Things you may want to know |
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Course Description: CHEM 0112 is a continuation of the basic principles of chemistry begun last semester. Three major themes will recur throughout the term: Equilibrium, Thermodynamics and Kinetics. Each of these concepts will be examined in the context of chemical reactivity and classes of reactions.
We’ll start with a quick review of general principles
while examining phase changes, intermolecular forces of attraction and
properties of solutions. Then we'll look at the structure and reactions of
organic molecules.
We encountered the idea of dynamic equilibrium last term when we discussed phase changes and solution formation. Now we’ll look at
equilibrium from a broader perspective. As we discus chemical equilibrium, we
will develop a general strategy for solving equilibrium problems and then
examine some specific applications of aqueous equilibria. The major emphasis
will be on acid-base equilibria; we will also examine theories of acid base
behavior. Structure and bonding will be emphasized as needed. Other applications
of equilibria will include solubility equilibria and the solubility product,
precipitation reactions, and the equilibria of complex ions.
Following equilibrium, we will take a look at entropy,
spontaneity and free energy. In an extension of chemical thermodynamics covered
in C0111, we will learn to predict whether a reaction will proceed under a given
set of conditions. We will also learn to determine equilibrium constants from
thermodynamic data.
Redox, the transfer of an electron
from one species to another, is an example of equilibrium coupled with
donor-acceptor interactions. Electron transfer can also be considered from the
point of view of thermodynamics. First we’ll review some basic concepts of
redox; then examine the behavior of voltaic and electrolytic cells.
Lastly we’ll ask the question "How
fast?" Chemical Kinetics deals with the rates and mechanisms of chemical
reactions. All reactions have a forward and reverse direction. We’ll consider
the factors that affect the rates of chemical reactions.
While we are studying the principles of Equilibrium,
Thermodynamics and Kinetics, we will be constantly exploring the descriptive
chemistry of the elements. We will continue to use concepts from Chem 0111
(periodicity, atomic and molecular structure, the KMT and behavior of gases,
etc.) to inform and broaden our understanding of the new material. You will
always need to stay on your toes!
You will find that our discussion will cover material from several different chapters. It is very important to keep up! Note that while the laboratory course is separate, the experiments will follow closely with the lecture material. References will be made to the lab experiments. Back to Top
A word about the supplemental texts: The Student's Solution Manual by Patricia Amateis contains completely worked out solutions to all of the follow–up problems and approximately half of the chapter problems. There are some general chemistry text boks available in 112 E&S. Different authors have different ways of explaining chemical concepts. A particularly obtuse concept, as explained by Professor Silberberg, may be more clearly explained by another author. You are strongly encouraged to make use of all of these additional resources.
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 materials (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 the Course page in BlackBoard. Use your Pitt user id and password to access these pages … from any computer, connected to any Internet Service Provider (ISP)! There are additional resources on the online learning center. You will receive instructions for using these resources throughout the semester.
You will receive Email for this course through BlackBoard; this will go to your Pitt email account. Please check it REGULARLY or you might miss something important!
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!
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.
Oh, BTW – I will collect them periodically, skim them and give you a couple of points! I will announce the first collection date one week in advance.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 Perspective" noting in particular the Concepts that you should understand and Skills that you should master by the time you finish studying the chapter (along with the class activities). This should give you a good idea of what to look for while you are reading. 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 to two sentence summary of each paragraph. When you finish the section, write a couple of sentences that summarize the whole.
- 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 is related to the text.
- 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!!!!!!!!
As your last entry, assess how well you met your goals. At the end of the term you should have 15 entries -- one for each chapter, plus your goals and self assessmet. 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. Make a habit of reading a bit each day and record your entries as you go (daily or weekly). DO NOT wait until the night befoe it's due. This is not time well-spent. 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.
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 question "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, much 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 . I use (ball and stick) molecular models 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. You'll be hearing more soon.
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. Back to Top
How do I 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.
... A word about homework: 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 end-of-chapter problems as a part of your regular study process. There are four different types of problems at the end of each chapter. For each section of the chapter, you will find Concept Review Questions, Skill-Building Exercises and Problems in Context. There is also an extensive collection of Comprehensive Problems at the very end. You will find a list of recommended problems posted on the BlackBoard page for every chapter that we cover in class. The comprehensive 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 (especially from the selection of the Comprehensive Problems) as possible.
A word about numbers: Numbers are an essential part of science. It is important to appreciate the meaning of a number. There will be times when you may not use your calculator. When solving problems that require calculations, it is important to show how it is set up, estimate the answer to the nearest order of magnitude and give the correct number of significant digits! You should practice this skill when doing the homework!
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 (especially 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 should be self-evident based on what you have just read about my teaching style. 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 40 or 50 it's still possible to participate .... even if you sit at the back of the room.
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 Associate V.P. for Academic Affairs, your advisor and the Academic Review 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 it much easier to earn the grade you want if you come to every class and arrive on time. 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 complete online assignments 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 are or may be requesting an accommodation, you are encouraged to contact both your instructor and the Office of Health & Counseling Services (OHCS), G-10 Student Union, 814-269-7119 as early as possible in the term. OHCS 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 September 6, 2013, the end of the Add/Drop period. The next important date is October 25, 2013; that is 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.
Cell Phones & Other Electronic Devices: Modern electronic devices are great tools! However, they can distract us from the task at hand – i.e. paying attention in class. Please put your cell phone in silent mode and set it out of site when you are in class. If you want to go “paperless” and use a tablet of iPad or web book that’s fine. BUT – it’s FOR CLASS – not Face Book, not checking email, not ordering on line not …. It’s for class! Anything else is disrespectful. Your cell phone is not a calculator.
Grading -- Exams, Quizzes & Homework: There will be three one-hour exams and a comprehensive final. In addition, there will be several quizzes (in class and on line), homework sets and in-class problems worth a total of 125 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 125 and added to the final numerical score.
All exams will be given on the scheduled date -- 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 | 110 |
| Final Exam | 130 |
| Quizzes, Homework, etc. | 130 |
| 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!
| 100 to 90 | A |
| 89 to 80 | B |
| 79 to 70 | C |
| 69 to 60 | D |
| 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: 08/23/13 |