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Chemistry is a vast subject, more than you or I could ever know, but fortunately learning the fundamentals of chemistry is possible. One fundamental of.

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Presentation on theme: "Chemistry is a vast subject, more than you or I could ever know, but fortunately learning the fundamentals of chemistry is possible. One fundamental of."— Presentation transcript:

1 Chemistry is a vast subject, more than you or I could ever know, but fortunately learning the fundamentals of chemistry is possible. One fundamental of chemistry is understanding the electrons, neutrons, and protons that make up atoms. Its amazing that everything you can see or touch is made from these three tiny particles. However, their microscopic world is very bizarre, similar but stranger than Hollywoods virtual world called the Matrix. After learning chemistry you will look at the world differently just as Neo did in the movie. Welcome to the Fundamentals of Chemistry. Chemistry is best thought of as building blocks that build more building blocks. The images shown above represent the evolution of chemistry. For example, on the left the four recognized elements were fire, air, earth, and water but it turned out that none were elements. We now recognize 114 elements, with my favorite being element 111 called unununium. The other images also has their stories, which we will discuss in class. The key to learning chemistry is to keep it simple as long as possible. For example, what is this paper made of? The simplest answer is something you already know; Its made of electrons, neutrons, and protons. Later you might carbon, hydrogen, and oxygen, or even later say cellulose. In other words, learn the fundamentals well and they will give you answers, perhaps not the most complete, but enough to build confidence and steer you in the right direction. 3 glucose molecules beginning to build cellulose

2 Besides the textbook, you may want to purchase the Study Guide and Selected Solutions Manual. You can probably find them used at MCC bookstore or the bookstore across the street. Center for Teaching and Learning The textbook may or may not come with a CD-ROM. It doesnt matter if you get it or not. You will also need a scientific calculator 1.Gain an appreciation of chemistry: its value to society, its role in history, the effort to get this far, the modern marvels. 2.Learn about chemistrys building blocks from light matter/antimatter protons + electrons + neutrons atoms compounds organic vs. inorganic small compounds (CH 4, CO 2, H 2 O, SiO 2 ) large compounds (sugars, amino acids, hydrocarbons) macromolecules (starch, cellulose, proteins, DNA) 3.Learn about the fundamental processes in chemistry: Purify, analyze, synthesize. 4.Learn the fundamental behaviors of atoms: Electrostatic forces, the bizarre world of quantum physics, chemical bonding, and the periodic behaviors indicated in the Periodic Table. 5.Smarter consumer of chemical products: Better understanding of labels, smarter at reading past the hype or paranoia, and better at recognizing pseudoscience. 6.Improved chance of survival: Knowledge of neutralizing acids/bases, better avoidance of chemical dangers, better at improvising, better at solving problems, and better at critical thinking.

3 Approx. Date SubjectDetails Related textbook chap. Aug 24 First day of class.> Introductions >Syllabus Introduction to the class. Handout and presentation of syllabus. Aug 26 2nd day: The 3 Barriers to Learning + Approach to learning chemistry. You will learn about the three common barriers to learning a subject and how to use this in learning chemistry. Aug 31 Chemistry: Its all about building blocks: Light particles atoms Elements Compounds The simplicity of building blocks is the secret of the physical universe. Light builds matter including protons, electrons, neutrons, that builds the elements. Elements build compounds; small compounds build macromolecules. Chap. 2, Chap. 18, 19, 20 Sept 2 Why did chemistry become a science? (plus group photos) Driven by needs & wants chemistry throughout history improved survival and improved the quality of life. (Group photos to help me learn names) Chap 1.1, Sept 7 Whats in a name? Nomenclature: 2 elements, shared electrons. (preview test) Naming compounds whose two elements share electrons (covalent bonding) plus naming compounds where one element (usually a metal) has given one or more electrons to the another element (usually a non-metal) (ionic bonding) Chap. 6. Sept 9First Test Sept 14 Naming ionic compounds + Polyatomic ions + uses Sometimes two non-metal elements form a negatively charged ion (called polyatomic ion). This ion bonds with a positively charged metals. Learn names and uses. Chap. 6 Sept 16 Math: So Misunderstood + Dimensional Analysis + Metric System Origin of Math and the common misunderstandings. By examining the dimensions (feet, liters, grams, etc.) you can set up problems correctly. + The origin of the metric system Chapter 3, Appendix D Sept 21Specific Heat Learn how different substance store different amounts of heat. Sept 23 Chaos to Order: Periodic Table and where elements came from & where are they? The Periodic table helps us organize the elements. But first where did elements come from and where are they now?Chap. 7, Chap 18 Sept 28 Review nomenclature + Equation Writing and Balancing + Solubility Rules Writing chemical equations is two-part. First, will the reaction take place? Second, if so, then how are all the elements accounted for? (Balancing) Chap. 10 Sept 30Types of Chemical Reactions Learn about synthesis, decomposition, single replacement, double replacement, and combustion reactions. Chap. 10 Oct 5Review for test Oct 7Second Test Oct 12Chemical Quantities Formula and Molecular Weights. Moles and Molar Mass. Avogadro's number. Molarity. Empirical and Molecular formulasChapter 9 Oct 14Oxidation and Reduction Properties of oxygen and oxidizing agents. Properties of hydrogen and reducing agents. Chap 17 Below is the planned schedule; however, unexpected events may change the schedule. Changes announced in class will override this schedule. Safety video Periodic table, names, oxidation numbers Separation of Mixture Nomen- Binary Compounds Lab Measurements, Sig Figures (Present Terrorism in lab) Nomenclature- Ternary Temp, Mass, Vol, Density (pyrite vs.Au) Quiz: open notes Specific Heat Major 50pt quiz- Nomenclature Equation Writing & Balancing Single Replacement Reactions. Decomposition of Potassium Chlorate

