Things you may want to know |
Students Often wonder About |
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A Few Matters of Policy | |
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Some other Useful Links (*) | |
Course Description: The title of the text, The Practice of Chemistry describes the objective of the course – to see that you are learning a set of connected skills and concepts. Thus each chapter is related to those that preceded it. There are three sections. Though we will not cover all of the chapters, the first two parts form the basis of this course. In Part 1, Characterizing Chemical Substances and Chemical Reactions, we will focus on chemical substances and chemical reactions. We’ll learn how to derive important information from chemical formulas, chemical structures and balanced equations – key chemical “statements”. You will build up important conceptual knowledge needed in order to carry out quantitative problems solving (Many students think of this as the “theory” part of chemistry). Part 2, Chemical Quantities, looks at measurement and proportional reasoning and how these apply to chemical stoichiometry and gas laws. We’ll revisit many of the concepts developed in Part 1 and put them to use in calculations. Perhaps most important is the approach that we’ll use for problem solving – you’ll discover that by using a single “unified” problem solving strategy, you can solve almost any chemistry “word problem”. We’ll finish the semester by looking at one of the chapters in Part 3 – Chapter 14 “Solutions, Molarity and Stoichiometry”.
WWW, BlackBoard and Email : This course makes use of many resources on the Internet. Much of the course material will be available exclusively through BlackBoard, a web-based container for course material. You will find an expanded course outline and course documents (lecture notes as PowerPoint slides, homework assignments, links to other general chemistry web sites, etc.). It also has a chat room and on-line grade book. This link will get you to your CourseWeb portal. Use your Pitt user id and password to access these pages … from any computer, anywhere! The Practice of Chemistry Web site provided by the publisher is a valuable tool. You can review material from the text including photos and art, take practice quizzes or review vocabulary with flash cards. Be sure to check the Personal Web Tutor with step-by-step solutions to problems.
You will receive Email for this course through BlackBoard; this will go to your Pitt email account. If you prefer to use another ISP for your email (or HotMail, or GMail) you will need to forward your Pitt account to that email address.
Making the most of your Textbook: You paid a lot of money for that book! You would like to feel like you are getting your money’s worth. Some ways to get the most out of it include reading the text, working the recommended end-of-chapter problems and using the end-of-chapter study guides. My former students (see "Advice from Former Students" in the Course Information section of BlackBoard) will tell you that you have to read the book and you have to work the problems!
Homework counts!
Chemistry involves solving problems (not just number problems) and this is an
important part of understanding the concepts. Therefore, it is critical that you
make a habit of working (homework) problems regularly. While there will be
occasional homework assignments (given in class), you are expected to work
the in-chapter and end-of-chapter problems as a part of your regular study
process. You will find a list of recommended problems posted on the BlackBoard
page for every chapter that we cover in class. Many of these problems are the
kind that you are likely to find on the hour exams. You will find it in your
best interest to work as many of the recommended problems as
possible. You will find a list of recommended problems posted on the BlackBoard page for every chapter that we
cover in class.
A word about numbers: Numbers are an essential part of science. It is important to appreciate the meaning of a number. In this class you will learn about exponents and scientific notation, significant digits in measurement and calculations and estimating answers. These are all important skills!
A word about Vocabulary: To understand science, you must understand the vocabulary. You might want to keep a section of your study notes where you record the words you do not know (or even the words in bold-face in the text). Write a definition and them a phrase that helps you keep the word in context. This will really help with the exam questions! Back to Top
Does Class Participation Help? ABSOLUTELY! Class participation will not directly affect your grade. However, it could likely have a profound impact on your understanding of the material. This will become self-evident as you read about my teaching style and the comments from former students. Furthermore, if your final grade falls in that gray area, your class participation may count in your favor. Class participation is a willingness to be actively involved: to answer questions, to offer solutions to exercises and problems, to volunteer a different explanation or point of view, to ask questions. Even in a class of 45 or 50 it's still possible to participate ... even if you sit at the back of the room.
Keeping a journal – a new approach to reading your textbook. Put away your yellow highlighter! Buy a 100-page composition notebook. Divide the book into three sections - use roughly half the notebook for section one then divide the other half about equally. You'll probably want to set aside a couple of pages at the very front for a table of contents. Use one of the smaller sections to keep a vocabulary list; use the other smaller section for a list of equations. As for the big section ... this is your Reading Journal.
