Florida State College of Jacksonville Syllabus:
CHM 2045C: General Chemistry and
Qualitative Analysis_I 4 cr.
Spring Term 2014
395161 NORTH CAMPUS
NORTH CAMPUS
D0204 11:00AM to 2:00 P.M.
D0211 11:00AM to 2:00 P.M.
M TAYLOR,JOHN T
W TAYLOR,JOHN T
FSCJ Course Description:
Prerequisites: MAC 1105 and CHM 1025C or satisfactory score on the chemistry
placement test.
This course, designed to introduce students to modern chemical concepts, includes
modern atomic structure and periodicity, chemical bonding, states of matter, gas laws
and solutions. The laboratory work will be quantitative in nature, stressing accurate
laboratory techniques. This course meets the first year college requirements for those
majoring in science, engineering, pre-medicine or pharmacy. Six contact hours: three
lecture hours, three laboratory hours. (CBE) A.A., A.S., A.A.S.
Required Textbook:
http://www.pearsonhighered.com/product?ISBN=032174103X
Looseleaf for Chemistry, 6/E with Mastering Access Card
John E. McMurry, Cornell University
Robert C. Fay, Cornell University
ISBN-10: 0321741609
ISBN-13: 9780321741608
Hard Cover: Suggested retail price: $266.20 if ordered from Publisher
Loose leaf Bookstore Price: $170.25 1080 Pages
http://www.pearsonhighered.com/product?ISBN=032174103X
Table of Contents (CHM 2045C Chapters 1-10 only) (CHM 2046C Chapters 11-17)
1.
Chemistry: Matter and Measurement Modules 1 & 2
2.
Atoms, Molecules, and Ions Modules 3 & 4
3.
Mass Relationships in Chemical Reactions Module 5
4.
Reactions in Aqueous Solution Module 8
5.
Periodicity and the Electronic Structure of Atoms Module 3
6.
Ionic Bonds and Some Main-Group Chemistry Module 4
7.
Covalent Bonds and Molecular Structure Module 4
8.
Thermochemistry: Chemical Energy Module 7
9.
Gases: Their Properties and Behavior Module 6
1.
10.
Liquids, Solids, and Phase Changes Module 7ii
Companion Web Site: http://wps.prenhall.com/esm_mcmurry_chemistry_5/
6th edition does not have a companion web site except Mastering Chem
Former 2045C Textbooks/Textbook at Other Campuses:
http://catalogs.mhhe.com/mhhe/viewProductDetails.do?isbn=0073511161
Chemistry: Atoms First, 1st Edition
Julia Burdge,
Jason Overby, COLLEGE OF CHARLESTON
Hardcover, 1128 pages
©2012, ISBN-13 9780073511160
Publisher's Retail
Price:$241.33
Bookstore's Wholesale Price:$181.00
Special Binder Ready Version
ISBN 978-=-07-743083-2 Special Price $124.95
Table of Contents (CHM 2045C Chapters 1-12 only) (CHM 2046C Chapters 13-24)
Chapter 1—Chemistry: The Science of Change (Module 1)(Module 2)
Chapter 2—Atoms and the Periodic Table (Module 3)
Chapter 3—Quantum Theory and the Electronic Structure of Atoms (Module 3)
Chapter 4—Periodic Trends of the Elements (Module 3)
Chapter 5—Ionic and Covalent Compounds (Module 4)
Chapter 6—Representing Molecules (Module 4 & 4II)
Chapter 7—Molecular Geometry and Bonding Theories (Module 4II)
Chapter 8—Chemical Reactions (Module 5)
Chapter 9—Chemical Reactions in Aqueous Solutions (Module 5 & 8)
Chapter 10—Thermochemistry (Module 7)
Chapter 11—Gases (Module 6)
Chapter 12—Intermolecular Forces and the Physical Properties of Condensed Phases
Companion Web Site: http://www.mhhe.com/burdgeoverby
Text Web Site: http://www.pearsonhighered.com/educator/academic/product/0,3110,0131993232,00.html
Chemistry, 5/E
John E McMurry
Robert C Fay
ISBN-10: 0131993232
ISBN-13: 9780131993235
Publisher: Prentice Hall
Published: 04/13/2007 1216 pags
Suggested retail price: $226.25
Grading Outline for Students using McMurray 5th edition:
McMurray 5th edition: http://www.fccj.us/chm2045/45grdSp11McMurry.htm
Exam#1 (Modules 1, 2, 3, 4)
1. Chemistry: Matter and Measurement
2. Atoms, Molecules, and Ions
5. Periodicity and Atomic Structure
6. Ionic Bonds and Some Main-Group Chemistry (Selected parts)
7. Covalent Bonds and Molecular Structure (Selected Parts)
Exam#2 (Modules 5 & 8)
3. Mass Relationships in Chemical Reactions
4. Reactions in Aqueous Solution
Exam#3 (Modules 7, 6, 4ii, 7ii)
8. Thermochemistry: Chemical Energy
9. Gases: Their Properties and Behavior
Exam#4 (Modules 4ii, 7ii)
7. Covalent Bonds and Molecular Structure
10. Liquids, Solids, and Phase Changes
Companion Web Site: http://wps.prenhall.com/esm_mcmurry_chemistry_5/
Laboratory Text::
Student Lab Notebook (Chemistry Spiral Bound 50-set)
CHEMISTRY 2045 LAB FLORIDA STATE COLL JACKSONVILLE
ISBN: 9781930882232 $15.25
ISBN: 9781256538912 $55.25
Required: Scientific calculator (non-alphanumeric)
(only calculators may be used during exams)
Goggles or Visorgogs required
Additional Resources:
Companion Site for Chemistry: Atoms First, 1st Edition
http://www.mhhe.com/burdgeoverby
http://highered.mcgrawhill.com/sites/0073511161/information_center_view0/
Instructor:
John T. Taylor
Office: D-270
Office Phone:
(904) 766-6763
Cell Phone:
(904) 614-0531
Home Phone:
(904) 992-2052
Link to site:
Office Hours 10 Hours
-see matrix page 31
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.
email: johtaylo@fscj.edu or john.taylo@fscj.edu
E-Mail assignments to address above
Subjects of email must describe briefly the assignments being submitted and
begin with the # 45T:
i.e. 45T First Email or 45T: your subject
6a:Email Requirement:
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:
45T: first email
Tell me about yourself. Why are you taking this course? Did you have high school chemistry? When? What grades did
you make? Did you take CHM 1025C, where, when, with whom, and your grade. (Was you CHM 1025C online?)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.
T:
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.
5b: Free Time Chart (10 points): Find me 16 hours per week of the 168 total hours in a week:
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!
