Syllabus for Chem 101
General Chemistry 101 Sections 4226 and 4227 Fall 2006
Instructor: Dr. Nadene Houser-Archield
Office: CH 310J
Phone and Voice mail: 301 386 7593
E-Mail: nhouser_archield@pgcc.edu
Office hours: T 9:00-9:50am and 5:00-5:50pm Th 9:00-9:50 am and 3:30-6:30pm
Class Meeting Times: 4226 Rec Th 10:00 - 10:50am CH 307
4227 Rec T 10:00 - 10:50am CH 307
4226 Lec TTh 11:00 - 12:15pm CH 114
4227 Lec TTh 11:00 - 12:15pm CH 114
4226 Lab T 12:30 - 3:20pm CH 312
4227 Lab Th 12:30 - 3:20pm CH 312
Final Exam: Thursday, Dec 14, 2006 11:00am - 1:00pm CH 114
Course Materials:
Textbook: Chemistry, McMurray and Fay, 4th Edition, Prentice Hall, 2004
ISBN: 0-13-140221-8
Lab manual: Discovering the Chemical World (Lab Manual), /Gage/Sinex/Basili 2003.
Can be downloaded from http://academic.pgcc.edu/psc
Blackboard notes, exercises and handouts. For directions go to http://www.pgcconline.com ; select Announcements for Students.
Scientific Calculator (Strongly suggest TI 83 or TI 83 Plus)
Visit the Department of Physical Sciences and Engineering website at http://academic.pgcc.edu/psc
Scientific Calculator (Strongly suggest TI 83 or TI 83 Plus)
Welcome to Chemistry 101!
This course is designed to immerse you in the basic tenets of inorganic chemistry. Laboratories, lectures, workshops and demonstrations will be the modes of information dispersal and skill acquisition.
In order to be successful, read the chapters (prior to lecture is best), attend each lab, lecture and workshop, do the suggested homework problems and join/form a regularly meeting study group. You will need between 10 and 20 hours of study (outside of class time) per week!!!
I am available during office hours and by appointment. Also, the College provides free tutoring services by appointment on the third floor of Accokeek Hall. Stop in or call 322-0748 for an appointment. I strongly suggest forming study groups; those students who are strong in chemistry enhance their knowledge by teaching others; those who are weak in chemistry enhance their knowledge by being exposed to the way others view the course concepts.
Quizzes, exams, performance tasks, recitations, labs and the final exam will not be made up. During exams, performance tasks, and quizzes, you can not share calculators, or leave the room. Cheating on an assessment will result in a grade of zero for that assessment; the cheating will be reported to the Dean.
Always Bring your calculator
with you to lecture, recitation and lab.
Chemistry 101 course objectives:
|
Upon Successful completion of this course a student
will be able to: 1. Perform,
analyze, and report on a variety of laboratory measurements with appropriate
precision and accuracy. 2. Collect, process, display, and evaluate data,
employing scientific tools such as the graphing calculator, spreadsheet and
appropriate software. 3. Explain, and analyze the energetics
associated with physical and chemical processes. 4. Apply the correct chemical symbolism and
nomenclature to chemical species and reactions. 5. Compare the characteristics and explain the behavior
of matter on a microscopic scale; analyze ideal gas systems qualitatively and
quantitatively. 6. Explain the concepts of chemical reactivity and
apply these concepts to various chemical systems; determine the stoichiometry of reactions and apply it to chemical
computations. 7. Characterize the components and structures of atoms
on the basis of historical and modern research; analyze and explain atomic
properties on the basis of periodic trends. 8. Explain the conditions and forces that govern
chemical bonds and apply these concepts to the formation of bonds, electron
arrangements and molecular geometries and in describing intermolecular
interactions. 9.Characterize electrolyte and non-electrolyte solutions; determine the solubilities of solutes and the concentrations of solutions. |
Grading Scale: A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% and below or insufficient labs or final exam not taken
Note 1: All
labs are required! If you perform fewer
than 90% of the labs you will receive a grade of F in the course.
Note 2: If you do not take the final exam, you will receive a grade of F in the course.
Assessment Percentage of grade
Exams 30%
Quizzes 20%
Performance Task labs 20%
Final Exam 20%
Home work 10%
Tentative Course Schedule
T Th
|
Week 1 8/28 |
Rec: Graphing
Calculator exercise Lec: Measurements Text 1:1, 1.5-1.13 Lab: Measurements, Excel |
Rec: Graphing
Calculator exercise Lec: Measurements Text 1:1, 1.5-1.13 Lab: Measurements, Excel |
|
Week 2 9/4 |
Rec: Graphing with
Excel. PowerPoint. Lec: Measurements Text 1:1, 1.5-1.13 Lab: Separations I, Briefing for Performance Task 1 |
Rec: Graphing with
Excel. PowerPoint. Lec: Atomic structure Text: 2.1 -2.6, 5.2-5.6, 5.9 Lab: Separations I, Briefing for Performance Task 1 |
|
Week 3 9/11 |
Rec: Power Regressions Lec: Atomic structure Text: 2.1 -2.6, 5.2-5.6, 5.9 Lab: Spectroscopy and PowerPoint Presentations |
Rec: Power Regressions Lec: Mole concept Text: 3.2, 3.3 Lab: Spectroscopy and PowerPoint Presentations |
|
Week 4 9/18 |
Rec: Moles and Atomic Structure Exercise Lec: Orbitals and Electron Configurations Text: 5.7, 5.8, 5.10-5.12, 5.14 Lab: Perform. Task 1 |
Rec: Moles and Atomic Structure Exercise Lec: Exam 1 Lab: Perform. Task 1 |
|
Week 5 9/25 |
Rec: FM/MM Exercise Lec: Orbitals and Electron Configurations Text: 7.6-7.11 Lab: An Investigation of Chemical Reactions 1 |
Rec: FM/MM Exercise Lec: Periodic Table Text: 1.2-1.4, 5.1, 5.13, 5.15, 6.3-6.5, 7.4 Lab: An Investigation of Chemical Reactions 1 |
|
Week 6 10/1 |
Rec: Orbitals and electron configurations exercise Lec: Periodic Trends, Text: 1.2-1.4, 5.1, 5.13, 5.15, 6.3-6.5, 7.4 Lab: Moles, Molecules, Formulas |
Rec: Orbitals and electron configurations exercise Lec: Empirical formulas, % Composition Text: 3.3, 3.11-3.13 Lab: Moles, Molecules, Formulas |
|
Week 7 10/8 |
Rec: Stoichiometry Activity Lec: Exam 2 Lab: Investigation of Chemical Reactions II, and briefing: Performance Task 2 |
Rec: Stoichiometry Activity Lec: Ions, the Octet Rule, Chemical Reactions Text: 2.7-2.10, 3.1, 4.1-4.8 Lab: Investigation of Chemical Reactions II, and briefing: Performance Task 2 |
|
Week 8 10/15 Midterm |
Rec: Reactions Activity Lec: Ions, the Octet Rule, Chemical Reactions Text: 2.7-2.10, 3.1, 4.1-4.8 Lab: Investigating Solutions |
Rec: Reactions Activity Lec: Ions, the Octet Rule, Chemical Reactions Text: 2.7-2.10, 3.1, 4.1-4.8 Lab: Investigating Solutions |
|
Week 9 10/22 |
No Class: College
Enrichment Day for Faculty and Staff |
Rec: Reactions
Activity Lec: Stoichiometry Text: 3.2-3.6 Lab: The Behavior of Gases |
|
Week 10 10/29 |
Rec: Reactions Activity Lec: Solutions and Solution Stoichiometry Text: 3.7-3.10, 11.1-11.4 Lab: The Behavior of Gases |
Rec: Solutions Spreadsheet Activity Lec: Solutions and Solution Stoichiometry Text: 3.7-3.10, 11.1-11.4 Lab: Perform. Task 2 |
|
Week 11 11/6 |
Rec: Solutions Spreadsheet Activity Lec: States of Matter Text: Chapter 9 Lab: Perform. Task 2 |
Rec: Gas Law Activity Lec: Exam 3 Lab: It’s All in the Shape |
|
Week 12 11/13 |
Rec: Gas Law Activity Lec: Gases, Chapter 9 Lab: It’s All in the Shape |
Rec: Gas Law Activity Lec: Gases, Chapter 9 4.2 , 11.1, Chapter 14 Lab: Perform. Task 3 |
|
Week 13 11/20 |
Rec: Gas Law Activity Lec: Electrolytes/Acids and Bases Text: 2.9, 15.1-15.7 Lab: Perform. Task 3 |
No Class:
Thanksgiving |
|
Week 14 11/27 |
Rec: Colligative Properties exercise Lec: Electrolytes/Acids and Bases Text: 2.9, 15.1-15.7 Lab: Molecular Geometry Practical Exercise and ChemSketch Activity |
Rec: Colligative
Properties exercise Lec: Colligative Properties Text: 11.5- 11.9 Lab: Molecular Geometry Practical Exercise and ChemSketch Activity |
|
Week 15 12/3 |
Rec: Acid-Base Activity Lec: Polarity in Bonds Text: 2.8, 7.1-7.4 Lab: The Ins and Outs of Energy in Systems, Text: 8.7, 8.8 |
Rec: Acid-Base Activity Lec: Snow day make up or Review Lab: The Ins and Outs of Energy in Systems, Text: 8.7, 8.8 |
|
Week 16 12/10 |
No Class:
College-wide Final Exams Week |
Thursday, December
14, 2006 Final Exam 11:00am-1:00pm CH 114 |
My Philosophy
The numbers of students majoring in STEM (Science, Technology, Engineering and Math) disciplines is declining as nationwide the dropout/failure rate in STEM courses, particularly in large lecture courses, averages 50% or higher. This trend must be reversed or it will harm our society, as we will have a shortage of qualified STEM professionals.
