Florida Community College at Jacksonville
Syllabus:
CHM 2046C: General Chemistry II
4 cr.
Section: 391482
Fall Term 2013
SITE: D-211/D204
DAY/TIME: Lecture:
Lab:
Tuesday/Thursday 5:30-6:45 a.m. D-211
Thursday
7:00-9:45 p.m. D-204
FSCJ Course Description:
This course, a continuation of General Chemistry and Qualitative Analysis I, stresses chemical
equilibrium, chemical kinetics, electrochemistry, oxidation-reduction and selected families of
metals and non-metals. Laboratory work includes studies of ionic equilibrium in aqueous
solutions and semi-micro qualitative analysis. Six contact hours: three lecture hours, three
laboratory hours. A.A., A.S., A.A.S.
Prerequisites: grade of C or better in CHM 2045C.
(3 class hours, 3 lab hours, 4 credit hours)
Required Textbook:
http://www.pearsonhighered.com/product?ISBN=032174103X
Looseleaf for Chemistry, 6/E
John E. McMurry, Cornell University
Robert C. Fay, Cornell University
ISBN-10: 0321741609
ISBN-13: 9780321741608
Hard Cover: Suggested retail price: $250.53 if ordered from Publisher
Loose leaf Bookstore Price: $125 1080 Pages
http://www.pearsonhighered.com/product?ISBN=032174103X
Table of Contents (CHM 2046C Chapters 10-17) (CHM 2045C Chapters 1-9 only)
Exam#1
Review: M-4ii: Chapter 7. Covalent Bonds and Molecular Structure Module 4
Module 7ii: Chapter 10. Liquids, Solids, and Phase Changes
Module 8ii: Chapter 11: Solutions and Their Properties
Exam#2
Module 9: Chapter 12: Chemical Kinetics
Module 10: Chapter 13: Chemical Equilibrium
Exam#3
Module 11: Chapter 14: Aqueous Equilibria: Acids and Bases
Module 12: Chapter 15: Applications of Aqueous Equilibria
Exam#4
Module 13: Chapter 16: Thermodynamics: Entropy, Free Energy and Equilibrium
Module 14: Chapter 17: Electrochemistry
Final Exam
Companion Web Site: http://wps.prenhall.com/esm_mcmurry_chemistry_5/
6th edition does not have a companion web site except the Mastering
Chemistry online homework system which cost ~$45 access
Alternate Textbook:
Chemistry: Atoms First, 1st Edition
Julia Burdge,
Jason Overby, COLLEGE OF CHARLESTON
Special Binder Ready Version 1128 pages
ISBN: 9780077560911
Special Price $124.95
©2012,
Binder version may not be sold back to the Bookstore!
Hardcover, 1128 pages
ISBN-13 9780073511160 ISBN 978-=-07-743083-2
Publisher's Retail
Price:$241.33
Bookstore's Wholesale Price:$181.00
Table of Contents
Chapter 12—Intermolecular Forces and the Physical Properties of Condensed Phases
12.1 Intermolecular Forces
12.2 Properties of Liquids
12.3 Crystal Structure
12.4 Types of Crystals
12.5 Amorphous Solids
12.6 Phase Changes
12.7 Phase Diagrams
Chapter 13—Physical Properties of Solutions
13.1 Types of Solutions
13.2 A Molecular View of the Solution Process
13.3 Concentration Units
13.4 Factors that Affect Solubility
13.5 Colligative Properties
13.6 Calculations Using Colligative Properties
13.7 Colloids
Chapter 14—Chemical Kinetics
14.1 Reaction Rates
14.2 Collision Theory of Chemical Reactions
14.3 Measuring Reaction Progress and Expressing Reaction Rate
14.4 Dependence of Reaction Rate on Reactant Concentration
14.5 Dependence of Reactant Concentration on Time
14.6 Dependence of Reaction Rate on Temperature
14.7 Reaction Mechanisms
14.8 Catalysis
Chapter 15—Chemical Equilibrium
15.1 The Concept of Equilibrium
15.2 The Equilibrium Constant
15.3 Equilibrium Expressions
15.4 Using Equilibrium Expressions to Solve Problems
15.5 Factors That Affect Chemical Equilibrium
Chapter 16—Acids and Bases
16.1 Brønsted Acids and Bases
16.2 Molecular Structure and Acid Strength
16.3 The Acid-Base Properties of Water
16.4 The pH Scale
16.5 Strong Acids and Bases
16.6 Weak Acids and Acid Ionization Constants
16.7 Weak Bases and Base Ionization Constants
16.8 Conjugate Acid–Base Pairs
16.9 Diprotic and Polyprotic Acids
16.10 Acid–Base Properties of Salt Solutions
16.11 Acid–Base Properties of Oxides and Hydroxides
16.12 Lewis Acids and Bases
Chapter 17—Acid-Base Equilibria and Solubility Equilibria
17.1 The Common Ion Effect
17.2 Buffer Solutions
17.3 Acid–Base Titrations
17.4 Solubility Equilibria
17.5 Factors Affecting Solubility
17.6 Separation of Ions Using Differences in Solubility
Chapter 18—Entropy, Free Energy, and Equilibrium
18.1 Spontaneous Processes
18.2 Entropy
18.3 Entropy Changes in a System
18.4 Entropy Changes in the Universe
18.5 Predicting Spontaneity
18.6 Free Energy and Chemical Equilibrium
18.7 Thermodynamics in Living Systems
Chapter 19—Electrochemistry
19.1 Balancing Redox Reactions
19.2 Galvanic Cells
19.3 Standard Reduction Potentials
19.4 Spontaneity of Redox Reactions Under Standard-State Conditions
19.5 Spontaneity of Redox Reactions Under Conditions Other than Standard-State
19.6 Batteries
19.7 Electrolysis
19.8
Corrosion
Chapter 20—Nuclear Chemistry
20.1 Nuclei and Nuclear Reactions
20.2 Nuclear Stability
20.3 Natural Radioactivity
20.4 Nuclear Transmutation
20.5 Nuclear Fission
20.6 Nuclear Fusion
20.7 Uses of Isotopes
20.8 Biological Effects of Radiation
Chapter 24—Organic Chemistry
24.1 Why Carbon is Different
24.2 Classes of Organic Compounds
24.3 Representing Organic Molecules
24.4 Isomerism
24.5 Organic Reactions
24.6 Organic Polymers
Laboratory Manual (required) ~$49.00
Catalyst by Pearson CHEMISTRY 2046 laboratory Manual
FLORIDA STATE COLL JACKSONVILLE North Campus
ISBN: 9781256538929
Laboratory Notebook (required) $15.25
Student Lab Notebook (Chemistry Spiral Bound 50-set
Author: Hayden Edition: ISBN: 9781930882232
Old Lecture Text (Textbook Option):
I have available many older college chemistry texts. You are welcome to use these texts
either the first few weeks of the course until you can afford the text or for the entire
course. You must have your lab manual and lab notebook by the second
week.
(If you have unused space in your lab notebook from 2045 you may continue use it.)
As long as it is a college chem. text (not beginning, preparatory or allied health) you
may use any book as long as you can use an index. For example our first exam includes
Module 7 II which is chapter 13 in the Atoms first text. Last year, the McMurry text the
same material is in Chapter 10. Five years ago, I used the Kotz text and material was in
Chapter 13. If you completed 2045 in the last year at any campus, you should have the
required text. At North we switched to a traditional College Chemistry text (Tro) for CHM
2045 Fall 2012 term and CHM 2046 Spring 2013 term. Summer 2013 we went to the 6th
edition of McMurry which in loose leaf form is the bargain new book which we will
continue to use in CHM 2046C.
