognise
some errors and inaccuracies in the
processed, manipulated and
presented data. Students are able to
make some links to prior knowledge.

Students correctly identify trends

and are able to draw suitable
accurate conclusions from the
data. Students can recognise
errors and inaccuracies in the
processed, manipulated and
presented data and their analysis.
Students are able to relate
presented data to other
knowledge.

Students select inappropriate visual

methods of presenting data.

Data Analysis

Students make no attempt to

analyse data or draw conclusions or
the analysis is fundamentally
flawed. Students make no attempt
to link to prior knowledge.

Students attempt to make some

links to prior knowledge.

Data is entered accurately.

Students recognise data types
continuous and discontinuous.

d. Assessment for Oral Presentations

This is the rubric for grading the ability of the students to present orally data and results. Students are evaluated based on the content, their
performance and level of preparedness.
Aspects
Content

Just Beginning
(30 45)

Approaches Standards
(50 60)

Your message is not yet clear or

appropriate to your audience.
You do not present accurate and
substantive information and ideas,
or your ideas are not yet organized.

Performance

Your presentation aids do not help

communicate your message.

You present some information and

ideas but they need to be more
accurate, substantive, or
organized.

You do not present appropriately to

questions and reactions from your
audience.

Your presentation aids are not

substantive or relevant, or you are
not using them effectively.

Your speaking style is not

expressive, clear, audible, or paced
well, and it gets in the way of your
message.
You have not yet found a way to
hold your audiences interest.

Process

Your message is not clear or you

need to communicate it to your
audience in a more appropriate
way.

Your eye contact and body

language detract from the
effectiveness of the presentation.
You are not prepared for the
presentation.

You do not always respond

appropriately to questions and
reactions from your audience.
Your speaking style needs to be
more expressive, clear, audible,
and well paced.
You sometimes lose your
audiences interest.
Your eye contact and body
language sometimes detract from
the effectiveness of the
presentation.
You need to be better prepared for
presentation.

Meets Standards (Yes, and

or Yes, but)
(75 90)
You communicate a clear
message to your audience in an
appropriate way.

You communicate a clear message to

your audience in an especially
appropriate and original way.

You present substantive and

accurate information and ideas in
an organized way.

You present complex, substantive,

and accurate information and ideas in
an organized and effective way.

Your presentation aids are

substantive, relevant, and used
effectively.
You respond appropriately to
questions and reactions from your
audience.

Your presentation aids add

considerably to the effectiveness of
the presentation.

Your speaking style is expressive,

clear, audible, and well paced.

Your speaking style is especially

expressive, clear, audible, and well
paced.

You keep your audiences interest

from beginning to end.
Your eye contact and body
language add to the effectiveness
of the presentation.
You are prepared for presentation.

Exceeds Standards (Yes!)

(95 100)

You respond thoughtfully to questions

and reactions from your audience.

You keep your audiences interest at

a high level from beginning to end.
You show excellent control of eye
contact and body language.
You are very well prepared for
presentation.

e. Assessment of Ability to Work in a Team

This rubric is used to assess how each member of the team cooperates and contributes to the work as well as their openness to others
ideas.
Criteria
Research & gather
information X 2
Share information X 1

Beginning
1
Does not collect any
information that relates to
the topic
Does not relay any
information to teammates.

Be punctual X 1

Does not hand in any

assignments.

Fulfil team roles & duties X

1
Participate in group
discussions X 1

does not perform any

duties of assigned team role
Does not speak during
group discussions.

Share equally X 1

Always relies on others to

do the work

Listen to other teammates X

1

Is always talking never

allows anyone else to
speak.
Usually argues with
teammates.
Usually wants to have things
their way.

Cooperate with teammates

X1
Make fair decisions X 1

Developing
2
Contribute
Collects very little information
some relate to the topic.
Relays very little information
some relate to the topic.
Hands in most assignments
late.
Take Responsibility
Performs very little duties.
Either gives too little
information or information
which is irrelevant to topic.
Rarely does the assigned work
often needs reminding.
Value others viewpoints
Usually doing most of the
talking rarely allows others to
speak.
Sometimes argues.
Often sides with friends instead
of considering all views.