5c: Create Your life Line (10 points) (must allow active X components to work):
Description: http://www.fscj.me/P4Backup/cgs1555/SyllabusCSS/lifeline.htm
Activity: http://college.hmco.com/masterstudent/series/becoming_a_master_student/11e/students/by_chapter/02.html
5d. Discovery Wheel (10 Points):
Description: http://www.fscj.me/P4Backup/cgs1555/SyllabusCSS/discover.htm
Activity:
http://college.hmco.com/masterstudent/series/becoming_a_master_student/11e/students/discovery_wheel/index.html
5e: Myers-Briggs Inventory (10 points) (short 20 question version online--a John Taylor/Student product):
(Right click n results window and print profile)
Description: http://www.fscj.me/P4Backup/cgs1555/SyllabusCSS/mbti.htm
Activity: http://www.northcampus.net/MoreP4Backup/learnstyle/bryanpsy.html
5f: Hemispheric Brain Dominance (10 points) 20 questions. Print out results via right click
5g: Learning Styles(10 points) Will be posted in Blackboard Ciontent.
http://www.fscj.me/P4Backup/cgs1555/SyllabusCSS/lsi.htm
http://www.fscj.me/exercise/exercise.html
Learning Cycle Learning Grid
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 3 hour lecture class (3 hours) Wednesday attended
will be worth four points. If there is a break at 12:15 pm, the student must sign a second attendance form when
class resumes at 12:30 pm. There are 15 Wednesday lecture classes for at least 60 total points of the final grade
if there is an attendance monitor. Students arriving late will earn less points. Students who leave early or 15
minutes before the ending time will be scored zero for attendance that day. A third roll may be circulated 15
minutes before the scheduled ending time by the attendance monitor. For each lecture missed after one
scheduled lectures, will lose 5 points per class missed. (A class is defined as 1 hour and 30 minutes of lecture)
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 11:45) 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 12 points for the second, and 24 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.
However, the instructor will conduct the exact same lab experience on Tuesdays in D204 from 6:00-8:45 pm). A
student who misses Monday and wants to do their work on Tuesday must notify the instructor before that Monday
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 below before the second class
for 10 points. This also depends on the attendance monitor.
Homework: Each Module has a pretest homework Packet which must be turned in
prior to the scheduled Modular Exam for up to 50 points. The WORD document may be
downloaded from Blackboard if a student is absent when distributed. No attendance-no hard
copy (have your lab partner save you a hard copy or download it)
The sample pretest quizzes posted on the grading outline are not homework to be turned in,
unless they are included in the Pretest Homework Packet. They are for the student’s
self practice and for the student to understand what the instructor expects from each section
of the textbook and his lectures. The Pretest is an actual page of a previous exam. The
grading outline (Course Road Map) may be found at:
http://www.fscj.me/chm2045/45grdS14.htm
The instructor will have links to required and optional online homework which the student
will complete and submit electronically on the course homepage. Some may be in Blackboard,
others on our class web site.
Some additional resources (not for grade) are listed on the not required homework outline form(Fall 2011):
http://www.fccj.us/chm1025/25hwkF11.htm
The instructor describes required and optional paper and pencil homework for some sections not available on the Internet on the sample
pretests and/or on the homework outline. The student is to keep this optional homework in a notebook and/or a folder and submit the required
homework as directed.
The homework outline does not show any points. It is expected that the student will complete the assigned homework voluntarily. Required
Modular homework is a separate column in the Blackboard grade book.
The first required electronic homework is to practice spelling the elements at:
http://www.lsua.info/chem1001/elementquiz/elementquiz.html
(Links to descriptions will be placed on the web site)
The 1.5-1.5-3 versus the 3-3 System for the course scheduling:
At North Campus it is the position that students prefer the 3-3 system of course
presentation versus the 1.5-1.5-3 system. Three of the chemistry faculty prefer the
shorter lectures two days a week followed by a lab for CHM 2045C, but we are in the
minority.
The 1.5-1.5-3 system is 1.5 hours of lecture one day followed by a three hour lab. Then a second day has
students attending for only a 1.5 hour, 75 minute continuous lecture. On a 16 week term, CHM 2045C
requires a minimum of 3 hours of lecture per week and more if there are holidays. This term there are two
Monday holidays, which require spreading 360 lost minutes across the other lecture days which equates
to an extra 15 minutes per day lecture. The college has not built into the lecture time 15-20 minute breaks.
On the 3-3 system this means we must have 180 continuous minutes of lecture on Wednesdays without a
break. Student who have to use the restroom have to do so and lose a few minutes of time according to
my supervisor
We three including your instructor hate three to four hour continuous lectures in one
day. We feel students have a difficult time with 75 to 120 continuous minutes and 180 is
horrible for both the student and the faculty member. Again CHM 2045C is three hours
of lecture in one day. It is not productive (But the material is covered and left for the
student to catch up before the next week). We prefer you to come twice a week for a 75
minute lecture, followed by a one day 3 hour lab, but that is not the case with this
section that you have registered. But we are told:
1. Students prefer a long 3+ hour lectures in the classroom plus one three hour
required lab (3-3 system). They are probably right as on non lab days on the 1.51.5 plus 3 system, there are about 20-25% of the students who regularly do not
show up on the non-lab day
2. Students prefer optional courseware and would rather work online teaching
themselves than attend a lecture by the professor, Therefore chemistry at North
has the learning system option where lectures are optional one day, but lab
required the other. Students on lecture day show up with questions they had
trouble answering online, when all done they are excused, usually one hour of the
three. There is no lecture transmission as student must do the online e-learning
system. What would you prefer?
3. Your instructor has made the following decision for this term:
1.
Weekly exams on Wednesdays beginning January 22nd at 11:00 am.
Students may start the exam at 10:30 if they come early. All must be
completed by either 11:30 to 11:45 am
2.
Lecture 11:45-2:00 pm Wednesdays
3.
Pretesting Option limited to Mondays only
4.
Pretesting 10:30-11:00 am Monday (Your time-optional)
5.
Short lecture 30-45 minutes with directions for the week on Mondays
6.
Required Lab 11:30pm-2:00 pm Mondays
7.
Pretesting 2:00-2:30 pm Mondays (Your time-optional)
8.
Monday January 20th and Monday February 19th are holidays losing
six hours of lab-pretesting time for MW classes. Spring Break is March
17th-22nd no classes. The college is also closed Friday April 18 th for Good
Friday/Spring Holiday.
Weekly Pretest Quizzes (optional before or after lab Mondays):
Pretest quizzes may be administered before class (10:30-11:00 Monday) if a classroom such
as D211 is available, otherwise the Chem Lab D204 is where we are assigned. D-204 (Chem
lab) is available after 10:45 am on Mondays, These pretest quizzes may not be made up
outside of class day, unless directed by the instructor to complete the pretest in the test center
during an assigned period of time.
These pretests are NOT take home!
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 used for Pretest#3 and blue is for post testing the last week of
the term.
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 weekly
exam to receive the pretest grade.
Pretests are actually pages of the modular exam administered on
Wednesdays.
Pretests are optional and are taken before or after class on lab day.
They will be graded after each Monday lab each week As soon as they are graded the student
may take them for study.
If the student does well on that objective, then that objective has been completed successfully
and is skipped on weekly exam days and pretest is submitted for a grade. If the student does
poorly, the pretest does not count and the student again tries that objective on exam day for
the grade,
This pretest packet is submitted as a separate packet before our Wednesday exams. Students
must write the scores on both the cover sheet of the pretest packet and on the front page
of the exam.