5th McMurry: http://www.pearsonhighered.com/educator/academic/product/0,3110,0131993232,00.html
2nd Tro: http://www.pearsonhighered.com/tro3einfo/detail/new-to-this-edition/index.html
Chemistry, 5/E
(text used by Dr. Lorenzo and Dr. Gant for 2045C)
John E McMurry
Robert C Fay
ISBN-10: 0131993232
ISBN-13: 9780131993235
Publisher: Prentice Hall
Published: 04/13/2007
Suggested retail price: $181.33 (In Book Store-New and used)
Grading Outline for Students using McMurray 5th edition:
McMurray 5th edition: http://www.fccj.us/chm2046/46grdF10McMurray.htm
Exam#1
10. Physical Properties of Solids, Liquids, and Solids Module 7II
11. Solutions and Their Properties
Module 8II
Exam#2
12. Chemical Kinetics
Module 9
13. Chemical Equilibrium Module 10
Exam#3
14. Aqueous Equilibria: Acids and Bases.
15. Applications of Aqueous Equilibria
Module 11
Module 12
Exam#4
16. Thermodynamics: Entropy, Free Energy, and Equilibrium Module 13
17. Electrochemistry
Module 14
22. Nuclear Chemistry
Module 15
Exam#5
7. Covalent Bonds and Molecular Structure and Hybrid Orbitals Module 4II
23. Organic Chemistry Module 16
24. Biochemistry
Module 17
Companion Web Site: http://wps.prenhall.com/esm_mcmurry_chemistry_5/
John C. Kotz, Paul M. Treichel and Gabriela C. Weaver
Chemistry and Chemical Reactivity (with General ChemistryNOW CD-ROM)
6th Edition © 2006*
*(some may have 7th Edition sold in Bookstore)
Case Bound 8 1/2 x 10
Thompson Learning: Brooks Cole Publishers
1322 Pages
ISBN: 053499766X
Book is an Old Edition only the 7th Edition is in Bookstore (Grading outline will be
developed week by week for the 7th edition.)
CHM 2046C covers Chapter 11, 13-20, 23 in Eight Modules
Table of Contents
CHM 2046C General Chemistry and Qualitative Analysis II
11. Carbon--More Than Just Another Element.
Interchapter: THE CHEMISTRY OF LIFE: BIOCHEMISTRY
13. Intermolecular Forces, Liquids, and Solids.
Interchapter: THE CHEMISTRY OF MODERN MATERIALS
14. Solutions and Their Behavior.
15. Principles of Reactivity:Chemical Kinetics.
16. Principles of Reactivity:Chemical Equilibria.
17. Principles of Reactivity:The Chemistry of Acids and Bases.
18. Principles of Reactivity:Other Aspects of Aqueous Equilibria.
19. Principles of Reactivity: Entropy and Free Energy.
20. Principles of Reactivity:Electron Transfer Reactions.
Interchapter: THE CHEMISTRY OF THE ENVIRONMENT
21. The Chemistry of the Main Group Elements. (not covered)
22. The Chemistry of the Transition Elements (not covered)
23. Nuclear Chemistry. (optional-if time permits)
Optional Texts/Online Activity:
Scientific Calculator that has Log and inverse Antilogs
Goggles or Visorgogs or use safety glasses available in lab
Instructor: John T. Taylor About Me Resume
Office: D-270
Office Phone: 904-766-6763
Cell Phone: 904-614-0531 or leave messages at instructor’s home at designated
times or extreme emergencies on weekends. (Jacksonville 904-992-2052 most weekends)
Link to site: http://www.fscj.me/OfficeFall2013.htm
for current office hours
The instructor is available for additional office hours by appointment.
Appointments must be made at least two days in advance, except for extreme
emergencies. Office hours are subject to change
Security Phone Number: 904-766-6608:
email: johtaylo@fscj.edu
Email Requirement:
E-Mail assignments to both addresses below
Subjects of emails must describe briefly the assignments being submitted and
begin with the # 46:
i.e. 46: First Email or 46: your subject
Each student should send the instructor an email during the first week from both your FSCJ email account and/or an
outside email account for your primary contact, and the other as a backup contact. Be certain you put in subject box:
46: first email
Tell me about yourself. Why are you taking this course? When did you complete CHM 2045C, where, with which
instructor, and your grade. What is your highest math course completed? Where do you live? What are your telephone
numbers? What is your external email address which can serve as a backup to FSCJ assigned email.
Always begin the subject of each email with 46:
Subject-less emails will be deleted or subjects without the number code may be deleted. Attachments will only be
opened if the number code is in the subject line. This prevents viruses and spam.
Free Time Chart (10 points):
Find me 10 hours per week of the 168 total hours in a week. Please complete this
information(time matrix) on the last page of the syllabus and turn in Thursday August 29th.
Reference:
http://www.fscj.me/P4Backup/cgs1555/SyllabusCSS/freetime.htm
http://college.hmco.com/masterstudent/series/becoming_a_master_student/11e/students/by_chapter/02.html
Free Time First Lab Exercise:
Chemistry takes a lot of time to study. Each student should identify at least 10 hours or more
per week of free time that she/he will commit towards his/her study of chemistry. The
following are suggested strategies for scheduling your study times. Make an hour by hour
seven day matrix 8 columns (hour and each day of the week) by 24 lines (representing each
hour). See Master Student Web Site above. Unfortunately there are only 168 hours in a week
and I need 10 plus six hours of class time.
Starting with wake-up and end with sleeping:
1. Schedule fixed blocks of time first. These include work, class time, eating, and sleeping.
2. Include time for travel and errands
3. Schedule time for fun.
4. Set realistic goals.
5. Allow flexibility in your schedule.
6. Study at least two hours for every hour in class plus an extra two for computer assignments in the open lab and an extra two
with a cooperative group member for homework comparison and checking.
7. Avoid scheduling marathon study sessions.
8. Set clear starting and stopping times.
9. Plan for the Unplanned!
ATTENDANCE:
Students are expected to attend class and will be responsible for all material presented. The student must sign
the attendance roster to earn credit for attendance. Each lecture class attended will be worth three points for
at least 90 total points of the final grade if there is an attendance monitor. Students arriving late will earn less
points. 5:45-6:00 2 point and 1 point after 6:00. Students who leave early or 15 minutes before the ending time, will
be scored zero for attendance that day. A second roll may be circulated 15 minutes before the scheduled ending
time. For each lecture missed after two scheduled lectures, will lose 5 points per class missed.
Sign in for lab is counted separately worth 4 points for each week with a 60 points total. Anyone arriving more
than 15 minutes late (after 7:15) on a wet lab day may be locked out and not allowed to complete the lab that day..
A student absent from a lab will lose 4 points for the first, then 10 points for the second, and 20 for each additional
lab missed. There is no make-up for a missed lab and the score for that lab will also be a zero. Attendance
depends on an attendance monitor keeping totals. (If the class is a ’dry’ lab or a video, than makeup will be
allowed.)
The student will fill out a data card/page similar to your instructor one the last page of this syllabus for the first
day’s attendance. The student will submit by the second class, the time 24x7 time management form with her/his
class schedule, work schedule and other regular commitments. This is worth 10 points if submitted the second
class. The student must also send the instructor a first email as described above before the second class
for 10 points. This also depends on the attendance monitor.
Study Groups/Phone Network/Lab Partner:
On the first day of class each student will complete a Data Card, Interview a peer, and introduce (if time permits) that
peer to the class. From these exercises and the learning styles inventory, study groups, a phone network, and lab partners need
to be established. Study areas, as well as the classroom, should be used for study groups plus lunch and learn sessions. Some
portions of the office times may meet in the library computer learning lab. Each week volunteers will be appreciated to assist
in the group operation of the class. The first personal assistant volunteer will prepare a matrix with each student’s free study
time so that study groups may begin to be formed the second week of school. The phone network will be established so that in
case of emergencies by the instructor each student will be responsible to call two other students in the network to alert the
student of the emergency so that information may be distributed prior to the next scheduled class. Emergencies will usually
also include a group email on the morning/afternoon of the class meeting.
Homework: Each Module may require two homeworks:
1. Pretest Homework Packet. (Hard Copy-Due exam Day)
2. Modular Multiple choice: The instructor requires online multiple choice homework for
every chapter. The homework may be on Blackboard from our Atoms First Text and/or
it may be online with the current McMurry text.