Accomplished
3

Exemplary
4

Collects some basic

information most relates to
the topic.
Relays some basic
information most relates to
the topic.
Hands in most assignments
on time.

Collects a great deal of

information all relates to the
topic.
Relays a great deal of
information all relates to the
topic.
Hands in all assignments on
time.

Performs nearly all duties.

Usually does the assigned

workrarely needs
reminding.

Performs all duties of

assigned team role.
Offers a fair amount of
important information all is
relevant.
Always does the assigned
work without having to be
reminded.

Listens, but sometimes talks

too much.

Listens and speaks a fair

amount.

Rarely argues.

Never argues with

teammates.
Always helps team to a fair
decision.

Offers some information

most is relevant.

Usually considers all views.

Course Protocols
a.

Oral Questioning
[a.1] Prior to performing an experiment, the laboratory instructor conducts an oral questioning to assess whether the group is ready to
do so or not. It is therefore a must that the students have sufficiently understood the theoretical background of the experiment, as well
as the experimental procedures, beforehand. It is recommended that the students familiarize with the experimental set up at least a
day before the schedule of oral questioning.

[a.2] (a) experiment title, (b) experiment objectives (c) list of the materials and equipment/apparatus needed, (d) concept map, (e)
information flow diagram for the processing of experimental data, (f) procedure flow diagram, (g) schematic outline of work plan, and
(h) information on material data/properties, (i) pre-lab calculations, when applicable, (j) list of references, and (k) raw data table. Each
student will obtain a rating based on the set rubric. When the instructor affixes his/her signature on the laboratory journal, it means
approval for the group to proceed and perform the experiment.
b.

Laboratory Experiments
[b.1] Once the approval for experimentation is given, the group must fill out and sign the materials and apparatus requisition form
which can be obtained from the laboratory assistant(s). The filled out form will then be signed by the laboratory instructor. This form
must be presented to the working student or laboratory assistant responsible for the dispensing of the requested materials and
apparatus.
[b.2] During experimentation, the members of each group are responsible for each others safety. Safety rules and regulations to be
complied with are stipulated in the safety contract. In cases where parts of the procedure are vaguely described or understood, the
laboratory instructor(s) or assistant(s) are there to ask for clarification or provide assistance.
[b.3] During experimentation, all members of the group must be present.
[b.4] Once done with the experiment, the group is responsible for cleaning the equipment, the apparatus borrowed, and the
surrounding area. The laboratory assistant will then affix his signature on the members journals when this has been carried out. The
costs of any non-consumable material or apparatus that is not returned, any glassware broken, or any equipment busted by the group
during experimentation will be charged to them.
[b.5] The group must submit to the instructor their laboratory journal. The laboratory instructor will then affix his signature on the raw
data sheets and immediately return the journal to the students.

c.

Processing of Experimental Data

[c.1] Each group must submit to the instructor their initial report containing the processed data, sample calculations and interpretations
together with their laboratory journal, within 5 days after performing an experiment. Graphs or plots, computations, and tables of
computed data may be made with Microsoft Excel. A softcopy of the excel file must be submitted via email on the same date as the
submission of the initial reports (processed data). Raw data must be emphasized in the calculations. The filename to be used when
submitting electronic data should be: ChE323L01_MONa_visco (groupcode_class_experiment acronym).
[c.2] The group will then meet with the laboratory instructor(s) the following day for questioning and feedback evaluation of the report.
In some cases, the instructor may prescribe recalculation of data or repeat experiments.

d.

Written Reports
[d.1] Each student is assigned two experiments to write a report on. Although the assignment of reports has been done at the start of
the semester, the member responsible for the report will only be informed upon the return of the processed data sheets. The student
assigned to an experiment where the data processing has been rated as failed or 50% still has to write and submit a report. Please
refer to Section f for the format.
[d.2] Reports must be handwritten.
[d.3] Reports are due two weeks after the experiment was performed (Tuesday, or Thursday, 5:00 pm). Reports not handed in on time
will get a corresponding reduction in grade. A rating of 50% is given for reports submitted one week after the deadline. Reports
submitted beyond this extension are no longer accepted.

e.

