Syllabus: CHM 1025C Introduction to General Chemistry Cr. 4
Spring 2011 Section:
358405
Time/Day Lecture: 8:30 - 9:45
a.m.; Tuesday Lecture Room: D-211
Lab:
10:00- 11:45 a.m.; Tuesday Lab
Room: D-204
Lecture: 8:30 -11:00 a.m.; Thursday Lecture Room: D-211
Instructor: Professor John Taylor About Me Resume
Instructor’s Office: North
Campus D-270
Office Phone: (904)
766-6763
Cell Phone: (904)
614-0531 Home: (904) 992-2052 Internet: (904) 410-1924
email: johtaylo@fscj.edu
Web Site/Home Page: http://www.fccj.us or
http://www.fscj.me
Course Web Site: http://www.fccj.us/chm1025.html
Course Description: Corequisite: MAC 1105 or satisfactory score on
placement test
This
course is an introduction to the concepts of inorganic chemistry including
structures of matter, atomic theory, nomenclature, bonding, gases, solutions,
equilibrium, and acids and bases. This course is for students who have had no
previous chemistry and plan to major in science, engineering, pre-medicine or
pharmacy. Six contact hours: four lecture hours, two laboratory hours. A.A.,
A.S., A.A.S.
Required Textbook:
Textbook Required (6th edition, but
either 4th or 5th edition may be used):
|
ISBN-10: 0321706218 ISBN-13:
9780321706218 |
TEXTS: Introductory Chemistry: Concepts and
Critical Thinking with MasteringChemistry®, 6/E Publisher: Prentice
Hall Copyright: 2011 Introductory Chemistry Study
Guide (Optional) Introductory Chemistry Solutions
Manual (optional) Web Site: http://www.prenhall.com
(Bookstore:—text
+$164.00) (Online$168.40 new;) Used $123 Rent $82 Visit
amazon.com or other book sellers for used copies: Study Guide & Solutions: $63.25 (used
47.53) Lab Manual: See
Handouts weekly Lab Notebook
(required) – Bookstore ~$12.50 |
4th edition web
site: http://wps.prenhall.com/esm_corwin_chemistry_4/16/4162/1065587.cw/index.html
Electronic Textbook Option:
|
|
Introductory
Chemistry: Concepts and Critical Thinking, CourseSmart eTextbook, 6/E Students can purchase immediate access at http://www.coursesmart.com. |
CourseSmart Textbooks Online is an exciting new choice for students looking to
save money. As an alternative to purchasing the print textbook, students can subscribe
to the same content online and save up to 50% off the suggested list price of
the print text. With a CourseSmart etextbook, students can search the text,
make notes online, print out reading assignments that incorporate lecture
notes, and bookmark important passages for later review. For more information,
or to subscribe to the CourseSmart eTextbook, visit www.coursesmart.com.
Former Textbook (You can use temporarily-free online)
|
(831) 241-8327 |
An Introductory to Chemistry
-Atoms First- Edition Author: Mark Bishop Chiral Publishing Copyright © 2008 ISBN:978-0-9778105-6-7 |
Bishop: Atoms First Web Site: http://preparatorychemistry.com/Bishop_Home.htm
Table of Contents: http://preparatorychemistry.com/Bishop_Book_atoms_TOC.pdf
Power Points: http://preparatorychemistry.com/Bishop_PowerPoint.htm
Complete Online
Textbook: http://preparatorychemistry.com/Bishop_Atoms_First.htm
Animations: http://preparatorychemistry.com/Bishop_animations.htm
Shockwave Tutorials: http://preparatorychemistry.com/Bishop_Tutorials.htm
Alternate Edition:
Chemistry First Web Site:
http://preparatorychemistry.com/Bishop_Chemistry_First.htm
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.
4. Students use
demonstrations, the Internet, written tests, and/or research projects to illustrate competence in recognizing and
evaluating various scientific processes.
