The images shown above represent the evolution of chemistry. For example, on the
left the four recognized elements were fire, air, earth, and water but it turned out that
none were elements. We now recognize 116 elements. The other images also have
their stories, which we will discuss in class.
Welcome to the Fundamentals of Chemistry.
I find that dividing a chemistry topic into three
areas of focus makes it easier to understand.
The building blocks focus sees chemicals
coming from simpler building blocks.
Chemistry also involves force and energy.
For example, attraction and repulsion of + & charges guide the assembly of atoms and
chemicals.
The third part of chemistry involves
mathematics. The Earth represents the
Metric system which is based on Earth
measurements and water.
Chemistry is a vast subject, more than you or I
could ever know, but fortunately learning the
fundamentals of chemistry is possible. One
fundamental of chemistry is understanding the
electrons, neutrons, and protons that make up
atoms. It’s amazing that everything you can see
or touch is made from these three tiny particles.
However, their microscopic world is very bizarre,
similar but stranger than Hollywood’s virtual world
called the Matrix. After learning chemistry you will
look at the world very differently.
To the left is the textbook. I do not
follow it too closely, but it is a good
textbook that could supplement my
lectures. I cover additional material not
in the textbook. There exists a study
guide and solutions manual,
but I don’t require them.
The textbook may or may not
come with a CD-ROM. It doesn’t
matter if you get it or not.
You will also need a scientific
calculator. Not right away but
starting the fourth week.
PS1W
MC185
Map to Office
1. Gain an appreciation of chemistry: its value to society, its role in history, the effort to get this far, and the
modern marvels.
2. Learn about chemistry’s building blocks from light  matter/antimatter  protons + electrons + neutrons 
atoms  compounds  organic vs. inorganic  small compounds (CH4, CO2, H2O, SiO2)  large
compounds (sugars, amino acids, hydrocarbons)  macromolecules (starch, cellulose, proteins, DNA)
3. Learn how to approach a chemistry topic as a blend of building blocks, force & energy, and mathematics.
4. Learn the fundamental behaviors of atoms: Electrostatic forces, the bizarre world of quantum physics,
chemical bonding, and the periodic behaviors indicated in the Periodic Table.
5. Smarter consumer of chemical products: Better understanding of labels, smarter at reading past the hype or
paranoia, and better at recognizing pseudoscience.
6. Improved chance of survival: Knowledge of neutralizing acids/bases, better avoidance of chemical dangers,
better at improvising, better at solving problems, and better at critical thinking.
Below is the planned schedule; however, unexpected events may change the schedule.
Changes announced in class will override this schedule. Also expect daily short quizzes.
On Mondays (shaded) the topic will normally reinforce the concepts that relate to the CHM130LL lab of that week.
Approx
Subject
Date
Aug 22
First day of class.>
Introductions >Syllabus
Details
Related
chap/page
Safety video
Introduction to the class. Handout and presentation of
syllabus.
2nd day: The 3 Barriers
Aug 24 to Learning + Approach
to learning chemistry.
You will learn about the three common barriers to
learning a subject and how to use this in learning
chemistry.
Why did chemistry
Aug 26 become a science? (plus
group photos)
Driven by needs & wants chemistry throughout history
improved survival and improved the quality of life.
(Group photos to help me learn names)
Chap 1.1
Chaos to Order: Periodic
Aug 29 Table and where
elements came from
The Periodic table helps us organize the elements.
But first where did elements come from and where are
they now? (nuclear chemistry + cosmology)
Parts of
Chap. 7,
Chap 18
Chemistry: It’s all about
building blocks: Light 
Aug 30
particles  atoms 
Elements  Compounds
The simplicity of building blocks is the secret of the
physical universe. Light builds protons, electrons,
neutrons, that builds the elements. Elements build
compounds; small compounds build macromolecules.
Parts of the
following
chapters: 2,
18, 19, & 20
Sep 2
Math: So Misunderstood Origin of Math and common misunderstandings. By
+ Dimensional Analysis + examining dimensions you can set up problems
Metric System
correctly. + The origin of the metric system
Sep 5
Labor Day (No Class)
Sep 7
What’s in a name?
Nomenclature: Binary
compounds.
Naming compounds whose two elements share
electrons (covalent bonding) plus naming compounds
where one element (usually a metal) has given one or
more electrons to another element (ionic bonding)
Chap. 6.
Sep 9
Dimensional Analysis +
Metrics (continued)
More practice on using dimensional analysis and
working with metric units. Include density, temp, &
mass. Hand out study guide for first exam.
Part of
Chapter 3,
Appendix D
Sep 12
Naming ionic compounds Nomenclature of ionic compounds and polyatomic
Chap. 6
+ Polyatomic ions
ions. Learn names and uses. Intro to Lewis structures
Sep 14 First Exam
Sep 16
Sept
19
Sep 23
Test on all material covered up to Sept. 9th.
Learn about synthesis, decomposition, single
replacement, double replacement, and combustion
reactions.
Specific Heat
Learn how different substances store different amounts
pp. 67, 115,
of heat and how to calculate that amount of heat
397-400
energy.
