Chem 0330 S02 (Rubenstein) Fall 2025 Syllabus
____________________________________________________________________________________________________
Document Index
1.​ Course Components and Instructor Information
2.​ Course Canvas Site and Other Websites
3.​ Course Description
4.​ Learning Expectations
5.​ Required Course Materials
6.​ Grading and Expected Time Commitment
7.​ Tentative Schedule
8.​ Respect for Diversity Statement
9.​ How To Succeed in This Course
10.​More Information about Group Problem Solving Sessions
11.​Additional Resources and Special Accommodations
12.​ Email and Communication Policy
13.​Policy on AI Use
COURSE COMPONENTS AND INSTRUCTOR INFORMATION __________
This course consists of two mandatory components: lecture and lab. Group Problem Solving
(GPS) sessions are a very helpful and strongly encouraged third component. These are
scheduled as follows:
Live Lecture (Rubenstein S02): Tuesday, Thursdays 10:30 AM-11:50 AM, Macmillan 117
Live lectures will take place in MacMillan 117. I will take questions for as much time as
possible given classroom usage constraints before and after the class. Lectures will be saved
on Canvas under Media Library after they are given (with a delay to ensure attendance and
absorption) for those who cannot attend. It is highly recommended that those students who can
participate in the lectures live do so. Quizzes will be incorporated into the lectures and must be
completed during the lecture for participation points.
Your primary instructor for the course who will give the majority of lectures will be:
Prof. Brenda Rubenstein (Brown Class of 2007)
She/they
Vernon K. Krieble Professor of Chemistry and Physics, Director of Data Science
Research Website: rubenstein.group​
​
Office Hours (All Are Welcome for Questions and Conversations!):
Mondays, 3:00-4:00 PM in GeoChemistry 351
Wednesdays, 6-7 PM in MacMillan 115 (Location to be confirmed)
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Office: GeoChem 247 (mornings) and 164 Angell Street 325 (afternoons and evenings)​
Email: brenda_rubenstein@brown.edu (Email is preferred and continually checked! See
communication policy below.)​
Most questions can be addressed before/after class, during office hours, or via the class Ed site, but
feel free to contact me if you would like to Zoom about other issues at a different time.
_____________________________________________________
Group Problem Solving (GPS) Sessions (Subject to Change):
GPS sessions enable students to develop problem solving skills critical for success in this class
while learning from other classmates. Sessions will be held weekly on Tuesday and
Wednesday afternoons. You must register for one conference section along with lecture
and laboratory.
Although attendance is optional, students are strongly encouraged to participate in one of these
sections. Each week, the class will have an accompanying problem packet. The packets will
include free-response homework, group problem session, and recitation questions that will
reflect questions asked on exams, and enable you to refine and practice what you learn.
Putting pencil to paper, shoring up fundamentals and getting guidance/feedback from
classmates and UTAs will help you achieve a deeper understanding of the material. Make your
mistakes in these sessions so you don’t make them on exams!
C02: Tuesdays, 1-1:50 PM (MacMillan 115)
C06: Tuesdays, 5-5:50 PM (MacMillan 115)
C04: Wednesdays, 4-4:50 PM (MacMillan 115)
C05: Wednesdays, 5-5:50 PM (MacMillan 115)
Please note that we separated the conference sections by lecture section (that is, Rubenstein
conferences are different from Rose-Petruck conferences) at previous students’ request to
minimize confusion about the materials. ​
​
This year, recitations will be run by Ms. Natalie Warren, natalie_warren@brown.edu. Feel
free to email Natalie if you have any questions about GPS or wish to work directly with her.
Undergraduate TA Recitations
In addition to GPS, our fantastic undergraduate TAs will hold their own office hours and
review sessions during the semester. Feel free to inquire about extra sessions from
undergraduate TAs if you need them. Our head TAs will be holding weekly recitations during
which they will help you through a scaffolded set of key problems and techniques:
Weekly Undergraduate Recitation
Head TA Recitation: Barus and Holley 168, most Sundays @ 6-8 PM
5 UTA Office Hours Each Week: Afternoons in GeoChemistry or the SciLi (see Pages for more
information)
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____________________________________________________________________________________
Laboratory:
During the laboratory portion of this course, you will have the opportunity to see the
chemical principles you are being taught at work in the lab. This is an important piece of any
young scientist’s training and is therefore required. ​
Requirement for Passing Lab: Your lab grades should be >65 % and you must turn in all
finished lab reports even if they are very late. If you are in any emergency or difficult
situation, please email Prof. Wang for an extension. No course credit will be given without
passing the lab.