FSCJ Official Topical Outline
COURSE TOPICS (Approximate
CONTACT HOURS per topic based on 60 hours)
Sections Section Titles (Cont. Hours)
I. Introduction
to Chemistry (Corwin Chapter 1) .5
II. Measurements/Mathematics
of Chemistry (Chapters 2&3) 5
Metric
System, mass, temperature, density, specific heat,
Conversions of units, scientific notation,
significant digits
III. Basic Concepts
of Matter Corwin (Corwin Chapter
4) 3
Physical
and chemical properties, states of matter,
compounds/elements/mixtures
IV. Atomic
Structure/Periodicity (Corwin
Chapters 5 & 6) 4 Basic atomic theory,
orbitals/electron configuration,
electron-dot
symbols, Periodic Law/Periodic Table
V. Concepts of bonding (Corwin Chapters 7&12) 3
Valence/Oxidation
numbers, bonding of atoms, Ionic
(electrovalent), Covalent, Coordinate
Covalent, Structural
Formulas/Dot-symbols
VI. Writing Chemical
Formulas (Corwin Chapter 7) 3
Law
of definite proportions, use of the Periodic Table
to predict bonding patterns, use of
polyatomic ions
VII. Inorganic
Nomenclature (Corwin Chapter 7) 4
VIII. Calculations
Involving Elements, Compounds (Chapter 9) 5
Calculations
of formula/molecular masses,
calculation of molar
masses/mole
concept, percent composition/empirical and
true
molecular formulas
IX. Chemical
Equations (Corwin Chapter 8) 5
Definitions/symbols,
balancing equations, writing and
balancing
word equations, types of equations,
recognizing the types,
prediction
of products, balancing
X. Stoichiometry: Calculations Involving Equations (Chapter 10) 5
Solutions
by the mole method, solutions by
ratio
and proportion
XI. Gas Laws,
Kinetic Molecular Theories (Chapter
11) 4.5
XII. Introduction
to Liquids and Solids (Chapter
13) 3
XIII. Solution
Chemistry (Chapter 14) 4
Definitions/types,
factors affecting solubility/rates of solutions,
concentrations
XIV. Introduction to
Acids and Bases (Chapter 15) 4
Definitions/properties,
pH and pOH, electrolytes/nonelectrolytes
XV. Rates of
Reaction and Chemical Equilibria (Chapter 16) 5
Reaction
rates, reversible and irreversible reactions and chemical
equilibrium,
Le Chatelier's Principle
XVI. Special topics (Corwin Chapters 18&19) 2
Nuclear
Chemistry, Organic Chemistry
Total Lecture Hours
60
Lab Manual
Required:
CATALYST:
PEARSON CUSTOM LIB CHEM 1025 LAB FSC-Jacksonville
ISBN:
9781256250043
Cost: $52.75
Old Textbooks
which may be used:
|
|
TEXTS: Introductory Chemistry, C.H. Corwin, 5th Edition; Introductory Chemistry Study
Guide (Optional) Introductory Chemistry
Solutions Manual (optional) Web Site: http://www.prenhall.com/corwin/ (Bookstore:—text
+$135.00 new;) Visit
amazon.com or other book sellers for used copies: Lab Manual: See
Handouts weekly Lab Notebook
(required) – Bookstore ~$13 |
Grading Outline for the 5th
edition:
http://www.fccj.us/chm1025/25grdS09.htm
There is very little difference in the
books, except they have added a critical thinking question called Chemistry
Connection in each chapter.
Grading outline for the 4th
edition:
http://www.fccj.us/chm1025/25grdF07.htm
|
|
TEXTS: Introductory Chemistry, C.H. Corwin, 4th Edition; Introductory Chemistry Study
Guide (Optional) Introductory Chemistry
Solutions Manual (optional) Web Site: http://www.prenhall.com/corwin/ See
if you can find a cheap used copy on the Internet. Visit
amazon.com or other book sellers for used copies: You may also use 2nd or 3rd Used Editions to save Money Lab Manual: See Handouts
weekly Lab Notebook
(required) – Bookstore ~$13 |
EQUIPMENT NEEDED:
A scientific calculator, periodic chart
(Optional:
Lab apron, goggles, and gloves)
ATTENDANCE:
Students
are expected to attend class and will be responsible for all material
presented. The student must sign the attendance roster to earn
credit for attendance. Each lecture
class attended will be worth two points for at least 60 total points of the
final grade if there is an attendance monitor. Students arriving late will earn
less points. 8:45-9:00 1 point and zero points after 9:00. Students who leave
early or 15 minutes before the ending time, will be scored zero for attendance
that day. A second roll will be circulated 15 minutes before the scheduled
ending time. For each lecture missed after two scheduled lectures, will loose 5
point per class missed.
Sign in for lab is counted
separately worth 2 points for each week with a 30 points total. Anyone
arriving more than 10 minutes late (after 10:10)on a wet lab day will be locked
out and not allowed to complete the lab that day.. A student absent from a lab
will lose 2 points for the first, then 10 points for the second, and 20 for each
additional lab missed. There is no make-up for a missed lab and the score for
that lab will also be a zero.
