Course number: CHEM1411
Course title: GENERAL CHEMISTRY 1
Semester hours: 4
Foundational Component Area
A. The course “focus[es] on describing, explaining, and predicting natural phenomena
using the scientific method.”
This course focuses on the utilization of the investigation of chemical phenomena and the
utilization of these phenomena in the processes of the scientific method to make
predictions about how matter will interact, how to use instruments to measure these
interactions and how to utilize the information gained from these observations to reach
logical conclusions and make predictions about further investigations. Laboratory
experimentation follows the scientific method.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
B. The course “involve[s] the understanding of interactions among natural phenomena
and implications of scientific principles on the physical world and on human experiences.”
Chemistry is a physical science that explores matter, the structure and behavior of
elements, the characteristics of compounds and reactions between substances. The
interactions among the various chemical processes is fundamental to fundamental to the
operation of the physical world and hence, since human experiences is directly related to
these chemical processes (i.e. human physiology, and energy), a paradigm must exist
between the physical world of chemistry and human experiences.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
Core Objectives
A. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
This course is designed to correlate the chemistry lecture with the laboratory and is
inquiry based to engender the use of the scientific method. Each segment compliments
the other and requires that the student utilize the knowledge gained from one to the other
requiring the use of creative thinking. Throughout the course, numerous assignments,
demonstrations, chemistry problems and laboratory experiments illustrate how students
must analyze information effectively. An example of this analysis of information can be
observed in the laboratory experiment “Identification of an Unknown Compound”:
Students are required to run several tests on known compounds, and also on an unknown
compound, comparing results to identify the unknown compound.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
B. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Chemistry is a rigorous math intensive subject that requires analysis of data, synthesis of
the information gathered and the evaluation of the information in the solving of problems
presented from the process. This occurs in both lecture and laboratory settings.
Throughout the course, numerous assignments, demonstrations, chemistry problems and
laboratory experiments illustrate how students must evaluate information effectively. An
example of this evaluation of information can be observed in he laboratory exercise
“Density of Solids and Liquids”: Students must use the density formula, measured volumes and
masses to calculate the density of an unknown solid and an unknown liquid.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
C. Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Chemistry is a rigorous math intensive subject that requires analysis of data, synthesis of
the information gathered and the evaluation of the information in the solving of problems
presented from the process. This occurs in both lecture and laboratory settings.
Throughout the course, numerous assignments, demonstrations, chemistry problems and
laboratory experiments illustrate how students must evaluate information effectively. An
example of this synthesis of information can be observed in the laboratory exercise
“Determination of a Chemical Formula:” Students will conduct an experimental
procedure to separate a compound into its elements to determine the formula of the
compound.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
D. Communication, Aspect 1: “Students will demonstrate effective development,
interpretation, and expressions of ideas through written communication.”
The course is math intensive and requires analysis of data, synthesis of the information
gathered and the evaluation of the information in the solving of problems presented from
the process. Students must effective develop, interpret, and express their findings in both
lecture and laboratory settings through written communication. Homework assignments,
test questions, and laboratory reports are some of the ways this is evaluated . The
chemistry laboratory requires that students work together in the development of the
appropriate protocol. The information developed in the laboratory requires that this
information is then interpreted and reported in written and/ or visual communication.
Because of the laboratory experience, students learn to share and cooperate in the
expression of laboratory results see laboratory exercise “Theoretical Yield”: Students
will determine the percent yield from a reaction, using calculated values for expected
yield, and careful procedures to achieve the maximum actual yield. Documentation in
the lab notebook will support the reasons behind the selected procedure.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
E. Communication, Aspect 3: “Students will demonstrate effective development,
interpretation, and expressions of ideas through visual communication.”
In the lecture and laboratory portion of this course students are required to effectively
develop, interpret, and express their ideas and findings through visual communication.