Moles & Molar Mass
(continued)
Formula and Molecular Weights. Moles and Molar
Mass. Avogadro's number. Empirical and Molecular
formulas.
Periodic table,
names,
oxidation
numbers
Separation of
Mixture
Part of
Chapter 3,
Appendix D
Types of Chemical
Reactions
Art of Counting without
Sep 21 Counting
Moles & Molar Mass
Activity in
Chem Lab
Nomenclature
- Binary
Compounds
Lab Measurements, Significant Figures
Nomenclature
-Ternary
Temp, Mass,
Vol, Density
Chap. 10
Chapter 9
Do calculations for grams to moles, moles to grams for
Chapter 9
elements and compounds.
Specific Heat
Approx.
Date
Subject
Details
Related
chap/page
Activity in
Chem Lab
Sep 26
Review nomenclature
Review nomenclature
Chap. 6
Sep 28
Equation Writing and
Balancing + Solubility
Rules
Writing chemical equations is two-part. First, will the
reaction take place? Second, if so, then how are all
the elements accounted for? (Balancing)
Chap. 10
Sep 30
Waste Not, Want Not:
Stoichiometry
Calculations based on chemical equations. Mole to
Mole calculations, Mole to Mass calculations, limiting
reactant, percent yield.
Major 50pt
quizNomenclature
Equation
Writing &
Balancing
Chapter 11
Oct 3
Activity series, redox
reactions
Learn what drives single replacement reactions. Learn Chap 17,
to use the activity series and what electrons are
p295-9,
transferred.
528
Oct 5
Stoichiometry (continued) More practice on stoichiometry problems.
Oct 7
Good & Bad news of
chemistry
Oct 10
Oxidizers + Stoichiometry
Oct 12
Acids and Bases
Oct 14
Review for second test
Test will cover all material from Sept. 16 to Oct 12.
Oct 17
Hydrates (Stoichiometry
applied)
Certain salts that have combined with a set amount of
water are called hydrates. They are a source of water
and can be made to be desiccants (absorbers of
water)
Oct 19
Second Test
Test will cover all material from Sept. 16 to Oct 12.
Oct 21
Tips on Poster Making
(Hand out 10 homework
assignments)
Learn to make educational posters that grab and hold
attention and teaches. Begin chemistry topic search.
(Hand-out 10 homework assignments)
Oct 24
Review Reactions &
Balancing + Conductivity
(electrolytes)
Review synthesis, decomposition, single & double
replacement, and combustion reactions. Balance
equations. Predict products. Learn about electrolytes
Oct 26
Discuss second test
results
Examine strengths & weakness from 2nd test. Receive
prescription of what to study or get tutoring on.
Oct 28
Halloween Chemistry
Demonstrations
Learn the chemistry for magic tricks, special effects,
slime, and other attention getters.
Oct 31
Chemistry of double
replacement reactions
Learn the driving forces of double replacement
reactions. Learn molecular, total ionic, and net ionic
equations.
Nov 2
Solubility + polar solvents Solubility of ionic & covalent compounds. Qualitative
+ ways to measure
terms of concentration. Quantitative measurements:
concentrations
w/w, v/v, w/v, w/v%, ppm, ppb, molarity.
Chapter 14
Nov. 4
Fluorides
Special presentation on the use of fluoride to prevent
(Electronegativity, MSDS, tooth decay and the controversy that surrounds it.
concentration, acid/base) Good application of acids and bases, electronegativity,
& concentrations calculations.
Chap 16.
Chap 8.3
Single
Replacement
Reactions.
Chap 11
Learn what makes chemistry easy or hard. (Recap
past concepts and preview future concepts)
Decomposition
Learn uses and chemistry of oxidizers including KClO3.
p.515-520, of Potassium
Do stoichiometry problems that relate to oxidizers.
Chlorate
Historical significance of acids and bases. Acids as
H+ donors. Bases as OH- donors. Other definitions of Chapter 16
acids and bases. pH Scale.
P174-5,
254, 625
Chap. 10,
17
Water in
Hydrates
Major Quiz on
Equation
balancing,
classification,
prediction of
products
Conductivity
lab
Double
P287, 299- replacement
304
Reactions Lab
Approx.
Date
Subject
Details
Related
chap/page
Activity in
Chem Lab
Nov 7
Theory behind lab on
qualitative analysis of ions.
Solubility rules, acid-base neutralization,
decomposition, oxidation/reduction.
p. 300,
303, 471
Qualitative
analysis of
anions Lab
Nov 9
Gas and the various laws
that govern its behavior.
Boyle's law, Charles’ Law, Guy-Lussac's Law,
Combined Gas Law, Avogadro's Law, Ideal Gas
Law, Dalton's Law of partial pressures. Kinetic
molecular theory. Standard temp, pressure.
Chap. 12
Nov 11
Veteran’s Day (No Class)
Nov 14
Acid/Base titration
Learn the theory and math behind acid base
titrations
p.499-500
Nov 16
Representations of
molecular structure
Lewis & Couper structures plus molecular, Kekulé,
condensed, & shorthand formulas, + VSEPR.