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 5 points if submitted the
second class. The student must also send
the instructor a first email
as described below before the second class for 20 points.
5A: Email (20 points) : Send me an email to: johtaylo@fscj.edu
In the email make your subject: 25M: First Email
Then in the body of the email tell me about yourself, your
hobbies, your goals in life, where you work and what kind of job for how long,
your family, even your pets. I have a whole web site so that you can get to
know me personally. That site (about Me) is at:
http://www.fccj.us/aboutme/index.html
Do you have a site About YOU (my Space etc)? If so send me the URL
and put it on your index card/data form. If you want to build a
similar site, I will post it on my server. When I establish a group email,
I will ask you to introduce yourself to the class and add all the class members
to your address book. During the first class, each student will add his/her
name and data to my contacts list on FSCJ server.
5b: Free Time Chart (5 points): Find me
10 hours per week of the 168 total hours in a week:
5c: Create
Your life Line (Bonus) (must allow active X components to work):
Description: http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/lifeline.htm
5d. Discovery Wheel
(Bonus):
Description: http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/discover.htm
5e: Myers-Briggs Inventory
(Bonus) (short 20 question version online--a John Taylor/Student product):
Description: http://www.hccfl.edu/faculty/john_taylor/cgs1555/spring04/syllabus/mbti.htm
Activity: http://www.hccfl.edu/faculty/john_taylor/cop2822/bryanpsy.html
5f:
Learning Styles: I will send you a separate email later if I decided I want you
to some exercises here.
Homework: The sample pretest quizzes posted on
the grading outline are not
homework to be turned in. 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 may be found at: http://www.fccj.us/chm1025/25grdS12.htm
The
instructor will have links to required and optional online homework which the
student will complete and submit electronically. Some additional resources (not
for grade) are listed on the Spring 2012
Term homework outline form:
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 homework is integrated into the Module exam score or possibly 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)
Daily
Pretest Quizzes (optional):
Pretest
quizzes may be administered before class, sometimes during, and/or after every
class which is not a scheduled exam day. These pretest quizzes may not be made up outside of class
time, unless directed by the instructor to complete the pretest in the test
center during an assigned period of time. The pretest must be completed on the
day assigned and are generally yellow hard copy labeled Pretest#1. Sometimes
the instructor will allow the students a second chance on the pretest as a
makeup the following class period and these sheets are generally pink and
labeled Pretest#2.
Scored pretest quizzes are NOT recorded in the instructor’s grade book or on Blackboard, but must be attached to the Modular Exam Grading Outline the day of the exam to receive the pretest grade. This pretest packet is submitted as a separate packet. Students must write the scores on both the cover sheet of the pretest packet and on the front page of the exam.
The student will skip
the section of the modular exam that is pre-tested successfully. The Pretest scores may be recorded on the
attendance sheet, but only for your instructor’s sense of current levels of class
achievement. If
you loose the graded pretests, you will have to do the section over on the
exam.
The instructor only records Module Exam totals and the Final Exam in his grade book and on Blackboard. Multiple choice and vocabulary sections of modules are usually only tested on exam day, sometimes online using Blackboard, and are usually never pre-tested nor post-tested. If pretested they will be online in Blackboard for a homework grade.
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.
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 class. You may NOT take the pretests home.
Samples of each section (pretest) of each exam may be found
on the grading outline on the web site. On the sample tests sometimes there are
suggestions for paper and pencil homework in the textbook.
http://www.fccj.us/chm1025/25grdS12.htm
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 before our class 8:00 am
to 8:30 on Monday-Thursday. On Thursday after
our long lecture finishes at 11;00 a.m. for the day pretesting may be completed
until 11:30 if a room is available on the second floor of D-Building. Pretesting
may begin before our lecture class at 8:00 a.m. and must be completed before
class begins at 8:30.
Major Exams:
Three to Four major
exams consisting of eight modular exams will be administered in class on the
approximate exam days listed below. Each exam is a minimum of two modules. Exam#3
& #4 are composed of portions of many modules. These exams will constitute approximately
50% of the student’s final grade. The grading outline for these exams may be
found at: http://www.fccj.us/chm1025/25grdS12.htm
Exams (Approximate
Date):
ACS California or Toledo Placement, Test: Week 1, T, January
9-12 (at the end of lab time)
Exam 1 Week 4: T, January
31
Exam 2 Week 8: T, February
28
Exam 3 Week 12: T April
3
Exam 4 Week 15: R April 26 -last class
before finals week
ACS California Placement
test T May 1*
Lab Practical Week 16:
May 1 in D204 (20 minutes)*
Final Exam: Week 16: Exam
Period 0 R May 3: 8:00-10:00 a.m.