Lab Instructor
Prof. Li-Qiong Wang
li_qiong_wang@brown.edu
Office: GeoChem 337
Lab Canvas Site: https://canvas.brown.edu/courses/1100183
____________________________________________________
Administrative Assistant for Course:
Mrs. Kim Kennan
kim_keenan@brown.edu
Office: GeoChem 201
Chemistry Department Manager:
Mrs. Sheila Quigley
Sheila_quigley@brown.edu
Office: GeoChem 201
COURSE CANVAS SITE AND OTHER WEBSITES_________________
All current course information, materials, and announcements will be posted to the following
Canvas site. This site can be accessed by logging into your Brown Canvas webpage.
https://canvas.brown.edu/courses/1099720
(Make sure you receive Canvas announcements!)
Ed Discussion Site (Please sign up for announcements if you aren’t already signed up!)​
https://edstem.org/us/courses/79886/admin/general
Gradescope Site (For receiving graded tests back)​
https://canvas.brown.edu/courses/1099720/external_tools/38388​
COURSE DESCRIPTION_______________________________
Chem0330 explores the fundamentals of modern chemistry: the electronic structure of atoms
and molecules, thermodynamics, solution equilibrium, chemical kinetics, and reaction
mechanisms.
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Atoms of fewer than 30 elements comprise nearly everything we see and use: food,
computers, cars, buildings, forests, continents, oceans and the atmosphere. How does this vast
array of materials, with such varied properties, derive from so few elements? How do we generate
new materials to address environmental, health and resource challenges? What will be sources of
energy to improve global quality of life?
Developing answers to these questions is a common goal of research in the sciences,
mathematics, engineering and medicine. Chemistry provides a framework connecting the
behavior of electrons and nuclei to the structures, properties, and reactions of molecules.
Quantum mechanics and thermodynamics shape this framework. This course explores these
and related physical principles to build a qualitative understanding and some quantitative
evaluations of atomic and molecular structure and properties. The course utilizes the
resulting framework of chemical principles and analytical tools to investigate and understand
structures and reactions of increasingly complex molecules.
LEARNING EXPECTATIONS____________________________
Cognitive Objectives
1.​ Use quantum mechanical concepts to explain properties of electrons in
atoms/molecules
2.​ Visualize (predict) and analyze 3D shapes of atomic orbitals, molecular orbitals and
small molecules
3.​ Predict and interpret results of spectroscopic techniques applied to atoms/molecules
4.​ Apply principles underlying the periodic table and models of bonding/anti‐bonding to
evaluate properties and reactions of bonds and molecules
5.​ Use thermodynamic concepts to predict and interpret qualitative and quantitative
aspects of physical equilibria (phase diagrams) and chemical equilibria (solubility and
acid ‐ base reactions)
6.​ Apply chemical concepts and principles to distinguish feasible from impossible
transformations
7.​ Apply concepts of energy, enthalpy, entropy, free energy to interpret qualitative aspects
of equilibria
8.​ Apply kinetic theories to predict and interpret properties of ideal gases and reaction
rates
9.​ Utilize reaction rate measurements (kinetics) to evaluate potential reaction
mechanisms
Metacognitive Objectives
1.​ Learn how to study effectively at a college-level by iteratively assessing your own
understanding of the material and studying to improve your understanding
2.​ Develop critical thinking and problem-solving skills ​
Psychomotor Objectives
1.​ Learn fundamental chemistry laboratory skills
Affective Objectives
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1.​ Appreciate the central role that chemistry assumes in the physical and biological
sciences
2.​ Recognize the different types of modern chemistry research conducted at Brown and
elsewhere
Social/Interpersonal Objectives
1.​ Learn how to solve problems within groups
2.​ Master how to leverage resources and your peers to further your own education
Exams and homework (which you should use as mini‐exams to assess preparation) will ask
you to:
1.​ Quantitatively analyze data (using equations) in order to propose hypotheses or draw
conclusions
2.​ Qualitatively interpret or predict experimental results in terms of chemical and
physical concepts/principles
3.​ Reflect on what you have learned and what you have yet to learn to achieve mastery
REQUIRED COURSE MATERIALS__________________________
Primary Textbook:
Zumdahl and DeCoste. Chemical Principles (Eighth Edition).