I combine elements of Piaget, Arlin, Hebb, Bloom and Bruner’s theories with some of my own reflections. I believe there are four domains of learning in order of increasing importance:
1) the physical = 2) the cognitive = 3) the emotional < 4) the spiritual.
It is important to guard against sacrificing development in some domains in order to excel in other domains; when such is done, the result is imbalanced people.
Although not everyone will be a chemist, I want ours to be a literate and well educated society in which everyone has a helpful understanding of chemistry. I’d also like ours to be a progressive society in which one generation makes it easier for the next to progress.
Because of the separation of church and state, teachers in public institutions do not address the spiritual; however, teachers must cultivate student development in the physical, cognitive and emotional domains. If it is taught well, most undergraduate chemistry students have the ability to flourish at Benjamin Bloom’s knowledge, comprehension, application and analysis levels.
Vision:
Students will emerge from this course with
a) Critical thinking skills that allow them to confidently assess, develop approaches to, and solve unfamiliar and familiar problems
b) A sense of belonging and community at PGCC and in society
c) Motivation to higher educational achievement (derived from successful experiences in my course)
Students will engage in hands-on/active/discovery and real learning problem solving experiences, many of which involve collaboration with their peers.
Goals and
objectives:
Goal 1: Develop
Critical Thinking Skills
Critical Thinking objectives:
Pertaining to a problem, students will
a) Employ hands-on active learning and discovery exercises involving real models* that are familiar parts of their life’s experience, to solve problems and subsequently
b) Construct their own knowledge/ arrive at their own conclusions
c) Gather/research already known facts/information/data pertaining to a problem
d) Define/describe/label/list/outline/state known terms/facts/methods/procedures/concepts and principles associated with the problem
e) Break problems/questions/situations down into component smaller problems/questions/situations
f) Generate/devise/formulate/design/organize/create and carry out schemes/experiments/approaches/methods/procedures/tasks for generating data/gathering information needed to solve problems/answer questions/assess situations
g) Compile/organize/categorize/outline gathered data/information/facts and
h) Analyze it by diagramming/ comparing/relating/differentiating/contrasting/discriminating/separating/sub-dividing it in order to
i) Discover/recognize/identify/interpret patterns/relationships among narrative/listed/charted/graphed data/facts/information, then
j) Draw mental/narrative/verbal conclusions: formulate or develop generalizations/rules/principles/methods/procedures and/or
k) Convert/translate them into mathematical formulas (and vice versa)
l) Evaluate/test conclusions/ generalizations/rules/principles/methods/procedures and mathematical formulas
m) Use valid conclusions/ generalizations/rules/principles/methods/procedures and mathematical formulas to
n) Compute/calculate/determine/demonstrate/predict outcomes in familiar and unfamiliar situations
Goal 2: Develop a Sense of Community
Objectives:
During and as a result of collaborative work, students will
a) Obtain a sense of community/belonging/connectedness with lab and/or activity partners subsequently/ultimately this will
b) Promote their sense of community/belonging/connectedness at the college
c) Value collaborative exchange/brainstorming
d) Bounce their perceptions and ideas off of others without fear of being ridiculed
Goal 3: Motivation
Objectives:
Students will
a) Have repeated successful experiences solving challenging problems.
b) Acquire confidence from their successes.
c) Take on other challenging courses with confidence in their acquired problem solving skills
* Real learning activities incorporate familiar models (models that are a part of each student’s life’s experience), as in the teaching of concepts.