Post test Makeup: Friday
April 27: 12:00-2:00 p.m. in D-211 and/or Saturday April 28: 11:00-2:00 pm in
D211.
*Exam Period #3
Tuesday May 1 10:30-12:30
ACS California Placement Exam with Math from ACS Toledo:
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|
During the first week all students must take the ACS
California Placement test during
the first scheduled lab class (January
9). 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.
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 on Dec
7 for 30 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 1 (44 questions), if you and the instructor are successful with 15
weeks of instruction. The mathematics
section II will not 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..
Final Exam:
On May 3
(8;00-10:00 a.m.), the student will complete the final exam worth up to 250
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 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 (May 3 at 8:00-10:00 am). This exam will
count 250 total points of the final grade. If a student performs poorly on the
final exam or scores a zero by being absent then the final grade is lowered by
8 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
Friday-April 27-Sat. April 28
Old Chemistry Finals prior to Fall may be found at: http://www.lsua.us/chem1001/01testmenu.html
Final Exam Challenge for an A
Grade:
If the student scores 90% out of 100 questions on section two of the
final, the student will receive an A final grade in the course. If no one scores
90% or above, the student with the highest correct score above 75% will earn an
“A” in the course.
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. 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 April
27 and Saturday April 28). 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 cover sheet which shows the scores to the attempted post tested
sections. Students who have sections
scoring lower than 70% (6 out of 10) should post test these sections. Scores at
85% or above will NOT be post tested. Students must submit a Post Test Request
Form on or before April 26th class.
If the student
does not have her/his exam, then post testing will NOT be possible. Each
student will be given three Part by Part Post Test Grading Outline forms. All
scores must be entered from the pretest cover sheets for each exam or the
Module being posttested. One will be retained as the master by the student and
the other two will be the cover sheets for the special makeup days post tests.
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. 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 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 Final Exams 250
points
80% = B
Four Exams 1100-1205
points
70% = C Labs up to 350 points
60% = D
ACS Test up to 50 points
Attendance 70 points (includes email/time management)
Homework up to 200-230 points
Project/Papers up to 180 points
Instructor’s Right to Change or Modify Grading
Procedures:
This instructor reserves the right to make changes in this syllabus whenever he feels it is appropriate to do so. The instructor reserves the right to modify or change the grading progress as the course proceeds. Any additional course assignments will substitute for deleted items. Some may also be modified if not deleted. The instructor will not add major examinations as a modification and maintain the four exams plus final requirements and their percent distribution.
The
instructor will not drop the lowest test grade. Don’t ask! Instead a student may
prove comprehension of the material at a later time through post testing as
arranged with the instructor. A student making an A up to the final MUST take the final
to earn a final grade of A, etc.
Exams will be
based on material covered in the lecture as well as reading assignments
outlined on the course calendar and grading outline. The course calendar is
found in the weekly group emails which will be posted as announcements on
Blackboard.
Labs:
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.
Lab grade will be adjusted up to 25% in the
final grade calculation.
1. Laboratory Safety/Introduction to Chemical Equipment,
Laboratory notebook
2. Introduction to Laboratory Measurements
3. Density
4. Physical and Chemical Properties/Changes
5. Characteristics of Elements/Compounds
The professor will
choose any 4 of the above
to satisfy course
requirements.
6. Periodic Table Concepts
7. Bonding/Dot Structures (Model Building)
8. Mole Concept/Empirical Formula
9. Double Replacement Reactions
10. Single Replacement Reactions
11. Stoichiometry
12. Gas Laws
13. Molar Volume of a Gas
14. Molar Mass of a Gas
15. Solutions
16. Acid-Base Titration
17. Analysis of an Antacid Tablet
18. Rates of Reaction
19. Calorimetry/Specific Heat
20. Hydrates
21. Equilibrium and Le Chatelier's Principle
22. Spectroscopy
The professor will
choose any 11 of the above to satisfy course
requirements.