Again, 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 following
Thursday exam. If the instructor misplaces your pretest, then you will be expected to do
it again either as a pretest, on the exam or a posttest with the better score counting if
the pretest is later found.
The instructor only records manually Module Paper and Pencil Exam totals and the Paper and
Pencil Final Exam in his grade book and on Blackboard. Online Multiple choice and
vocabulary homework sections of modules are required online using Blackboard, and are
usually never pre-tested nor post-tested hard copy in the classroom. Multiple Attempts for
Online homework are allowed with the highest scorer counting. Online Multiple Choice Exams
are timed, sometimes only one attempt allowed and may not be made up after the deadline,
except in the 15th week each will be re-opened and one additional attempt will be allowed,
highest score counting (Practice for the final week 16).
If more than one modular exam is tested on the same day, 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 as directed. Mixing the
modular papers on Exam day may result in a lower grade by 10 points per missing paper per
module.
Never staple a scantron to your work!
Stapled scantrons will cost the student 10 points on the test
Pretest Rules:
1. Pretests are EXAMS! They are NOT open book. They are NOT open notes.
They are NOT collaboration with your neighbor.
2. The pretests may NOT be used during the exam!
3. You must do the pretests in the class room monitored by the
instructor.
4. You may NOT take the pretests home.
5. Pretest are closed book, closed notes, closed homework, closed electronic
devices (Only actual calculators may be used)
Samples of each section (pretest) of each exam may be found on the grading outline on
the web site and are many times part of the homework packet. On the sample tests
sometimes there are suggestions for paper and pencil homework in the textbook.
http://www.fscj.me/chm1045/45grdS14.htm (6th edition)
http://www.fccj.us/chm2045/45grdSp11McMurry.htm (5th edition)
6. Pre-testing is a privilege not a right!
They will be completed on your time outside of class time!
Our lecture classroom D-211 has no scheduled classes in the room after 2:00 pm on
Wednesday’s exam day. Students who need extra time may begin the weekly exam as early
as 10:30 am. The instructor is also available at 10:30 am until 11:00 am for Q&A. The
instructor is also available on Wednesdays after our lecture finishes at 2:00 p.m.
Pretesting may begin before our lab class at 10:30 am on Monday either in the lab D-204 or in
a lecture room if available (preferably D-207) and must be completed before 11:00
am. Students must submit pretest at 11:00 am. After student completes the lab, they pretest
those sections they did not do before lab. The pretest after lab are different (pink), than before
(yellow).
Modular Exams:
There are eight to ten modular exams. These exams may be given separately or subdivided so that there are 14
Wednesday exam days. These exams will constitute approximately 50-75% of the student’s final grade. A pretest
packet grading outline will be supplied hard copy before each exam. The paper is goldenrod (orange) in color. You
take two copies, one for you to keep record, the other attached to your pretest packet on exam day. This form will
be distributed for exam#1 or Module1 exam on the first day of class January 13th.
The overall course grading outline (Course Road Map) for these exams may be found at:
http://www.fscj.me/chm1045/45grdS14.htm
Module Exams (Approximate Date):
ACS California or Toledo Placement, Test: Week 1, T, Jan 13 (at the end of lab time)
MLK Holiday
Week 2: M Jan 20th school closed
Module 1 all
Week 2: W Jan 22nd (Chapter 1) (M-1 Homework Packet Due)
Module 2 all
Week 3: M Jan 27th (Chapter 1) (M-2 Homework Packet Due)
Module 3
Week 4: M Feb 3h
(Chapter 2 & 5) (M-3 Homework Packet Due)
Module 4 AB
Week 5: M Feb 10th (Chapter 2, 6,& 7) (Dot Structure Homework Due)
President’s Day Holiday Week 6: M Feb 17th no school
Module 4 CDEFGH
Week 6: M Feb 19th (Chapter 2) (M-4 Homework Packet Due)
Module 5 EFGHH1ABCD Week 7: M Feb 24th (Chapter 3)
Module 5 IJKLNOP
Week 8: M Mar 3th
(Chapter 3) (M-5 Homework Packet Due)
Module 8 ABCDEF
Week 9: M Mar 10th (Chapter 4)
Spring Break-no class Week 10 (March 17-23)
Module 8 GHL
Week 11: M Mar 24th (Chapter 4) (M-8 Homework Packet Due)
Module 7 ABCDE
Week 12: M Mar30th (Chapter 8)
Module 7 FGHIJ
Week 13: M April 7th (Chapter 8) (M-7 Homework Packet Due)
Module 6 ABCDEFGH Week 14: M April 14th (Chapter 9) (M-6 Homework Packet Due)
Module 3ii GIJL
Week 15: M April 21nd(Chapter 5) (M-3 ii Homework Packet Due)
Module 4ii LNOPQ
Week 16: M April 28th (Chapter 7) (M-4ii Homework Packet Due)
Final Exam
Week 17: M May 5th Online Practice Must Be completed by Exam Time
ACS Toledo Placement test and Final Exam: Week 17 May 5 10:30am-12”300pm
ACS California Placement Exam with Math from ACS Toledo:
During the first week all students may take the ACS California Placement test during the first
scheduled lab class (Monday January 13th ). It is a pre-assessment of chemistry skills and will be
post course tested the week of finals week. The test includes 44 multiple choice questions and an
additional 20 questions from the Toledo Placement test on math. The 60 question Toledo
Placement may be used instead. Students should be able to score 70% on the Mathematics Section
II. If lower than 70%, the student should examine their math ability for this course. The math section
counts 20 points the first week, and the post California or Toledo on May 6th for 40 points
Students should be able to score at least 50% or better if they have had high school chemistry recently on
sections 1. Bonus points for each section will be awarded for scores above 70%. If most of the chemistry
questions seem foreign, then just leave it blank as the course content will provide the student with the
skills to answer these questions in Post test Format the week before the finals. In Post test format,
everyone should be able to score above 80% on Section 2 (44 questions) or Section II and III (40
questions), if you and the instructor are successful with 16 weeks of instruction. The mathematics
section I will also be included in the Post test. The test will count 1 point for each questions answered
successfully during the final exam week plus the 20 points for the math (70% of 44 is 30 (all correct
answers above 30 will count one bonus point the first week..
ACS Toledo Placement Exam with Math from ACS:
During the first week all students must take the ACS Toledo Placement test during the first
scheduled lab class (January 13th). It is a pre-assessment of chemistry skills and may be post
course tested the week of finals week. The test includes 40 multiple choice chemistry questions and
an additional 20 questions on basic math and reasoning skills. Students should be able to score 70%
on the Mathematics Section II. If lower than 70%, the student should examine their math ability for
this course. The Toledo math section counts 20 points the first week, and the Toledo chemistry 40
points
Students should be able to score at least 70% or better if they have had high school chemistry recently or
CHM 1025C on sections 1.