Lecture and laboratory assignments, homework, lab experiments and exam questions
require that students work together in the development of the appropriate protocol. The
information developed in the lecture/laboratory requires that this information is then
interpreted and reported in written and/ or visual communication. Because of the
laboratory experience, students learn to share and cooperate in the expression of
laboratory results see “Geometric Structure” Students will construct molecular models
representing six different geometric shapes, and analyze the models to determine polarity.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
F. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective
manipulation of numerical data or observable facts”
The course is math intensive and requires analysis of data, synthesis of the information
gathered and the evaluation of the information in the solving of problems presented from
the process. The chemistry course requires that students follow strict protocol and
gather numerical data and then perform the appropriate analysis of that data and reach
reasonable scientific conclusions based on that data. See “Titration and Neutralization”
Students will use the color change at the end point of the titration to determine the
molarity of an unknown concentration of acid.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
G. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective
analysis of numerical data or observable facts”
The course is math intensive and requires analysis of data, synthesis of the information
gathered and the evaluation of the information in the solving of problems presented from
the process. The chemistry course requires that students follow strict protocol and
gather numerical data and then perform the appropriate analysis of that data and reach
reasonable scientific conclusions based on that data. See “Emissions Spectra” Students
will observe spectra from several gases and reach conclusions about the usefulness of
this data to identify elemental gases.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
H. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective use
of numerical data or observable facts to reach informed conclusions”
The course is math intensive and requires analysis of data, synthesis of the information
gathered and the evaluation of the information in the solving of problems presented from
the process. The chemistry course requires that students follow strict protocol and
gather numerical data and then perform the appropriate analysis of that data and reach
reasonable scientific conclusions based on that data. See “Calorimetry/Specific Heat”
Students will measure and record heat transfer between a liquid and a metal solid and
calculate the molar mass of the solid to identify the metal.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
I. Teamwork: “Students will demonstrate the ability to consider different points of view
and to work effectively with others to support shared purpose or goal.”
The lecture and the laboratory portion of the course utilizes a collaborative learning
environment. This is accomplished by breaking the students into small groups and those
small groups working together to accomplish a shared goal. This occurs as students work
on assigned questions or problems in lecture and lab. See laboratory exercise “Boyle’s
Law” students will use the properties of a gas to observe pressure and volume changes
and how one affects the other. This experiment requires one student to manipulate the
gas syringe while the other records the changes occurring. The laboratory setting
requires that the students work effectively with others in the pursuit of a common goal.
Assessment: Laboratory and Lecture exams, Homework Assignments, laboratory reports
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the
Texas Higher Education Coordinating Board (THECB): (1) a brief description of the course
including each major course requirement, assignment and examination; (2) the learning
objectives for the course; (3) a general description of the subject matter of each lecture or
discussion; and (4) any required or recommended readings. Contact information for the
instructor is also provided. The Course Syllabus also provides institutional information to indicate
how this course supports NCTC’s purpose and mission. Information specific to a particular section
of the course will be included in the Class Syllabus and distributed to enrolled students.
Course Title: GENERAL CHEMISTRY I
Course Prefix & Number: CHEM 1411
Section Number:402-408
Term Code: 13/1S
Semester Credit Hours: 4
Lecture Hours: 48
Lab Hours: 48
Course Description: Fundamental principles of chemistry for majors in the sciences, health
sciences, and engineering; topics include measurements, fundamental properties of matter,
states of matter, chemical reactions, chemical stoichiometry, periodicity of elemental
properties, atomic structure, chemical bonding, molecular structure, solutions, properties of
gases, and an introduction to thermodynamics and descriptive chemistry, introduction of the
scientific method, experimental design, data collection and analysis, and preparation of
laboratory reports.
Course Prerequisite(s): MATH 1314 College Algebra (3 SCH version) or equivalent academic
preparation
Course Type: Physical Science
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC
Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Kevin A. Wood
Campus/Office Location:
Corinth C-203
Telephone Number:
(940) 498-6213
E-mail Address:
kwood@nctc.edu
Name of Chair/Coordinator:
Dr. Doug Elrod
Office Location:
Corinth 351
Telephone Number:
(940) 498-6229
E-mail Address:
delrod@nctc.edu
REQUIRED OR RECOMMENDED COURSE MATERIALS
Principles of Chemistry: A Molecular Approach 2nd Ed. By Nivaldo J. Tro; also,
Masteringchemistry is required and will be used in supplement to classroom instruction as the
means of assigning and collecting quiz and homework grades.
