Chemistry 105 - General Chemistry I
Brief Syllabus -see Blackboard for Complete Syllabus
Dr.
Margaret Legg (Marge) Office: Lewis Hall 308 Voicemail - 333.6370
LeggMargaretJ@sau.edu
Required Texts:
Required Equipment:
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lab goggles-chem splash type that meet ANSI
Z87.1 standards. Chemical splash goggles must have
indirect venting to prevent liquids from getting inside. The vents often
have protected caps. Do not buy goggles with
numerous air holes. |
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scientific
calculator (bring to every class)
Recommended:
Study Guide and or Student
Solutions Manual
3 ring binder
This is the first
semester of a two-semester sequence in general chemistry for science majors. Students generally take
this course to fulfill a requirement in their major (biology, chemistry,
physics, industrial engineering, engineering, environmental management or
bio-psychology) or because the course has been recommended for a major
(psychology, athletic training) or graduate program (physical therapy).
In this semester, we will study the
theories of atomic and molecular structure, and chemical reactions including
energy and mass conversions. The topics presented and general organization will
follow chapters 1 through 10.
This
course is approved as a General Education elective in the Natural Sciences.
Courses in the Natural Sciences develop your abilities to:
- explain the goals of
science, and both describe and apply the methodology scientists use in
their work
- describe the range of questions
that may be addressed by scientific inquiry and identify questions that
fall outside the purview of science
- communicate scientific
concepts and facts that explain the functioning of the natural world
- apply scientific principles
that underlie contemporary issues drawn from distinct disciplines within
the natural and physical sciences
We will examine how chemists
approach problems, how we come to accept knowledge as valid, and how we learn
to identify and define “truth.”
During
the semester, you will increase your understanding of chemistry and science by:
- learning and demonstrating experimental
science skills, such as:
o
making careful observations in
data collection,
o
translating data into graphs and
tables, including use of computer programs,
o
using data to formulate and
support conclusions,
o
communicating this information in
reports
- learning basic
chemical concepts, including:
o
vocabulary terms
o
microscopic and macroscopic views
of chemicals
o
chemical principles
- developing thinking,
and reasoning skills for problem solving, including both conceptual and
quantitative problems
- developing your
ability to write about science topics
There are many different types of assignments
in this course, all of which can help you demonstrate mastery of the material.
- Participation in Learning through classwork, participation,
OWL homework, and computer activities all show daily effort and
accomplishments.
- Lab participation, acquisition of lab skills, and lab reports show
your science skills in an experimental setting.
- Exams show comprehensive mastery on an individual basis.
Details on assignments and labs for
the semester will be given to you during the semester. You will receive these
assignments on handouts and postings on my web site.
Participation , Turning Point, and Homework:
One key to success in chemistry is consistency in
studying. Consistency includes class attendance, class participation, and
regularity in doing daily assignments and studying. Since consistency is so
important in mastering chemistry, consistency in work effort will be part of
your participation grade. I will monitor your consistency by taking daily
attendance and by monitoring “keeping up” on homework and/or classwork
assignments. Most homework assignments will be done in OWL, online web-based
learning or Blackboard. Homework will be 10% of your grade.
In addition, we will use the Turning Point Response System in
class for daily assessment of learning. On days with no Turning Point quiz, you
will be awarded one point for attendance. Turning Point grades will be scaled by
setting the highest accumulated points as 100%. Turning Point quizzes will
be 5 % of your grade.
Chemistry A Guided Inquiry:
This book guides you in thinking about chemistry by
examining data or information such as models. In working systematically through
critical thinking questions, you will develop an understanding of the principles
of chemistry. This book will be used extensively in class in small groups. We
will coordinate the chapters in this workbook with your textbook. Participation
in group learning, completing classwork and homework will also be considered in
this component of your grade. I have adopted this method of teaching and
learning because educational research shows active learning to be more effective than
traditional “lecture” mode. However, to be effective you must participate in the
critical thinking process. It is not effective if you are merely writing down
what others in your group contribute. If you are absent, I expect you to
do the guided inquiry questions yourself.