Final Exam:
During the 16th actual week, the student will complete a comprehensive final exam worth up to 300 total points of
the final grade. Students with an A average grade going into the final MUST take the final. No student is
excused from the final.
The non ACS portion of the final exam will be completed in class as scheduled by the final exam schedule. It will
be a 100 question multiple choice comprehensive final exam during the final exam period as designated by the
published FSCJ final exam schedule. This exam will count 300 total points of the final grade. If a student performs
poorly on this portion of the final exam or scores a zero by being absent then the final grade is lowered by 10 to
6% which may lower the final grade by no more than one grade, The student may be pre-test the finals at the
option of the instructor on Post testing days prior to finals week.
Old Chemistry Finals prior to this Spring may be found at:
http://www.hccbrandon.net/chem1211/11testmenu.html
If an assistant volunteers, the Final Exam from 2013 may be posted on the Internet for the student’s
Practice. However, for 100 points, the student will take during the actual 15th week a practice final similar
to the actual final in Blackboard.
Final Exam Challenge for an A Grade:
If the student scores 86% out of 100 questions on the final*, the student will receive an A final grade in the course.
If no one scores 86% or above, the student with the highest correct score above 75%* will earn an “A” in the
course, despite the overall class average. *student must also have completed 70% of the labs to earn the A.
Post-Testing:
The instructor may post test sections of the modular exams that a majority of the students
miss. Multiple choice and vocabulary sections may not be pre-tested or post-tested. Unless
otherwise announced by the instructor. All online multiple choice tests will be reopened for the
10 modules the 15th actual week to allow the student one additional attempt (highest score
counting).
This post testing will be done on a day in a time frame established by the instructor via group
email or at a designated time (Tentative Friday May 2nd and/or possibly Saturday May 3rd).
The post test is a free attempt. Scoring lower on the post test than on the modular exam
section will not penalize the student. The post test will be ignored and the exam section score
will count. Improving on the post test will replace that section’s score on the modular exam.
The student will resubmit his/her exam grading outline to earn the extra points. A post
request form for Spring term (Gray color) will be distributed the actual 14 th week of the
course. Summer 2013 term post test request for has been given out as a sample.
Pre-testing/Post testing is a privilege not a right!
A student scores 5 out of 10 on the exam, then post test and scores 10 out of 10. The student’s grade is
improved by the net five points. . The student will resubmit his/her exam with the graded post test stapled on top
for an adjustment in the modular exam score. If the student does not have her/his exam grading outline from
the test, then post testing will NOT be possible.
MAKE-UP POLICY:
Make-up exams are usually not given. In the event of an unavoidable absence (jury duty, hospitalization,
incarceration, and death in the immediate family), you will be allowed make-up. You must contact the instructor, no
later than, the day of the exam in order to discuss what arrangements might be made. This may be done with a
quick email or cell phone call. A message must be left on the instructor's e-mail (johtaylo@fscj.edu ) 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 student attending the scheduled exam. Missed exams will otherwise count as 0 points. Makeup
exams may be administered in the Assessment Center. Once the test is returned and the makeup has not been
completed then a zero grade will be assigned. The student must wait until the post test days to makeup the exam
to replace the zero (or the pretest packet grade).
The instructor will discuss with the class those that are sick with colds, flu, and other common illnesses which will
hinder their performance on an exam. On an individual basis he may allow make-up in the test center on exam
days. Also sick children, car and transportation problems will be dealt with on an individual basis as well as those
that just panic on test days or have back-to-back exams on the same day. But the rule is generally no makeup on
exam day except at the instructor’s discretion. Student abuse of absences on exam day may result in strict
enforcement of the no-makeup policy with only the unavoidable exceptions above allowed.
Students who take the test on the assigned test day are guaranteed to receive their graded exam on or before the next exam day
after completion of the new exam, otherwise the student will be assigned a 100% grade for the un-graded paper. Students not
taking the exam on exam day may not receive their grade until days or weeks after the class papers are returned and WILL
NOT be awarded the 100% bonus for on-time testing.
GRADING:
Exams mainly determine a student's letter grade. The approximate grade distributions are:
90% = A
80% = B
65% = C
Final Exam
300 points
12-14 weekly Paper and Pencil Modular Exams
1200-1600 points
8-10 Modular Online MC Exams
800-1000 points
Wet Labs*
up to 400 points
50% = D ACS Placement Exam
up to 60 points
Attendance (** requires attendance monitor)
up to 150**points
(includes email/time management, explorations, etc)
Online Modular MC Homework
up to 400-500 points
Paper and Pencil Modular Homework Packets up to 400-500 points
Project/Papers
up to 300 points
Paper and Pencil
The total points will be between 3000-4000. Grades are determined by total points
*Lab is an essential part of this class. If you attend or acquire less than 70% in lab, you will
automatically receive a letter grade of ‘F’ in this course.
ON-Line Grade Calculator: http://www.fccj.us/chm2045/45grdcal.html (needs update)
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, especially point values The instructor will
not add major examinations as a modification and maintain the weekly 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 or during the post testing periods. 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 (or Mastering Chemistry online homework) and grading
outline. The course calendar is found in the weekly group emails which will be posted as
announcements on Blackboard.
FSCJ Official Learning Outcomes:
1. Explain and apply major concepts in general chemistry.
2. Demonstrate knowledge of scientific method.
3. Interpret scientific models such as formulas, graphs, tables and schematics,
draw inferences from them and recognize their limitations.
4. Demonstrate problem solving methods in situations that are encountered outside
of the classroom.
FSCJ Official Methods of Assessments
1. Written tests, reports and/or use of equipment to demonstrate student competency in
field.
2. Formulate problem, make observations, derive and test hypothesis and make
conclusions.
3. Written reports of projects and/or written pretests and tests demonstrate student
competency in the application of scientific knowledge.
Students use demonstrations, the Internet, written tests, and/or research projects to illustrate
competence in recognizing and evaluating various scientific processes
FSCJ Course Outline Model:
I.
Fundamental Concept (Chapter1)
A. Metric System
B. Classification of Substances
C. Density
D. Temperature Conversion
II. Atomic Structure (Chapters 2, 5)
III. Electronic Structure and Chemical Bonding (Chapters 6, 7)
IV. Reactions (Chapter3)
V.
Nomenclature (Chapter 2)
VI. Solids and Liquids, Intermolecular Forces (Chapter 10)
VII. Gases (Chapter 9)
VIII.Solutions (Chapter 4)
IX. Thermochemistry (Chapter 8)
X.
Stoichiometry and Moles (Chapter 3)
XI. Special topics (Chapter 10)
Topics not covered in 2045C will be covered in 2046C
2 hours
4
8
6
2
2
4
3
6
6
2
hours
hours
hours
hours
hours
hours
hours
hours
hours
hours
FSCJ LABORATORY ACTIVITIES:
The district course outline has the following lists of labs. We will do at least 10 wet labs and no more than 15 total
from the list. There are no make-ups for missed labs except for doing one of the outside of class projects with
instructor permission.