4 Oct 19Hydrates Certain salts that have combined with a set amount of water are called hydrates. They are a source of water and can be made to be desiccants (absorbers of water) Oct 21 Waste Not, Want Not: Stoichiometry: Calculations based on chemical equations. Mole to Mole calculations, Mole to Mass calculations, molar solution calculations, limiting reactant, percent yield. Chapter 11 Oct 26Quantum Model of AtomElectrons live in the bizarre world of quantum physics Chap 5.5 thru 5.10 Oct 28 Gases are very law abiding. Gases and the various laws that govern its behavior. Boyle's law, Charle's Law, Guy-Lussac's Law, Combined Gas Law, Avogadro's Law, Ideal Gas Law, Dalton's Law of partial pressures. Atmosphere & kinetic molecular theory. Moles Chap. 12 Nov 2 Tips on Poster Making + Review for test Nov 4Third Test Nov 9Solutions to Solutions Terminology, Solubility of ionic & covalent compounds. Equilibrium, effects of temperature and pressure on solubility. Chapter 14 Nov 11 Veterans Day Nov 16Acids and Bases Historical significance of acids and bases. Acids as H+ donors. Bases as OH- donors. Other definitions of acids and bases. pH Scale. Acid-base titrations. Chapter 16 Nov 18 Fluorides Special presentation on the use of fluoride to prevent tooth decay and the controversy that surrounds it. Good application of acids and bases, electronegativity, concentrations Chap 16. Chap 8.3 Nov 23 Educational Posters Due + Review of posters (Posters will be displayed in corridor leading to library) Nov 25Thanksgiving Holiday Nov 30 Reaction Rates and Equilibrium Collision theory, factors that control reaction rates, catalysts, Le Chatelier's principle Chapter 15 Dec 2 Forensic Chemistry (application of chemistry learned in class) Presentation and demonstration of forensic chemistry. Dec 9Review for Final Dec 13-16 Final Exam this week Grades turned in Water in Hydrates Major Quiz on Equation balancing, classification, predi prod. Conductivity lab Double replacement Reactions Qualitative analysis of anions Preparation of a Standard Base Determination of Concentration of Acid

5 My expectation is that everyone understands everything on the test and gets it 100% right. Everyone may not get it 100% the first time, but they should get it correct on the 2 nd, or 3 rd time. It makes no sense to go on when there is something critical missing. Much of chemistry builds off the previous material. Of course, a person who takes three tries to get a question right doesnt deserve the same amount of credit of the person who got it right the first time. But getting it right the third time still deserves credit. On problems you missed, you have the opportunity to be retested with a similar problem. You get 90% of the score you would have gotten if you got it right the first time. Each time you have to redo it will cost another 10%. For example, if you miss a 10 point question but get a similar one correct on the retest, you make 9 points, which is much better than losing all 10 points. You just have to make an extra effort to do it again. In short, Im more interested in you learning the material than giving you low grades. Im not eager to do extra grading, but Im willing to do that if you are willing to put in the time to restudy and retest on what you missed. Final grades are not based on a curve, so students who ace a test the first time shouldnt worry about the students who retake the test to improve their scores. No one likes tests, even teachers. In the old days, when people learned by apprenticeship, there wasnt a need for tests because the master knew how the apprentice was doing by watching them and regularly asking them questions. However, in a classroom of 40 students, the instructor may have know idea how much a student has learned, so a test is one way of finding out. One philosophy of teaching is that instructors are only sure that they have taught the subject if they find out that students have learned the subject. In other words, I must ask you a lot of questions to see if Im both you and I are doing a good job. If you have any special learning needs, let me know, but first visit our Disabilities Resources & Services Office. They will work with both you and me to find ways to help. Deaf students will enjoy the many visuals I use in class. Visually impaired students with some vision can get my PowerPoints so they can view them in the librarys Adaptive Lab. Totally blind students will have a bigger challenge, but I am willing to try some alternatives.

6 I really hate to talk about points for two reasons First it takes your attention away from the subject. Second, it implies that grading is accurate down to the last little point. It would be hard to prove that a person with 524 points actually knows more than someone with 523 points. Mathematically it seems accurate, but in actuality grading is approximate. When a teacher says one question is worth 15 points and another is worth 10 points, the choice is rather arbitrary. With this said, we can use points because it is easy to work with, but it is only approximate. People who focus only on learning the subject do better than those who worry about grades. Thats because when you worry about points and grades, you are not thinking about the subject. Listen and learn in class and grades will take care of themselves. In case you are still interested, here is the breakdown of points that will serve as a guide to your grade Attendance: 100 points 3 Class-time tests: 100 points each totaling 300 points Final test: 100 points Poster project: 100 points Miscellaneous assignments: 100 points Total: 700 points Grades are 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, Below 60%=F If your points are close to a better grade, I will always give you the benefit of the doubt and give you the better grade because, like I said, grading is not that accurate. Notice attendance is a big contributor to your grade. I figure that every time you come to class, you demonstrate a willingness to learn and will probably learn something that day, so you deserve credit. Perfect attendance will be like getting a perfect grade on a test. I again apologize for this much attention drawn to tests and points. Being aware of them is good, but worrying or being fixated on them will actually take attention away from learning and hurt your grade. The best thing is to get interested in the subject and that motivation will help you do good on any tests that come your way. Just like I expect everyone to learn the material well enough to get an A, I also expect everyone to finish the class. However, if you miss three classes in a row without contacting me, I will telephone you and send email to find out whats going on. Note I can be pretty flexible when you have circumstances that warrant it. But if I cant get a hold of you, I will have to withdraw you from class. If you disappear a week before class ends, I may just give you a grade based on your work up to that time, but lowered because you missed the final.

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