Other Useful Texts:
P. Atkins, L. Jones, and L. Laverman. “Chemical Principles, Sixth Edition.” W. H. Freeman
(2012).​
​
R. Chang and J. Overby. “Chemistry, Thirteenth Edition.” McGraw Hill (2018). ​
​
D. Oxtoby, H. Gillis, and A. Campion. “Principles of Modern Chemistry, Seventh Edition.”
Cengage Learning (2011). ​
​
→From the Legend Himself: L. Pauling. “General Chemistry.” Dover Books (1988).
GRADING AND EXPECTED TIME COMMITMENT________________
Grading:
20% ​ 200 points​
Weekly Problem Sets
15%​ 150 points​ Class Participation
●​ 10%
100 points
In-Class Quizzes
●​ 5%
50 points
Discussion Posts
15% 150 points​
Midterm I
15% 150 points​
Midterm II
20% 200 points
Laboratory Grade
15% 150 points
Cumulative Final
Grade
Points Possible
A
900-1000
B
800-899
C
700-799
N/C
<700
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Final grades will be assigned based upon the point distributions shown on the right. These
point distributions may be altered depending upon the overall performance of the class, but
under no circumstances, will the curve be raised.
We understand that everyone (instructors included!) will encounter challenges during the
course of a long semester for a wide range of scholastic and personal reasons. We will do our
best to accommodate students in times of need, but you will need to express your needs for
accommodations well in advance of due dates, if possible. Except for extenuating
circumstances substantiated with clear evidence, exams must be taken at the assigned
time.
Homework (Problem Sets):
Roughly one problem set will be assigned per week as part of your weekly problem packets.
These problem sets will consist of problems scaffolded at different levels of difficulty with the
last problems being on par with test questions. It is important that you try to solve these
problems yourself to build up problem-solving skills and familiarity with the material. We
will grade problem sets based on completion, not correctness. It is on you to check your
problem sets against released keys and to understand what you got incorrect.
​
Assigned homeworks will be due by 10:30 AM Eastern each Thursday, before class, unless
there is an exam or holiday on that day. Because the course must progress and answer keys
must be released to enhance student learning, late assignments will not be accepted.
Class Participation:
Class participation will be based on three key components: 1) completion of in-class quizzes
embedded within TopHat that will assess your knowledge of previous lectures and assigned
readings; 2) GPS attendance (you don’t have to attend all, but some will be required); and 3)
Discussion Posts on chemistry-related topics posted every few weeks. Please note that your
TopHat quizzes will be unannounced and must be submitted by the end of the class period
to count; NO exceptions unless I was notified ahead of time. To give you some flexibility, I
will remove your lowest-scoring quiz from your final grade. These quizzes do end up
counting for a significant portion of your grade since they make up a sizeable portion of your
participation grade; don’t be caught off-guard by this!
Exams:
Two 80-minute midterm exams will be given on:
Midterm 1​ ​
Midterm 2​ ​
Tuesday, 10/14/25 @ 10:30 AM in MM117
Tuesday, 11/11/25 @ 10:30 AM in MM117
Midterms will be given in place of class. A cumulative, 3-hour final exam will be given on:
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​
Final​ ​
​
Thursday, 12/17/25 @ 9 AM in auditoriums to be announced
​
NO make-up exams will be offered, except for exceptional circumstances that must be
accompanied by a Dean’s Note or that the instructors are made aware well-ahead of time.