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded
Course Elements
Percentage or
Points Values
Graded Course Elements
4
Major Exams
45%
1
Final Exam
20%
Varies by sem.
Quizzes & Homework
10 %
1
Lab
25%
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the
lower division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled
occupations, and quality technical education programs up to two years in length leading
to certificates and associate degrees.

Quality programs and services in support of adult literacy and basic skills development
as a mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all
associate degrees by offering a core of general education courses designed to help students
achieve academic, career and lifelong goals. Acquiring knowledge, thinking critically, and
utilizing the methodologies of various disciplines exposed students to experiences that serve to
advance their personal growth. The chief focus of the General Education Core Curriculum at
NCTC is to emphasize Exemplary Educational Objectives and Basic Intellectual Competencies.
DEPARTMENTAL PURPOSE STATEMENT
The purpose of the Science Department is to provide instruction in the areas of chemistry and
biology as these disciplines relate to the overall mission of NCTC, and to provide a qualified,
competent faculty, and staff to ensure that the delivery of the instruction of these courses is
consistently of high quality.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to
help students achieve academic, career and lifelong goals. The chief focus of the General
Education Core Courses at NCTC is to emphasize basic intellectual competencies and broad
intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: LIFE AND PHYSICAL SCIENCE
The course focuses on describing, explaining, and predicting natural phenomena using the
scientific method and involves the understanding of interactions among natural phenomena and
the implications of scientific principles on the physical world and on human experiences.
ACGM LEARNING OUTCOMES
Upon successful completion of this course, students will:
LECTURE
Upon successful completion of this course, students will:
1. Define the fundamental properties of matter.
2. Classify matter, compounds, and chemical reactions.
3. Determine the basic nuclear and electronic structure of atoms.
4. Identify trends in chemical and physical properties of the elements using the Periodic
Table.
5. Describe the bonding in and the shape of simple molecules and ions.
6. Solve stoichiometric problems.
7. Write chemical formulas.
8. Write and balance equations.
9. Use the rules of nomenclature to name chemical compounds.
10. Define the types and characteristics of chemical reactions.
11. Use the gas laws and basics of the Kinetic Molecular Theory to solve gas problems.
12. Determine the role of energy in physical changes and chemical reactions.
13. Convert units of measure and demonstrate dimensional analysis skills.
LABORATORY
Upon successful completion of this course, students will:
1. Use basic apparatus and apply experimental methodologies used in the chemistry
laboratory.
2. Demonstrate safe and proper handling of laboratory equipment and chemicals.
3. Conduct basic laboratory experiments with proper laboratory techniques.
4. Make careful and accurate experimental observations.
5. Relate physical observations and measurements to theoretical principles.
6. Interpret laboratory results and experimental data, and reach logical conclusions.
7. Record experimental work completely and accurately in laboratory notebooks and
communicate experimental results clearly in written reports.
8. Design fundamental experiments involving principles of chemistry.
9. Identify appropriate sources of information for conducting laboratory experiments
involving principles of chemistry.
CORE OBJECTIVES
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Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Communication, Aspect 1: “Students will demonstrate effective development,
interpretation, and expressions of ideas through written communication.”
Communication, Aspect 3: “Students will demonstrate effective development,
interpretation, and expressions of ideas through visual communication.”
Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective
manipulation of numerical data or observable facts.”
Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective
analysis of numerical data or observable facts.”
Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of
numerical data or observable facts to reach informed conclusions.”
Teamwork: “Students will demonstrate the ability to consider different points of view
and to work effectively with others to support a shared purpose or goal.
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
Matter, measures, and Structure
Distinguish among elements, compounds, and mixtures
Know the basic SI units and the common metric prefixes
and their meanings
Be able to determine the number of significant figures in
a measurement
Describe the experimental evidence for the nuclear
nature of the atom
Distinguish among empirical formulas, molecular
formulas, and structural formulas
Stoichiometry and Aqueous
solutions
Predict the product(s) of a reaction, having seen a
suitable analogy
Interconvert numbers of moles, mass in grams, number
of atoms, ions, and molecules, and molar volumes.