3. The multiple choice from 5th edition web site is for practice only and will not count for
the required MC Homework:
http://www.fccj.us/chm2045/McMurry5thQuiz.html
Daily Pretest Quizzes (optional):
Pretest quizzes may be administered before class (5:00-5:30 pm) in our lecture classroom,
sometimes during, and/or after every class which is not a scheduled exam day. (On Tuesday
our classroom is available 6:45 pm until 10:00 pm. These pretest quizzes may not be made
up outside of scheduled class time, unless directed by the instructor to complete the pretest in
the test center during an assigned period of time. The pretest must be completed on the day
assigned and are generally yellow hard copy labeled Pretest#1. Sometimes the instructor will
allow the students a second chance on the pretest as a makeup the following class period and
these sheets are generally pink and labeled Pretest#2. Green is Pretest#3.
Scored pretest quizzes are NOT recorded in the instructor’s grade book or on
Blackboard, but must be attached to the Modular Exam Grading Outline the day of the exam
to receive the pretest grade. This pretest packet is submitted as a separate packet. Students
must write the scores on both the cover sheet of the pretest packet and on the front page
of the exam.
The student will skip the section of the modular exam that is pre-tested successfully. The
Pretest scores may be recorded on the attendance sheet, but only for your instructor’s sense
of current levels of class achievement. If you lose the graded pretests, you will have to do
the section over on the exam. If instructor misplaced you pretest, then you MUST do it
over. The instructor may also void any pretest for any reason. Voided pretest must be
done again with a different color paper.
The instructor only records Module Exam totals and the Final Exam in his grade book and on
Blackboard. Multiple choice and vocabulary sections of modules are usually only tested on
exam day, sometimes online, and are usually never pre-tested nor post-tested.
Do Not Staple the Modular Exams together as they are graded separately, listed on
Blackboard separately, and returned separately after the exam day. Please staple
carefully only your pretest packet with the goldenrod color cover sheet. Mixing the modular
papers on Exam day with pretest may result in a lower grade.
The student must submit a Post Test Request Form during the week before the final
exams to redo any section.
Samples of each section (pretest) of each exam may be found on the grading outline on
the web site. These Samples may not be submitted for grading. They are only samples.
On the sample tests are suggestions for paper and pencil homework in the textbook.
The grading outline may be found at:
Kotz 6th Edition: http://www.fccj.us/chm2046/46grdF08.htm
McMurry 5th edition: http://www.fccj.us/chm2046/46grdF10McM.htm
Burge 1st Edition: http://www.fscj.me/chm2046/46grdF12.htm
McMurry’s 5th will be cross referenced to the sixth edition as the semester progresses.
Pre-testing is a privilege not a right!
Our classroom D-211 does not have a scheduled class in the room after our class
on Tuesday night. Students who are late to class will not be allowed to pretest until after
class. Students should plan to stay late if they can not arrive early. Many times the pretest will
not be administered until the last 10 minutes of class so that student may complete the item
after class has concluded. Pretest will be graded for all students who stay after class or lab..
MAKE-UP POLICY:
Make-up exams are usually not given. In the event of an unavoidable absence on exam day (jury duty,
hospitalization, incarceration, and death in the immediate family), you will be allowed make-up tests only upon the
instructor’s approval.. You must contact the instructor, no later than, the week of the exam in order to discuss what
arrangements might be made. This may be done with a quick email. A message must be left on the instructor's email (johtaylo@fccj.edu ) or his cell phone 614-0531 if the instructor cannot be reached. If a makeup is allowed, it
must be completed prior to return of the exam papers completed by the students attending the scheduled exam.
Missed exams will otherwise count as 0 points. Papers are returned usually after one or two weekends after the
exam.
Students who take the test on the assigned day are guaranteed to receive their graded exam on or before the next exam day,
otherwise the student will be assigned a 100% grade for the un-graded paper. Students not taking the exam on the assigned
exam day may not receive their grade until days or weeks after the class papers are returned.
Major Learning Outcomes (Goals):
This course is designed as the second semester of a two semester
sequence of College Chemistry. CHM 2046C has been modified and
streamlined to accomplish the following major learning outcomes in 45
total hours of class and instruction. Students entering the class should have
had CHM2045C with a passing grade. FSCJ Official Outline:
http://www1.fccj.org/curriculum/credit/outlines/CHM2046C.pdf
FSCJ Official CHM 2046C Course Outline Model:
COURSE TOPICS
CONTACT
I. Acids, Bases and Salts (continued from CHM 2045C) **
II. Oxidation - Reduction and Electrochemistry (M-14) Chapter 19
III. Thermochemistry (M-13) Chapter 18
IV. Kinetics (M-9) Chapter 14
A. General Principles of Kinetics (2 hours)
B. Rates of Reactions (2 hours)
C. Mechanisms of Reactions (2 hours)
V. Chemical Equilibria (Modules 10-11-12)
A. General Chemical Equilibria (4 hours) (M-10) Chapter 15
B. Ionic Equilibria (3 hours) (M-11) Chapter 16
C. Solubility Equilibria ( hours) (M-12) Chapter 17
VI. Solutions (M-7 II) Chapter 13
VII. Special Topics **
Topics not covered in 2046C were covered in 2045C.
HOURS PER TOPIC
8 clock hours
6 clock hours
4 clock hours
6 clock hours
13 clock hours
4 clock hours
4 clock hours
** Review M-4II Chapters 6 and 7; M-7 II Chapter 12
http://www1.fccj.org/curriculum/credit/outlines/CHM2046C.pdf
Learning Objectives for General Chemistry II
Students who have completed General Chemistry I (CHM 2045C) are expected to demonstrate knowledge of the following
content-based learning objectives. The learning objectives are arranged by major content area.
M-7 Part II Intermolecular Forces & Liquids and Solids (Chapter 12)
Students must know or be able to do the following:
 Describe the difference between intermolecular and intramolecular forces.
 Describe and apply the various intermolecular forces including ion/dipole, dipole/dipole, hydrogen
bonding, dipole/induced dipole, and induced dipole/induced dipole.
 Know the properties of liquids in relation to their intermolecular forces.
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Define and apply the terms critical temperature, critical pressure, surface tension, capillary action,
cohesive force, adhesive force, and viscosity.
Be familiar with the characteristics of the two types of solids – amorphous and crystalline.
Be familiar with the characteristics of the four types of crystalline solids – ionic, metallic, molecular,
and network.
Define and apply the terms space lattice and unit cell.
Be familiar with the characteristics of the three types of cubic unit cell – simple, body-centered, and
face-centered.
Calculate the radius of an atom or ion based on type of cubic unit cell.
Be familiar with the characteristics of a simple and face-centered cubic unit cell of an ionic compound
in terms of lattice points occupied by anions and holes occupied by cations.
Define vaporization or boiling point and melting point.
Be familiar with the change in enthalpy of fusion, crystallization, vaporization, and condensation.
Use a phase diagram.
Define triple point.
Module 8-Part II Physical Properties of Solutions (Chapter 13)
Students must know or be able to do the following:
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Know and be able to carry out calculations using molarity, molality, mole fraction, weight percent, parts
per million, and parts per billion.
Define solubility, saturated solution, unsaturated solution, supersaturated solution, miscible, and
immiscible.
Determine the solubility of a salt based on the change in enthalpy of solution.
Know and apply the affects of pressure and temperature on the solubility of a gas in a liquid.
Know and apply the affect of temperature on the solubility of a solid in a liquid.
Define and give examples of colligative properties.
Define and perform calculations using Raoult’s Law.
Calculate freezing point depression and boiling point elevation when a solute is added to a solvent
when the solute is an electrolyte and a nonelectrolyte.
Calculate molar masses of compounds based on colligative properties.
Define ion pairing and describe its affect on colligative properties.
Define osmosis, reverse osmosis, and osmotic pressure.
Calculate osmotic pressure.
Define and give examples of the various types of solutions including isotonic, hypotonic, and
hypertonic.
Define crenation and homolysis.
Define and give examples of colloidal dispersions.
Define and give examples of an emulsion, emulsifying agent, and surfactant.
Describe how soap is made and how it works.
Define hydrophobic and hydrophilic.
