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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. You can think of chemistry as a recipe book for the universe. Whether it is stars or a starfish, chemistry helps you understand the ingredients. 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 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.

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 the fundamental processes in chemistry: Purify, analyze, synthesize. 3.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. 4.Smarter consumer of chemical products: Better understanding of labels, smarter at reading past the hype or paranoia, and better at recognizing pseudoscience. 5.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. Jan 20 First day of class.> Introductions >Syllabus Introduction to the class. Handout and presentation of syllabus. Jan 22 2nd day: The 3 Barriers to Learning + Approach to learning chemistry. + Pretest You will learn about the three common barriers to learning a subject and how to use this in learning chemistry. Pretest on chemistry and math (scores don't count). Jan 27 Chaos to Order: The Periodic Table of the Elements + Elements, Compounds, & Mixtures Learn about the development of the Periodic Table of the Elements and how to use the table. Also learn the difference between elements, compounds, and mixtures. Chap. 2, Chap. 4, Chap. 7 Jan 29 Why did chemistry become a science? (plus group photos) Fighting, Food, and Fashion. Presentation on how in the past chemistry improved a group's survival and how it improved the quality of life. (Group photos taken to help me learn names)Chap 1.1, Feb. 3 Nomenclature: Naming of compounds with two elements 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. Feb. 5 Math made easy using Dimensional Analysis + Metric System By examining the dimensions (feet, liters, grams, etc.) you can set up problems correctly without memorizing formulas. The origin of the metric system is also covered Chapter 3, Appendix D Feb. 10 Nomenclature: Naming compounds with more than two elements Sometimes two non-metal elements form a negatively charged ion (called polyatomic ion). This ion bonds with a positively charged metal. Learn names and uses. Chap. 6 Feb. 12 Temperature, Mass, Volume, Density. Review for first test Concept and measurement of temperature, mass, volume, and density. Chap. 3 Feb. 17First Test Feb. 19 Ability to store heat: Specific Heat Different materials require different amounts of energy to change their temperature. This property is called Specific Heat.Chap. 13 Feb. 24 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 Feb. 26Types of Chemical Reactions Learn about synthesis, decomposition, single replacement, double replacement, and combustion reactions. Mar. 2 Lewis Electron-Dot Formulas + Review for second test Learn a convenient way to keep track of valence electrons and predict how elements will combine. Chap. 8 Mar. 4Second Test Mar. 9Chemical Quantities Formula and Molecular Weights. Moles and Molar Mass. Avogadro's number. Molarity. Empirical and Molecular formulasChapter 9 Mar. 11Oxidation 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.

4 Mar. 23Hydrates 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) Mar. 25Quantum Model of AtomElectrons live in the bizarre world of quantum physics Chap 5.5 thru 5.10 Mar. 30 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 April 1 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. Chap. 12 April 6 Tips on Poster Making + Review for test April 8Third Test April 13Solutions to Solutions Terminology, Solubility of ionic & covalent compounds. Equilibrium, effects of temperature and pressure on solubility. Chapter 14 April 15 Reaction Rates and Equilibrium Collision theory, factors that control reaction rates, catalysts, Le Chatelier's principle Chapter 15 April 20Acids 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 April 22 Fluorides Fourth Test (take home) Special presentation on the use of fluoride to prevent tooth decay and the controversy that surrounds it. Good application of acids and bases. April 27 Educational Posters Due + Environmental Chemistry (Posters will be displayed in corridor leading to library) Air, water, and soil pollution. Nuclear waste April 29 Organic & Biochemistry + Miscellaneous assignments due. Defining organic chemistry. Learning how organic compounds are classified. Structural formulas and IUPAC nomenclature. Chapter 19, 20 May 4 Forensic Chemistry (application of chemistry learned in class) Presentation and demonstration of forensic chemistry. May 6Review for Final May 10-13Final Exam this week May 14Grades turned in

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.

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 1 Take-home test: 100 points Final test: 100 points Poster project: 100 points Miscellaneous assignments: 100 points Total: 800 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. If you have any special learning needs, let me know. 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.

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