Be able to calculate molarity, solution volume, or number
of moles of solute when given any two of these
quantities
Be able to identify substances as acids, bases, or salts.
Be able to identify spectator ions, and write the net ionic
equation for solution reactions starting with their
molecular equations
Be able to balance redox equation by the half rxn.
Method
Gases
Be aware of how a gas responds to changes in pressure,
volume
Be able to use the gas laws to calculate how one variable
of a gas responds to changes in one or more other
variables
Be able to calculate the molar mass of a gas, given
density under specific conditions, and vice versa
Be aware of the major tenets of the kinetic-molecular
theory of the behavior of gases
Electronic Structure, Periodic
Properties, and Bonding
Know the relationship between wavelength, frequency,
and speed of electromagnetic, radiation
Be aware of the essential features of Planck’s quantum
theory
Know what quantum numbers n, l, ml, and ms, indicate in
defining an orbital
Know what is meant by the s,p,d,and f blocks on the
periodic table
Know why electrons of the same value of n have
different values of l and different energies
Be able to write orbital diagram representations for
electron configurations of atoms
Be aware of the periodic trends in metallic and
nonmetallic behavior
Thermochemistry
Calculate heat from temperature changes
Predict endothermic and exothermic processes
Determine heat from ∆H and Stoichiometry
Finding ∆HRXN from calorimetry, Hess’s Law, and
Standard Enthalpies of Formation
BASIC INTELLECTUAL COMPETENCIES FOR THIS COURSE
 READING – Reading at the college level means the ability to analyze and interpret a variety
of printed materials – books, articles and documents. A core curriculum should offer
student the opportunity to master both general methods of analyzing printed materials and
specific methods for analyzing the subject matter of individual disciplines.
 WRITING – Competency in writing is the ability to produce clear, correct, and coherent
prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and
punctuation are each a sine qua non in any composition, they do not automatically ensure
that the composition itself makes sense or that the writer has much of anything to say.
Students need to be familiar with the writing process including how to discover a topic and
how to develop and organize it, how to phrase it effectively for their audience. These
abilities can be acquired only through practice and reflection.
 SPEAKING – Competence in speaking is the ability to communicate orally in clear, coherent,
and persuasive language appropriate to purpose, occasion, and audience. Developing this
competency includes acquiring poise and developing control of the language through
experience in making presentations to small groups, to large groups, and through the media.
 LISTENING – Listening at the college level means the ability to analyze and interpret various
forms of spoken communication.
 CRITICAL THINKING – Critical thinking embraces methods for applying both qualitative and
quantitative skills analytically and creatively to subject matter in order to evaluate
arguments and to construct alternative strategies. Problem solving is one of the
applications of critical thinking, used to address an identified task.
 COMPUTER LITERACY – Computer literacy at the college level means the ability to use
computer-based technology in communicating, solving problems, and acquiring information.
Core-educated students should have an understanding of the limits, problems, and
possibilities associated with the use of technology, and should have the tools necessary to
evaluate and learn new technologies as they become available.
Last day to Withdraw
For the Fall 2013 semester, the last day to withdraw from a course with a “W”
is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge,
physical illness or injury. Accommodations may include extra time on tests, tests
in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call
940-668-4209. Students on the Bowie, Graham, Flower Mound, and online
campuses should call 940-668-4209 to arrange for an intake appointment with
OSD.
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans with
Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans with
Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
Student Success Center
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring
and helps new students acclimate to college by providing computer lab
services for prospective students. All students are invited to visit the Student
Success Center on the Corinth Campus go to rooms 170, 182, or 188; on the
Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus go
to room 111, on the Bowie Campus go to room 124. Hours are subject to
change based upon tutor availability. Students should check the website for
updated hours.
http://www.nctc.edu/StudentServices/SupportServices/Tutoring.aspx
Financial Aid,
Scholarships, and
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
Veterans Services
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.