First some suggestions on how to read a chemistry text book You probably already know that a chem text is not the same as a history text and you definitely can't read it like you would your favorite novel. Before you begin to read a new chapter do the following: Look at the chapter outline (the first page of each chapter) to get an idea of the major topics the chapter covers. Flip through the chapter page-by-page looking at the section labels (probably the same as the chapter outline), the figures and the figure legends (Stop to read the figure legends). When you get to the end, briefly study the "Chapter Summary & Problems" noting in particular the Vocabulary and Section Goals for the chapter. The Section Goals are phrased as questions; this should help guide your as you are reading. For your very first journal entry make a list of your personal goals for this class this semester. This is very subjective material and there is not "right or wrong" way to do this. It's for your own benefit -- it will help you meet your expectations. Begin a new page in your Reading Journal -- make sure you have some label for the particular chapter.
- After skimming the chapter you should be able to make a sketchy outline of your own. Write your outline in the Reading Journal.
- As you read the first section write a one-sentence summary of each paragraph.
- Remember that equations, data tables, graphs, figures and most pictures are almost always related to the words in the paragraphs on the same page. So ... for each equation, data table, graph, figure or picture, write a sentence or two the explains how it relates to the main idea of the paragraph or section.
- There are example problems and then short problems to check “How are you doing?” Put your solutions to these check problems in your reading journal.
- When you finish the section, write a brief paragraph that summarizes the whole.
- As you begin to read the second section, do the same. Keep doing this for each section.
- When you finish the whole chapter, write a brief paragraph summary.
- DO NOT paraphrase the section summary!!!!!!!!
A word of advice - This Reading Journal will be more beneficial if you write your own paragraph (in your own words summarizing what you thought was most important) than if you copy or paraphrase the section summaries found in the text. Create a section in your Reading Journal where you keep a list of vocabulary words. Set aside a few pages for a list of important formulas. As your very last entry assess how well you met your goals -- the ones you wrote in your first entry. Did you accomplish what you set out to do? Do you feel ready to go on to the next course in the sequence? Again, this is very subjective; there is no right or wrong answer. It's about what you accomplished. At the end of the term you should have 14 entries - one for each chapter, plus your goals and self-assessment. I will collect them at each hour exam, skim them and assign points (5) for each entry! The points count toward your homework grade.
My Teaching Style: If you talk to my former students, many will tell you that I have an unorthodox style. Others will tell you that I expect you to learn the material on your own. This is true. I am also there to help you every step of the way. I assume that you have the ability to read the text book, learn the definitions of terms and follow easy algorithms to solve problems. Therefore, if I were to paraphrase the text in my lectures, you would probably loose interest, tune out and (perhaps) stop coming. My role is to clarify difficult concepts, help you learn to synthesize the information you extracted from the text and give you the tools to ask the questions "what if ?" This is the difficult part of learning; however, I'll be there to coach you -- all the way. If by the end of the semester you find yourself saying "I learned how to teach myself", then I have accomplished my goal! ... and so have you!
Sometimes I will lecture in the traditional fashion. That is, I stand at the front of the room, my notes in hand, talking and writing lots things on the overhead while you sit at your seats attentively listening and writing down as much of what I write, and say, as you possibly can. This method works very well when I want to focus on content. You can be guaranteed that you will have lots of "good notes". But this method doesn't always work -- especially when we are discussing a particularly abstract concept or a principle that is difficult to grasp unless you can experience it in action. This method also doesn't do a very good job of helping you develop that ability to ask What if ?.