Describe what is meant by the term “hard water”.
Module 9 Chemical Kinetics (Chapter 14)
Students must know or be able to do the following:
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Define kinetics.
Calculate the average and instantaneous rate of a chemical reaction.
Know the factors that affect the rate of a chemical reaction and how they affect the rate including
concentration, temperature, state of subdivision, and addition of a catalyst.
Write rate equations for chemical reactions based on experimental data.
Determine the order of a chemical reaction.
Determine the rate constant based on experimental data.
Know and apply first order rate equations including calculation of half-lives.
Know and apply zero order and second order rate equations.
Define and apply the collision theory.
Use the Arrhenius equation to find activation energy.
Define reaction mechanism, intermediate, and free radical.
Write rate equations for mechanistic steps.
Define rate-determining step.
Module 10: Chemical Equilibrium (Chapter 15)
Students must know or be able to do the following:
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Define equilibrium.
Write equilibrium constant expressions for chemical reactions applying rules.
Calculate equilibrium constants using equilibrium constants of other related reactions and from
equilibrium concentrations.
Interpret equilibrium constants in terms of whether the reaction is reactant or product favored.
Assess reaction quotient to determine how a reaction will proceed.
Calculate equilibrium concentrations based on initial concentrations and the equilibrium constant.
Define and apply LeChatelier’s Principle.
Know how reactions at equilibrium are affected by stresses such as temperature, concentration, and
pressure.
Module 11: Acids and Bases (Chapter 16)
Students must know or be able to do the following:
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Describe the properties of acids and bases.
Define acids and bases in terms of the Arrhenius or Classical definition, the Bronsted-Lowry definition,
and the Lewis definition.
Predict the products of a neutralization reaction.
Provide the self-ionization reaction for water.
Memorize a list of acids and bases including their name, formula, number of protons they can donate
or accept, and strength.
Define monoprotic, diprotic, and triprotic acids and bases.
Write ionization reactions for acids and bases.
Define and give examples of species which are amphiprotic and amphoteric.
Define and apply the terms conjugate acid and conjugate base.
Determine the equilibrium position of an acid-base reaction.
Determine acid and base strength based on Ka and Kb.
Describe the leveling effect.
Write equilibrium expressions for the ionization of weak acids and bases.
Define, apply, and perform calculations using the pH and pOH equations.
Correlate acidity, basicity, pH, pOH, hydronium ion concentration, and hydroxide concentration.
Perform calculations using the equilibrium expression for the ionization of water.
Know two ways to determine pH.
Calculate pH from Ka or Kb using initial concentrations and the equilibrium expression.
Calculate % ionization of a weak acid or base.
Be familiar with the common acid and basic ions that form acidic and basic salts.
Determine equilibrium concentrations for all ionization products of diprotic and triprotic acids.
Describe how acid strength is affected by the inductive effect and bond strength.
Describe molecules as Lewis acids or bases.
Module 11: Principles of Reactivity:
Other Aspects to Aqueous Equilibria (Chapter 15)
Students must know or be able to do the following:
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Define and apply the concept of buffer solutions.
Define pKa and use it in calculations.
Know and apply the Henderson-Hasselbach Equation to buffer systems.
Calculate the pH of a buffer solution before and after a strong acid or base is added.
Perform calculations to determine how you would prepare a buffer solution at a given pH.
Perform calculations that apply the common ion effect to acid and base ionization reactions.
Predict the acidity/basicity of a solution at the equivalence point of a titration based on the strength of
the acid and base reacted.
Calculate the pH at all of the various points during a titration - prior to the equivalence point, at the
equivalence point, and after the equivalence point for all of the following combinations - strong
acid/strong base, strong acid/weak base, and strong base/weak acid.
Generate titration curves for all of the following combinations of reactants: strong acid/strong base,
strong acid/weak base, and strong base/weak acid.
Predict the shape of a titration curve for the titration of a diprotic or triprotic acid.
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Define acid-base indicator and determine which is the best choice for predicting the equivalence point
of a particular acid/base combination.
Module 12: Principles of Reactivity: Precipitation Reactions (Chapter 15)
Students must know or be able to do the following:
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Define Ksp.
Write the Ksp expression for a slightly soluble salt.
Determine Ksp from experimental measurements.
Determine salt solubility from Ksp.
Predict whether precipitation will occur based on calculation of reaction quotient.
Calculate solubility before and after a common ion is added to the solution.
Predict the Knet of a reaction via simultaneous equilibria.
Provide equations and discussion to explain how the solubility of a salt is increased by addition of a
weak acid and decreased by the addition of strong acid.
Be familiar with the solubility of complex ions.
Module 13: Principles of Reactivity: Entropy and Free Energy (Chapter 16)
Students must know or be able to do the following:
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Define thermodynamics.
Know the three laws of thermodynamics.
Know the two fundamental laws of nature.
Define all of the following – change in enthalpy, entropy, and free energy – and give the meaning of a
positive and negative value for each.
Provide examples where entropy is increasing and decreasing.
Calculate the entropy of a system using the equation: S = q/T.
Calculate the entropy of the Universe using the equation: Suniverse = Ssystem + Ssurroundings
Calculate the entropy, enthalpy, and free energy changes of a system by finding the difference in the
summation of the product formation (S, H, or G) minus the summation of the reactant formation (S, H,
or G).
Utilize the equation G = H – TS
Determine if a reaction is enthalpy of entropy-driven.
Describe how a reactant-favored reaction can be made product-favored by coupling it to a very
product-favored reaction.
Determine the minimum temperature needed to make a reaction spontaneous.
Use the equation, G = R T ln K, to find G or K
Module 14: Principles of Reactivity: Electron Transfer Reactions (Chapter 17)
Students must know or be able to do the following:
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Define redox reaction, oxidation, reduction, oxidizing agent, and reducing agent.
Provide some examples of redox reactions.
Balance redox reactions in neutral, acidic, and basic solution.
Draw and describe how an electrochemical cell works.
Calculate G using cell potential: Go = - n F Eo
Calculate cell potential using standard reduction potentials.
Describe how the standard reduction potentials are generated.
Describe the standard hydrogen electrode and provide its purpose.
Describe how a positive/negative reduction potential indicates a better oxidizing/reducing agents.
Use the Nernst equation to calculate cell potential under non-standard conditions.
Calculate the equilibrium constant for a reaction using cell potential via
Ln K = nEo / 0.0257
Define and give examples of primary batteries, secondary batteries, and fuel cells
Define corrosion and be familiar with what causes it.
Provide at least two ways to prevent corrosion.
Define electrolysis and Faraday’s Law
Apply Faraday’s Law in an electrolysis calculation.
Module 15: Nuclear Chemistry (Chapter 20)
Students must know or be able to do the following:
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Define radioactivity and give a brief description of its discovery.
Know the three forms of radiation including symbol, charge, mass, speed, and penetrating power.
Predict products in an alpha emission, beta emission, positron emission, and electron capture.
Briefly describe “Band of Stability”.
Define binding energy and use Einstein’s equation to predict its value.
Define half-life and apply first order kinetics to radioactive decays.
Define Carbon-14 dating and Artificial Transmutation.
Predict products in artificial transmutation reactions.
Define nuclear fission and nuclear fusion.
Describe the parts of a nuclear power reactor.
Define breeder reactor.
Describe nuclear bombs.
Describe several units of radiation.
Describe the major sources of radiation exposure.
Provide some examples of the applications of radioactivity including food irradiation, radioactive
tracers, and medical imaging.
Module 4 Part II: Objectives (Chapter 7): (Review from CHM 2045C)
Terms: valence electrons, chemical bond formation, bonding in ionic compounds, covalent bonding, bond properties,
charge distribution, in covalent compounds, molecular shapes, molecular polarity, orbitals and bonding theories,
valence bond theory, and molecular orbital theory.
1. Predict molecular geometry of a molecule.
2. Predict and explain the polarity of a molecule.
3. Explain the geometry of a molecule using one of the bonding theories.
4. Predict the hybrid orbital type for an atom in a covalent molecular
Module 16 formerly Module 4_III Organic Chemistry (Chapter 24)
Students must know or be able to do the following:
 Define organic chemistry.