No lab manual has been selected, but weekly handouts will be distributed either in hard copy or as an electronic
download. Sometimes the lab will be to show a couple of the films. This grade will be adjusted to 15-25% in the
final grade calculation.
I. Safety in the Laboratory
3 hours
II. Physical and Instrumental Measurements
6 hours
III. Gravimetric Techniques and Stoichiometry
12 hours
IV. Gases
3 hours
V.
Solutions
6 hours
VI. Acid-base Chemistry
3 hours
VII. States of Matter
3 hours
VII. Additional Laboratory Activities Selected
9 hours
at the Discretion of the Instructor
Safety Contract – Lab Notebook & Turn In After Video
Exp #: Experiment/Subject:
One
Date:
Laboratory Safety Contract Title Page
Name:
Lab
Partner:
Page 01
1/13/14
Course:
Section
CHM 2045C #
395161
Name: _________________________
Email: ____________________________
Address: _______________________
2 nd Email: _________________________
_______________________________
Phone #: __________________________
__________________
Cell Phone: ________________________
Course: CHM 2045C
Section #: 395161
Professor: John T. Taylor
I, ____________________________, have watched the ACS Laboratory Safety
Film. I have read four different sets of Safety Rules from various colleges
provided by my instructor. I have synthesized from these rules and the safety film
a list of at least 20 rules written in this Laboratory Notebook which I agree to
abide during all formal laboratory activities and experiences in FSCJ North
Campus’s D-204 Chemistry Lab. I agree to wear proper safety glass at all times
during lab activity, regardless if I, myself, am not currently performing any activity.
I agree to lose points on my current lab if I am not wearing these safety glasses. I
understand that protective aprons, gloves and lab coats are at my option to use
during formal lab activity. I have sketched in this laboratory notebook, the layout
of the North Campus Chemistry Lab D-204 and have noted the placement of all
safety features, equipment and supplies in this Post Lab Safety Report.
Signed: _______________________Date:________________
Signature:
Date:
Witness/TA:
Florida State College @ Jacksonville
Date:
North Campus
Sptring Term 2014 CHM 2045C Lab Rules:
1. Each student must have the required Laboratory Manual and Laboratory Notebook
prior to the third scheduled lab class (January27th). Instructions on using a
laboratory notebook will be provided in the Safety lab handout packet.
2. During the first scheduled lab class in D-204, the following will be covered
a.
Students will sign the master laboratory attendance form and this form will be
given to Dr. Julie Sutton, North Campus Lab Manager
b.
Students will sign and give the instructor one copy of the individual laboratory
contract to verify attendance the first day of schedule lab and keep a second
copy to make a similar copy on the first page of the student laboratory notebook.
c.
Show the ACS Laboratory Safety film. Students will take notes and copy these
notes into the laboratory notebook on page 2 before the second meeting on the
lab class. An Outline of the film may be provided to aid the note taking.
d.
Student will copy the FSCJ-North chemistry lab rules handed out the first
meeting into their laboratory notebook.
e.
Students will sketch the HMIS Labeling System and list the descriptions for each
number for each category in their laboratory notebook
Students will Sketch the NFPA symbol and then copy a more detailed or specific
hazard for each NFPA numeric category from the Safety Codes handout. Explain
what each number represents in each category in their laboratory notebook.
g.
Using Chemical Date Bases on the Internet, the student will copy on a new page in
their notebook the data sheet from the MSDS Assignment handout and fill in the form
for the chemical assigned and submit this page by the second lab period.
f.
3. There is no makeup for missing a scheduled lab (unless the student can show
registration into the course after the first lab meeting).
4. Students receive an automatic zero for not attending and completing the scheduled
lab (except the first lab on safety) or if they have not prepared the proper prelab
assignment.
5. All students will prepare as directed by a policy handout the first week of lab, a
prelab report. This prelab report must have the following sections:
a. Goals/Objectives
b. Procedures
c. Lab data sheets must be copied into the lab notebook for the scheduled lab.
6. No data may be written on the data tear out pages in the lab manual during the lab. All
data must be recorded directly into the lab notebook with a ball point pen, pressing
hard to make a clear copy underneath (do not forget to place the heavy periodic chart
between the lab notebook pages).
7. Neatness counts. Procedures that are not readable will be rejected by the lab
instructor. During the first 15 minutes of lab, the student will turn in the copy of #5
Part A: Goals/Objectives and #5 B: Procedures. Each page should have the student’s
name. Please staple all these pages together in order. Students are not allowed to
show up at 6:00 pm Tuesdays and then start preparing the prelab report. Prelab
means before 6:00 pm on Tuesdays the report and the data pages are prepared in the
lab notebook..
8. Students not having a prepared prelab report in their lab notebook with be sent home
by the instructor and receive a zero for that lab.
9. During the first 15 minutes, the student will sign into lab by signing the Prelab
attendance form and submit the prelab copies under the roll sheet. After the first
week, the student will sign a second attendance roll and submit the post lab report
from the previous week.
10. Students who do not have a lab manual/notebook may not be allowed to work in the
lab and receive a zero for the scheduled lab (except the first week).
11. The external lab doors may be shut 10 minutes after the lab begins. No student will
be allowed to work in the lab if they arrive over 15 minutes late. If the check in rolls
are not signed the student will receive no credit for the lab that day (0/30)
12. Students will work only in pairs, 12 setups. Students will be assigned to a work
space by the third lab and by then will have selected a lab partner. Odd students will
work alone if a partner doesn't show. If the class does not have 24 student register,
the student may opt to work alone.
13. Student will copy the lab data directing into the lab notebook data pages and submit
the copies of each data page used in the lab notebook by signing a third roll sheet
when they are leaving the lab. The time of checkout should also be noted. The
student will submit before she/he leaves the copy of the lab data page from the
notebook. During the next week the student will copy neatly from his/her data from
the notebook on to the original data page from the lab manual. The original data page
from the Lab manual will be the cover sheet(s) for the post lab report and submitted
during the first 15 minutes of the following week’s lab.
14. Your instructor may be modified any of the above instructions during the lab or in an
email before or after the lab has been performed.
15. For the first absence from lab, a student will be able to complete an outside the class
assignment/project as directed by the faculty member to makeup the work missed.
16. For a second absence from the lab, the instructor may or may not allow the student a
second makeup project. A third makeup is out of the question. However, students
with perfect attendance in lab, will be allowed to do one of the optional makeup
projects for bonus credit.
CHM 2045C Course Objectives
1. The student will demonstrate an understanding and apply principles involved in measurement and problem solving
(significant figures, scientific notation, metric system, and unit analysis method of problem solving).
2. The student will demonstrate an understanding of the nature and variety of forms of matter and energy found in the
universe.
3. The student will demonstrate an advanced understanding of the structure of atoms through quantum mechanic model and
will apply the periodic law to predict chemical and physical properties of elements.
4. The student demonstrate an advanced comprehension of the nature of compounds, their formation, composition and
nomenclature of both inorganic and organic compounds including an introduction to molecular and hybrid orbital theories to
explain the geometry of molecules as well their polar and nonpolar nature.
