Instructor:
Office: Campus
Office Hours:
Phone: E-Mail
COURSE SYLLABUS
MIDLANDS TECHNICAL
COLLEGE
SCIENCE DEPARTMENT
COURSE: Introductory
Chemistry COURSE
NUMBER: CHM 100
CREDITS: 4.0
COURSE DESCRIPTION:
The objective of this
course is to provide the student with an appreciation of, and an understanding
and working knowledge of the underlying principles of chemistry. The course therefore provides a background
in atomic structure, valence, sub-level notation, the mole concept, bonding,
naming compounds, writing formulas, balancing equations, molecular weights,
percent composition, concentration of solutions and the gas laws. The metric system, scientific notation,
density and temperature conversions are also studied. Problem solving will be emphasized and the unit cancellation
method of problem solving will be used throughout the course. Appropriate laboratory exercises will
reinforce the material learned in class and will give students an opportunity
to develop good laboratory skills and techniques.
REQUIRED TEXT:
Basic Chemistry: An Introductory Course, Boyd and McClure, 1st
Edition, Kendall/Hunt
A Scientific Calculator is
also required.
OPTIONAL MATERIAL:
Lecture notes or other
material designated by instructor other than required text listed on this course
syllabus are considered optional.
ATTENDANCE POLICY:
For example:
Students will be allowed to
miss twice the number of times a lecture or laboratory section meets per week.
If the lecture meets 3
times per week, 6 absences are allowed.
If the lecture meets 2
times per week, 4 absences are allowed.
If the student misses more
than 10 minutes of class by either arriving late or leaving early, then the
student will be counted as absent; missing fewer than 10 minutes is a
tardy. Three tardies count as one
absence.
Students adding courses
after classes begin are responsible for work covered from the first day of
classes. All classes missed are counted
as absences.
When a student exceeds the
maximum number of absences allowed, a grade of "W" will be assigned
if the student is passing the course. A
grade of "WF" will be assigned if the student is not passing the
course after mid-term. A grade of
"WF" is calculated into the grade point average as an “F.”
ASSIGNMENTS AND TESTS MISSED:
Students who are absent
from a class are responsible for all work that was done in that class and for
all assignments made during the missed class period. If a student is absent from a test, the test must be made up
within two weeks from the return to class.
One (1) missed lecture exam
may be made up if a legitimate excuse is presented to the lecture
instructor. A list of times during
which makeup exams for all science courses are given will be posted on bulletin
boards in the science classes and labs. This includes quizzes.
Additions/deletions to this
syllabus may be made by the instructor at any time due to time/equipment
constraints.
GRADING SCALE:
The final grade for this
course will be determined as follows:
Lecture Tests and Laboratory Grades: 75% Final
Examination: 25%
The grading scale for this
class is as follows:
A = 90 - 100 B =
80 - 89 C = 70 - 79
D = 60 - 69 F = Below 60
LEARNING OBJECTIVES:
Learning objectives are on
reserve in the Library on both campuses or are available on disk form your
instructor.
PRE-REQUISITES AND CO-REQUISITES:
None listed...
COURSE FIELD TRIPS (IF ANY):
To be announced...
DISABILITIES:
Students with disabilities requiring
in-class accommodations should call the Counseling/Disabilities Resource Center
at 738-7637 (Beltline) or 822-3505 (Airport).
The Science Department
Chair, Coordinators, and faculty are here to help you. If you are having any problems in your classes,
please contact the person who can help you.
If we don’t know you are having problems, we can’t help you. Perry Carter is Department Chair @ 822-3443;
Gerry Lopez is Airport Coordinator @ 822-3788; Bert Knesel is Beltline
Coordinator @738-7660.
CHANGES:
The instructor reserves the
right to make changes in the lecture and laboratory schedule as deemed
necessary.
LABORATORY:
Laboratory work will be
chosen to supplement and enhance the material taught in the lecture class. A grade will be given for each
laboratory session, and students may miss no more than one laboratory
assignment. Missed laboratory work can
generally not be made up.
THE FOLLOWING SAFETY RULES MUST BE OBSERVED AT ALL
TIMES:
Þ Wear safety glasses at all
times. All students must wear safety glasses
whenever they are in the laboratory.
Þ Wear proper and appropriate
clothing. In order to protect feet and legs from
chemicals that may spill or may be on the floor, students must wear shoes (not
sandals) at all times.
Þ Loose, flowing clothing is dangerous, especially when students work
around flames. Long hair must be tied
back so that it does not touch flames or chemicals.
Þ Never touch, taste, or smell chemicals!
Þ Do not use cracked or chipped glassware. Students must either replace such glassware
or fire polish it, at the direction of the instructor.
Þ Dispose of chemicals as directed. Waste chemicals must be placed in crocks or
disposal containers as directed by the instructor. (Some harmless chemicals may be washed down the drain, but
students should never do this unless so directed by the instructor.)
Þ Know the location and use of safety equipment.
Þ Never leave a burner flame or a reaction unattended.
Þ Follow safety instructions to the letter.
OBJECTIVE A:
WEEK 1, WEEK 2
Atomic Structure, Valence
Structure, Valence, Sub-level Notation Orbital
OBJECTIVE B: Use of the Periodic Table
This will include the use
of the Periodic Table, atomic numbers and mass numbers, period numbers and
group numbers. Patterns reflected by
the Periodic Table will be introduced, and this includes chemical activity,
inert elements, and electron-dot structures.
OBJECTIVE C: WEEK 3;
WEEK 4 Valence and Bonding
This includes the concepts
of ionic, covalent and coordinate covalent bonding, electronegativity
difference, polarity and hydrogen bonding.
Students will use Lewis diagrams to represent molecules and they will
also use the VSEPR theory to predict molecular shapes and resulting properties.
OBJECTIVE D: WEEK 5; WEEK 6 Writing
Formulas and Naming Compounds
This includes binary ionic
compounds, ternary ionic compounds, binary covalent compounds and ternary
covalent compounds. IUPAC names will be
stressed as will the names and formulas for compounds containing divalent
elements. Students will write names
when given the chemical formulas and formulas when given the chemical names.
OBJECTIVE E:
WEEK 7; WEEK 8 Scientific Measurement
This includes the metric
system, metric-metric conversions, metric-English conversions, temperature
scales and temperature conversions, density and specific gravity. Scientific notation will be used with
appropriate numbers.
OBJECTIVE F: WEEK 9
Chemical
Equations
Types of reactions,
balancing chemical equations and oxidation numbers will be taught. Students will study neutralization reactions
and will predict the net ionic equation for given reactions.
OBJECTIVE G: WEEK 10; WEEK 11 The Mole Concept and Stoichiometric Calculations
Students will explain the
concept of the mole, and they will also convert between grams, gram atomic or
gam molecular mass, moles, atoms or molecules, and liters at STP. Problems involving Percent Composition, empirical
and molecular formulas will also be included.
OBJECTIVE H: WEEK 12 Gas Laws
Students will learn
formulas for and solve problems dealing with Boyle's Law, Charles' Law,
Dalton's Law, the Ideal Gas Law and Graham's Law, and Molar Volume.
OBJECTIVE I:
WEEK 13 Acids, Bases, and Salts
Ionization will be taught
as will the concepts of pH, POH,
neutralization, naming acids and names bases.
Weak and strong acids will also be introduced. Molar Solutions.
OBJECTIVE J: WEEK 14 Solutions
and Concentration of Solutions
Problems dealing with
Molarity, Normality, and the dilution of solutions will be taught.
SPECIFIC OBJECTIVES:
The specific objectives for CHM 100 are listed below.
A competency level of 75% or better is expected for
these objectives.
During this course, on written tests and laboratory
practical examinations, the student will demonstrate knowledge and skills in
the following areas:
A. Atomic Structure: The student will:
1.
Distinguish between matter and energy by explaining, in
writing, the differences between these
terms.
2. Distinguish between frequency and wavelength
and relate these terms to the electromagentic spectrum
1.
Classify matter by defining, in writing, the following terms: mixture,
pure substance, atom, molecule, element and compound. To do this, the student will also select and use the appropriate
term for a given situation.
4. Select and use the appropriate symbol to represent any chemical
element.
5. Use the Periodic Table of Elements to identify the Atomic Number
and the Relative Atomic mass for any given element.
6. Use the Atomic Number and the Mass Number for any given element to
predict (a) the number of protons in the nucleus, (b) the number of neutrons in
the nucleus and (c) the number of electrons found in one atom of any given
element. The student will also use this information to explain the term
‘isotope.’
7. Use diagrams to show the electron distribution in a given atom by
(a) principle energy level, (b) energy sub-level, and (c) orbital notation.
8. Use the Periodic Table to predict the number of principal energy
levels and the number of valence electrons for a given element.
9. Relate valence-electron structure to chemical
activity by analyzing an electron distribution diagram and predicting whether
the given atom will gain or loose electrons or remain inert. The student will also predict the number of
electrons, if any, that will be gained or lost and the resulting charge.
10.Relate electron
distribution to the terms valence structure and ionic charge. To do this, the student will define these
terms in writing and will also use the Periodic Table to write the ionic charge
of any given A-group element.
11.Distinguish between an atom
and ion by explaining, in writing, the differences between these. These
differences will include the valence level structure and the electrical charge.
12.Distinguish between cations
and anions by explaining, in writing, the differences between these.
These differences will include the differences in symbols and charge notations.
Tools and Constraints
Involved:
To perform any of the above
tasks, the student will be expected to use, when appropriate, a standard
Periodic Table and formal conventions for diagramming atomic structures.
B. Use of the Periodic Table. The student will use the
Periodic Table of Chemical Elements to:
1. Locate any given element on the table and use the location to
predict the physical and chemical properties of that element.
2. Write the expected ionic charge for elements in a given compound.
3. Distinguish between metals, nonmetals, metalloids, transition
elements, and inert elements by writing the classification of a given element
based on that element's Periodic Table.
4. Relate an element's electron-dot structure to its location in a
particular group on the Periodic Table.
The student will draw the electron-dot structure for any given A-group
element.
Tools and Constraints
Involved:
To perform the above tasks,
the student will refer to a standard Periodic Table of the Elements. However, the student will be expected to
memorize the symbols for at least 40 common elements and the ionic charges for
the common reactive elements.
C. Chemical Bonding:
1. Write the type of bond that will form between two given elements.
2. Explain the electron re-arrangement that will occur when a bond
forms between elements. The student
will also draw a Lewis diagram to illustrate this re-arrangement. These tasks will involve all types of
bonding, including ionic, covalent and coordinate covalent bonding.
3. Use electronegativity valves and a % Ionic Character Chart to
predict and illustrate the formation of ionic and covalent bonds.
4. Use the concept of electronegativity and charge separation to
explain bond polarity. When given the
reacting elements, the student will classify the resulting bond as either polar
or non-polar. For each of these, the
student will also use Lewis dots to represent molecules and they will also use
VSEPR rules to predict molecular shapes and resulting properties.
5. Use the concept of charge separation to explain molecular
polarity. The student will describe the
chemical and physical properties that are related to molecular polarity and
will give examples and illustrations of molecular polarity.
6. Use the concept of intermolecular forces to explain and
illustrate hydrogen bonding.
7. Use the concept of hydrogen bonding and London forces to explain,
predict, and illustrate intermolecular forces.
8. Use Lewis Diagrams to explain and illustrate diatomic
elements. The student will write and
use correct formulas for diatomic elements in subsequent work involving
formulas and/or equations.
9. Distinguish, in writing, between pure and impure substances and
between mixtures and compounds.
Tools and Constraints
Involved:
In all work involving
chemical bonding, the student will use the Periodic Table as a reference.
D. Writing Formulas and Naming Compounds. The student will:
1. Write correct IUPAC names for given chemical formulas.
2. When given the IUPAC name, write the correct chemical formula for
that compound.
3. Write two (2) acceptable chemical names for compounds containing
divalent elements. For such compounds, the student will also convert either of
the acceptable chemical names to the correct chemical formula for that
compound.
Tools and Constraints
Involved:
In naming compounds and
writing formulas, the student will use a standard Periodic Table as a
reference. However, the student will be
expected to memorize the names, formulas and charges of the common polyatomic
ions.
E. Scientific Measurement
The student will:
1. Distinguish
between mass and weight by explaining, in writing, the difference between these
terms and by using the appropriate term to fit a given laboratory situation.
2. Demonstrate, in the laboratory, two different methods of finding
the volume of a given object: a) by
direct measurement and b) by the displacement of water.
3. Calculate the density, mass, or volume of a given substance when
given the values for any two of these three dimensions. To do this the student will use the density
formula.
4. Distinguish between density and specific gravity by explaining, in writing,
the difference between these and by using the appropriate term to fit a given
laboratory situation. The student will
also demonstrate a further understanding of these terms by calculating one of
these when given the other.
5. Demonstrate an understanding of the Celsius, Fahrenheit and Kelvin
temperature scales by selecting the appropriate scale for a given
situation. The student will also
convert a reading on a given scale to either of the other two temperature
scales.
6. Relate calories,
joules, and specific heat to the specific heat formula. To do this, the student
will correctly solve calculations involving these terms
7. Distinguish between the metric units by correctly selecting the
appropriate metric
unit used to measure length,
volume or mass.
8. Demonstrate an understanding of the metric system by correctly
making metric-metric, metric-English and English-metric conversions. To convert between the English and metric
systems, the student will select and apply appropriate conversion factors.
Tools and Constraints Involved:
In all appropriate
situations involving the objectives listed above, the student will (a) use the
unit cancellation method of problem solving, (b) correctly use values given in scientific
notation and ( c ) express answers in
scientific notation and to the correct number to significant figures. Students will be allowed to use calculators
in making all calculations.
F. Chemical Equations.
The student will:
1. Translate given word equations into correct formula equations.
2. Correctly use the terms reactant, product, and yields,
as well as appropriate chemical notations, to write or describe a chemical
reaction.
3. Correctly identify a given equation as to the type of
chemical reaction that it represents.
This includes single replacement, double replacement, combination,
decomposition, neutralization, oxidation and reduction.
4. Correctly balance a given chemical equation.
5. When given the reactants, correctly complete (by writing all
reaction products) and balance the equation. The student will use an Activity Series to predict the reaction
products for a single replacement reaction.
6. When given an oxidation-reduction reaction, use the concept of
change in oxidation state to identify the substance oxidized, the substance
reduced, the oxidation agent and the reducing agent in that reactions.
7. Use the concept of change in oxidation state to correctly balance a
given redox reaction.
Tools and Constraints
Involved:
The student will use, as
reference tools, a Periodic Table, an Activity Series, and a pH scale. The student will also have access to
appropriate laboratory supplies and equipment..
G. The Mole Concept and Stoichiometric Calculation. The student will demonstrate a clear
understanding of the mole concept and the use of the mole in chemical
calculations. To do this, the student
will:
1. Use the Periodic Table to calculate the gram atomic mass or the
gram formula mass for any given element or compound.
2. Use unit cancellation and the mole concept to convert between gram
atomic mass (or gram formula mass),
grams, moles, number of atoms (or molecules), and liters of a gas at STP.
3. Write values for standard temperature and standard pressure.
4. Use the mole concept and unit cancellation to solve mass-mass,
mass-volume, volume-volume or mole-mole relationships within correctly balanced
equations. In doing this, the student
will correctly set up the problem and will solve for the unknown quantity.
5. Use mole relationships to calculate the Percent Yield in a given
chemical reaction.
6. Identify the limiting reagent and correctly solve for the unknown
quantity in a given chemical reaction.
7. When given the percent composition and the molecular mass of an
unknown compound, use the mole concept to calculate the empirical formula and
the molecular formula for that compound.
When the molecular mass of this compound is given, the student will then
calculate the molecular formula for the compound.
Tools and Constraints
Involved:
The student will use a scientific
calculator for mathematical solutions and will express answers in scientific
notation and to the correct number of significant figures. The student will use the Periodic Table as a
reference and will have access to appropriate laboratory equipment and
chemicals. In all appropriate
calculations, the unit cancellation method will be used.
H. The Gas Laws.
The student will:
1. Demonstrate an understanding of the concepts of mass, volume, and
pressure. To do this, the student will
write the effect produced on any one of these when either of the other
two are increased or decreased.
2. Explain Boyle's Law, Charles' Law and the combined Gas Law. The student will use formulas to explain why
these laws work.
3. Solve problems involving Boyle's Law, Charles' Law and the Combined
Gas Law.
4. Solve problems involving Dalton's Law.
5. Use Dalton's Law to convert from "wet" to "dry"
gases in gas law problems.
6. Use the ideal Gas Law formula to explain the Ideal Gas Law.
7. Use the Ideal Gas Law formula to solve problems.
8. Use Graham's Law to rank given gases in order of their diffusion
rates.
9. Solve Molar Volume problems.
Tools and Constraints
Involved:
The student will use, as
reference tools, a Periodic Table and a chart giving the vapor pressure of
water at specific temperatures. The
student will be expected to memorize appropriate gas law formulas, but will use
a calculator to solve these problems.
I. Ionization:
Acids, Bases and Salts. The
student will demonstrate a clear understanding of ionization, dissociation and
the relation of these to acids, bases and salts and to polarity. To do this, the student will:
1. Distinguish between solutes, solvents, and solutions by explaining,
in writing, the differences between these.
Describe, in writing, the types of solutions.
2. Demonstrate an understanding of the terms ionization and
dissociation by explaining these concepts in writing and by giving examples of
chemical equations that illustrate ionization.
3. Use the concepts of ionization and dissociation to fully explain
the formation of acids, bases, and salts.
4. When given a specific chemical compound, identify that compound as
either an acid, a base, or a salt.
5. Distinguish between acids and bases and list the physical and the
chemical properties of each.
6. Use both the Bronsted-Lowry and Lewis Theories to fully distinguish
between acids and bases.
7. Identify
the term pH and use a pH scale to distinguish between weak and strong acids and
bases.
8. Use the concepts of ionization and dissociation to explain the
difference between weak electrolytes, strong electrolytes and non-electrolytes.
9. Identify and write correctly balanced equations for neutralization
reactions.
10.Write the net ionic
equation for a neutralization reaction
11.When given the formula
for an acid or base, write the IUPAC name for the compound given.
12.When given the name of an
acid or base, write the correct formula for that compound. In writing this formula, the student will
use correct notation to indicate that the compound is in solution.
Tools and Constraints
Involved:
The student will use, as
reference tools, a Periodic Table. The student
will also have access to appropriate laboratory supplies and equipment.
J. Solutions and Concentration of Solutions The student will:
1. Calculate the concentration of a solution in
terms of Molarity.
2. Define, in writing: saturated, unsaturated, and supersaturated. Relate each of these to the solution
process.
3. Solve dilution problems.
4. Solve percent concentration problems.
5. Solve problems involving mole fractions.
Tools and Constraints
Involved:
To perform the above tasks,
the student will be expected to use, when appropriate, a standard Periodic
Table as a reference.
MIDLANDS TECHNICAL COLLEGE SCIENCE DEPARTMENT
CODE OF CONDUCT
Student rights and responsibilities are outlined in the
Student Handbook. We are extremely proud of the quality of students in the
Science Department, however, there have been occasions where disciplinary
action is necessary to prevent disruptive and dishonest behavior. The following items are specific violations
and consequences supported by the Science Department. Your instructor will circulate a form for your signature stating
that you understand the Science Department Course Syllabus, which includes this
document.
1. Any student who exhibits behavior that is disruptive to the learning process such as talking, discourtesy to faculty or fellow students to include obscene language or gestures, or uncooperative actions will be asked to leave the classroom. The student will be counted absent for this class. Depending upon the nature of the offense or if it occurs during an exam the instructor may require that the student see the Science Coordinator, Chair of the Science Depa