Chap 8,
p231-238
Nov 18
Quantum Model of Atom
Third Exam (Take-home)
Electrons live in the bizarre world of quantum
physics. Pass out third exam (take-home exam)
Chap 5.5
thru 5.10
Nov 21
Four forces of nature
(electromagnetic, strong &
weak nuclear forces, gravity)
String theory including quantum mechanics, and the p. 127,
unification of the four forces of nature.
132-6
Nov 23
Educational Posters Due +
Review of posters
(Posters will be displayed in corridor leading to
library)
Nov 25
Thanksgiving Break
Nov 28
Third exam due + Reaction
Collision theory, factors that control reaction rates,
Rates and Equilibrium
catalysts, Le Chatelier's principle.
+refresh titration calculations
Nov 30
Forensic Chemistry
(application of chemistry
learned in class)
Presentation and demonstration of forensic
chemistry.
Dec 2
Homework assignments
due:
Discuss third exam results
Examine strengths and weakness from third test.
Receive prescription of what to restudy or get
tutoring on.
Dec 5
Chemistry on demand
Rapid fire questions regarding wide range of
chemical concepts & calculations answered when
called upon.
Dec 7
Review for Final
Dec 9
To be announced
Dec 12
Final Exam this week
Dec 16
Grades turned in
Chapter
15
Preparation of
a Standard
Base
No Labs.
Thanksgiving
Determination of
Concentration of Acid
If you have any special learning needs, let me know, but first visit our Disabilities Resources &
Services Office. They will work with both you and me to find ways to help. Deaf students will enjoy
the many visuals I use in class. Visually impaired students with some vision can get my
PowerPoints so they can view them in the library’s Adaptive Lab. Totally blind students will have a
bigger challenge, but I am willing to try some alternatives.
No one likes tests, even teachers. In the old days, when people learned by
apprenticeship, there wasn’t a need for tests because the master knew how the
apprentice was doing by watching him or her and regularly asking questions.
However, in a classroom of 40 students, the instructor may have no idea how
much a student has learned, so a test is one way of finding out.
One philosophy of teaching is that instructors are only sure that they have taught
the subject if they find out that students have learned the subject. In other
words, I must ask you a lot of questions to see if both you and I are doing a
good job.
My expectation is that everyone understands everything on the test and gets it
100% right. Everyone may not get it 100% the first time, but they should get it
correct on the 2nd, or 3rd time. It makes no sense to go on when there is
something critical missing. Much of chemistry builds off the previous material.
Of course, a person who takes three tries to get a question right doesn’t
deserve the same amount of credit as the person who got it right the first time.
But getting it right the third time still deserves credit.
On problems you missed, you have the opportunity to be retested with a similar
problem. You get 85% of the score you would have gotten if you got it right the
first time. For example, if you miss a 10 point question but get a similar one
correct on the retest, you make 8.5 points, which is much better than losing all
10 points. You just have to make an extra effort to do it again. In short, I’m
more interested in you learning the material than giving you low grades. I’m not
eager to do extra grading, but I’m willing to do that if you are willing to put in the
time to restudy and retest on what you missed. Final grades are not based on
a curve, so students who ace a test the first time shouldn’t worry about the
students who retake the test to improve their scores.
I really hate to talk about points for two reasons: First it takes your attention away from the subject.
Second, it implies that grading is accurate down to the last little point. It would be hard to prove that a
person with 524 points actually knows more than someone with 523 points. Mathematically it seems
accurate, but in actuality grading is approximate. When a teacher says one question is worth 15
points and another is worth 10 points, the choice is rather arbitrary.
With this said, we can use points because it is easy to work with, but it is only approximate.
People who focus only on learning the subject do better than those who worry about grades. That’s
because when you worry about points and grades, you are not thinking about the subject. Listen and
learn in class and grades will take care of themselves.
In case you are still interested, here is the breakdown of points that will serve as a guide to your grade
Daily quizzes (Attendance): 100 points
3 tests: 100 points each totaling 300 points
Final test: 100 points
Poster project: 100 points
Miscellaneous assignments: 100 points
Total: 700 points
Grades are 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, Below 60%=F
If your points are close to a better grade, I will always give you the benefit of the doubt and give you the
better grade because, like I said, grading is not that accurate.
Notice attendance is a big contributor to your grade because of all of the daily quizzes.
If you miss an exam, I will handle it on a case-by-case basis. It all depends on the circumstances
involved.
I again apologize for this much attention drawn to tests and points. Being aware of them is good, but
worrying or being fixated on them will actually take attention away from learning and hurt your grade.
The best thing is to get interested in the subject and that motivation will help you do good on any tests
that come your way.
Just like I expect everyone to learn the material well enough to get an A, I also
expect everyone to finish the class. However, if you miss three classes in a row
without contacting me, I will telephone you and send email to find out what’s
going on. Note I can be pretty flexible when you have circumstances that
warrant it. But if I can’t reach you, I will have to withdraw you from class. If you
disappear a week before class ends, I may just give you a grade based on your
work up to that time, but lowered because you missed the final.