5. The student will be introduced to the principles of thermodynamics as the apply to bond formation and bond breaking
activities.
6. The student will demonstrate a comprehension of chemical equations including oxidation and reduction equations as well
as ionic reactions and utilize them in simple and complex stoichiometric calculations.
7. The student will demonstrate an understanding of the gas laws and apply their principle of gas behavior in ideal systems.
The student will understand the differences between an ideal and real gas behavior at extreme conditions. The student will
demonstrate a comprehension of the relationships of the states of matter as functions of temperature and pressure
8. The student will demonstrate a basic understanding of solutions, their properties, and the stoichiometric calculations of
solution reactions. These reactions include oxidation and reduction equations.
9. During the semester, the student will participate in exercises designed to improve the student’s general study skills, through
the general assessments the Discovery Wheel and the Kolbe Learning Styles Inventory, journal activities, cooperative
activities, time management activities, and stress management. The student will also utilize technology to enhance the
chemistry learning environment.
Quiz monitors, attendance monitor, personal assistants, test preparers, camera persons/editors, study guide word processor
assistant, Chemistry WebMasters, 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.
Unit Vocabulary Objectives for Above Outline
Module 1 Objectives (KOTZ Chapter 1): science and its methods, classifying matter, elements and
atoms, compounds and molecules, physical properties, physical and chemical changes,
1. Be able to draw a matter chart demonstrating matter, hetergeneous mixtures, homogeneous mixtures,
pure substances, atoms, molecule, ions, solutions, colloids, suspensions.
2.. Discuss the structure of the atom and organization of the periodic table.
Module 2: Objectives (KOTZ Chapter 1): units of measurement, using numerical information, problem
solving
1. Differentiate between accuracy and precision in measurements.
2. Report measurements and calculations to the proper number of significant figures.
3. Solve problems using the Unit - Label/Dimensional Analysis method
Module 3 Objectives (KOTZ Chapter 2, 5): origins of atomic theory, protons, neutrons, electrons, atomic
structure, atomic number, atomic mass, isotopes, and the periodic table, electromagnetic radiation,
Plank, Einstein, energy, photons, atomic line spectra and Bohr, the wave properties of electrons, the
wave mechanical view of the atom, the shapes of atomic orbitals, electron spin, the Pauli Exclusion
Principle, atomic subshell energies and electron assignments, atomic electron configurations, electron
configuration or ions, and atomic properties and periodic trends.
1. Relate the spectrum of an element to the structure of the atom.
2. Write the electron configuration for and element and relate to the structure of the atom.
3. Name and identify the four quantum numbers for an element.
4. Predict properties of elements based on the trends of the periodic table.
Module 4 Part I Objectives (KOTZ Chapter 2, 6, 7): molecules and compounds, molecular models, ions,
ionic compounds, names of compounds,
1. Differentiate between ionic and covalent bonding.
2. Draw Lewis structures
3. Name and write formulas for ionic and molecular compounds.
Module 4 Part II: Objectives (KOTZ Chapters 7): 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. and 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.
Module 5 Objectives (KOTZ Chapter 3): the mole, empirical and molecular formulas, percent
composition, hydrated compounds, chemical equations, balancing chemical equations, mass
relationships in chemical reactions – stoichiometry, limiting reactants, percent yield, and chemical
equations and chemical analysis.
1. Solve problems using mole relationships.
2. Balance chemical equations and predict products of chemical reactions.
3. Use balanced chemical equations to solve stoichiometry problems.
Module 8 Objectives (KOTZ Chapter 4): properties of compounds in aqueous solution, precipitation
reactions, acids and bases, reactions of acids and bases, gas-forming reactions, organizing reactions
in aqueous solution, oxidation-reduction reactions, measuring concentrations of compounds in
solution, stoichiometry of reactions in aqueous solution, types of chemical reactions
1. Write net ionic equations for double replacement reactions.
2. Solve problems using solution concentration (molarity
3. Identify and balance redox reactions using the half - reaction method.
Module 7 Objectives (KOTZ Chapter 8): Thermodynamics, energy, specific heat capacity and thermal
energy transfer, energy and change of state, enthalpy, enthalpy changes for chemical reactions,
Hess’s Law, state functions, standard enthalpies of formation, and determining enthalpies of reaction.
1. Solve problems using the First Law of Thermodynamics.
Module 6 Objectives (KOTZ Chapter 9): properties of gases, gas laws, the ideal gas law, gas laws and
chemical reactions, gas mixtures and partial pressures, the kinetic molecular theory of gases, diffusion
of gases, applications of the gas laws and kinetic molecular theory, and nonideal gas behavior.
1. Solve problems using the gas laws.
Power Points from the McMurry 6th edition/Kotz 5th Edition of the textbook may be
downloaded by the student for their study. Go to:
http://www.fccj.us/chm2045/45pptmenu.html
Power Points from the Burge Atoms First 1st Ed may be viewed at:
http://www.northcampus.net/CHM2045/PowerPoints/45PowerPointMenuBurge.html
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 Fridayday,
March 28th 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 Tuesday January 28th .
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.



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. Students are not to be surfing on the Internet with PDA or laptops.
,
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
Studying: In order to do well in this course, it is essential to study and work problems. The
following is a list of study suggestions
1) Read the text chapters using the lecture note hardcopy provided by the instructor.
2) Take good notes as you read the chapter and review them daily.
3) Work all assigned homework problems. Do not get behind!!!!!!
4) Work the practice exams that will be made available without looking at the answer key.
5) Work problems on the sample test.
6) Use the interactive CD-Rom for studying provided by the textbook.
‘Muddy Water’ Issues:
Each day, students may use the treaded discussion board on Blackboard to list muddiest water issue or send the instructor
an email immediately after posting the issue. What was confusing? What don’t you understand? What problems at the end
of the chapter overwhelm you? If you are absolutely on target, no problem then respond to student questions by offering you
explanation of the question. .
The Learning Center (D-330)
(904) 766-6718
The Learning Center has chemistry tutoring. Please call for times and appointments.
The Center is open Mon-Thur 8 a.m.-10:00 p.m. Friday and Saturday 8:00 a.m.-3:00 p.m.
The Learning Center also needs tutors. Please contact if interested.
