Fscj.me



Syllabus: CHM 1025C Introduction to General Chemistry Cr. 4

Spring 2014 Time/Day Section: 395138 Hybrid*

Lecture: 11:00 - 11:45 a.m. Thursday Room: D-204

Lab: 11:45 – 01:45 p.m. Thursday Lab Room: D-204

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 weekly testing, recitation, discussion, and problem solving for the first hour and Thursday in D204 for two hours for a ‘hands-on’ lab experience. Six to eight additional hours minimum 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. All daytime CHM 1025C classes for Spring Term 2014 at North Campus are hybrid meeting only 2 hours and 45 minutes versus a regular face-to-face class meeting four hours of lecture per week and two hours of lab per week. Class meets just once a week for 16 weeks during the Spring Term 2014. A loose leaf text book with Mastering Chemistry online homework, tutorial, and assessment system has been included. Students will need 3-6 hours per week per chapter to complete the Mastering Program. Students may earn homework credit for completing the Mastering sequences and/or complete the paper and pencil homework packets resembling the weekly exam.

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Instructor: Professor John Taylor About Me Resume

Instructor’s Office: North Campus D-270

Office Phone: (904) 766-6763 Campus Emergency Security: 766-6608

Cell Phone: (904) 614-0531 Home: (904) 992-2052 Internet: (904) 410-1924

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email: johtaylo@fscj.edu or john.taylor@fscj.edu

Web Site/Home Page: or

Course Web Site:

Course Description: Corequisite: MAC 1105 or satisfactory score on placement test

This course is an introduction to the concepts of inorganic chemistry including structures of matter, atomic theory, nomenclature, bonding, gases, solutions, equilibrium, and acids and bases. This course is for students who have had no previous chemistry and plan to major in science, engineering, pre-medicine or pharmacy. Six contact hours: four lecture hours,

two laboratory hours. A.A., A.S., A.A.S.

Required Textbook*:

Textbook Required (7th edition, but either 4th or 5th or 6th edition may be used):

| |TEXTS: Introductory Chemistry: Concepts and Critical Thinking with Mastering Chemistry®, 7/E |

|[pic] |Charles H. Corwin, American River College |

|ISBN: 9780321804907 |Publisher:  Prentice Hall Copyright:  2014 |

| |Format:  Cloth Package; 670 pp |

| |Published: Spring 2013 |

| |Introductory Chemistry Study Guide (Optional) |

| |Introductory Chemistry Solutions Manual (optional) |

| |Web Site: |

| | |

| |(Bookstore:—text +$134.75 with Mastering Chemistry) No Used:Loose-leaf |

| | |

| |Study Guide & Solutions: $63.25 (used 47.53) |

| |Lab Manual: Catalyst 1025C Laboratory Manual (required) ~$46.00 |

| |ISBN: 9781256538868 |

| |Student Lab Notebook (required) – ISBN: 9781930882232~$15.25 |

4th edition web site:

Electronic Textbook Option:

|[pic] |Mastering Chemistry: for Introductory Chemistry: Concepts and Critical Thinking, eHomework, 7/E |

| |Corwin |

| |©2013 | Prentice Hall | Electronic Book | Instock |

| |ISBN-10: 0321804759 • ISBN-13: 9780321804754 |

| |Online purchase price: $66.00 50.50 (If you have a used hard back text) |

| |Students can purchase immediate access at . |

| |The Mastering platform is the most effective and widely used online homework, tutorial, and assessment system for the |

| |sciences. It delivers self-paced tutorials that focus on your course objectives, provide individualized coaching, and respond |

| |to each student’s progress. The Mastering system helps instructors maximize class time with easy-to-assign, customizable, and |

| |automatically graded assessments that motivate students to learn outside of class and arrive prepared for lecture or lab. |

| | |

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CourseSmart Textbooks Online is an exciting new choice for students looking to save money. As an alternative to purchasing the print textbook, students can subscribe to the same content online and save up to 50% off the suggested list price of the print text. With a CourseSmart etextbook, students can search the text, make notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review. For more information, or to subscribe to the CourseSmart eTextbook, visit .