Required Lab Safety
Contract:
|
Exp #: One |
Experiment/Subject: Laboratory Safety Contract |
Title Page |
Date: 1/10/12 |
Page 01 |
|
|
Name: |
Lab Partner: |
Course: CHM 1025C |
Section # 358405 |
Name: _________________________ Email: ____________________________
Address: _______________________ 2nd Email: _________________________
_______________________________ Phone #: __________________________
__________________ Cell Phone: ________________________
Course: CHM 1025C
Section #: 358405
Professor: __John T. Taylor____
I,
____________________________, have watched the ACS Laboratory Safety Film. I
have read the assigned sets of Safety Rules 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 and gloves are available 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: |
Date: |
Florida State College @
Jacksonville
North Campus
Spring 2012 CHM 1025C Tentative
Laboratory Schedule
Week
1. Catalyst
Lab #1: Welcome/Laboratory
Manual-Notebook (1/09)
Lab Safety Film
Notes
Lab Safety Rules and Safety Contract
Laboratory Diagram
Laboratory Equipment
NFPA and HMIS Safety Codes
2. Catalyst Lab #2: Instrumental Measurement (1/17)
*
Professor Taylor’s Class Only: Bean Jar
Experiment (if time permits)
Professor Taylor’s Class Only: Gasoline
Project
3. Catalyst Lab #3: Density
of Liquids and Solids (1/23)
4. Catalyst Lab #4: Physical
and Chemical Properties (1/30)
5. Catalyst Lab #5: Atomic
Fingerprints (2/6)
6. Catalyst Lab #6: Families of Elements (2/13)
7. Catalyst Lab #7: Molecular Models and Chemical Bonds (2/21) * 8. Catalyst
Lab #8: Identifying Cations in Solutions
(2/27)
9. Catalyst Lab #9: Empirical
Formulas of Compounds (3/5)
10.
Catalyst Lab #10: Analysis
of a Penny (3/12)
Spring Break (3/19)
11.
Catalyst Lab #11: Analysis
of Alum (3/26)
12. Catalyst
Lab #12: Precipitating Calcium Phosphate (4/2)*
13. Catalyst
Lab #13: Generating Hydrogen Gas (4/9)
14.
Catalyst Lab #14: Analysis
of Saltwater (4/16)
15. Catalyst
Lab #15: Analysis of Commercial Antacid Tablet
(4/23)
*By administrative directive Labs
scheduled on
Monday holidays (1/16 & 2/20) will skip scheduled lab
that week. Friday 4/6 holiday week 12’s lab will be
skipped. Each faculty will decided if there will be
a lab assignment for the week.
Spring Term 2012 CHM 1025C Lab Rules:
1.
Each student must have the required Laboratory Manual and
Laboratory Notebook prior to the second scheduled lab class. 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
f.
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.
3.
There is no makeup for missing a scheduled lab (unless the student
can show registration into the course after the first lab meeting). Students
may drop the lowest lab grade except the first lab on safety if they have
attended all scheduled lab.
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 10 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.
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 10 minutes, the instructor will initial the
original of the prelab report before the student is allowed to proceed.
10. Students who do not
have a lab manual will 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 will be shut 10 minutes after the lab begins. No student will be allowed
to work in the lab if they arrive over 10 minutes late.
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.
13. Student will copy
the lab data directing into the lab manual data pages and submit the copies of
each data page used in the lab notebook 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 lab report and submitted during the first 10
minutes of the following week’s lab.
14. Your instructor may
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, student with perfect
attendance in lab, will be allowed to do one of the optional makeup projects
for bonus credit.
WEB-SITE:
This course uses http://www.fscj.me or 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). Access the Blackboard
web site through http://bb.fccj.org/ .
Email Requirement:
Each
student should send the instructor an email during the first week from both
your FSCJ email account and an outside email account for a backup contact. Be
certain you put in subject box:
25M: first email
Tell me about
yourself. Why are you taking this course? Did you have high school chemistry?
When? What grades did you make? 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 FCCJ assigned email. Always begin the subject of each email with 25M. Subject-less
emails will be deleted or subjects without the number code. Attachments will
only be opened if the number code is in the subject line. This prevents viruses
and spam being invaded on my computer by attachments.
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 21
Special Class Folks:
Our
learning community requires use to function as a group. I need volunteers for
the following jobs: Attendance monitor; Librarian; Photographer; Reporter;
Prefinal Testmaster, an Email Nudger,
and others suggested from time to time by the instructor.
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 this professor during the
first week of class with official documentation of disability
Withdrawal Policy:
Students will be allowed to withdraw from
this class any time during the semester through Tuesday, March 27
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
24.
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 all elecronic equipent 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.
Studying: Chemistry
is a cumulative subject. Concepts learned in the first chapter will be applied
in the second, etc. The final exam is cumulative.
In order to do well in this course, it is essential
to study and work problems from the textbook and study guide.
The following is a list of study suggestions
1)
Read the text chapters
before the material is covered in class. At least power read the material
2)
Take good notes and review
them daily. Within 24 hours
of taking you note, rewrite them in a neat format/notebook.
3)
Work all assigned homework
problems at the end of the assigned chapters.
Do not get behind!!!!!!
4)
Work the practice exams that
are available on the web site without looking at the answer key. Then
check your answers.
5)
Use the interactive web site
and submit the online required homework.
Required Papers/Projects for Laboratory
Points/Experiments:
The student may be assigned to complete three of the following
papers or projects for lab/lecture credit. Each will count 20-60 points. Each
must be submitted as designated by the instructor. You will write three to five
page papers, word processed 12 point type, double spaced worth twenty-sixty
points toward the final grade on the following:
I. 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
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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
II. Energy
Project: Gasoline Demand Data Spreadsheet/Conclusion:
During the first two 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. During the last two weeks, you fill your tank again and record the
data. All the data should be recorded in an electronic Spreadsheet as well as
also copied in your lab notebook. You will determine (Leave at least one blank
page to do your calculations and write your conclusions:
i. The total miles driven; the Total gallons used;
the total Cost.
ii. Then you will compute the average MPG and the
average cost per mile for the gasoline.
iii. The instructor may add additional data for you
to determine to complete this project, such as calculation the total cost per
mile
OR II.
Energy Project: Electrical Demand (if you do not drive or have car)
The student will collect data on his/her or
family’s primary electrical demand. The student will learn to read the electric
meter. Each day for a month the student will read the meter and keep a spread
sheet of the data include KWH (Kilowatt hours) used per day. The project should
begin on the day JEA (or your power company) reads the meter and the one month
later reads the meter again. If possible the student should setup a monthly
data spreadsheet on the KWH used for one year and the total electric bill to
compute the yearly amount of electricity the household used and the total cost.
The student should conduct an experiment to determine one of the major energy
guzzlers in the student’s home. It involves using the scientific method. This
should be reported at the end of the project
III. Alternative
Energy Project/Paper
Watch the movie:
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·
Tagline: In
1996, electric cars began to appear on roads all over California. They were
quiet and fast, produced no exhaust and ran without gasoline...........Ten
years later, these cars were destroyed. ·
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.
Your Task: Write a paper about the movie, highlighting the points
which had the greatest impact on you. In the final minutes of the 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. Describe the new total electric
cars being produced. Write a comparison to the hybrids.
Who is T-Boon Pickens
and what is his solution to our dependence on foreign oil. What will the new
administration do to stop our dependence on foreign oil?.
Optional
Papers/Projects:
The student may complete up to two of the
following papers/projects to makeup for a missed “wet lab” experience only upon
approval of the instructor:
IV. Organic
Paper: Prescription Drugs (Optional)
In conjunction with Chapters 19 and 20, plus the
supplemental chapter: Drugs: Chemical Cures, Comforts, and cautions, the
student will select a prescription drug. The student will consult a PDR in the library. The student may use
the Poop sheet provided with the drug.
The student should select a drug of interest, or one prescribed by a doctor for
the student to take. The student should include the chemical names, generic
names, etc. in a one page paper. The student should consult at least three
pharmacies to find the average price as well as an online pharmacy, plus compare
the Name Brand versus Generic prices. What would the drug cost in Canada. The
student will describe what the drug is suppose to do for the patient for what
condition. The student will close the paper with the precautions and side
effects which may be experienced by the patient.
V.
Nuclear Chemistry Paper (Optional)
The
student will write a minimum of two pages paper in conjunction with chapter 18
on Nuclear Chemistry. Several questions should be answered:
a. What is
the difference between nuclear fission and nuclear fusion? Write Nuclear
Reactions to demonstrate the difference.
b. Can a nuclear power plant
explode like an atomic bomb? If not, then what is the environmental danger from
an accident, such as the Three Mile Island accident in the U.S. or Chernobyl Catastrophe
in Russia. Use the Internet and research the two accidents and include a paragraph
on each in your paper explaining what happened. (You can modify this paper with
a paper on the movie: China Syndrome as described below.)
|
c. What are the environmental
problems caused by a nuclear power plant. If you saw the film “Category 6” what
happened when they crank up the power plants beyond the federal limits of
production.