 Know the four types of hydrocarbons including their general formula, hybridization, bond angle, name
ending, and some examples of each.
 Define structural isomers and stereoisomers and provide examples of each.
 Describe the difference between saturated and unsaturated hydrocarbons and give examples.
 Define functional group.
 Provide general structure, functional group, name ending and some examples of several families of
organic compounds including alcohols, aldehydes, ketones., carboxylic acids, esters, amines, and
amides.
Module 17 Biochemistry (Chapter 24 & Lecture)
Students must know or be able to do the following:
 Define polymer, plastic, thermoplastic, and thermoset.
 Describe the two reaction types used to synthesize polymers and give some specific examples of
each.
 Know the synthesis of polyethylene and its derivatives, polyamides, and polyesters.
 Know the “Big Six” plastics including recycling number, abbreviation, name, structure of the monomer,
thermoplastic or thermoset, and addition or condensation.
 Compare the structural differences, physical properties, and uses of LDPE and HDPE
Laboratory
FSCJ Official CHM 2046C Lab Outline Model:
Laboratory Activities:
CONTACT HOURS PER TOPIC
I.
pH
3 Hours (1 lab session)
II. Titrimetry
6 Hours (2 lab sessions)
III. Kinetics
3 Hours (1 lab session)
IV. Qualitative Analysis
15 Hours (5 lab sessions)
(Identification of 15 Unknowns by Students)
V. Electrochemistry
VI. Additional Laboratory activities will be
selected at the discretion of the instructor
3 Hours (1 lab session)
9 Hours (3 lab sessions)
Students must know or be able to do the following:
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Carry out an experiment involving intermolecular forces.
Carry out an experiment involving solubility.
Carry out an experiment involving colligative properties.
Carry out a kinetics experiment
Carry out an equilibrium experiment.
Carry out an experiment using a pH meter.
Carry out an experiment involving acid-base titration curves.
Carry out an experiment involving a buffer solution.
Carry out a qualitative analysis experiment.
Carry out a redox experiment.
CHM 2046C LABORATORY ACTIVITIES
North Campus Fall Term 2013
Week #1: August 29, 2013
FSCJ Objective # 1. Laboratory Safety/Introduction to Chemical
Equipment, Laboratory notebook
ACS Safety Film plus
Catalyst CHM 2046C Laboratory Manual:
Laboratory Safety and Work Instructions pages 7-11
Basic Instructions for Laboratory Work
page 12 (copy and submit week 2)
Common Laboratory Apparatus
page 13-14
Appendix: the Laboratory Notebook (pages 207-212)
Chemical Arithmetic (Pages 213-22)
Graphical Interpretation of Data: Calibration Curves &
Least Squares Analysis (p223-226)
Spreadsheets (pages 227-233)
Week#2: September 5, 2013
FSCJ Objective IV: Qualitative Analysis Part 1 [15 Hours (5 lab sessions)]
Catalyst 2046C Lab Manual:
Exp #9: Abbreviated Qualitative-Analysis Scheme: Group I Cations p118-122
Week#3: September 12, 2013
FSCJ Objective VI: Additional Laboratory Activities Part 1 [9 Hours (3 lab sessions)]
Catalyst 2046C Lab Manual
Exp#10: Colligative Properties: Freezing-Point Depression and Molar Mass p177-192
Week#4: September 19, 2013
FSCJ Objective IV: Qualitative Analysis Part 2 [15 Hours (5 lab sessions)]
Catalyst 2046C Lab Manual
Exp #9: Abbreviated Qualitative-Analysis Scheme: Group IV Cations p139-144
Week#5: September 26, 2013
FSCJ Objective III: Kinetics
Catalyst 2046C Lab Manual
3 Hours (1 lab session)
Exp#4 Rates of Chemical Reactions I: A Clock Reaction pages 43-62
Week#6: October 3, 2013
FSCJ Objective VI: Additional Laboratory Activities Part 2 [9 Hours (3 lab sessions)]
Catalyst 2046C Lab Manual
Exp#11: Chemical Equilibrium: LeChậtelier’s Principle
Week#7: October 10, 2013
FSCJ Objective IV: Qualitative Analysis Part 3 [15 Hours (5 lab sessions)]
Catalyst 2046C Lab Manual
Exp #9: Abbreviated Qualitative-Analysis Scheme: Chemistry of Anions p145-156
Week#8: October 17, 2013
FSCJ Objective I: pH
Catalyst 2046C Lab Manual
3 Hours (1 lab session)
Exp#2: Reactions in Aqueous Solutions: Strong Acids and Bases pages 15-28
Week#9: October 24, 2013
FSCJ Objective II: Titrimetry Part 1 pH Titration
Catalyst 2046C Lab Manual
6 Hours (2 lab sessions)
Exp#3 Titration of 7up © pages 29-42
Week#10: October 31, 2013
FSCJ Objective II: Titrimetry Part 2 Buffers 6 Hours (2 lab sessions)
Catalyst 2046C Lab Manual
Exp#7: Hydrogen Phosphate Buffer System page 89-102
Week#11: November 7, 2013
FSCJ Objective II: Titrimetry Part 3 REDOX titration 6 Hours (2 lab sessions)
Catalyst 2046C Lab Manual
Exp#8: Oxidation-Reduction Titrations I: Determination of Oxalate pages103-114
Week#12: November 14, 2013
FSCJ Objective V: Electrochemistry
Catalyst 2046C Lab Manual
Exp#5: Electrochemistry: The Nernst Equation pages 63-76
Week#13: November 21, 2013
3 Hours (1 lab session)
REDOX Challenge-Tuesday November 20, 2012
Week#14: November 28, 2013
No Lab-FSCJ Closed Thanksgiving holiday
Week#15: December 5, 2012
FSCJ Objective VI: Additional Laboratory Activities Part 3 [9 Hours (3 lab sessions)]
Catalyst 2046C Lab Manual
Exp#6 Solubility and Thermodynamics pages 77-88
or
FSCJ Objective IV: Qualitative Analysis Part 3 [15 Hours (5 lab sessions)]
Catalyst 2046 Lab Manual
Exp #9: Abbreviated Qualitative-Analysis Scheme: Analysis of a Salt p157-174
Or Exp #9: Abbreviated Qualitative-Analysis Scheme: Group II Cations p123-130
Or Exp #9: Abbreviated Qualitative-Analysis Scheme: Group III Cations p131-138
Special Student Assistance:
Quiz monitors, attendance monitor, personal assistants, test preparers,
camera persons/editors, study guide word processor assistant, Chemistry
Web Masters, as well as study groups are forms of cooperative learning
environments where the student needs to learn how to function in teams.
Each student MUST take charge of his/her commitment to learning in order to achieve success in
not only this course but also in college.
Grading Scale:
Overall Percentages
100 – 90 %
89 – 80 %
79 – 65 %
64 – 50 %
< 50 %
Grade
A*
B*
C*
D*
F
*Lab is an essential part of this class. If you acquire less than 60% in lab, you will automatically receive a letter
grade of ‘F’ in this course. If you make less than 70% in lab you may not earn a final grade above ‘D’
Grade Review:
See Grading Sheet (distributed separately) for a point by point summary of the course. It also serves as a
Course outline, indicating sections of the text being covered on each exam.
Grading Outline: http://www.fccj.us/chm2046/46grdF13.htm
ON-Line Grade Calculator: http://www.fccj.us/chm2046/46grdcal.html
Instructor’s Right to Change or Modify Grading Procedures:
This instructor reserves the right to make changes in this syllabus whenever he feels it is
appropriate to do so. The instructor reserves the right to modify or change the grading
progress as the course proceeds. Any additional course assignments will substitute for deleted
items. Some may also be modified if not deleted. The instructor will not add major
examinations as a modification and maintain the four exams plus final requirements and their
percent distribution.
The instructor will not drop the lowest test grade. Don’t ask! Instead a student may prove
comprehension of the material at a later time through post testing as arranged with the
instructor. A student making an A up to the final MUST take the final to earn a final grade of
A, etc.