The final exam is required and must be passed to pass the course. Once you begin taking
the exam, you must complete it during the exam session; no exceptions.
For all exams, I will give you the opportunity to correct your exams for 25% of your lost points
back. I believe that everyone should be encouraged to learn from their mistakes; this should
give you the opportunity to do so while also receiving formal credit.
For all exams, you will have the opportunity to make and bring an equation sheet that fits on
one sheet of paper. You can put whatever you please on it - but just one sheet! This will
purposefully encourage you to study and condense what you have learned onto a single sheet,
which is itself an excellent review exercise.​
Laboratory:
The laboratory is extremely important for understanding chemistry and attendance is
mandatory. The laboratory grade accounts for 20% of your course grade (200 points). You
must receive a passing grade (≥65% or ≥130/200) in the lab component to pass the class,
independent of your overall point total—i.e., you must pass both the laboratory AND lecture
portions of the course to receive a passing grade in CHEM 0330.
CH0330 Laboratory Canvas Site:
https://canvas.brown.edu/courses/1099720
Expected Time Commitment:
Over 14 weeks, students will be expected to spend:
Activity
Hours Per Week
Total Hours Per Semester
Viewing and Participating in Lectures
3
42
Attending Group Problem Solving Sessions
(Optional)
1
11
Studying Course Materials and Completing
Homework Assignments
8
≥104
Preparing/Analyzing/Conducting Laboratory
Experiments in Lab
3
24
Writing Laboratory Reports
3
24
Taking and Studying for the Two Midterm
Exams
N/A
≥ 30
7
Taking and Studying for the Final Exam
N/A
≥ 15
Total
250
*Note: Naturally, some students will require more time and some less time to achieve their goals in
this course.
●​ 2-3 hours per week (total of 8 weeks) in the laboratory, 1 hr for attending and watching
online prelab lectures out of lab, and 2 hrs out of lab for reading/comprehending the
lab manual and finishing the prelab questions (for 8 experiments) (total of 48 hrs)
Academic Dishonesty:
As Brown University students, you are expected to observe high standards of intellectual
integrity and honesty. Plagiarism, cheating, turning exams in after they are due, using the
internet and/or LLMs during exams, and copying others’ work will invoke severe penalties. If
you are caught cheating on any exam or plagiarizing any material in your laboratory
reports at any point in the course, you will receive a 0 (N/C) for the entire course and no
longer be allowed back in this class. Further guidelines for Academic & Student Conduct can
be found on the website of the Dean of the College. Please note that posting exam questions
to or referencing Chegg or other websites and using extra material during exams are NOT
PERMITTED. All exams must also be submitted at the end of the exam period if taken.
TENTATIVE SCHEDULE_______________________________
The following is a tentative schedule for the course. While we will do our best to maintain this
schedule, the instructors reserve the right to deviate from or alter the schedule/structure of
this course at any time. The schedule may also be found on Canvas. All readings are from
your Zumdahl textbook and live lectures may be found in the Canvas Media Library.
Week
Date
Day
Topic
Reading
Unit 1: Quantum Mechanics: Bonding, Atoms, and Molecules
Lecture 1
9/4
Thursday
Your Place in
Chemistry,
Intro to Course and
Related Technology,
Electromagnetic
Radiation
12.1
Lecture 2
9/9
Tuesday
Challenges to
Classical Physics,
Principles of
12.2-12.5
8
Quantum Mechanics
Lecture 3
9/11
Thursday
The Schrodinger
Equation,
Particle-in-a-Box,
Structure of Atoms
and Atomic Orbitals;
Applications:
Nanoparticles
12.6-12.9 (Do not agonize over
12.7) [Homework 1 Due]
Lecture 4
9/16
Tuesday
The Periodic Table
and Periodic Trends;
The Crazy History of
the Periodic Table
12.10-12.15 (Skim 12.10)
Lecture 5
9/18
Thursday
Ionic Bonding, Types 13.1-13.3 [Homework 2 Due]
of Chemical Bonds,
Dipoles
Lecture 6
9/23
Tuesday
Covalent Bonding,
Lewis Structures,
Formal Charges
13.4-13.8
Lecture 7
9/25
Thursday
Models of Chemical
Bonding, Models in
Chemistry and
Society, VSEPR
Theory, Molecular
Polarity
13.9-13.13 [Homework 3 Due]
Lecture 8
9/30
Tuesday
Brining Quantum
and Chemistry
Together: Examples
of Quantum in
Chemistry!