VI. Index
Card Project: Toxicology of Commercial Products (Optional)
The student will collect data from five
different categories of household products used in her/his home. The product
and its chemical contents should be listed on the front side of a 3x5 file
card. On the back of the card the precautions and emergency procedure should be
listed for the misuse of the product. Can you find the nearest poison control
center. Read the supplemental chapters on Toxicology and Poisons and Household
Chemicals supplied by the instructor upon request.
VIII. Global Warming
Project/Paper (Optional)
|
|
Product Description |
Write a paper on
Global Warming. Take a pro or con stand on the issue. You may use references
from the film. There is a follow-up 30 minute update by Al Gore which will be
shown in class.
Or
Actually a better
film is the Six Degrees film shown on National geographic Channel:
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|
National Geographic: Six Degrees Could Change the World (2007) Starring: Alec Baldwin Director:
Ron Bowman Rating
Product
Description |
X.
Biochemistry Project: Diet Analysis (Optional)
The student should read the supplemental chapter
Food: Molecular Gastronomy supplied by the instructor. The student will list
and estimate the amounts of each food consumed for a day, The student will
prepare a table breaking down the foods in at least three of the six categories
of body nutrients excluding water: water, Fats, Carbohydrates, Proteins,
Vitamin, and Minerals. The totals for each category should be computed as well
as the total calories for each food consumed. The daily total should be
computed. If possible the student could extend the project into a “normal” day
and an “abnormal” day.
Before a student attempts any of the above 10
projects/papers, either the instructor will announce a particular project will
counts as that week’s lab grade or permission must be obtained from the lecture
instructor before a project may be attempted for work missed due to absence.
XI.
Dr Day Cancer Videos:
Suppose you or a relative comes down with
cancer. What would you do? Cut It Out; Radiate It, or Take Chemo Therapy. Watch
what this Doctor did to cure herself of cancer:
The student will view
at least two of Dr. Day’s videos:
1. You Can
Not Improve on God!
2. Seeing Through The Maze of Alternative
Medicine: What works, What Dosen’t and Why!
There are also six
other videos you could watch including:
Cancer Doesn’t Scare Me Anymore!
; Diseases Don’t Just Happen!
Write a paper
describing the 10 steps and summarize the alternative medicine cures
General
Education Artifact:
The
original Andromeda Strain move was deemed boring by the critics (see review
above) because it spent too much time on the Scientific Method which makes it
great as a learning tool for this course. There is a college wide project for
each student to demonstrate core general education outcomes in each and every
course you take. Our common course outline lists the scientific method as a
major outcome to be learned by completing this course. Here is what should be
presented to you in our syllabus from the FSCJ document:
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. However, CHM 1020 and our Earth
Science ESC 1000 course do not have a lab component as part of the final
grading.
FSCJ Scientific and Quantitative
Reasoning Rubric
*Updated 10/2010
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LEVELS OF ACHIEVEMENT |
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INDICATORS |
COMPETENT |
PARTIALLY COMPETENT |
NOT YET COMPETENT |
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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. |
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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. |
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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. |
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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. |
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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 by the Exam#2 Day.
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 1025C Lab Exercise #2:
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. The overall problem
b. 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
2.
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)
--------------------------------------------------------------------------------------------
Critical
Thinking Artifact:
Midway through
the course, a critical thinking artifact will be required. It may be the
analysis of a film, analysis of a journal article, or interpretation of a set
of lab data
Instructor Requested Information:
During the first week of
class, the student will fill out a 4x6 file card. The instructor has provided a
sample below with his personal data and his block scheduled time.
Data Card (4x6 file card): Front Side (Personal Data)
--------------------------------------------------------------------------------------
Name: John Taylor CHM 1025C
Office: D-270
Address: 4417 Port Arthur Road
Jacksonville, FL 32224
Telephone: 904-766-6763 (office)
Cell: 904 614-0531 Home: 904-992-2052
E-MAIL : johtaylo@fscj.edu
Employment: FCCJ since 8/21/06
Full time chemistry faculty
Major:
Instructional Technologies Minor:
Chemical Education
Long Term
Goal: Educational Software Developer
Prerequisite: MAT
1033 equivalent Algebra completed
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 Card (4x6 file
card): Back
Side (Scheduled Time Blocks)
Class Schedule
Summary:
Class/Work Schedule Summary:
Number Section Room Time Days
ESC 1000 360903 D-213 12:30-1:15 p.m. MW
ESC 1000 360904 D-218 12:30-1:45 p.m.
