Syllabus
for Chemistry 201
Organic Chemistry 201 Section 4275 Fall 2006
Instructor: Dr. Nadene Houser-Archield
Office: Chesapeake Hall 310J
Phone: 301 386 7593
E-Mail: nhouser_archield@pgcc.edu (note: the space between nhouser and archield is an underscore _)
Office hours: T 9:00-9:50am and 5:00-5:50pm Th 9:00-9:50am and 3:30 – 6:30pm
Class Meeting Times: Lab T 6:00 - 9:30 pm CH 320
Final Exam: Tuesday, December 12, 2006, 6:00 – 9:30pm CH 320
Course Materials:
Blackboard notes, exercises and handouts. For directions go to http://www.pgcconline.com ; select Announcements for Students.
Textbook: Organic Chemistry, 6th
Edition by John McMurry
Lab manual: Experiments and Activities in Organic Chemistry by
Nadene Houser-Archield
Molecular Model kit: Not mandatory
but strongly suggested. The
Supplemental Practical Spectroscopy: The Rapid Interpretation of Spectral Data for
Manual: McMurry’s Organic Chemistry, 5e. ISBN 0-534-37230-9
Safety Goggles (these are provided free of charge, in the lab)
Welcome to Chemistry 201!
This course is designed to immerse you in the basic tenets of organic 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 approximately 20 hours of study per week!!! I am available during office hours. 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, workshops, labs and the final exam will not be made up. Cheating on an assessment will result in a grade of zero for that assessment; the cheating will be reported to the office of records.
Bring your calculator with you to lab.
Visit the Department of Physical Sciences and Engineering
website at http://academic.pgcc.edu/psc
Objectives for Chemistry 201
Upon completion of this course a student will be able to:
1) Categorize bonds according
to polarity [ionic or covalent (polar covalent or nonpolar
covalent, also coordinate covalent)], composition (sigma or pi), orbital
character ( percentage s,p,d
character), strength (% ionic character; % s,p,d
character; single, double or triple; amount of overlap).
2) Apply principles of
Valence Shell Electron Pair Repulsion theory to chemical formulas to determine
Lewis dot structures, structural formulas, geometries and bond angles around
central atoms, hybrid states of atoms, polarities of molecules and formal
charges of atoms in molecules.
3) Employ structural
formulas, classes, molar masses, polarities and/or types of interparticle
forces and percentage hydrocarbon in compounds to predict states of matter,
relative boiling and melting points, solubility properties, density, and
flammability of compounds.
4) Employ resonance and/or
inductive effects to determine electron richness or poorness of atoms.
5) Rank conformations
according to stability/energy (steric hindrance,
angle strain, bond strain, ring strain, eclipsing strain) using chair invertomers or Newman, sawhorse and
6) Distinguish among
structural isomers, stereoisomers [diastereomers (geometric and non-geometric), enantiomers (uses Fischer projections) and applies cis/trans, E/Z, R/S labels.
7) Name compounds and/or
draws structural formulas for acyclic and cyclic hydrocarbons [alkanes, alkenes, and alkynes; substituted benzenes
(benzoic acid, styrene, phenol, toluene, aniline, and 1,2-disubstituted
benzenes], organic halides, nitro compounds, amines, alcohols, thiols, disulfides, ethers, aldehydes,
ketones, carboxylic acids, anhydrides, esters,
amides.
8) Employ qualitative
analysis (litmus, Fehlings, Tollens,
bisulfite, bicarbonate, KMnO4, K2Cr2O7,
flame, solubility, FeCl3, Br2, and TLC), instrumental
analysis/spectroscopy (IR, mass spectroscopy, UV, 13C-NMR, 1H-NMR),
elemental analysis, index of hydrogen deficiency to determine structures of
molecules.
9) Rank organic acids,
organic bases (and conjugate bases) according to strength
10) Analyze/evaluate/assess
reactants, reaction conditions (solvent, temperature) to predict products for
the following types of reactions: combustion, free radical substitution
(optional), oxidation (of alkenes, alkynes, alcohols, aldehydes
and thiols), reduction [of alkenes, alkynes (poisoned
catalyst too), disulfides] and acid-base reactions (of carboxylic acids, carboxylate salts, amines and ammonium salts).
11) Analyze/evaluate/assess SN1,
SN2, E1 and E2 reaction
conditions (nucleophile/base, leaving group, solvent,
steric hindrance, carbocation
stability, base size) to predict products, reaction mechanisms, rearrangement,
stereochemistry, regiochemistry, energetics
(thermodynamic versus kinetic pathways and products), rate equations, molecularity and rate determining steps.