Flip Classroom
Lecture 9
10/2
Thursday
Hybridization and
Molecular Orbitals
14.1-14.3 [Homework 4 Due]
Lecture 10
10/7
Tuesday
Molecular Orbitals
Continued
14.3-14.5
Unit 2: Thermodynamics, Chemical Reactions, and Equilibrium
Lecture 11
10/9
Thursday
First Law: Energy,
Enthalpy, Ideal
Gases, Processes
9.1-9.3
9
10/14
Tuesday
Midterm Exam I on Chapters 12-14:
80-minute exam in MM117 in class; equation sheet
only
Lecture 12
10/16
Thursday
First Law:
Calorimetry, Hess’s
Law
Lecture 13
10/21
Tuesday
Choose-Your-Own-Co
urse Day: The Role of
Chemistry in Climate
Change
Lecture 14
10/23
Thursday
Second Law: Entropy
10.1-10.3 [Homework 6 Due]
Lecture 15
10/28
Tuesday
Calculating Entropy
10.3-10.8
Lecture 16
10/30
Thursday
Free Energy, Phase
Diagrams, and
Chemical
Equilibrium
10.9-10.12 [Homework 7 Due]
Lecture 17
11/4
Tuesday
Chemical
Equilibrium
6.1-6.3, 6.6-6.8
Mid Chem
Semester
Break!
11/6
Thursday
No Class - Chillax,
Enjoy Halloween,
and Catch Up
​
11/11
Tuesday
Lecture 18
11/13
Thursday
Acid and Base
Definitions, Strong
Acids and Bases
7.1-7.4
Lecture 19
11/18
Tuesday
Weak Acids and
Bases, Pollution and
Equilibrium
7.5-7.11 (Limited Focus on 7.7,
7.9, and 7.10)
Lecture 20
11/20
Thursday
Buffers, Solubility
Equilibrium,
Complex Ion
Equilibrium
8.1-8.4, 8.8​
[Homework 8 Due]
Lecture 21
11/25
Tuesday
Titration
8.5-8.7 (Limited Focus on 8.7)
9.4-9.6, 13.8 [Homework 5 Due]
Midterm Exam II (Chapters 9, 10, and 6):
80-minute exam in class in MM117; equation sheet
only
Unit 3: Chemical Kinetics
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Lecture 22
12/2
Tuesday
Rate Laws
(Differential)
15.1-15.3
Lecture 23
12/4
Thursday
Rate Laws (Integral),
Reaction
Mechanisms
15.4-15.6​
[Homework 9 Due]
Lecture 24
12/9
Tuesday
Transition States,
Catalysts, Any
Catch-Up, Wrap-Up
15.7-15.9
Reading
Period
12/11
Tuesday
No Class
12/19
Thursday
Final Cumulative Exam:
3-hour exam @ 9 AM in assigned auditoriums;
equation sheet only
Note: This semester, I have included a few Choose-Your-Own-Course Lectures during which we
will discuss topics of your choosing, some of which may include impacts of chemistry on
society. ​
RESPECT FOR DIVERSITY STATEMENT ___________________________________​
It is my intent that students from all backgrounds and perspectives be well-served by this
course, that students’ learning needs be addressed both in and out of class, and that the
diversity that the students bring to this class be viewed as a resource, strength, and benefit. It
is my intent, at all times, to be respectful of diversity: gender identity, sexuality, disability, age,
socioeconomic status, ethnicity, race, nationality, religion, and culture. As someone who came
from a socioeconomically underprivileged background, I deeply acknowledge the struggles of
students who will need to adjust to the rigors of an Ivy League curriculum after years of
persevering through underresourced schools for the first time. It is for this reason that I will
be arranging private undergraduate review sessions for those who fit this demographic and
express an interest. I am also intimately familiar with the day-to-day struggles of those who
face unremitting discrimination as a result of their gender, sexuality, and religion.
Nevertheless, I fully acknowledge my humanity: I am a human being who inevitably comes
with my own biases and continually makes - and strives to learn from - my mistakes. If
something is ever said in class by me or anyone else involved with the course that made you
feel uncomfortable, please feel free to bring it to my attention through anonymous or other
in-person means. We will do our best to rectify the situation as soon as possible.
In an ideal world, science would be objective. However, much of science is subjective and is
historically built on a small subset of privileged voices. As one of a handful of female
theoretical chemists/physicists in the United States, I am acutely aware of the fact that this
course overwhelmingly focuses on experiments conducted and theories developed by white
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men. A few semesters ago, several underrepresented students and I thus redesigned the
course with the aim of highlighting the contributions of others and underscoring the impacts
of modern chemistry on underserved communities (see CH1560R for more).
I wholeheartedly believe that science is best practiced through respectful dialogue among a
diverse array of people who bring their own unique perspectives, insights, and skills to the
problem. I therefore also believe that integrating a diverse set of experiences is important for
a more comprehensive understanding of science. ​
HOW TO SUCCEED IN THIS COURSE _______________________________________
Understanding concepts is not sufficient preparation for exams! You have to build
connections between concepts and develop strategies for applying (combinations of)
concepts before you take an exam. Use homework and Group Problem Solving sessions to
develop problem solving strategies (rather than to get an answer). This will help you develop
mastery of the material and will improve exam scores. In addition: ​
1.​ Read assignments prior to class ‐ but read ACTIVELY to maximize your learning
a.​ Prior to reading a section, preview the section headings, bold or italicized
phrases, charts and graphs. This gives you an overview of and context for what
will be presented.
b.​ Based on the preview, pose one or more questions you expect to be able to answer
after reading that section.
c.​ Read one paragraph at a time. Briefly summarize the key concept developed in
that paragraph. Relate that concept to the key idea in summaries of prior
paragraphs.
d.​ Upon completing a section, integrate the concepts in your paragraph summaries.
Write answers to the questions you posed in 1b). Propose an example or solve a
simple problem from the text using the concepts. If you are unable to do this,
generate a question to ask in class when this material is presented.
2.​ Solve end of section problems without looking at the book solutions. Your goal should
be developing an effective problem solving process, not getting the correct answer. If
you can’t solve an end of section problem, you have not mastered the concepts in the
section. With the problem as context, go back through the paragraphs to identify the
concept(s) you missed. When you identify a missed concept, write a question you can
ask yourself to evaluate whether this concept is applicable when solving a problem.
Your ultimate goal is to evaluate and solve exam problems confidently ‐ reading
someone else’s answer process won’t get you there.
3.​ Use end of chapter homework problems as mock tests to distinguish concepts you
have mastered (understand, integrated with other concepts and can apply) from
those that require more study or outside assistance.
a.​ Solve the assigned problems, which will span the material covered.
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b.​ Assess each part of each problem as to your certainty that your answer is correct.
For any uncertain parts, go back to the book, class notes, or class videos to clarify
your uncertainty.
c.​ Only after you are certain the answers are correct, discuss with friends or check
the study guide.
Your goal should be developing an effective problem solving process, not getting the correct
answer. For additional guidance on developing effective study habits, read
Teach Yourself How to Learn: Strategies You Can Use to Ace Any Course at Any Level by S.Y.
McGuire and S. McGuire.
GROUP PROBLEM SOLVING SESSIONS _____________________________________
Research shows that the more time students spend actively solving problems (as opposed to
idly reading or listening to lecture recordings), the better they will do in this course. We have
therefore organized multiple voluntary Group Problem Solving (GPS) sessions (sometimes
called conference) sections that will meet on Tuesdays and Wednesdays in Macmillan 115.
