Florida State College of Jacksonville Syllabus: CHM 2045C: General Chemistry and

Qualitative Analysis_I 4 cr. Spring Term 2014

Top of Form395161 NORTH CAMPUS D0204 11:00AM to 2:00 P.M. M TAYLOR,JOHN T

NORTH CAMPUS D0211 11:00AM to 2:00 P.M. 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 CardJohn E. McMurry, Cornell UniversityRobert C. Fay, Cornell UniversityISBN-10: 0321741609ISBN-13: 9780321741608

Hard Cover: Suggested retail price: $266.20 if ordered from Publisher

Loose leaf Bookstore Price: $170.25 1080 Pageshttp://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 61.

10.   Liquids, Solids, and Phase Changes Module 7iiCompanion 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 EditionJulia Burdge, Jason Overby, COLLEGE OF CHARLESTON Hardcover, 1128 pages Special Binder Ready Version©2012, ISBN-13 9780073511160 ISBN 978-=-07-743083-2 Special Price $124.95Publisher's Retail Price:$241.33Bookstore's Wholesale Price:$181.00

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 PhasesCompanion 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 ISBN-10: 0131993232Robert C Fay ISBN-13: 9780131993235

Publisher: Prentice HallPublished: 04/13/2007 1216 pagsSuggested retail price: $226.25

Grading Outline for Students using McMurray 5th edition:McMurray 5th edition: http://www.fccj.us/chm2045/45grdSp11McMurry.htmExam#1 (Modules 1, 2, 3, 4)1. Chemistry: Matter and Measurement2. Atoms, Molecules, and Ions5. Periodicity and Atomic Structure6. 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 Reactions4. Reactions in Aqueous Solution Exam#3 (Modules 7, 6, 4ii, 7ii)8. Thermochemistry: Chemical Energy9. Gases: Their Properties and BehaviorExam#4 (Modules 4ii, 7ii)7. Covalent Bonds and Molecular Structure10. Liquids, Solids, and Phase ChangesCompanion Web Site: http://wps.prenhall.com/esm_mcmurry_chemistry_5/

Laboratory Text::Student Lab Notebook (Chemistry Spiral Bound 50-set) ISBN: 9781930882232 $15.25CHEMISTRY 2045 LAB FLORIDA STATE COLL JACKSONVILLE ISBN: 9781256538912 $55.25Required: 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.mcgraw-hill.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 aboveSubjects 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 emailTell 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 errands3. 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.htmActivity: 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.htmActivity: 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.htmhttp://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 1.5-1.5 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 only4. Pretesting 10:30-11:00 am Monday (Your time-optional)5. Short lecture 30-45 minutes with directions for the week on

Mondays6. Required Lab 11:30pm-2:00 pm Mondays7. 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 18th 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 closedModule 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 schoolModule 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 TimeACS 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 15 th 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 14th 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 Paper and Pencil Final Exam 300 points80% = B 12-14 weekly Paper and Pencil Modular Exams 1200-1600 points

65% = C 8-10 Modular Online MC Exams 800-1000 points Wet Labs* up to 400 points50% = 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 pointsThe 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) 2 hours

A. Metric SystemB. Classification of SubstancesC. DensityD. Temperature Conversion

II. Atomic Structure (Chapters 2, 5) 4 hoursIII. Electronic Structure and Chemical Bonding (Chapters 6, 7) 8 hoursIV. Reactions (Chapter3) 6 hoursV. Nomenclature (Chapter 2) 2 hoursVI. Solids and Liquids, Intermolecular Forces (Chapter 10) 2 hoursVII. Gases (Chapter 9) 4 hoursVIII.Solutions (Chapter 4) 3 hoursIX. Thermochemistry (Chapter 8) 6 hoursX. Stoichiometry and Moles (Chapter 3) 6 hoursXI. Special topics (Chapter 10) 2 hours

Topics not covered in 2045C will be covered in 2046C

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 hoursII. Physical and Instrumental Measurements 6 hoursIII. Gravimetric Techniques and Stoichiometry 12 hoursIV. Gases 3 hoursV. Solutions 6 hoursVI. Acid-base Chemistry 3 hoursVII. States of Matter 3 hoursVII. Additional Laboratory Activities Selected 9 hours

at the Discretion of the Instructor

Safety Contract – Lab Notebook & Turn In After VideoExp #:One

Experiment/Subject:Laboratory Safety Contract Title Page

Date: 1/13/14

Page 01

Name: Lab Partner:

Course:CHM 2045C

Section #395161

Name: _________________________ Email: ____________________________

Address: _______________________ 2nd Email: _________________________

_______________________________ Phone #: __________________________

__________________ Cell Phone: ________________________

Course: CHM 2045CSection #: 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: Date:

Florida State College @ Jacksonville 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 covereda. Students will sign the master laboratory attendance form and this form will be given to

Dr. Julie Sutton, North Campus Lab Managerb. 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).

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 Objectives1. 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 OutlineModule 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.htmlPower 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 ClassroomA 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) 766-6718The 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 closedWednesday January 22nd Last Day to Drop A-16 Schedule ClassMonday February 19th President’s Day-College ClosedFriday March 14st National Pi DayMarch 17th –March 23rd Spring Break College ClosedMarch 24th –March 28th International Conference on Teaching and LearningFriday 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 optionMonday May 5h Final Exam (Class will not meet May 7th ) (10:30 am-12:30pm)Friday May 9th End of Spring Term 2014FSCJ 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 29Spring 2014 Office/Pretest/Exam Hours centered on this courseMonday 10:30 am Wednesday 10:30 amMonday 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 JACKSONVILLEISBN: 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

Week of: Date: Lab No.

Lab Description Catalyst,Page(s)

Lab Report Due date.

One:Jan 13

Jan 13th 1 ACS Film; Lab Safety and Work Instructions; Laboratory notebookWeek 11: Scientific Method PaperWeek 11: Critical Thinking ProjectWeek 16: Gasoline Demand ProjectWeek 16: Climate Change ProjectWeek 16: The Electric Car Project

7-14& 207

Jan 27th

Mar 24th Mar 24th May 5th May 5th May 5th

Two: Jan 20th 2 MLK Holiday—no lab

Tentative Schedule of Laboratory ExperimentsSpring 2014 – TR. 395164 – Professor Taylor

CHM 2045L Lab meets Tuesdays 6:00 pm-8:45pm inD-204

Jan 20th 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 Molecular Geometries of Covalent Molecules: Lewis Structures and VSEPR Model

85 -104 Feb 24th

Six:Feb 17th

Feb 17th 6 President’s Holiday – no lab

Seven:Feb 24th

Feb 24th 7 Titration of Acids and Bases 131-147 Mar 3th

Eight:Mar 3rd

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

Ten: Mar 17th

Mar 18th no lab

10 College Closed - Spring Break Finish Projects

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 21st

April 14th

April 21st

14

15

TBA/Film

ACS Exam-Lab Practical Exam

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 labDuring 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 DescriptionIn 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

LEVELS OFACHIEVEMENT

INDICATORS COMPETENT 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

Student translates the problem into

Student partially translates the

Student cannot translate the problem

problem appropriate mathematical language or generates a scientific hypothesis.

problem into mathematical language or generates a scientific hypothesis.

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 ProjectDirections: 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. The overall problem

c. 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)

--------------------------------------------------------------------------------------------

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 ScalesAbstract: 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: John Taylor CHM 2045COffice: D-270

Address: 4417 Port Arthur Road Jacksonville, FL 32224

Telephone: 904-766-6763 (office) Cell: 904-614-0531 Home: 904-992-2052E-MAIL : johtaylo@fccj.edu

  Employment: FSCJ since 8/21/06

Full time chemistry faculty 

Major: Instructional Technologies Minor: Chemical EducationLong 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 RoomTime DaysCHM 2045C 395161 D204 11:00-11:30 am. M (Lecture before Lab)CHM 2045C D204 11:30-02:00 p.m. M (Lab) CHM 2045C D211 11:00-11:30 am. W (Weekly Exam before Lecture) CHM 2045C D211 11:30-02:00 pm. W (Lecture-No Break) CHM 2045C 395164 D204 06:00-06:30 p.m. T (Lecture Before Lab)CHM 2045C D204 06:30-09:00 p.m. T (Lab) CHM 2045C D211 06:00-06:30 p.m. R (Weekly Exam before Lecture) CHM 2045C D211 06:30-09:00 p.m. R (Lecture-No Break) CHM 1025C 395145 D211 06:00-06:45 p.m. M (Exam before Lecture)CHM 1025C D211 06:45-09:00 p.m. M (Lecture-No Break)CHM 1025C D204 06:00-07:00 p.m. W (Lecture in Lab Room)CHM 1025C D204 07:00-09:00 p.m. W (Lab) CHM 1025C 395138 D204 11:00-11:30 a.m. R (Lecture-Weekly Exam)CHM 1025C D204 11:30-11:45 a.m. R (Lecture-Assignment Review)CHM 1025C D204 11:45-01:45 p.m. R (Lab)CHM 1025C Hybrid Internet three-eight hours Online ActivitiesCHM 1025C Optional D211 01:45-03:15 pm. R (Optional Q/A and Optional 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 10-15 hours in you weekly matrix for studying chemistry. Please make your own!

Spring Term 20143 Time Monday Tuesday Wednesday Thursday Friday

9:45 On the Road On the Road On the Road10:30 Office/Pretest Office/Exam Office/Exam11:00 CHM 2045C Mallard CHM 2045C CHM 1025C11:30 D204 Room D211 Lecture in Lab12:00 395161 Some Days 395161 39513812:30 Lab Lecture Lab-D20401:00 CHM 2045C CHM 2045C Hybrid01:30 D204 D211 +4-10 Hr Online

01:45 Office/Pretest Office/Exam Office/Help

02:15 Office/Help Office/HelpOptional Lecture

03:15Optional Lecture

03:3004:0004:3005:00 Office/Help Office/Pretest05:30 Office/ Exam Office/Pretest06:00 CHM 1025C CHM 1025C06:30 Exam/Lecture Lecture in Lab06:45 D211 D20407:00 395145 Lab07:30 CHM 1025C 39514508:00 Lecture D20408:30 D2119:00 Office/Exam Office/Pretest9:30 Office/Help Office/Help

 10:0010:30

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: ____________________ ____________________ ACS Toledo Math: _____/20

ACS Toledo Chem: ____/40Telephone: ______________ (cell)

______________(home) Perquisite: CHM 1025C Grade:___ CHM 1025C Instructor:_______________  Campus: _______________Term:________ Employer: __________________________________

Major: __________________________________

Long Term Goal: ________________________________ 

Pre/Corequisite: MAC 1105 equivalent Algebra completed yes no Chemistry Background: High School chemistry completed: yes no

CHM 1025C Completed: yes no

If yes: Grade:_____ 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 DaysCHM 2045C 395161 D204 11:00-11:30 am. M (Lecture before Lab)CHM 2045C D204 11:30-02:00 p.m. M (Lab) CHM 2045C D211 11:00-11:30 am. W (Weekly Exam before Lecture) CHM 2045C D211 11:30-02:00 pm. 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 2014E-Mail: ___________________________ Section: MW 395161 Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday

7:308:008:459:009:30

10:0010:3011:00 CHM 2045C CHM 2045C11:30 Lab D204 Lecture D21112:00 395161 39516112:30 CHM 2045C CHM 2045C1:00 Lab D204 Lecture D2111:30 395161 3951612:002:102:303:00

 3:30 4:004:305:005:306:006:307:157:308:008:309:00  9:30

10:0010:1510:30

Submit this form 2nd class period January 15th