Often I do demonstrations. I expect you to pay careful attention and make note of what you observe. Sometimes I will provide you some questions in advance; sometimes I'll ask questions after it is all over. I want you to think about what is happening, why it is happening and how it relates to the assigned chapter material. I want you to gain an understanding of how we can use experimental results to draw conclusions and develop "rules". I will help the class summarize how the demonstration illustrated the principle. Since it's difficult to "take notes" during this kind of class, I will try to give you time to summarize --in your own words in your notebooks-- what you observed and what it means. Back to Top
Sometimes I'll start class by asking a series of questions. To an outsider, these questions may seem totally unconnected and not at all related to a chemistry class. In fact, they are very much related. My objective is to encourage you to think about these presumably abstract chemical principles by relating them to familiar things in your everyday life. You'll find that I ask a lot of questions. Sometimes, I think that you really do understand and I want to give you a chance to explain it. Sometimes I ask questions, because I sense that you don't understand and I need to know where I lost you. And sometimes I ask really stupid or redundant questions -- just to keep you on your toes. There is an important rule to this: There is no such thing as a wrong answer. Your answer may not be what I had in mind, or it may not be correct. However, more can be learned from figuring out the right answer. Knowing why an answer is not correct is often much more valuable than knowing the correct answer! And speaking of right and wrong, I make mistakes. Sometimes they are honest mistakes; sometimes they are intentional. I appreciate it when you catch my honest mistakes. I expect you to catch the intentional ones!
Now, this back and forth dialogue can seem intimidating -- especially in such a large class or if I happen to call on you and you haven't a clue about what I want. I don't want you to feel like I'm putting you on the spot. So, if this happens to you, turn the people sitting around you; ask for their input. Then give a composite answer.
Chemistry is very visual -- and three-dimensional. Yet your text book is only two dimensional; a lot of times it uses chemical formulas that don't tell us a whole lot about the shape of the molecule. It's important to develop the skill to visualize the complete 3-D picture of a molecule from some cryptic formula. This skill comes with time, but I want to help you develop this skill. Consequently, I use lots of different ways to express chemical species. Sometimes I use the cryptic formula, sometimes I draw part of the shape of the molecule; sometimes I draw the molecule to make it look 3-D (there is a special convention and I'll teach it to you). I use molecular models (tinker toys) and computer software that generates molecules. I think that it is much easier to understand chemical reactions if we can visualize molecules moving in space. I realize that some people think in words and others think in pictures. I think in pictures. Sometimes I forget that not everyone thinks this way. So ... if you find yourself having an extremely difficult time visualizing something, stop me. We'll try to think of a different approach. Maybe one of your fellow classmates might have an approach that works better. Back to Top
Another approach I use is to break the class up into small groups to work problems --sometimes everyone will have the same problem and sometimes each group will have a different problem. We'll do a lot of collaborative work this term. Cooperation is vital to learning effectively in a group environment.
There's also email. It is not a substitute for coming to class; it is a supplement. You can use it in place of office hours. Send me a question, I'll send you an answer; I'll also send your question (anonymously) and the answer to the rest of the class. I'll send you lists of problems in the text and other study problems. You can send email to the whole class through BlackBoard. Sometimes, I'll accept homework by email or through BlackBoard.
Occasionally, I'll give you a chance to ask questions --the anonymous FAQ. This is your chance to let me know what you think is the most difficult concept that we've covered that week. Put your question in the FAQ box as you leave or send it by EMail. I'll collect all of the questions and post answers (or good references for the answers) for the whole class. BTW - you can use the FAQ box to let me know you don't like something I'm doing in class. Back to Top
How to prepare for class: You must be asking yourself, "How do I prepare for this class?" Ideally you always want to be prepared. Given what you've read so far, it could be very uncomfortable if you weren't prepared. Admittedly this isn't always possible. A good rule of thumb is:
So, how about those "What if?" questions ... no doubt you're curious. I'm counting on your curiosity to get you started. As we reach the end of a unit (just before an exam), it's a good idea to put together an outline – without looking in the book. Try your own organization method. Ask yourself how the concepts are related and how they are different. Draw lines (or arrows) between the related concepts. Annotate the arrows with brief explanations of how the two connected concepts relate. Put yourself in my spot and try to think of a good exam question that addresses that relationship. If you think you have a good question, send it to me; we'll discuss it in class.
The following should help to define the term cheating. 1) Sharing information on a problem set such that two or more answers are identical; 2) using unauthorized materials during a test or exam; 3) passing off as your own the ideas, words or products from some other source (better known as plagiarism). Cheating of any form will not be tolerated!