Oral Presentation
[e.1] A group will be assigned an experiment (usually the first experiment performed) to present during the final week of the semester.
The assignment of experiments will be done at least two weeks before the date of presentation to give students ample time to collate
the results from all groups on a particular experiment and to prepare the necessary materials, e.g slides, for presentation.
[e.2] No one must be absent on the date set for oral presentation. Tardiness or absence from the activity will have a corresponding
penalty.
[e.3] Presenters must be in business attire.

f.

Guidelines on Laboratory Reports

[f.1] General Format

Paper Specifications
:
Bond Paper, 8 x 11 (short)
Acceptable Font Styles
:
Times New Roman or Arial
Required Font Sizes
:
12 pt. (Times New Roman) or 11 pt. (Arial) For Body Text
11 pt. (Times New Roman), Bold or 10 pt. (Arial), Bold For Figure/Table Title Text
Margins
:
1
For Top and Bottom

1.25

For Left and Right

Line Spacing

1.5

Paragraph Indentation

5 character spaces

Paragraph Format

Justified

Pagination

Bottom, Right Corner of the Page

Chapter/Section Headings

Bold, Use Arabic Numbers

Bold, Use Arabic Numbers (e.g. 4.1 Jaw Crusher)

(e.g. 4. Results and Discussion)

Subsections
[f.2] Contents
No.
-

Chapter
Title Page

Introduction

Objective(s) of the
Experiment

Methodology

Results and
Discussion

Conclusion

Answers to Questions

References

Contains the list of references that were read and cited in the text (See Sample, Section 3.4)

Appendices

Refers to the initial report and sheets used for calculation during the experiments and must be attached to the report with a
page containing the title VII. Appendices

Description
Contains the department address, course number and description, experiment title, name of instructor, name(s) of
student(s), and date performed & date of submission (See Sample, Section f.3, Figure 1)
Must have no page number
Contains a sufficient or thorough description of the physical phenomena investigated, relevant theories or concepts upon
which the experiment is based;
May include final equations (relationships of calculated quantity with measurable variables) but not their derivations;
Must not exceed two pages
Start of pagination (as page number 2)
Contains the list of objectives (Bulleted or Numbered form)

Includes three parts: (1) Materials, (2) Equipment and Apparatus, and (3) Procedures;
May include tables of materials and figures of equipment and apparatus used
Procedures are in a descriptive form, and written in the passive, past participle tense; This section must not be a
paraphrased version of the protocol in your manual
Includes processed data in tables or figures (See Sample, Section f.3, Figures 2 and 3);
The presentation of results must be in a sequence similar to objectives listed in part 2
The discussion is not merely a description of the results but rather their analysis or interpretation in relation to established
theories or concepts
Contains concise statements that answer the objectives of the experiment (Lengthy discussions must be included in part 4
and not this section)
Contains answers to the post-lab questions found in ChE 323L Laboratory Manual

[f.3] Samples of the Title Page, Figures and Tables

Department of Chemical Engineering

University of San Carlos Technological Center

Table 1. Filtrate Volume as a function of Time

a

Elapsed Time,
minutes

Volume of Filtrate ,
3
m

10

0.10

30

0.43

55

0.72

Nasipit, Talamban, Cebu City

Remarks

Pump stopped
for about 5
seconds

ChE 323L
Physical Chemistry Laboratory 1
Melting Point Determination using Thomas Hoover
Apparatus

a
The volume
of theillustrating
filtrate hasthe
been
measured
at a in Reports
Figure
2. A Figure
format
of a Table

temperature of 30C unless otherwise indicated

Date Submitted: January 1, 2015

f(x), units

Date(s) Performed: December 25, 2014

Legend
x, units

A laboratory report submitted to

Figure 1. f(x) versus x at y conditions

Engr. Lorenzo Jardeleza

Instructor, ChEFig.
323L
1. Sample cover page of written report, figure and table format