 

Former Textbook (You can use temporarily-free online)

|[pic] |An Introductory to Chemistry |

|(831) 241-8327 |-Atoms First- Edition |

| | |

| |Author: Mark Bishop |

| | |

| |Chiral Publishing |

| | |

| |Copyright © 2008 |

| | |

| |ISBN:978-0-9778105-6-7 |

Bishop: Atoms First Web Site:

Table of Contents:

Power Points:

Complete Online Textbook:

Animations:

Shockwave Tutorials:

Alternate Edition: Chemistry First Web Site:



FSCJ Official Learning Outcomes:

1. Explain and apply major concepts in general chemistry.

2. Demonstrate knowledge of scientific method.

3. Interpret scientific models such as formulas, graphs, tables and schematics, draw inferences from them and recognize their limitations.

4. Demonstrate problem solving methods in situations that are encountered outside of the classroom.

FSCJ Official Methods of Assessments

1. Written tests, reports and/or use of equipment to demonstrate student competency in field.

2. Formulate problem, make observations, derive and test hypothesis and make conclusions.

3. Written reports of projects and/or written pretests and tests demonstrate student competency in the application of scientific knowledge.

4. Students use demonstrations, the Internet, written tests, and/or research projects to illustrate competence in recognizing and evaluating various scientific processes.

FSCJ Official Topical Outline

COURSE TOPICS (Approximate CONTACT HOURS per topic based on 60 hours)

Sections Section Titles (Cont. Hours)

I. Introduction to Chemistry (Corwin Chapter 1) .5

II. Measurements/Mathematics of Chemistry (Chapters PSS & 2) 5

Metric System, mass, temperature, density, specific heat,

Conversions of units, scientific notation, significant digits

III. Basic Concepts of Matter Corwin (Corwin Chapter 3) 3

Physical and chemical properties, states of matter,

compounds/elements/mixtures

IV. Atomic Structure/Periodicity (Corwin Chapters 4 & 5) 4 Basic atomic theory, orbitals/electron configuration,

electron-dot symbols, Periodic Law/Periodic Table

V. Concepts of Bonding (Corwin Chapters 6 &12) 3

Valence/Oxidation numbers, bonding of atoms, Ionic

(electrovalent), Covalent, Coordinate Covalent, Structural

Formulas/Dot-symbols

VI. Writing Chemical Formulas (Corwin Chapter 6) 3

Law of definite proportions, use of the Periodic Table

to predict bonding patterns, use of polyatomic ions

VII. Inorganic Nomenclature (Corwin Chapter 6) 4

VIII. Calculations Involving Elements, Compounds (Chapter 8) 5

Calculations of formula/molecular masses, calculation of molar

masses/mole concept, percent composition/empirical and

true molecular formulas

IX. Chemical Equations (Corwin Chapter 7) 5

Definitions/symbols, balancing equations, writing and balancing

word equations, types of equations, recognizing the types,

prediction of products, balancing

X. Stoichiometry: Calculations Involving Equations (Chapter 9/15) 5

Solutions by the mole method, solutions by

ratio and proportion

XI. Gas Laws, Kinetic Molecular Theories (Chapter 10) 4.5

XII. Introduction to Liquids and Solids (Chapter 11) 3

XIII. Solution Chemistry (Chapter 13) 4

Definitions/types, factors affecting solubility/rates of solutions,

concentrations

XIV. Introduction to Acids and Bases (Chapter 14) 4

Definitions/properties, pH and pOH, electrolytes/nonelectrolytes

XV. Rates of Reaction and Chemical Equilibria (Chapter 16) 5

Reaction rates, reversible and irreversible reactions and chemical

equilibrium, Le Chatelier's Principle

XVI. Special topics (Corwin Chapters 17,18&19) 2

REDOX, Nuclear Chemistry, Organic Chemistry

Total Lecture Hours 60

Lab Manual Required:

CATALYST: PEARSON CUSTOM LIB CHEM 1025 LAB FSC-Jacksonville

ISBN: 9781930882232

Cost: ~$46.00

Lab Notebook Required:

Student Lab Notebook (required) – ISBN: 9781930882232~$15.25

Old Textbooks which may be used:

|[pic] |TEXTS: Introductory Chemistry, C.H. Corwin, 6th Edition; |

| |Introductory Chemistry Study Guide (Optional) |

| |Introductory Chemistry Solutions Manual (optional) |

| |Web Site: |

| | |

| |(Bookstore:—not available;) |

| |Visit or other book sellers for used copies: |

| | |

| |Grading Outline (Road Map) for the 6th edition: |

| | |

|[pic] |TEXTS: Introductory Chemistry, C.H. Corwin, 5th Edition; |

| |Introductory Chemistry Study Guide (Optional) |

| |Introductory Chemistry Solutions Manual (optional) |

| |Web Site: |

| | |

| |(Bookstore:—not available) |

| |Visit or other book sellers for used copies: |

| | |

| |Grading Outline (Road Map) for the 5th edition: |

| | |

|[pic] |TEXTS: Introductory Chemistry, C.H. Corwin, 4th Edition; |

| |Introductory Chemistry Study Guide (Optional) |

| |Introductory Chemistry Solutions Manual (optional) |

| |Web Site: |

| |See if you can find a cheap used copy on the Internet. |

| |Visit or other book sellers for used copies: |

| | |

| | |

| |Grading outline (Road Map) for the 4th edition: |

| | |

There is very little difference in the books, except they have added a critical thinking question called Chemistry Connection in each chapter in the 6th and 7th editions. Also the 7th edition added a new chapter 15 Advanced Problem Solving, while changing chapter 2 to Chapter PSS (Prerequisite Science Skills) maintaining 20 total Chapters (actually now 21), really still too much to cover in 16 weeks. Our course grading outlines are road maps on how to navigate my lecture organization and each of the old books have this outline online.

EQUIPMENT NEEDED: A scientific calculator*, periodic chart

(Optional: Lab apron, personal goggles, and gloves) (not provided by the college)

*Cell Phones, PDA, I-Pad, Laptops, etc other electronic devises may not be used for a calculator.

Old Lecture Text (Textbook Option):

I have available many older beginning chemistry texts. You are welcome to use these texts either the first few weeks of the course until you can afford the text or for the entire course. However, you must have your lab manual and lab notebook by the second week of Lab January 15th. (A few old manuals are available for temporary loan).

As long as it is a beginning/preparatory chem. text (not a college chem. two semester text) you may use any book as long as you can use an index.

Also you may shop the Internet for older versions of Corwin (the 4th , 5th or 6th editions) which you can purchase for $5-$10. 6th edition $20-$40. There are a grading outlines for these old editions and nothing new is in the 7th that is not in the 6th, 5th or 4theditions. However, you may have to purchased the learning system, Mastering Chemistry.

ATTENDANCE:

Students are expected to attend class and will be responsible for all material presented as well as all online assignments. The student must sign the attendance roster to earn credit for attendance. Each lecture/exam class (11:00 am) attended will be worth three points for at least 45 total points of the final grade if there is an attendance monitor. Students arriving late will earn less points. Students who leave early or 30 minutes before the ending time will be scored zero for attendance that day. A second roll may be circulated 15 minutes before the scheduled ending time. For each lecture/exam session missed after two scheduled lectures, the student will lose 5 points per class missed.

Sign in for lab is counted separately worth 5 points for each week with a 75 points total. Anyone arriving more than 15 minutes late (after 11:45 am)) 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 5 points for the first, then 10 points for the second, and 20 for each additional lab missed. There is no make-up for a missed lab and the score for that lab will also be a zero. Attendance depends on an attendance monitor keeping totals.

The student will fill out a data card/page similar to your instructor on 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 20 points. This also depends on the attendance monitor.

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5A: Email (20 points) : Send me an email to: johtaylo@fscj.edu

In the email make your subject:  25H: First Email

Then in the body of the email tell me about yourself, your hobbies, your goals in life, where you work and what kind of job for how long, your family, even your pets. Also did you have high school chemistry? When? I have a whole web site so that you can get to know me personally. That site (about Me) is at:



Do you have a site About YOU (my Space, Facebook, etc)? If so send me the URL and put it on your index card/data form. (I have a Facebook and we can become friends). If you want to build a similar traditional web site, I will post it on my server. When I establish a group email, I will ask you to introduce yourself to the class and add all the class members to your address book. During the first class, each student will add his/her name and data to my contacts list on FSCJ server. I will also pass around my cell phone for you to call and then save your number to my cell phone contacts:

 

5b: Free Time Chart (10 points): Find me 15 hours per week of the 168 total hours in a week:

Reference:





 

5c: Create Your life Line (Bonus) (must allow active X components to work):

Description:

Activity:

 5d. Discovery Wheel (Bonus):

Description:

Activity:

 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:

Activity:

5f: Hemispheric Brain Dominance (bonus) 20 questions. Print out results via right click

 

5g: Learning Styles: I will send you a separate email later if I decided I want you to some exercises here.(Instruction may be given during lab the first day) The LSI will be posted in Blackboard.



Learning Cycle Learning Grid

All the above are subject to having an attendance monitor. Otherwise points may not be assigned.

Special Student Assistance:

Quiz monitors, attendance monitor, personal assistants, test preparers, camera persons/editors, study guide word processor assistant, Chemistry Web Masters, as well as study groups are forms of cooperative learning environments where the student needs to learn how to function in teams.

Volunteers will be requested the first class and the first lab to form the support team. I need two students with laptops the first class so that each student may setup an external email system. Also free-no ads-email accounts are available from the instructor. Please plan to stay after class the first class to receive this email account.

I will circulate my personal cell phone for you to call and setup your name in my contact list on my sym card. Call my phone: 614-0531-answer it (Enter Last Name; First with 25HS14)

However, 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.

Homework: Each Module has a pretest homework Packet which must be turned in prior to the Modular Exam for up to 50 points as outlined on the exam schedule.

As an alternative, student may complete the Mastering Chemistry

Chapter e-homework for the 50 points grade for the 13 plus chapters.

The grading outline (Course Road Map) may be found at:

The instructor will have links to required and optional online homework which the student will complete and submit electronically. 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):



The instructor describes required and optional paper and pencil homework for some sections not available on the Internet on the sample pretests and/or on the homework outline. The student is to keep this optional homework in a notebook and/or a folder and submit the required homework as directed.

The homework outline does not show any points. It is expected that the student will complete the assigned homework voluntarily. Required homework is integrated into the Module exam score or possibly a separate column in the Blackboard grade book.

The first required electronic homework is to practice spelling the elements at:



(Links to descriptions will be placed on the web site)

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Modular Exams:

Eight-Ten modular exams will be administered in class on Thursdays beginning at 11:00 am (or earlier for students needing extra time). These exams will constitute approximately 50-65% of the student’s final grade. A hard copy homework packet (Similar to the exam) will be supplied at least a week before each modular exam.

The overall course grading outline (Course Road Map) for these exams may be found at:

Module Exams (Approximate Date):

ACS California or Toledo Placement, Test: Week 1, R, Jan 16 (at the end of lab time)

Module 1 ABCC1 Week 2: R Jan 23rd (Chapter 1 and 3)

Module 1 DD1EE1FF1 Week 3: R Jan 30th (Chapter 1 and 3) (Homework Packet Due)

Module 2 ABCDE Week 4: R Feb 6th (Chapter PSS and 2)

Module 2 FGHI Week 5: R Feb 13th (Chapter 2) (Homework Packet Due)

Module 3 ABCC1 Week 6: R Feb 20th (Chapter 4 and 5)

Module 3 DEFP Week 7: R Feb 27th (Chapter 4 and 5) (Homework Packet Due)

Module 4 AB Week 8: R Mar 6th (Chapter 12)

Module 4 CDEFGH Week 9: R Mar 13th (Chapter 6) (Homework Packet Due)

Spring Break-no class Week 10 (March 17-23)

Module 5i EE1FGHH1 Week 11: R Mar 27th (Chapter 7) (Homework Packet Due)

Module 5ii ABB1CDD1 Week 12: R April 3rd (Chapter 8) (Homework Packet Due)

Module 5iii IJK Week 13: R April 10th (Chapter 9) (Homework Packet Due)

Module 6 ACDEFGH Week 14: R April 17th (Chapter 10) (Homework Packet Due)

Module 8 ABCDEF Week 15: R April 24th (Chapter 11 and 13)

Module 8 GHL Week 16: R May 1 (parts of Chapter 14, 16, 17) (Homework Packet Due)

ACS Toledo Placement test and Final Exam: Week 17 May 8 10:30 am-12:30 pm

ACS California Placement Exam with Math from ACS Toledo:

|[pic] |During the first week all students may take the ACS California Placement test during the first scheduled lab class |

| |(January 16). It is a pre-assessment of chemistry skills and will be post course tested the week of finals week. The test |

| |includes 44 multiple choice questions and an additional 20 questions from the Toledo Placement test on math. Students should|

| |be able to score 70% on the Mathematics Section II. If lower than 70%, the student should examine their math ability for |

| |this course. The math section counts 20 points the first week, and the post California on May 8th for 30 points |

Students should be able to score at least 50% or better if they have had high school chemistry recently on sections 1. Bonus points for each section will be awarded for scores above 70%. If most of the chemistry questions seem foreign, then just leave it blank as the course content will provide the student with the skills to answer these questions in Post test Format the week before the finals. In Post test format, everyone should be able to score above 80% on Section 1 (44 questions), if you and the instructor are successful with 12 weeks of instruction. The mathematics section II will not be included in the Post test. The test will count 1 point for each questions answered successfully during the final exam week plus the 20 points for the math (70% of 44 is 30 (all correct answers above 30 will count one bonus point the first week..

 

Final Exam:

The student will complete the final exam worth up to 200 total points of the final grade. Students with an A average grade going into the final MUST take the final. No student is excused from the final.

The final exam will be completed in class as scheduled by the final exam schedule Dec 10. 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. Each question is 2 points for 200 points. There will be a 100 point Online Practice Final Homework to be completed on Blackboard. If the student skips the practice, the final will count 300 points instead of 200.There are also online practice finals (no credit) which may be found at:



If a student performs poorly on the final exam or scores a zero by being absent then the final grade is lowered by 8 to 6% which may lower the final grade by no more than one grade, The student may be pre-test the finals at the option of the instructor on Post testing days Friday-December 6 (9:00 am-2:00 pm) and/or Sat. December 7 (9:00-2:00pm)

Old Chemistry Finals prior to Summer 2013 may be found at (also good practice for Modular MC tests):

Final Exam Challenge for an A Grade:

If the student scores 86% out of 100 questions on the 100 question 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 70% will earn an “A” in the course (applies to only one student unless there is a tie for the highest score 70-85). Students scoring 75-85 on the Final earn a “B” final grade and 60-74 “C”. However, this testing out of the grade requires that the student must have attended 2/3rd of the lab sessions.

The instructor reserves the right to change the final to an option the last day December 9 . The optional final will become bonus credit of up to 100 points instead of the required 200 points.

Post-Testing:

The instructor may post test sections of the modular exams that a majority of the students miss. Post testing will occur either in the test center or after class on Thursdays. Multiple choice and vocabulary sections may not be post-tested unless otherwise announced by the instructor. The post test is a free attempt. Scoring lower on the post test than on the modular exam section will not penalize the student. The post test will be ignored and the exam section score will count. Improving on the post test will replace that section’s score on the modular exam. The student will resubmit his/her exam grading outline cover sheet which shows the scores to the attempted post tested sections. Students who have sections scoring lower than 70% (6 out of 10) should post test these sections. Scores at 85% or above will NOT be post tested. Students must submit a Post Test Request Form (Gray) on or before the last lecture class before the finals or post testing day.

If the student does not have her/his exam, then post testing will NOT be possible. Each student will be given three Part by Part Post Test Grading Outline forms (Gray) for the overall makeup days December 6-7. All scores must be entered from the pretest cover sheets for each exam or the Module being posttested. One will be retained as the master by the student and the other two will be the cover sheets for the special makeup days post tests.