If you are suspected of cheating, you will be allowed due process as established by the Academic Integrity Guidelines. In the event that the accusation is found to be true, a first offense will result in a grade of zero on that assignment (Homework, Quiz or Exam). Verification of a second offense, will result in a failing grade for the entire course. In either case, the V.P. for Academic Affairs, your advisor and the Disciplinary Board will be notified in writing.
Attendance: When you registered for this class you made a commitment to attempt all of the work that may be assigned. Attendance is not mandatory. However you will find that punctual and regular attendance is vital in order to carry out this commitment. Moreover, cutting class -- for whatever reason -- shows a lack of respect for your fellow class-mates and the professor.
You are expected to attend and participate in the lecture and discussion period, read all of the assigned chapters, turn in homework problems and, of course, pass the quizzes, tests and final exam. You are responsible for all work assigned in this course. Furthermore it is your responsibility to obtain materials or instructions that were given in a class that you missed. These can be obtained from the instructor or a fellow class-mate.
An excused absence is one where you, the student, have obtained prior permission from the instructor, or have a doctor's certificate in case of illness. In order to become eligible for an excused absence from an examination, you, the student, must communicate the reason for your absence to the instructor prior to the examination, if possible.
Resources -- the Academic Success Center (ASC): Located in G-16 Owen Library, the ASC provides a variety of services including peer tutoring, supplemental instruction drop-in math assistance, drop-in writing consultations, academic advising for undeclared students, and accommodations for students with disabilities. The ASC also provides resources and instruction on a variety of academic success issues and study strategies such as time management, reading textbooks, and test-taking. In addition , the ASC has a small computer lab open to students. Services are available to current Pitt-Johnstown students are free of charge.
Special Accommodations: If you have a disability for which you may be requesting academic accommodation, you are encouraged to contact both your instructor and the Office of Health & Wellness (OHW), G-10 Student Union Building, (814) 269-7119 as early as possible in the term. OHW will verify your disability and determine reasonable accommodations for this course.
Withdrawing from Class: There are several dates to keep in mind regarding dropping a class from your schedule. The first is January 18, 2011, the end of the Add/Drop period. The next important date is March 4, 2011, the last date when you can withdraw from an individual class with a grade of W on your transcript. If you are not performing as well as you would like, you may consider dropping the class no later than this date. After that date, you must obtain a “Late Withdrawal” form from the Office of Academic Affairs to receive permission. Permission for “Late Withdrawal” is allowed only under extreme circumstances outside of a student’s control.
Grading -- Exams, Quizzes & Homework: There will be three one-hour exams and a comprehensive final. In addition, there will be several quizzes (announced and unannounced), homework sets and in-class problems worth a total of 100 points. The in-class exercises and problems assigned from the text will be checked for completeness, assigned a numerical score and returned. The total number of points earned for these short assignments and quizzes will be normalized to 10 and added to the final numerical score.
All exams will be given on Friday -- unless otherwise noted. Homework, when assigned, will be due the next class period. There will be no make-up quizzes; missed homework will be handled on an individual basis. All students must take exams (hour and final) at the scheduled times. Make-up exams will be allowed only in cases of documented illness or unavoidable absences (see above), and will be handled on an individual basis. Failure to abide by these rules will result in a grade of zero.
| First Hour Exam | 80 |
| Second Hour Exam | 100 |
| Third Hour Exam | 120 |
| Final Exam | 125 |
| Quizzes, Homework, etc. | 125 |
| Total Points | 550 |
The total number of points collected by a student will be divided by the total possible points (550) to compute a percentage. Letter grades, based on the percentage, will be determined according to an absolute ten-point scale. The +/- system is used for grades from A to C; as the instructor, I reserve the option of deciding the cut-off for + and - grades. There is no curve!
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100 to 90 |
A |
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89 to 80 |
B |
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79 to 70 |
C |
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69 to 60 |
D |
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below 60 is failing |
F |
Thank you for visiting this web page.
| Elisabeth T. Bell-Loncella | ||
| 112B Engineering & Science Bldg | Department of Chemistry | |
| Voice: 814.269.2904 | University of Pittsburgh at Johnstown | |
| FAX: 814.269.7261 | Johnstown, PA 15904 |
| Last Updated: 01/08/2011 |