8
Figure 1. Title
By

Do not pack too much information in one figure; Two to three curves illustrating relationships between two variables is a good limit;
otherwise split the curves in two separate figures.
As much as possible avoid using color in figures, and emphasize the differences between two sets of data by using different data
markers, e.g. , , or , and/or different types of line, e.g. solid lines and dashed lines.
Place legends at a position that does not cover essential data or curves.
[f.4] Citing References
[f.4a] When citing references in the body of the report i.e. in the introduction or discussion, place the authors surname, and the
(copyright) year within brackets [ ] as follows:
Melting is an equilibrium process that involves the transformation of a phase from solid to liquid [Zumdahl,
2003].
[f.4b] When there are two authors involved, include the second authors surname like so: [zumdahl and Zumdahl, 2008]; and for three
or more: [Petrucci et. al., 2013].
[f.4c] In the references, use the following format to list down the references alphabetically:
For Books : Authors Surname, Authors Initials (Year) Title of Book, Edition, Publisher, Location of Printing, as below
Geankoplis, C. J. (1993) Transport Processes and Unit Operations, 3 rd Edition, Prentice Hall, New Jersey.
For Articles: Authors Surname, Authors Initials (Year) Title of Article, Journal, Vol. No., Issue No. (optional), Page numbers, as
below
Naoshima, Y., Akakabe, Y. and Watanabe F. (1989) Biotransformation of acetoacetic esters with immobilized cells of
Nicotiana tabacum, Agricultural and Biological Chemistry, Vol. 53, pp. 545-547.
[g] Guidelines on How to Prepare a Laboratory Journal and Experiment Plan
[g.1] Each group should have its own journal (lesson plan notebook at least 100 pages). The journal must be covered with the
prescribed color of the class. The prescribed colors are blue, orange, green, and yellow for MON(am), MON(pm), WED, and FRI
classes, respectively. In the cover the following information must be written:
o
o
o

Course: ChE 323L

Group Code: ChE 323L01MON (sample only)
Group Members: (in alphabetical order family name, first name, middle initial)

On the first leaf of the journal is the table of contents. The format is as follows:
i.
Date
ii.
Title of experiment
iii.
Teachers signature before activity (pre-lab report accepted)
iv.
Teachers signature after activity (oral report accepted)
[g.2] The succeeding pages of the journal should contain the experiment plan (write only at the right-hand page of the journal). The
format is as follows:
A. Date of experiment
B. Title of experiment
C. Objectives
D. Concept Map
E. Information flow diagram - Not a process flow diagram! This is a schematic diagram showing the necessary information
required to gather data, data to be gathered, equations, calculations and constants that are needed in order to achieve
the objectives of the experiment.
F. Experimental set-up with the proper label draw the setup(s) and describe the function of each part
G. Procedure flow diagram
H. Workplan with task delegation
I. Pre-lab calculations (e.g., preparation of solutions, theoretical calculations, etc.)
J. Information/data on material properties tabulate known data and relevant information needed in order to perform the
experiment (e.g., molar masses, densities, constants, target temperature, etc.)
K. List of References list down sources of data, information, and literature used or as cited in the preparation of the prelab report
L. Raw data table make a table to be used in gathering raw data. Data entries must bear the correct corresponding units.
The group must bring the experiment plan during the oral questioning. A group is allowed to perform the experiment only when the
group satisfactorily proves to the instructor that they are well-prepared to carry out the experiment.
[h] Guidelines on the Format of the Oral Presentation
[h.1] The group must prepare a 20-minute PowerPoint presentation in which the format is as follows:
o
Title of the Experiment
o
Date(s) of the Experiment
o
Objectives
o
Theoretical Background

o
Data and Results
o
Discussion and Analysis
o
Conclusions
A 5-minute discussion facilitated by the teacher shall follow right after each presentation. The teacher shall assign the topics.

Course Policies
a. Tardiness and Absences
[1.1a] At the start of the period, all of the members of a group with an experiment to perform must be present in the laboratory. Thirty
minutes will be allocated for students to familiarize with the operation of an equipment or apparatus. Afterwhich oral questioning will
start. A group cannot undergo pre-lab questioning if all members are not present. The experiments should be finished by 4:00 PM.
Allot 30 minutes for wrapping up and cleaning. By 4:30 PM the group(s) must have logged out.
[1.1b] If a group is not able to undergo pre-lab questioning because of the absence or tardiness of a group member, then the entire
group will be marked absent. The group may formally request to undergo off-schedule pre-lab questioning but they are given the last
priority.. Reason for absence and tardiness must be stated in the letter of request and pertinent supporting documents must be
attached. Note well that the instructors will not schedule pre-lab questioning outside of the official laboratory course hours.
[1.1c] A student who incurs absences of more than 20% of the prescribed number of laboratory periods during the term will be given a
failing grade or 5.0 [See USC Student Handbook]. This is equivalent to 4 meetings or 24 hours, and includes excused absences.
b. Makeup and Repeat Experiments
[1.2a] Requests to do make up experiments can only be filed if a group has the instructors approval after a successful oral
questioning. Makeup experiments will be required on the following occasions: (a) when an experiment is interrupted due to power and
water shortage, (c) when necessary materials are not available, and (d) when there is a disruption of schedules due to unexpected
holidays, important co-curricular activities, etc.
[1.2b] Repeat experiments will be required on the following occasions: (a) when part of the experiment has not been carried out due to
negligence or lack of attention, (b) when an experiment is interrupted because of equipment breakdown or malfunction due to
mishandling of the machinery, (c) when results obtained are erroneous and physically impossible due to improper execution of
procedures, and (d) when results are questionable or obviously tampered to fit expected trends.
[1.2c] The groups who need to do makeup or repeat experiments must fill out the necessary form for such purpose. The form can be
obtained from the laboratory assistants. Those requesting for repeat experiments will have to pay the entire cost of the experiment,
whereas no additional fees are imposed on makeup experiments.
[1.2d] The selected dates for makeup or repeat experiments must not conflict with the original schedule set at the start of the semester
and will be subject to the approval of ChE Instructional Laboratories Coordinator. If two groups or more had set to do the same
experiment on the same date, the first one to schedule will be given priority. Makeup or repeat experiments are no longer allowed two
weeks before the final examinations week and onwards. If a group has not completed doing all seven required experiments, then the
members will either receive a grade of NC (for missing one experiment) or 5.0 (for missing two or more experiments).
c. Submission of Copied Data or Reports, and Cheating*
There will be sanctions imposed when laboratory results, processed data, and written reports, submitted by a student or a group, are
proven to be copied from previous documents (e.g. results and reports of students in the past or the present academic years), and
references without proper citation (e.g. books, journal articles, magazines and other periodicals). The term copied refers to verbatim
reproduction or replication of paragraphs or sentences of any part of the stated documents. The least among these sanctions is for
such group or student to be required to redo specific experiments and submit original data and reports. The severity of the sanction will
be commensurate with the degree of the violation incurred.
*The student is referred to the USC Code of Ethics for Students (www.usc.edu.ph/about_usc/code_of_ethics_for _students.jsp).
d. Grading System
[d.1] A student must obtain a minimum final average of 60% to pass the course. The final average is computed based on the following:
Experiment Planning and Logistics [25%], Processing, Analysis and Interpretation of Data [25%], Written Reports [30%], Oral
Presentation [15%], Practical Exam [10%], Comprehensive Exam [5%], and Teamwork [5%]. In cases of incomplete requirements,
please refer to the succeeding sections (d.2 and d.3).
[d.2] INC (Incomplete) mark is given to a student who has incurred one of the following: (a) failure to perform one experiment, (b)
failure to submit one written report, (c) failure to submit the laboratory journal at the end of the semester, (d) unexcused absence
during presentation of the group presentation, and (e) unsettled accountability in the laboratory.
[d.3] A grade of 5.0 is given to a student who has incurred one of the following: (a) failure to perform two or more experiments, (b)
failure to submit two written reports, and (c) three ratings of 50% for data processing.
e. Other Policies from the USC Student Handbook

10

[e.1] A grade of 5.0 is given for unsatisfactory performance or absences of more than 20% of the prescribed number of class hours or
laboratory periods during the term.
[e.2] A grade of W is given only when the student withdraws from the subject with official notice. Withdrawal from any course is
possible even after the close of the enrolment period with the consent of the students parents or guardian upon the recommendation
of the Department Chair and the approval of the College Dean using the prescribed form and process. Withdrawal is no longer allowed
after the Mid-Term Examination or when the number of unexcused absences has reached 20%.

Prepared by : _______ENGR. MAY V. TAMPUS___________

(Name in print & signature of Faculty Member)

Approved by : _____ENGR. RAMELITO C. AGAPAY________

(Name in print & signature of Department Chair)

Date Approved: ____________________________________

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