WEB-SITE:
This course uses the fscj.me , fccj.us or fccj.info web site giving you access to course information. This course
also uses Blackboard to list the Modular and Final Exams scores, and check-your-final grade through the Internet
(Note: The course materials are not currently on Blackboard but will be posted during the term). Access the
Blackboard web site through Artemis: https://bb.fscj.edu/webapps/portal/frameset.jsp
Other Important Dates:
Monday Janauary 13th Classes begin
Monday Janauary 20th Martin Luther King Holiday-college closed
Wednesday January 22nd Last Day to Drop A-16 Schedule Class
Monday February 19th President’s Day-College Closed
Friday March 14st National Pi Day
March 17th –March 23rd Spring Break College Closed
March 24th –March 28th International Conference on Teaching and Learning
Friday March 28 Last Day to Withdraw an A-16 Class without grade consideration
Friday May 2nd (9:30 am to 2pm) Post test day and/or Final Exam option
Saturday May 3rd (10 am-2pm) Last Post test day and/or Final Exam option
Monday May 5h Final Exam (Class will not meet May 7th ) (10:30 am-12:30pm)
Friday May 9th End of Spring Term 2014
FSCJ Spring 2014Calendar:
http://catalog.fscj.edu/content.php?catoid=31&navoid=4089
OFFICIAL OFFICE HOURS:
(also Unofficial – anytime I am in my office)
Some office hours are in my actual office D-270; while others will be in the classroom 30 minutes prior to class
and 30 minutes after class for pretesting: See Matrix on Page 29
Spring 2014 Office/Pretest/Exam Hours centered on this course
Monday 10:30 am Wednesday 10:30 am
Monday 2:00 pm Wednesday 2:00pm
Labs:
The district course outline has the above lists of labs. We will do at least 10-12 wet labs and no more than 15 total
from the list. There are no make-ups for missed labs except for doing one of the outside of class projects with
instructor permission.
The following lab manual has been selected:
CHEMISTRY 2045 LAB FLORIDA STATE COLL JACKSONVILLE
ISBN: 9781256538912
$55.25
The student must have a proper laboratory notebook. If you 20-25 pages blank from your CHM 1025C lab
Notebook, you may use it, otherwise you may purchase:
Student Lab Notebook (Chemistry Spiral Bound 50-set)
ISBN: 9781930882232
$15.25
Tentative Schedule of Laboratory Experiments
Spring 2014 – TR. 395164 – Professor Taylor
Week of: Date:
One:
Jan 13
Jan 13th
CHM 2045L Lab meets Tuesdays 6:00 pm-8:45pm inD-204
Lab
Lab Description
Catalyst,
No.
Page(s)
1
ACS Film; Lab Safety and Work
Instructions; Laboratory notebook
Week 11: Scientific Method Paper
Week 11: Critical Thinking Project
Week 16: Gasoline Demand Project
Week 16: Climate Change Project
Week 16: The Electric Car Project
7-14
& 207
Lab
Report
Due date.
Jan 27th
Mar 24th
Mar 24th
May 5th
May 5th
May 5th
Two:
Jan 20th
Jan 20th
2
MLK Holiday—no lab
Three:
Jan 27th
Jan 27th
3
Basic Lab Techniques
15 - 34
Feb 3rd
Four:
Feb 3rd
Feb 3rd
4
Separation of Components of a mixture
47-58
Feb 10th
Five:
Feb 10th
Feb 10th
5
85 -104
Feb 24th
Six:
Feb 17th
Feb 17th
6
Molecular Geometries of Covalent
Molecules: Lewis Structures and
VSEPR Model
President’s Holiday – no lab
Seven:
Feb 24th
Eight:
Mar 3rd
Feb 24th
7
Titration of Acids and Bases
131-147
Mar 3th
Mar 3rd
8
Reactions in Aqueous Solutions:
Metathesis Reaction and net Ionic
equation
147 - 160
Mar 10th
Nine:
Mar 10th
Mar 10th
9
REDOX Challenge in Classroom
Handout
Mar 24th
Mar 18th
Ten:
Mar 17th no lab
10
College Closed - Spring Break
Eleven:
Mar 24th
Mar 24th
11
Limiting and excess reagents
117-130
Mar 31
Twelve:
Mar 31st
Mar 31st
12
Heat of Neutralization
175 - 190
April 7th
April 7th
April 7th
13
Gas Laws
191 – 200
April 14th
April 14th
April 14th 14
TBA/Film
April 21st
April 21st 15
ACS Exam-Lab Practical Exam
Finish
Projects
April 21st
Projects
due
May 5
1. 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.
See handout 1st lab
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 $2.50 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 @ $2.50/gallon = Yearly Gasoline Demand(gallons) multiplied by $2.50/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
3. Climate Change (Global Warming) Project:
Write a paper on Global Warming. Take a pro or con stand on the issue. You may use references from the
following film which may be shown in class. A Complete handout will be provided to take notes.
National Geographic: Six Degrees Could Change the
World (2007)
Starring: Alec Baldwin Director: Ron Bowman Rating
Product Description
In a special broadcast event National Geographic explores the
startling theory that Earths average temperature could rise six
degrees Celsius by the year 2100. In this amazing and insightful
documentary National Geographic illustrates one poignant degree at
a time the consequences of rising temperatures on Earth. Also learn
how existing technologies and remedies can help in the battle to
dial back the global thermometer
4. The Video Project: The Hollywood Film Assignment:
(Scientific Method: Controlled Experiment Paper [Andromeda Strain Movie Paper]):
Movie Film: Andromeda Strain – 1971-May be Required Weeks 1-2
In conjunction with Chapter 1, your assignment is to watch the film partially
during class time, then at home, or at an additional on campus time. Note the
problem which threatened life on earth, and setoff a "wildfire" protocol. Note how
did the scientists approach the "Wildfire" problem and note all the steps and
procedures used in the experimental controls that help eliminate the various
variables from their investigation, then explain how they went about trying to
solve the problem to come up with a solution. What were the three questions did
they had to determine to understand the strain? Finally you need to explain the
solution, and the chemistry behind it, which is discussed in Chapter 16 in the
Corwin text.
You may check –out this film for one class period and the instructor will provide
you with a six page handout for your notes.
Access: http://www.fccj.us/chm1020/ControlledExperiment20.htm
FSCJ ESC 1000 Official Learning Outcomes:
1. Demonstrate knowledge of scientific method.
Outcome #1 above is a major purpose for you to understand and learn in this course or any science course you
take. The district science faculty developed a set of questions for you to answer to be an artifact demonstrating
your ability to understand the scientific method. This general education document was aimed at formal lab courses
and for you to complete this document based on a specific laboratory experiment performed in the lab
FSCJ Scientific and Quantitative Reasoning Rubric
*Updated 10/2010
INDICATORS
COMPETENT
LEVELS OF
ACHIEVEMENT
PARTIALLY
COMPETENT
NOT YET
COMPETENT
Identifies a
problem
Student recognizes /
categorizes a
problem and is
aware of how to
approach the
problem.
Student can
recognize and/or
categorizes a
problem but is
unaware of how to
approach the
problem.
Student is unable to
identify the nature of
the problem.
Formulates or
translates the
problem
Student translates
the problem into
appropriate
mathematical
language or
generates a scientific
hypothesis.
Student partially
translates the
problem into
mathematical
language or
generates a scientific
hypothesis.
Student cannot
translate the problem
into mathematical
language or
generate a scientific
hypothesis.
Solves the
problem
Student correctly
solves the
formulated problem.
Student attempts to
solve the formulated
problem.
Student does not
know how to start
solving the problem.
Interprets data
and draws
conclusions from
the data
Student draws a
valid conclusion
based on correct
interpretation of the
data.
Student draws
incomplete or
partially valid
conclusions based
on the data.
Student is unable to
draw any
conclusions from the
data.