TR
ESC 1000 364896 D-214 09:00-11:00 a.m.
F*B-12 Schedule
CHM 1025C 358404 D211 08:30-09:30 a.m. M
(Lecture)
D204 10:00-11:45 a.m.
M (Lab)
CHM 1025C D211 08:30-11:00 a.m. W
(Lecture)
CHM 1025C 358405 D211 08:30-09:30 a.m.
T (Lecture)
D204 10:00-11:45 a.m. T (Lab)
CHM 1025C D211 08:30-11:00 a.m.
R (Lecture
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 hours in you
weekly matrix for studying chemistry. Please make your own!
Spring
Term 20121
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Time |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
|
7:30 |
On the Road |
On the Road |
On the Road |
On the Road |
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7:45 |
Office/Pretest |
Office/Pretest |
Office/Pretest |
Office/Pretest |
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8:30 |
CHM 1025C |
CHM 1025C |
CHM 1025C |
CHM 1025C |
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9:00 |
D211 |
D211 |
D211 |
D211 |
ESC 1000 |
|
9:30 |
358404 |
358405 |
358404 |
358405 |
D214 |
|
9:45 |
Break |
Break |
Lecture |
Lecture |
364896 |
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10:00 |
CHM 1025L |
CHM 1025L |
Lecture |
Lecture |
Hybrid |
|
10:30 |
D204 |
D204 |
Lecture |
Lecture |
B-12 |
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11:00 |
Lab |
Lab |
Office/Pretest |
Office/Pretest |
Mallard |
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11:30 |
358404 |
358405 |
Office |
Office |
Room |
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11:45 |
Break |
Break |
Office |
Office |
Mallard |
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12:00 |
Lunch |
Lunch |
Lunch |
Lunch |
Room |
|
12:15 |
Lunch |
Lunch |
Lunch |
Lunch |
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12:30 |
ESC 1000 |
ESC 1000 |
ESC 1000 |
ESC 1000 |
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1:00 |
D213 |
D218 |
D213 |
D218 |
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1:30 |
360903 |
360904 |
360903 |
360904 |
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1:45 |
Office |
Office |
Office |
Office |
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2:00 |
Office |
Office |
Office |
Office |
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2:30 |
Office |
Office |
Office |
Office |
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3:00 |
Office |
Office |
Office |
Office |
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3:15 |
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3:30 |
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4:00 |
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5:00 |
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6:00 |
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7:00 |
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8:00 |
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9:00 |
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10:00 |
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Student’s Data Page: Spring 2012
--------------------------------------------------------------------------------------
Name:
_____________________
CHM 1025C
Address: ____________________
____________________
Telephone: ______________ (cell)
______________(home)
Employer:
__________________________________
Major: __________________________________
Long Term
Goal: ________________________________
Pre/Corequisite:
MAC 1105 equivalent Algebra completed yes no
Chemistry
Background: High School chemistry
completed: yes no
Physics Background: High School Physics
completed: yes no
Software/Computer Literacy: ________________________________
___________________________________________________________
Home Computer: yes no
Internet ISP: yes or have access no
Why are you taking this course? ______________________________
___________________________________________________________
--------------------------------------------------------------------------------------
Class Schedule
Summary:
Class Schedule Summary:
Number Section Room Time Days
CHM 1025C 358405 D211 08:30-09:45 a.m. T (Lecture)
D204 10:00-11:45 a.m. T (Lab)
CHM 1025C 358405 D211 08:30-11:00 a.m. R (Lecture)
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Student’s Class/Work Matrix Schedule:
Where can you find 10 hours per week minimum to study?
Name:
___________________________ CHM 1025C Spring Term 2012
E-Mail:
___________________________ Section: MW 358405
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Time |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
Sunday |
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7:30 |
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8:00 |
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8:45 |
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9:00 |
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9:30 |
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10:00 |
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10:30 |
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11:00 |
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11:30 |
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12:00 |
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12:30 |
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1:00 |
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1:30 |
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2:00 |
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2:10 |
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2:30 |
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3:00 |
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3:30 |
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4:00 |
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4:30 |
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5:00 |
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5:30 |
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6:00 |
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6:30 |
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7:15 |
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7:30 |
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8:00 |
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8:30 |
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9:00 |
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9:30 |
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10:00 |
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10:15 |
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10:30 |
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Submit this form 2nd class period