Within these group problem solving sessions, you will be assigned to a small group to work
collaboratively on problem packets. Learning in isolation is a challenge, but learning in a
collective is much more satisfying and enriching. Being able to work through a problem may
show that you know how to apply your skills, but being able to explain your work and your
thought process is a true display of content mastery. Get to know your teammates and discuss
the chemistry and your thought processes with each other. Peer-to-peer learning is a
successful strategy since it allows for two-way learning. Lean in to these discussions and be
respectful of one another. Everyone is coming into CHEM 330 at a different skill level but you
are all intelligent Brown students that can succeed in this course. The packets will always be
released to the class on Monday mornings before the first section and a bare-bones answer
key will be posted at the end of each week. We ask that you don’t start working through the
packets until your assigned conference section so that your teammates are all on the same
page. However, it is highly recommended to continue to work on the packets and practice
working through the problems, preferably in teams to continue the peer-learning process.
The packets will not be graded or submitted for evaluation: these are no-risk assessments
that provide you with a benchmark of where you should be going into quizzes and the exams.
If you have any questions or comments on the conference sections, please contact Ms. Natalie
Warren.
ADDITIONAL RESOURCES AND SPECIAL ACCOMMODATIONS______ _________
CH0330 Ed Discussions:
We will operate an Ed Discussions board for you to post questions:
https://edstem.org/us/courses/79886/admin/general
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The purpose of this board is to help you learn from one another and to direct questions that
would be relevant to all to the instructor so that she/he doesn’t have to answer 100 different
emails about the same question separately. That said, check Ed Discussions first to see if
your question has already been answered before posting or emailing a new question! The
instructor will check Ed Discussions daily and approve of useful answers.
Learning Support:
There are multiple resources available to support your learning throughout the course,
including group problem solving sessions, New Scientist Program and Brown Academic
Tutoring Program study groups and tutoring sessions, undergraduate TA office hours
specifically tailored to students with alternative backgrounds (please inquire if you are
interested), professor office hours, professor recitations, the ChemDUG, and Piazza
discussions. You should avail yourself of any and all of these opportunities.
In particular, if you would like group or personal tutoring, please contact the Brown Academic
Tutoring Program for more information.
Student and Employee Accessibility Services:
Please inform us if you have a disability or other condition that might require some
modification of any of the course procedures or deadlines as soon as possible. You may speak
with us after class or during office hours. For more information about how to obtain
accommodations, please contact Student and Employee Accessibility Services (SEAS) at
401-863-9588 or SEAS@brown.edu. Students who request accommodation should present a
signed formed from the SEAS office and talk with the course instructors directly. Any
disability-related information will be treated with the strictest confidentiality.
EMAIL AND COMMUNICATIONS POLICY__________________ ________________
So as not to overwhelm instructors, ALL COURSE AND HOMEWORK-RELATED QUESTIONS
OF GENERAL INTEREST should be posted to ED DISCUSSIONS FIRST, NOT EMAILED TO
INDIVIDUAL INSTRUCTORS. Thus, please check Ed Discussions for answers to your
questions. Posting to Ed Discussions will help provide answers to all students. If you have
personal questions that significantly differ from questions posted to Ed Discussions, feel
free to email your instructors. We will do our best to answer your questions as soon as
possible.
POLICY ON AI USE__________________ _____________________________________
I’m a computational scientist by training and by heart, which means I love AI. That’s why we
have an automated TA that you can use to help you find class material, ask basic questions,
and obtain assistance when you need it, but no one may be around. But, my own experience
and many studies show that using AI to do problems for you does not lead to deep understanding
or growth and will likely result in lower grades. As a result, you are free to use AI, but please be
sure to understand and verify any answer you get from AI. I would strongly suggest working
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out all problems yourself first to build necessary skills before turning to AI. And, if you use AI,
make sure you subsequently go back and solve problems without its help. In this new AI world,
our jobs are to synthesize information at a higher level than AIs, as you will be asked to do on
tests without AI (!), which requires a firm understanding that you will only be able to build
without AI.
SIGNATURE_____________________________________________________________​
After reading through this syllabus, please state your name, sign, and date below. We want to
ensure that you have thoroughly read and understood class policies before proceeding.
___________________
Name ​
​
____________________​
Signature​ ​
​
_________
Date
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