Exams will be based on material covered in the lecture as well as reading assignments
outlined on the course calendar and grading outline. The course calendar is found in the
weekly group emails which will be posted as announcements on Blackboard
Other Pertinent Information (Supplemental Notes):
Students with Disabilities: Qualified students with documented disabilities are eligible for physical and
academic accommodations under the American Disabilities Act and Section 504 of the Rehabilitation
Act of 1973. Students requesting accommodations should contact Student Development Services at
264-7220 (voice) or 264-3371 (TTY) and this professor during the first week of class.
Withdrawal Policy:
Students will be allowed to withdraw from this class any time during the semester through Thursday,
October 31 for an A-16 schedule and will post a grade of “W”. After this date a letter grade will
be assigned reflecting the student’s performance in the class. Students failing to attend class for the
first two consecutive weeks are subject to withdrawal (WNA) by the instructor according to FSCJ
policy. These ‘no shows’ must be reported to Admissions and Records by Monday September 13 .
Academic Misconduct:
Academic misconduct or dishonesty such as cheating and plagiarism is not permitted. Suspected cases may
be reported to the FSCJ administration and/or may result in failure of an assignment, failure in the course or
exclusion from the class. Also, the instructor reserves the right to reassign work to students
and void any papers at any time. No questions asked-The instructor may tell the student to reattempt
the work to earn the daily quiz grade or examination grade or the instructor may assign a zero). The following are excerpts
from the Student Catalog and are rules for the operation of this course:
“Academic dishonesty, in any form, is expressly prohibited by the rules of the District
Board of Trustees of Florida State College at Jacksonville.
As used herein, academic dishonesty incorporates the following.
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Cheating, which is defined as the giving or taking of any information or material with the intent of
wrongfully aiding one’s self or another in academic work considered in the determination of course
grade or the outcome of a standardized test.
Plagiarism, which is defined as the act of stealing or passing off as one’s own work the words, ideas or
conclusions of another as if the work submitted were the product of one’s own thinking rather than an
idea or product derived from another source.
Any other form of inappropriate behavior which may include but is not limited to: falsifying records or
data, lying, unauthorized copying, tampering, abusing or otherwise unethically using computer or other
stored information, and any other act or misconduct which may reasonably be deemed to be a part of
this heading.
Alleged Academic Dishonesty in the Classroom
A faculty member who has a concern regarding a student’s conduct in the area of academic dishonesty may
elect to meet with the student directly.
Once the student is notified, it is advised that the student resolve the matter with the faculty member.
However, at any time the student may request a hearing with the campus dean of student success.
Meeting(s) referenced above shall meet the College’s requirements for due process.
Following the discussion with the student, the faculty member may take one or more of the following action(s).
1. Verbally warn the student that continuation or repetition of misconduct of this nature may be cause
for further disciplinary action.
2. Require the student to retake the test or rewrite the assignment.
3. Require the student to withdraw from the course.
4. Fail the student for the assignment.
5. Fail the student for the course.
6. Refer the student(s) to the campus dean of student success for possible suspension or dismissal.
For cases in which the student is referred to the campus dean of student success for action, the dean will
appropriately involve the faculty member and inform the faculty member of the disposition of the matter.
Each faculty member shall communicate the College’s policy on academic dishonesty to each class section
with which that faculty member is involved. (This syllabus is that communication)
Classroom Etiquette:
Students are expected to conduct themselves as adults in the classroom showing respect to their
classmates. Only persons registered for this class are permitted in the classroom. As a courtesy to the
instructor and your fellow classmates, cellular telephones and pagers should be cut off before
entering the classroom or laboratory. Likewise, the instructor sometimes forgets to shut his down at
the beginning of class, so hopefully someone sitting close to the front may remind the instructor with a
hand gesture for him to check his phone. Disruptive students maybe asked to leave. Students are not to
be on cell phones talking or text messaging. Students are not to be listening to the IPOD or MP3 players
during class or test time.
Children in the Classroom Policy: It is the goal of FSCJ to provide a safe and effective learning
environment for all students. Any action, which interferes with this goal, will not be permitted.
Children must not be left unattended at any time on campus. If an emergency arises which requires a
student to bring an underage child (defined as any child under the age of sixteen who is not a FSCJ
student enrolled in a credit class) to campus, the child must be under the direct supervision of an adult
at all times. Parents and guardians of children considered disruptive or unsupervised will be asked to
remove the children from the campus immediately.
Bringing children to the classroom is not permissible under most circumstances. However, if an emergency arises
which necessitates bringing a child to class, the student must receive the prior consent of the faculty member involved.
Children who are ill may not be brought to class regardless of the circumstances. Due to the nature of the equipment,
the subject matter involved, and the level of supervision necessary, underage children will not be allowed in college
laboratories or in the Learning Center at any time and/or under any circumstances.
Children enrolled in non-credit classes must be under the direct supervision of an adult at all times. Likewise, children
attending campus events must be supervised at all times. Any child under the age of 16 must be under the direct
supervision of his/her parent, legal guardian, or other responsible adult when in the college library unless the child is
part of a call AND the supervising teacher or paraprofessional is present
Other Important Dates:
Monday August 26th Classes begin (CHM 2046 meets Tuesday August 27th for first meeting)
Monday September 2 Labor Day Holiday-college closed
Tuesday September 3rd Drop Deadline with 100% refund for A-16 Schedule
Saturday September 21st North Campus Literacy Fair (10:00 am-2:00pm)
Wednesday September 19th “National Talk Like A Pirate Day”
Tuesday October 23rd 6:02 am to 6:02pm National Mole Day
Thursday October 31st Last Day to Withdraw an A-16 Class without grade consideration
Monday November 11th Veteran’s Day-College Closed
Thursday November 28/Friday November 29 Thanksgiving Holiday-college closed
Tuesday December 10th Final examination 5:30 pm
Friday December 14th End of Term
Energy Project: Gasoline Demand :
During the first weeks of class you need to fill your gasoline tank in your car. During course you will
keep a record of all purchases of gasoline noting dates, price, amount, cost and odometer reading. Get
receipts or keep a diary in your vehicle. Then transfer each purchase to a data page or in a spreadsheet.
During the last weeks, you fill your tank again and record the data. You will determine:
a. The Total Miles driven; the Total Gallons Used; the Total Cost; and the Total Days of the
Project.
Total Miles Driven: Subtract you initial odometer reading from the your final Odometer Reading
Total gallon Used: Sum all your Gallons Purchased, except do not include the gallons recorded
in your initial fill-up (Why?)
Total Cost: Sum all your dollars spent during the project, except the initial fill-up. (Why?)
b. Then you will compute the average MPG and the average cost per mile for the gasoline.
MPG = Total Miles Driven divided by Total Gallons Used
Average Cost Per Mile = Total Dollars Spent divided by Total Mile Driven
c. You will also calculate your average daily mileage and average daily gallons of gasoline used:
Average daily Miles = Total Miles Driven divided by Total Days of the Project
Average Daily Gallons Used = Total Gallon Used divided by Total Days of the Project
d.
How many times did you exceed 75 miles in one day?
(You may not be able to answer this, but statistics say that the average U.S. driver averages 29
miles per day and this can be skewed if you took a long trip during the project to see if you are
average)
e. What is your annual mileage:
Annual Mileage = your daily average miles driven calculated above multiplied by 365 days
f.
your projected annual need for gasoline:
Annual Gasoline Demand: Your average Gallons Used multiplied by 365 days
g. What will be annual cost at $2.00 per gallon; $3.00 per gallon; $3.50 per gallon; $4.00 per gallon;
$4.50 per gallon; and $5.00 per gallon.
Annual Cost @ $2.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $2.00/gallon
Annual Cost @ $3.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $3.00/gallon
Annual Cost @ $3.50/gallon = Yearly Gasoline Demand(gallons) multiplied by $3.50/gallon
Annual Cost @ $4.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $4.00/gallon
Annual Cost @ $4.50/gallon = Yearly Gasoline Demand(gallons) multiplied by $4.50/gallon
Annual Cost @ $5.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $5.00/gallon
h. Total Pounds of Carbon Dioxide released into the atmosphere by you every year.