THEORETICAL AND PERCENT YIELD OF A CHEMICAL
REACTION
INTRODUCTION
When the two elements antimony and iodine are heated in contact with one another,
they react to from antimony (III) iodide.
2Sb(s) + 3I2(s)  2SbI3(s)
The coefficients in this equation show that two moles of Sb (243.6 g) react with
exactly three moles of I2 (761.4 g) to form two moles of SbI3 (1005.0 g). Put
another way, the maximum quantity of SbI3 that can be obtained under these
conditions, assuming the reaction goes to completion and no product is lost, is
1005.0 g. The quantity is referred to as the theoretical yield of SbI3.
Ordinarily, in the laboratory, reactants are not mixed in exactly the ratio required
for reaction. Instead an excess of one reactant, usually the cheaper one, is used.
For example, 3.00 mol of Sb could be mixed with 3.00 mol of I2. In that case, after
the reaction is over, 1.00 mol of Sb remains un-reacted. The 1.0 mol excess Sb is
equal to the original 3.00 mol Sb minus the 2.00 mol Sb consumed.
The 3.00 mol of I2 should be completely consumed in forming the 2.00 mol of SbI3.
After the reaction is over, the solid obtained would be a mixture of product, 2.00
mol of SbI3 (1005.0 g), together with 1.00 mol of unreacted Sb (121.8 g).
In situations such as this, a distinction is made between the reactant in excess (Sb)
and the other reactant (I2), called the limiting reactant. The amount of product
formed is determined (limited) by the amount of limiting reactant. With 3.00 mol
of I2, only 2.00 mol of SbI3 is obtained, regardless of how much excess of Sb is
used.
Under these conditions, the theoretical yield of product is the amount produced if
the limiting reactant is completely consumed. In the case just cited, the
theoretical yield of SbI3 is 2.00 mol, the amount formed from the limiting reactant,
I2.
Often you will be given the amounts of two different reactants and asked to
determine which is the limiting reactant and to calculate the theoretical yield of
product. To do this, it helps to follow a systematic, three-step procedure:
1. Calculate the amount of product that would be formed if the first
reactant were completely consumed.
2. Repeat this calculation for the second reactant: that is, calculate how much
product would be formed if all of that reactant were consumed.
3. Choose the smaller of the two amounts calculated in (1) and (2). This is the
theoretical yield of product; the reactant that produces the smaller is the limiting
reactant. The other reactant is in excess; only part of it is consumed.
EXPERIMENTAL PROCEDURE:
1. Accurately weigh three evaporating dishes and record their weights in the data
table. In evaporating dish #1 NO MORE THAN 0.1 grams of magnesium, and NO
MORE THAN 0.30 grams of magnesium to evaporating dish #2. Set dish #3 aside
for now.
2. Add exactly 15 mL of 1.0 M HCl to each of the evaporating dishes and allow the
reaction to proceed to completion. (Either all of the magnesium is consumed or all
of the HCl is consumed.)
3. After the reactions are complete, carefully decant the liquid from the dish in
which some magnesium remains into evaporating dish #3. Throw the excess
magnesium in the trash.
4. Place each evaporating dish on a hot plate and evaporate to dryness. This has to
be done carefully since the melting point of MgCl2 is rather low and if heated at a
high temperature it will begin to decompose.
5. Allow the evaporating dishes to cool and weigh the dish and its contents.
6. Perform the calculations as directed by your instructor.
DATA TABLE: THEORETICAL YIELD
DISH #1
DISH #2
DISH #3
15 mL
15 mL
15 mL
1M
1M
1M
Weight of empty evaporating dishes
Weight of evaporating dish + magnesium
Weight of magnesium
Volume of HCl
Molarity of HCl
Possible Theoretical yield of MgCl2 from
Magnesium
Possible Theoretical yield of MgCl2 from HCl
Limiting reactant
Theoretical yield of MgCl2
Weight of evaporating dish + MgCl2
Weight of MgCl2
Percent yield of MgCl2
BALANCED EQUATION:
lab partner____________________
2 HCl(aq) + Mg(s)  MgCl2(aq) + H2(g)
CALCULATIONS: