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: Itís All in the Shape

Week 12

11/13

Rec: Gas Law Activity

Lec: Gases, Chapter 9

Lab: Itís 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 Holiday

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 STEMcourses, 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 Brunerís 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. Iíd 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 Bloomís 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)

 

Mission:

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 lifeís 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 studentís lifeís experience), as in the teaching of concepts.