Total Annual CO2 Released = Total Annual Gallons Used multiplied by 19 pounds/gallon
i. The instructor may add additional data for you to determine to complete this project.
These calculations should be done in a spreadsheet or typed in table format, but the spreadsheet
may either be hand drawn on your data page or done on the computer. You may also keep your
data in your lab notebook.
You need to only fill the tank twice, at the beginning and at the end of the project. You will not
use the first fill-up in your calculations, except odometer reading. Why?
If you do not drive or own a vehicle and can not get cooperation from your family, the instructor
will assigned an alternate energy demand project or you may earn 30-40 total points using the
data of your instructor’s car.
Project/Paper: Alternative to Gasoline (Chapter 18 and 19)
Watch the movie:
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Tagline: In 1996, electric cars began to appear on roads all
over California. They were quiet and fast, produced no exhaust
and ran without gasoline...........Ten years later, these cars
were destroyed.
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Plot Outline A documentary that investigates the birth and
death of the electric car, as well as the role of renewable
energy and sustainable living in the future.
Plot Synopsis: With gasoline prices approaching $4/gallon, fossil
fuel shortages, unrest in oil producing regions around the globe
and mainstream consumer adoption and adoption of the hybrid
electric car (more than 140,000 Prius' sold this year), this story
couldn't be more relevant or important.
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The foremost goal in making this movie is to educate and enlighten audiences with the story of this
car, its place in history and in the larger story of our car culture and how it enables our continuing
addiction to foreign oil. This is an important film with an important message that not only calls to task the
officials who squelched the Zero Emission Vehicle mandate, but all of the other accomplices, government,
the car companies, Big Oil, even Eco-darling Hydrogen as well as consumers, who turned their backs on
the car and embrace embracing instead the SUV. Our documentary investigates the death and
resurrection of the electric car, as well as the role of renewable energy and sustainable living in our
country's future; issues which affect everyone from progressive liberals to the neo-conservative right.
Then the student should watch the 2010 sequel to the above:
Revenge of the Electric car: go to:
http://www.revengeoftheelectriccar.com/
http://www.revengeoftheelectriccar.com/see-the-film.html
Revenge of the Electric Car presents the recent resurgence of
electric vehicles as seen through the eyes of four pioneers of
the EV revolution. Director Chris Paine (Who Killed the Electric
Car? 2006) has had unprecedented access to the electric car
research and development programs at General Motors,
Nissan, and Tesla Motors, while also following a part time
electric car converter who refuses to wait for the international
car makers to create the electric cars the public demands.
As more models of electric cars than ever before start to arrive in showrooms and driveways across
the world, Chris Paine's film offers an inspiring, entertaining and definitive account of this
revolutionary moment in human transportation. Revenge of the Electric Car follows these auto
makers as they race each other to create the first, best, and most publicly accepted electric cars for
the new car market.Written by Michelle Kaffko
Assignment: Watch the video, then research electric cars (use concepts from Chapter 19 to
explain the fundamentals of fuel cells and batteries). Compare the current Nissan LEAF, Ford Focus
EV, CODA, Mitsubishi i-MiEV , Tesla Model S , Wheego LiFe, and the Volt. Look at the specs for the
future cars: THINK City, Honda Fit EV, Scion iQ EV , Toyota RAV4 EV , Volkswagen E-Up! And
Volkswagen E-Golf .
Go to local dealers and do a test drive (extra 30 points) on the VOLT and LEAF which are available
in Jacksonville. Research the new electric vehicles which will be available in 2013 and 2014.
Explain the Federal Tax Credit for these vehicles.
Write a paper (4 to 6 pages) about the movies, highlighting the points which had the greatest
impact on you. In the final minutes of the first film, the documentary uses a guilty/not guilty
analogy for each of the major points in the film. Include these with at least one sentence
describing this category of evidence present. Do research on the current hybrid automobile,
pros and cons. Is the HYBRID a long term solution? Is there a next step toward gasoline
independence, and conclude with suggestions which might solve our personal transportation
problem. Please inject you personal comments and opinions but label them so. What is a plug-in
hybrid? Describe the current hydrogen car initiative.
In your paper, use a few paragraphs to explain FLEX Fuel (pros/cons) and HHO projects to increase gas mileage.
What are the CAFÉ standards. What si the current CAFE What will happen to them from 2012 to 2016. For 2025
what is the mileage standard agreed by the auto makers.
Hopefully from your Gasoline Project, and the projections for $4, $5, and $6 per gallon prices, what will you
personally do to cope with so much of your income going to get you from one place to another in Jacksonville
area.
Nuclear Chemistry Paper/Project Chapter 20
There will be no exam on Chapter 20. The student will study chapter 20 to understand Nuclear
Chemistry. The student will write a four to six paper in conjunction with chapter 20 on Nuclear
Chemistry demonstrating knowledge of Chapter 20.
To start watch the movie and take notes:
Watch the 1979 movie:
China Syndrome (1979)
Starring: Jane Fonda, Jack Lemmon Director: James Bridges Rating
Plot Synopsis: While doing a series of reports on alternative energy sources, an
opportunistic reporter Kimberly Wells witnesses an accident at a nuclear power
plant. Wells is determined to publicize the incident but soon finds herself
entangled in a sinister conspiracy to keep the full impact of the incident a secret.
Explain how an nuclear power plant (or nuclear Navy ship) works. Compare the dates of the
release of this movie in 1979 and what happen at Three Mile Island. How many nuclear power
plants are operating in the U.S. and what is the percentage of electricity produced from nuclear
versus fossil fuel.
Several additional questions should be answered:
a. What is the difference between nuclear fission and nuclear fusion? Write balanced nuclear equations to explain.
b. Can a nuclear fission power plant explode like an atomic bomb? If not, then what is the environmental danger
from an accident. Review: Three Mile Island accident in the U.S, Chernobyl Catastrophe in Russia, and last
year’s Fukushima nuclear disaster in Japan. Use the Internet and research the three accidents and include a
paragraph or two on each in your paper explaining what happened n the first two, then assemble at least a page
about Japan’s accident..
c. What are the environmental problems caused by a nuclear power plant. If you saw the film “Category 6” what
happened when they crank up the power plants beyond the federal limits of production
d. What is Helium 3? Where is a supply located? How can it be used for electricity production?.
Service-Learning (up to 50 points Extra Credit)
During the semester, students may engage in Service-Learning Activities and receive make-up or extra
credit. Immediately coming to mind would be tutoring, one-on-one helping students in chemistry, math, or other
sciences. This could be college peers, elementary, middle high school. This could be being my assistant at
demonstrations and/or presentation—or being a co-presenter. It doesn’t have to be chemistry, but I would prefer it
to be involved with sciences.
This Fall there are two activities which I will pay you some points: On Saturday September 21st we will do science
demos at the Literacy fair held at the college. On Wednesday October 23 we will have National Mole Day at North
and your participation will be worth some points.
Last year I did many community and college services beyond chemistry. I made three Black history talks on
campus; plus I did four presentations at the International conference on Teaching and Learning. Here are the
abstracts:
Four 2013 Presentations at:
24th International Conference on Teaching and Learning “Reality Learning”
John T. Taylor and Dana Thomas, Florida State College at Jacksonville
The Classroom According to Hollywood-Volume Seven: The Pros and Cons of Athletic
Programs in Schools
This is an update of a popular activity that the presenters incorporate into their online education classes for pre-teachers.