Computer Based Assignments:
In
this class, we will be using computers extensively for:
Acquisition and analysis of
data: As a multipurpose tool for
calculations and graphing of lab data, we use EXCEL spreadsheets. In lab, you will learn to input data, do
some calculations and create graphs.
You will be expected to do assignments for lab and or exams using
EXCEL.
OWL: Online Web-based Learning A mastery based homework system designed to
help you learn chemistry.
NOTE: The computer room, MC 101, is listed
for your lab room. The time has been reserved in MC 101 for our class but we
will NOT be using this room during every lab period. Normally lab starts in
Lewis 301. This also means that this room is free for your use during the other
section's lab
times.
Exams:
There will be three ot four exams during the semester.
Exams will include shorter questions and longer multiple step problems and/or
essays. Some problems will be taken directly from your text and most problems
will be similar to assigned problems. End after due dates, all of the resources in OWL are
available for you to retry problems as a method of preparing for exams. Some exams are also available on line at the
library web site http://library.sau.edu/services/aboutsrvs.htm#reserves
In addition, there will be a cumulative final. This exam is an American
Chemical Society (ACS) standardized exam on first semester topics. The ACS exam is used to monitor your
progress during this semester and to allow me to compare SAU with other schools
using this exam. We do not complete all
topics covered on this exam so the grading is curved relative to the class
mean.
Exam accommodations: Students with disabilities who believe that they
may need accommodations in this class are encouraged to contact the Office of
Services for Students with Disabilities at 333-6275 as soon as possible to
better ensure that such accommodations are implemented in a timely fashion.
The exam schedule will be finalized in class about one week before each
exam.
BONUS:
C&E News reports can be used to
gain 12 points points
which are added to your first exam
score.
Grades
Students will be graded on exams (65 % of grade),
homework (10%), turning point quizzes
(5%) and
lab work & reports (20 %). The grades from assignments,
exams, and labs are combined and scaled to 100%. The letter equivalents are:
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A
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B+
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B
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C+
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C
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D
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F
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89 - 100
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84 - 88
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79 - 83
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74 - 78
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68 - 73
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60 - 67
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below 60
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You are encouraged to attend all lectures. Most students
have perfect or near-perfect attendance.
Attendance will be noted in lecture and will be a facor in your turning
point quiz grade .
Expected attendance:
Attendance at all exams during the
scheduled time and attendance at lab each week is expected. Exceptions are made
in the event of an emergency, including serious illness.
·
You are expected to call me and
explain the situation in a timely manner.
·
If you know of a problem due to a
scheduled conflict including "official SAU" activities, you must obtain PRIOR
permission, well in advance, for any change in exam or lab schedule. Some exams
are on dates that are voted on by the class, you must make me aware of conflicts
BEFORE the class picks the exam date. If I agree to an alternate exam for you
due to your conflict, you need to remind me of this by sending me an e-mail
after we talk stating the agreed on time and place. Note: faculty receive many
e-mail messages from team coaches with team names and schedules. These messages
from coaches are not sufficient - you are responsible and must make any
alternate exam arrangement with me. Please do not assume an agreement with
another student covers you.
SUPPLEMENTAL INSTRUCTION (SI)
This is a study group that will be
held three times a week to review notes, to work problems and to overcome the
"difficulties" of chemistry. I urge you to join this study group and
attend regularly. Learning chemistry is hard work. In general, working in
groups promotes learning. The research on SI clearly shows that the students who
attend SI finish the course with a higher chemistry gpa then those who don't
join. For example, in Fall 2002, the SI group participants earned a 3.2 gpa
versus 2.6 for the non-participants. In addition, more students in the non-SI
group drop chemistry.
What are some simple straightforward things each student
should do to insure success in difficult courses?
This list was complied by upperclass students at the University of Maryland and reported by William
Higgins:
1. Go
to class, sit up front, and speak to the professor. Hey, you may be physically
present but that doesn’t mean you are there!
