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 114 elements, with my favorite being
element 111 called unununium. The other images also has their stories, which we
will discuss in class.
Welcome to the Fundamentals of Chemistry. You
can think of chemistry as a recipe book for the
universe. Whether it is stars or a starfish,
chemistry helps you understand the ingredients.
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 differently just as Neo did in the movie.
The key to learning chemistry is to keep it simple as long as possible. For example,
what is this paper made of? The simplest answer is something you already know;
It’s made of electrons, neutrons, and protons. Later you might say cellulose. In
other words, learn the fundamentals well and they will give you answers, perhaps not
the most complete, but enough to build confidence and steer you in the right
direction.
Besides the textbook, you may want to
purchase the Study Guide and Selected
Solutions Manual. You can probably
find them used at MCC bookstore or the
bookstore across the street.
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
Center for
Teaching and
Learning
1. Gain an appreciation of chemistry: its value to society, its role in history, the effort to get this far, the modern
marvels.
2. Learn about the fundamental processes in chemistry: Purify, analyze, synthesize.
3. 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.
4. Smarter consumer of chemical products: Better understanding of labels, smarter at reading past the hype or
paranoia, and better at recognizing pseudoscience.
5. 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.
Approx.
Subject
Date
Details
Related
textbook chap.
Jan 20
First day of class.>
Introductions >Syllabus
Introduction to the class. Handout and presentation of
syllabus.
Jan 22
2nd day: The 3 Barriers to
Learning + Approach to
learning chemistry. + Pretest
You will learn about the three common barriers to learning a
subject and how to use this in learning chemistry. Pretest on
chemistry and math (scores don't count).
Jan 27
Chaos to Order: The
Periodic Table of the
Elements + Elements,
Compounds, & Mixtures
Learn about the development of the Periodic Table of the
Elements and how to use the table. Also learn the difference
Chap. 2, Chap.
between elements, compounds, and mixtures.
4, Chap. 7
Jan 29
Why did chemistry become a
science? (plus group photos)
Fighting, Food, and Fashion. Presentation on how in the
past chemistry improved a group's survival and how it
improved the quality of life. (Group photos taken to help me
learn names)
Chap 1.1,
Feb. 3
Nomenclature: Naming of
compounds with two
elements
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
the another element (usually a non-metal) (ionic bonding)
Chap. 6.
Feb. 5
Math made easy using
Dimensional Analysis +
Metric System
By examining the dimensions (feet, liters, grams, etc.) you
can set up problems correctly without memorizing formulas.
The origin of the metric system is also covered
Chapter 3,
Appendix D
Feb. 10
Nomenclature: Naming
compounds with more than
two elements
Sometimes two non-metal elements form a negatively
charged ion (called polyatomic ion). This ion bonds with a
positively charged metal. Learn names and uses.
Chap. 6
Temperature, Mass, Volume, Concept and measurement of temperature, mass, volume,
Density. Review for first test and density.
Chap. 3
Feb. 12
Feb. 17 First Test
Ability to store heat: Specific
Heat
Different materials require different amounts of energy to
change their temperature. This property is called Specific
Heat.
Chap. 13
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
Feb. 26
Types of Chemical Reactions
Learn about synthesis, decomposition, single replacement,
double replacement, and combustion reactions.
Mar. 2
Lewis Electron-Dot Formulas
+ Review for second test
Learn a convenient way to keep track of valence electrons
and predict how elements will combine.
Chap. 8
Mar. 4
Second Test
Mar. 9
Chemical Quantities
Formula and Molecular Weights. Moles and Molar Mass.
Avogadro's number. Molarity. Empirical and Molecular
formulas
Chapter 9
Properties of oxygen and oxidizing agents. Properties of
hydrogen and reducing agents.
Chap 17
Feb. 19
Feb. 24
Mar. 11 Oxidation and Reduction
Mar. 23
Hydrates
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)
Mar. 25
Quantum Model of Atom
Electrons live in the bizarre world of quantum physics
Mar. 30
Waste Not, Want Not:
Stoichiometry:
Calculations based on chemical equations. Mole to Mole
calculations, Mole to Mass calculations, molar solution
calculations, limiting reactant, percent yield.
Chapter
11
April 1
Gases are very law abiding.
Gases and the various laws
that govern its behavior.
Boyle's law, Charle's Law, Guy-Lussac's Law, Combined Gas
Law, Avogadro's Law, Ideal Gas Law, Dalton's Law of partial
pressures. Atmosphere & kinetic molecular theory.
Chap.
12
April 6
Tips on Poster Making +
Review for test
April 8
Third Test
April 13
Solutions to Solutions
Terminology, Solubility of ionic & covalent compounds.
Equilibrium, effects of temperature and pressure on solubility.
Chapter
14
April 15
Reaction Rates and
Equilibrium
Collision theory, factors that control reaction rates, catalysts,
Le Chatelier's principle
Chapter
15
April 20
Acids and Bases
Historical significance of acids and bases. Acids as H+
donors. Bases as OH- donors. Other definitions of acids and
bases. pH Scale. Acid-base titrations.
Chapter
16
April 22
Fluorides
Fourth Test (take home)
Special presentation on the use of fluoride to prevent tooth
decay and the controversy that surrounds it. Good application
of acids and bases.
April 27
Educational Posters Due +
Environmental Chemistry
(Posters will be displayed in corridor leading to library)
Air, water, and soil pollution. Nuclear waste
April 29
Organic & Biochemistry +
Miscellaneous assignments
due.
Defining organic chemistry. Learning how organic
compounds are classified. Structural formulas and IUPAC
nomenclature.
May 4
Forensic Chemistry
(application of chemistry
learned in class)
Presentation and demonstration of forensic chemistry.
May 6
Review for Final
May 10-13
May 14
Final Exam this week
Grades turned in
Chap 5.5
thru 5.10
Chapter
19, 20
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 them and regularly asking them questions.
However, in a classroom of 40 students, the instructor may have know 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 I’m 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 of 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 90% of the score you would have gotten if you got it right the
first time. Each time you have to redo it will cost another 10%. For example, if
you miss a 10 point question but get a similar one correct on the retest, you
make 9 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
Attendance: 100 points
3 Class-time tests: 100 points each totaling 300 points
1 Take-home test: 100 points
Final test: 100 points
Poster project: 100 points
Miscellaneous assignments: 100 points
Total: 800 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. I figure that every time you come to class, you
demonstrate a willingness to learn and will probably learn something that day, so you deserve credit.
Perfect attendance will be like getting a perfect grade on a test.
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.
If you have any special learning needs, let me know. 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.