Uses appropriate
technology to
analyze data
and/or solve a
problem
Student analyzes
data and/or solve the
problem using the
appropriate
technology.
Student analyzes
data and/or solves
the problem without
using technology
appropriately.
Student does not
use appropriate
technology.
This project must be completed after Spring Break.
However, if the above film is not used then there will be an interpretation
of an online video as directed by the instructor.
-----------------------------------------------------------------------------------------------------------------
Name: ______________________
CHM 2045C Lab Exercise #4: Andromeda Strain Movie Project
Directions: Answer the following questions with respect to the Andromeda Strain Movie show in our lab.
1. What is the problem or question to be solved?
a.
b.
c.
2.
The overall problem
One Specific incidence: In one scene the scientist tested a live white rat whose cage was
connected to a cage with a dead rat. What was the problem they were testing for and how did
they conduct the test
How was the problem solved?
a. What is the hypothesis (or hypothesi) that was (were) tested?
1. The Overall Problem
2. The Specific lab test
b. What are the variables that were used?
1. The Overall Problem (there are many)
--------------------------------------------------------------------------------------------
5. Project/Paper: Alternative to Gasoline Watch the movie:

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.

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.

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.
Joint Critical Thinking Project via Modeling Linear
Functions Using Temperature Conversion Scales
Abstract: 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 and the student’s age as the boiling and freezing points of water respectively. This “student” 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
A complete handout will be distributed the second lab period.
Instructor Requested Information:
During the first week of class, the student will fill out a 4x6 file card or the attached page to this syllabus. The
instructor has provided a sample below with his personal data and his block scheduled time. The completion of
this card/page is worth (5 points) toward the student's final grade
Data Page/Card (4x6 file card):
Front Side (Personal Data)
-------------------------------------------------------------------------------------Name:
Office:
Address:
John Taylor
CHM 2045C
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@fccj.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: High School chemistry completed: yes
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 education major
-------------------------------------------------------------------------------------Data Page/Card (4x6 file card):
Back Side (Scheduled Time Blocks)
Class Schedule Summary Spring 2014:
Class/Work Schedule Summary:
Number
Section
Room
Time
CHM 2045C
CHM 2045C
CHM 2045C
CHM 2045C
CHM 2045C
CHM 2045C
CHM 2045C
CHM 2045C
CHM 1025C
CHM 1025C
CHM 1025C
CHM 1025C
CHM 1025C
CHM 1025C
CHM 1025C
CHM 1025C
CHM 1025C
395161
D204
D204
D211
D211
D204
D204
D211
D211
D211
D211
D204
D204
D204
D204
D204
Internet
D211
11:00-11:30 am.
M (Lecture before Lab)
11:30-02:00 p.m. M (Lab)
11:00-11:30 am.
W (Weekly Exam before Lecture)
11:30-02:00 pm.
W (Lecture-No Break)
06:00-06:30 p.m. T (Lecture Before Lab)
06:30-09:00 p.m. T (Lab)
06:00-06:30 p.m. R (Weekly Exam before Lecture)
06:30-09:00 p.m. R (Lecture-No Break)
06:00-06:45 p.m. M (Exam before Lecture)
06:45-09:00 p.m. M (Lecture-No Break)
06:00-07:00 p.m. W (Lecture in Lab Room)
07:00-09:00 p.m. W (Lab)
11:00-11:30 a.m.
R (Lecture-Weekly Exam)
11:30-11:45 a.m.
R (Lecture-Assignment Review)
11:45-01:45 p.m.
R (Lab)
three-eight hours
Online Activities
01:45-03:15 pm.
R (Optional Q/A and Optional Lecture)
395164
395145
395138
Hybrid
Optional
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!
Spring Term 20143
Time
9:45
10:30
11:00
11:30
12:00
12:30
01:00
01:30
01:45
02:15
03:15
03:30
04:00
04:30
05:00
Monday
On the Road
Office/Pretest
CHM 2045C
D204
395161
Lab
CHM 2045C
D204
Office/Pretest
Office/Help
Tuesday
Office/Help
Office/Pretest
05:30
Office/ Exam
Office/Pretest
06:00
06:30
06:45
07:00
07:30
08:00
08:30
9:00
9:30
10:00
10:30
CHM 1025C
Exam/Lecture
D211
395145
CHM 1025C
Lecture
D211
Office/Exam
Office/Help
CHM 1025C
Lecture in Lab
D204
Lab
395145
D204
Mallard
Room
Some Days
Wednesday
On the Road
Office/Exam
CHM 2045C
D211
395161
Lecture
CHM 2045C
D211
Office/Exam
Office/Help
Thursday
On the Road
Office/Exam
CHM 1025C
Lecture in Lab
395138
Lab-D204
Hybrid
+4-10 Hr Online
Office/Help
Optional Lecture
Optional Lecture
Friday
Office/Pretest
Office/Help
This is a Hybrid Class: Registering for this course requires students to rely heavily on reading the textbooks, supplements, and materials.
Class will meet on Thursday in D204 for recitation, discussion, and problem solving and Tuesday in D204 for two hours for a ‘hands-on’ lab
experience. Three to four additional hours of the student’s time will be necessary to complete online activities, required homework, and some
online testing. Students must have a computer and Internet access.
.
Student’s Data Page:
Spring 2014
-------------------------------------------------------------------------------------Name:
CHM 1045C
_____________________
Section 395161
Address:
____________________
____________________
Telephone:
Perquisite:
ACS Toledo Math: _____/20
ACS Toledo Chem: ____/40
______________ (cell)
______________(home)
CHM 1025C Grade:___
CHM 1025C Instructor:_______________
Campus: _______________Term:________
Employer:
Major:
__________________________________
__________________________________
Long Term Goal: ________________________________
Pre/Corequisite: MAC 1105 equivalent Algebra completed
yes
Chemistry Background: High School chemistry completed:
CHM 1025C Completed:
If yes:
Grade:_____
no
yes
no
yes no
Instructor: _________________ Campus___________
Term: ___________________
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 2045C
CHM 2045C
CHM 2045C
CHM 2045C
395161
D204
D204
D211
D211
11:00-11:30 am.
11:30-02:00 p.m.
11:00-11:30 am.
11:30-02:00 pm.
Days
M (Lecture before Lab)
M (Lab)
W (Weekly Exam before Lecture)
W (Lecture-No Break)
____________________________________________________________________
______________________________________________________________________
Student’s Class/Work Matrix Schedule:
Where can you find 10/15 hours per week minimum to study?
Name: ___________________________ CHM 2045C Spring Term 2014
E-Mail: ___________________________ Section: MW 395161
Time
Monday
7:30
8:00
8:45
9:00
9:30
10:00
10:30
11:00 CHM 2045C
11:30 Lab D204
12:00
395161
12:30 CHM 2045C
1:00 Lab D204
1:30
395161
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
Tuesday
Wednesday
CHM 2045C
Lecture D211
395161
CHM 2045C
Lecture D211
395161
Submit this form 2nd class period January 15th
Thursday
Friday
Saturday
Sunday