2. Form
a study group of 3 or 4 students
3. Recopy
your lecture notes using the double column method. This way you get a complete
set of notes in your own words and the other column for extras such as
corresponding pages in the textbook, or comments like “important material,”
“focus here.”
4. Always
get examinations from previous semesters and use them to test your
understanding.
5. Practice
6. Get
help early
7. Manage
your time well!
8. On
exam day – ‘keep your cool so you don’t lose your …buttocks.”
Additional
notes from Marge- what I learned as a chemistry student:
Studying chemistry is different from
studying in most other courses where reading is a successful strategy. You
don’t learn chemistry by just reading – even with a highlighter! You will need
to memorize a few things – e.g. vocabulary, element symbols, symbols for
quantities like DH-
but you can’t just memorize chemistry. Chemistry is more like studying math or
other “problems” based courses. You need to develop an understanding that comes
primarily from practice in solving problems.
Where do you
find practice problems? In class notes, in the textbook, on OWL, on old exams…
How do you
know that you’ve learned it? Mastery can be checked by a two stage process:
·
solve assigned problems on the day they are given “open
book” with active self questioning - what’s the next step, why am I doing it?
·
THEN, a few days later after you had time to forget
exactly what you did by memory, do problems with all books and notes closed.
If you can
still solve the problem, great – you know how to do it. If you get stopped,
figure out why. Repeat learning
the steps & reasons and try to solve again in a few days.
Can you let the
studying of chemistry slide and hope to cram it? Believe me – I’ve tried. All
that seemed to happen was I got more confused with each next “lecture.” I think
the answer is – it is better if you don’t.
Don’t let the exam be your first attempt at “closed book” problems!
What
I’ve learned from teaching chemistry:
Don’t let the exam be your
first attempt at “closed book” problems! When students visit after an
unsuccessful exam they often say – “I studied hard, harder than any other class
and I thought I knew it. I can do all of these problems.” And it is absolutely
true! Everyone enrolled in this course has the ability to solve the problems
using a model question. But, the more important question is how you studied: in
your preparation were you still looking at worked out problems in the textbook
as a model for solving or had your problem solving reached the “closed book”
stage. Successful students reach the "closed book" stage before the exam.
Approximate Topic Outline by Chapter –
(see Blackboard.)
1. Matter and
Measurement
·
Elements, Atoms, Compounds and Molecules - vocabulary
building
·
Measurement: Significant Figures, Precision and
Accuracy
·
Density Calculations and Dimensional Analysis
2. Atoms and
Elements
·
Early Atomic Theory: Dalton through Rutherford
·
Atomic Number, Isotopes, Atomic Mass
3. Masses:
Atomic and Molar
·
Ions and Ionic Compounds – formulas and naming
·
Covalent Compounds
·
Empirical and Molecular Formulas from % Composition
4. Chemical
Reactions
·
Balancing
·
Mass Relationships
·
Limited Reagents and % Yield
5. Reactions
in Aqueous Solution
·
Conductivity
·
Solution Molarity and Titration
6. Energy in
Chemical Reactions
·
Heat Capacity and Calorimetry
·
Enthalpy Change in Reactions
·
Hess's Law and Standard Enthalpies of Formation
7. Atomic Structure
·
Interaction of Light and Atoms
·
Bohr Model through Schrodinger's Model
8. Atomic
Electron Configurations
·
Electron Assignments and Energetics
·
Periodic Trends
9. Bonding
and Molecular Structure
·
Ionic Bonding
·
Covalent Bonding & Shapes of Molecules VSEPR
Lab Experiments and Analysis - Tentative List:
·
The Density of Several Gases
·
Investigation of Reactions: Mass Relationships
·
Investigation of Reactions by Spectral Analysis of Cu2+
·
Heats of Chemical Reaction – Hess's Law
·
Heats of Chemical Reaction – Food Calories and Fat
Content
·
What's Color? – Investigation of Colored and Colorless
Solutions of Ionic Compounds
·
Structure of Covalent Molecules