12) Analyze/evaluate/assess reaction conditions (carbocation stability, polarity of the addend, presence or absence of peroxides, temperature) to predict the products and regiochemistry of addition to alkenes and alkynes.
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.
Note 3: Assignments
are due during the first minute of class.
Late assignments, if accepted, will be heavily penalized. If an
assignment has already been graded and returned to the rest of the class, you
can not turn it in for a late grade.
Assessment Percentage of grade
Exams 40%
Labs 20%
Activities 10%
Quizzes 10%
Final Exam 20%
Exams, quizzes, and labs will not be made up without official documentation such as emergency doctors’ notes, tow truck receipts timed and dated during the assessment period or funeral programs. If you are more than two minutes late for a quiz, you will not be allowed to take it or to make it up.
Tentative
Course Schedule
|
Week 1 |
Lab: Molecular Structure Activity (will be completed during the lab) and CHIME Activity (due at the beginning of the Week 5 lab; it counts as 1/2 lab) |
|
Lecture: Review activities: Orbitals
and Electron Configurations, The Periodic Table, Periodic Trends in Electronegativity. |
|
Week 2 |
Lab: Properties of Organic compounds and Melting points lab (due at the beginning of the Week 4 lab) and ChemSketch Activity (due at the beginning of the Week 4 lab; it counts as 1/2 lab) |
|
Lecture: Review
Activities: formula mass and molar mass calculations, the octet rule,
balancing equations and other review topics. |
|
Week 3 |
Lab: 13 Unknowns (Part 1, qualitative analysis) |
|
Lecture: Oxidation and Reduction, Quantitating Bond Polarity, Stoichiometry
Review. Review reactions from 13 Unknowns lab. Text |
Week 4 |
Properties of Organic
Compounds lab and ChemSketch Activity are due at
the beginning of today’s lab. |
|
Lecture: Valence Shell Electron Pair Repulsion (VSEPR) Theory. Review reactions from the 13 Unknowns lab. Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. Text |
|
Week 5 |
CHIME Activity is due at
the beginning of today’s lab; it counts as 1/2 lab. Lab: 1) Barriers to
Rotation Stereochemistry and Isomers laboratory activity (Part 1) 2) Newman projection Internet Activity: due at the beginning of the Week 7 lab; it counts as 1/2 lab. |
|
Lecture: Hybridization and Organic Nomenclature. Review reactions from the 13 Unknowns lab. Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 6 |
Lab: Barriers to Rotation Stereochemistry and Isomers laboratory activity (Part 2) |
|
Lecture: 1H NMR and Elemental Analysis. Review reactions from the 13 Unknowns lab. Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
|
Week 7 |
Newman projection
Internet Activity due at the beginning of today’s lab; it counts as 1/2 lab. Lab: Organic Acids
and Bases and Extraction; due at the
beginning of the Week 10 lab |
|
Lecture: 13C NMR and Mass
Spectroscopy. Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 8 Mid-term |
Lab: Exam 2 |
|
Lecture: Ultraviolet
spectroscopy and a Model Spectroscopy exercise. Review Organic acids and
bases and extraction lab and notes. Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. Text |
|
Week 9 |
13 Unknowns lab is due at the beginning of today’s lab; counts as 2 labs. |
|
Lecture: Resonance
and Inductive Effects. Review Organic acids and bases and extraction lab and
notes. Lab: No Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 10 |
Extraction lab: due at
the beginning of today’s lab Lab: Nucleophilic Substitution: due at the beginning of the Week 13 lab. VSEPR Practical Practice |
|
Lecture: Alkanes Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. Text |
|
Week 11 |
Lab: Elimination: due at the beginning of the Week 14 lab |
|
Lecture: Nucleophilic Substitution and Free Radical Substitution.
Solubility tests for the 2nd Extraction lab. Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. Text |
|
Week
12 11/13 |
Nucleophilic Substitution lab due at the beginning of today’s lab. Lab: Addition: due at the
beginning of the Week 15 lab |
|
Lecture: Elimination Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 13 |
Elimination lab: due at
the beginning of today’s lab. Lab: 2nd Acid-Base Extraction to be completed in lab |
|
Lecture: Addition
Reactions and Reactions of Alcohols Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 14 |
Addition lab: due at the
beginning of today’s lab Lab: Lab Practical; will be completed in the lab; counts as two labs |
|
Lecture: Review Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 15 |
Lab: Exam 3 and a VSEPR-Stereochemistry Practical |
|
Lecture: Review Objectives,
Notes, Lab procedure(s) and Homework are on BlackBoard. |
|
Week 16 |
December 12th 6:00
-9:30 am CH 320 Final Exam (2.5 hours, cumulative all topics, 40% synthesis) |
|
Have a Wonderful |
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.