Volume 7 is an all new set of video clips used to stimulate threaded discussions in their distance learning classes not
previously shown at this conference. Previously the presenters have identified over 75 Hollywood films dealing with teachers
and the classroom focusing on six different themes. The entire set of Volume 7 clips from more than 25 additional movies will
focus on the assets and liabilities of school-sponsored athletic programs. The pressure of winning at all costs is too often in
conflict with teaching good sportsmanship and an athlete’s success in the classroom. (ID #215/Track 3)
Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room
John T. Taylor and Marcelle Bessman, Florida State College at Jacksonville
Joint Critical Thinking Project via Modeling Linear Functions Using Temperature Conversion
Scales
At FSCJ exercises are being developed to demonstrate critical thinking ability of the students. This project is a joint effort to compare students
in both College Algebra and Chemistry classes. The functional relationship between the Fahrenheit and Celsius Temperature scales are
derived using the corresponding boiling and freezing points of water. In this project students each create a unique Temperature scale using the
student’s body weight (or desired body weight) and the student’s age (or student’s desired age) as the boiling and freezing points of water
respectively. This student’s scale is then compared to the Fahrenheit and Celsius scales. The resulting functions are graphed and compared.
We will illustrate this on the webpage: http://www.lsua.info/mathworkshop1/frametemp2.html (ID #180/Track 2)
Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room
John T. Taylor and Mike Reynolds, Florida State College at Jacksonville
Using Video to Enhance Earth Sciences and Astronomy Instruction: Documentaries and Project
Hollywood
The presenters have collected over 450 hours of documentaries on the subjects of Earth and Space Sciences and over 50
Hollywood movies to take the student from inside the earth to distance solar systems and galaxies during FSCJ’s ESC 1000,
AST 1002, and AST2933 classes. The presenters will show clips from their favorite titles. Participants will receive hard copies
of the two updated lists for 2012: Commercial Documentaries and Hollywood movies.
(ID #181/Track 2)
Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room
John T. Taylor and Joseph Langat, Florida State College at Jacksonville
Volume 6: Prequel to the Little Rock Nine: Thurgood Marshall and Brown v Board of Education
On September 25, 2017 The Little Rock Nine (now Eight) will assemble again in Little Rock, Arkansas to celebrate 60 years
after the historic day in civil rights history. FSCJ Professor, John Taylor, was there in 1957. Volumes 1 through 5 over the
previous five conferences have told many stories of the historic year at Central in 1957-58. Volume 6 will focus on the 60
years leading up to this day when segregation barrier was finally broken across the 12 state South and five border states in
the United States. One man, Thurgood Marshall, risked his life for over 20 years until 1954’s Supreme Court Decision:
Brown v Board of Education changed the law of the land which created the Separate But Equal Doctrine• (Plessy v
Ferguson) in 1896.
(ID #189/Track 2)
Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room
Instructor Requested Information:
During the first week of class, the student will fill out a 4x6 file card. The instructor has provided a sample below
with his personal data and his block scheduled time.
Data Card (4x6 file card):
Front Side (Personal Data)
-------------------------------------------------------------------------------------Name:
Office:
Address:
John Taylor
CHM 2046C
D-270
4417 Port Arthur Road
Jacksonville, FL 32224
Telephone: 904-766-6763 (office)
Cell: 904 614-0531 Home: 904-992-2052
E-MAIL :
johtaylo@fscj.edu
Employment:
FSCJ since 8/21/06
Full time chemistry faculty
Major: Instructional Technologies
Minor: Chemical Education
Long Term Goal: Educational Software Developer
Prerequisite: MAC 1105 equivalent Algebra completed: yes
Chemistry Background: CHM 2045C: yes A
Physics Background: High School Physics completed: no
Software/Computer Literacy: WP, Word, Excel, HTML, Javascript
Home Computer: yes
Internet ISP: yes or have access
Why are you taking this course? Required for chemistry major
-------------------------------------------------------------------------------------Data Card (4x6 file card):
Back Side (Scheduled Time Blocks)
Class Schedule Summary Fall 2013:
Class/Work Schedule Summary:
Number
Section
CHM 1025C
392151
CHM 1025C
CHM 1025C
CHM 1025C
391497
CHM 1025C
CHM 2046C
391482
CHM 2046C
CHM 1025C
396202 **
CHM 1025C
CHM 1025C
**Class Starts September 24th
Room
Time
D205
D205
D204
D207
D204
D211
D204
D212
D204
Internet
10:00-12:00 Noon.
M (Lecture)
10:00-12:00 Noon.
W (Lecture)
12:15-02:15 p.m. M (Lab)
05:30-07:30 p.m. MW (Lecture)
07:45-09:45 p.m. M (Lab)
05:30-06:45 p.m. TR (Lecture)
07:00-10:00 p.m. R (Lab)
12:30-02:30 p.m.
T (Lecture)
12:30-02:30 p.m.
R (Lab)
two-six hours
Online Activit
Days
Class/Office Matrix Schedule (Where is Your Instructor?):
My Schedule Matrix: I have 10 hours of office hours, Office/Pretest means I am in the course’s classroom, while
Office means my office D-270. You must find 10-15 hours in you weekly matrix for studying chemistry. Please
make your own!
Fall Term 20133
Time
8:45
9:30
10:00
10:30
11:00
11:30
12:00
12:15
12:30
12:45
01:00
01:30
02:15
2:30
02:45
03:15
03:45
4:00
4:30
Monday
On the Road
Office/Pretest
CHM 1025C
D205
392151
Lecture
Break
CHM 1025C
D204
392151
Lab
Lab
Office/Pretest
Tuesday
Office/Pretest
Office/Pretest
Office/Pretest
Office/Pretest
5:00
Office/Pretest
Office/Pretest
Office/Pretest
Office/Pretest
5:30
6:00
6:30
6:45
7:00
7:30
7:45
8:00
8:30
9:15
9:45
10:00
10:15
CHM 1025C
Lecture
D207
CHM 2046C
Lecture 391482
D211
Office/Pretest
Office/Pretest
CHM 1025C
Lecture
D207
CHM 2046C
Lecture 391482
D211
Break
CHM 2046C
Lab
D204
391482
Lab
Lab
Lab
Office/Pretest
Mallard
Room
Lunch
CHM 1025C
396202
B-12 Class**
Lecture D204
Hybrid
Office/Pretest
391497
Break
CHM 1025C
Lab
D204
391497
Office/Pretest
Wednesday
On the Road
Office/Pretest
CHM 1025C
D205
292151
Lecture
Office/Pretest
Office/Pretest
Office/Pretest
Office
Thursday
Friday
Mallard
Room
Lunch
CHM 1025C
396202
B-12 Class**
Lab-D212
Hybrid
Office
391497
Office/Pretest
Office/Pretest
**B-12 Class Starts 9/24 – Ends 12/12
Hybrid Class:
Registering for this course requires students to rely heavily on reading the textbooks, supplements, and materials. Class
will meet on Tuesday for recitation, discussion, and problem solving for two hours and Thursday for lab for two hours. Three to four additional
hours of Lecture will be completing online activities, Students must have computer and Internet access.
Student’s Data Page:
Fall 2013
-------------------------------------------------------------------------------------Name:
_____________________
Address:
____________________
____________________
Telephone:
Employer:
Major:
CHM 2046C
______________ (cell)
______________(home)
__________________________________
__________________________________
Long Term Goal: ________________________________
Pre/Corequisite: MAC 1105 equivalent Algebra completed
yes
no
Chemistry Background: High School chemistry completed:
yes
no
Physics Background: High School Physics completed:
yes
no
Software/Computer Literacy: ________________________________
___________________________________________________________
Home Computer: yes no Internet ISP: yes or have access
no
Why are you taking this course? ______________________________
___________________________________________________________
--------------------------------------------------------------------------------------
Class Schedule Summary:
Class Schedule Summary:
Number
Section
Room
Time
CHM 2046C
CHM 2046C
391482
D211
D204
05:30-06:45 p.m.
07:00-10:00 p.m.
Days
TR (Lecture)
R (Lab)
____________________________________________________________________
____________________________________________________________________
Student’s Class/Work Matrix Schedule:
Where can you find 10 hours per week minimum to study?
Name: ___________________________ CHM 2046C 369308 Fall Term 2012
Time
7:30
8:00
8:45
9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:10
2:30
3:00
3:30
4:00
4:30
5:00
5:30
6:00
6:30
7:15
7:30
8:00
8:30
9:00
9:30
10:00
10:15
10:30
Monday
Tuesday
Wednesday
Submit this form the second class period
Thursday
Friday
Saturday
Sunday