MAKE-UP POLICY:

Make-up exams are usually not given. In the event of an unavoidable absence (jury duty, hospitalization, incarceration, and death in the immediate family), you will be allowed make-up. You must contact the instructor, no later than, the day of the exam in order to discuss what arrangements might be made. This may be done with a quick email. A message must be left on the instructor's e-mail (johtaylo@fscj.edu ) if the instructor cannot be reached. If a makeup is allowed, it must be completed prior to return of the exam papers completed by the student attending the scheduled exam. Missed exams will otherwise count as 0 points. Makeup exams may be administered in the Assessment Center. Once the test is returned and the makeup has not been completed then a zero grade will be assigned. Modular Exams are administered every Thursday, and usually returned at lab tie on Tuesday.

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.

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GRADING:

Exams mainly determine a student's letter grade. The approximate grade distributions are:

90% = A Paper and Pencil Final Exam 300 points

80% = B Modular Paper and Pencil Exams or 12-14 Weekly

Paper and Pencil Partial Modular Exams 1200-1600 points

65% = C 8 Modular Online MC Exams 800-1000 points

Wet Labs up to 400 points

50% = D ACS Placement Exam up to 100 points

Attendance (** requires attendance monitor) up to 150**points (includes email/time management)

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 points

The total points will be between 3000-4000. Grades are determined by total points

*or Mastering Chemistry Chapter e-homework

Instructor’s Right to Change or Modify Grading Procedures:

This instructor reserves the right to make changes in this syllabus whenever he feels it is appropriate to do so. The instructor reserves the right to modify or change the grading progress as the course proceeds. Any additional course assignments will substitute for deleted items. Some may also be modified if not deleted. The instructor will not add major examinations as a modification and maintain the modular exams plus final requirements and their percent distribution.

The instructor will not drop the lowest test grade. Don’t ask! Instead a student may prove comprehension of the material at a later time through post testing as arranged with the instructor. A student making an A up to the final MUST take the final to earn a final grade of A, etc.

Exams will be based on material covered in the text and Mastering Chemistry as well as reading assignments outlined on the course calendar and grading outline. The course calendar is found in the weekly group emails which will be posted as announcements on Blackboard.

Labs:

The district course outline has the following lists of labs. We will do at least 10 wet labs and no more than 15 total from the list. There are no make-ups for missed. Each lab is worth between 30-50 points.

Lab grade may be adjusted up to 25% in the final grade calculation.

1. Laboratory Safety/Introduction to Chemical Equipment, Laboratory notebook

2. Introduction to Laboratory Measurements

3. Density

4. Physical and Chemical Properties/Changes

5. Characteristics of Elements/Compounds

The professor will choose any 4 of the above

to satisfy course requirements.

6. Periodic Table Concepts

7. Bonding/Dot Structures (Model Building)

8. Mole Concept/Empirical Formula

9. Double Replacement Reactions

10. Single Replacement Reactions

11. Stoichiometry

12. Gas Laws

13. Molar Volume of a Gas

14. Molar Mass of a Gas

15. Solutions

16. Acid-Base Titration

17. Analysis of an Antacid Tablet

18. Rates of Reaction

19. Calorimetry/Specific Heat

20. Hydrates

21. Equilibrium and Le Chatelier's Principle

22. Spectroscopy

The professor will choose any 7 of the above to satisfy course requirements.

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Spring 2014 CHM 1025C HYBRID Tentative Laboratory

Week

1. Catalyst Lab #1: Welcome/Laboratory Manual-Notebook (1/15-16) Lab Safety Film Notes

Lab Safety Rules and Safety Contract

Laboratory Diagram

Laboratory Equipment

NFPA and HMIS Safety Codes

2. Catalyst Lab #2: Instrumental Measurement (1/22-23) *

Professor Taylor’s Class Only: Gasoline Project

3. Catalyst Lab #3: Density of Liquids and Solids (1/29-30)

4. Catalyst Lab #4: Physical and Chemical Properties (2/5-6)

5. Catalyst Lab #5: Atomic Fingerprints (2/12-13)

6. Catalyst Lab #6: Families of Elements (2/19-20)

7. Catalyst Lab #7: Molecular Models and Chemical Bonds (2/26-27)

8. Catalyst Lab #8: Identifying Cations in Solutions (3/5-6)

9. Catalyst Lab #9: Empirical Formulas of Compounds (3/12-13)

10. No Lab 3/19-20 College Closed Spring Break

11. Catalyst Lab #10: Analysis of a Penny (3/26-27)

12. Catalyst Lab #11: Analysis of Alum (4/2-3)

13. Catalyst Lab #12: Generating Hydrogen Gas (4/9-10)

14. Catalyst Lab #13: REDOX Challenge (4/16-17)

15. Catalyst Lab #14: TBA (4/23-24) or ACS Placement Test

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Required Lab Safety Contract:

|Exp #: |Experiment/Subject: | |Date: |Page 01 |

|One |Laboratory Safety Contract |Title Page |1/16/14 | |

| |Name: |Lab Partner: |Course: |Section # |

| | | |CHM 1025C |395138 |

Name: _________________________ Email: ____________________________

Address: _______________________ 2nd Email: _________________________

_______________________________ Phone #: __________________________

__________________ Cell Phone: ________________________

Course: CHM 1025C

Section #: 395138

Professor: __John T. Taylor____

I, ____________________________, have watched the ACS Laboratory Safety Film. I have read the assigned sets of Safety Rules provided by my instructor. I have synthesized from these rules and the safety film a list of at least 20 rules written in this Laboratory Notebook which I agree to abide during all formal laboratory activities and experiences in FSCJ North Campus’s D-204 Chemistry Lab. I agree to wear proper safety glass at all times during lab activity, regardless if I, myself, am not currently performing any activity. I agree to lose points on my current lab if I am not wearing these safety glasses. I understand that protective aprons and gloves are my option to provide and use during formal lab activity. I have sketched in this laboratory notebook, the layout of the North Campus Chemistry Lab D-204 and have noted the placement of all safety features, equipment and supplies in this Post Lab Safety Report.

Signed: _______________________Date:________________

|Signature: |Date: |Witness/TA: |Date: |

Florida State College @ Jacksonville North Campus

Spring Term 2014 CHM 1025C Lab Rules:

1. Each student must have the required Laboratory Manual and Laboratory Notebook prior to the second scheduled lab class (1/23). Instructions on using a laboratory notebook are in the Appendix of the Lab Manual.

2. During the first scheduled lab class in D-204, the following will be covered

a. Students will sign the master laboratory attendance form and this form will be given to Dr. Julie Sutton, North Campus Lab Manager

b. Students will sign and give the instructor one copy of the individual laboratory contract to verify attendance the first day of schedule lab and keep a second copy to make a similar copy on the first page of the student laboratory notebook.

c. Show the ACS Laboratory Safety film. Students will take notes and copy these notes into the laboratory notebook on page 2 before the second meeting on the lab class. An Outline of the film may be provided to aid the note taking.

d. Student will copy the FSCJ-North chemistry lab rules handed out the first meeting into their laboratory notebook.

e. Students will sketch the HMIS Labeling System and list the descriptions for each number for each category in their laboratory notebook

f. Students will Sketch the NFPA symbol and then copy a more detailed or specific hazard for each NFPA numeric category from the Safety Codes handout. Explain what each number represents in each category in their laboratory notebook.

g. Each student will sign up for two elements. Te first will be an element from 1-36, the second will be an element from the list that has an atomic Number greater than 36.

h. Using Chemical Date Bases on the Internet, the student will copy on a new page in their notebook the data sheet from the MSDS Assignment handout and fill in the form for the chemical assigned and submit this page by the second lab period.

3. There is no makeup for missing a scheduled lab (unless the student can show registration into the course after the first lab meeting). Students attending all labs will earn 30 bonus points as the student is allow one and only missed lab except the first lab on safety during the term.

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 (written in lab notebook)

b. Procedures (written in lab notebook)

c. Lab data sheets must be copied into the lab notebook for the scheduled lab.

d. attach completed Pre-laboratory Assignment from Lab Manual

6. No data may be written on the data tear out pages in the lab manual during the lab, unless directed do so. 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 may be rejected by the lab instructor. During the first 15 minutes of lab, the student will turn in the copy of Part A: Goals/Objectives, Part B: Procedures, and Part D Pre-laboratory Assignment. Each page should have the student’s name. Please staple all these pages together in order.

8. Students not having a prepared prelab report in their lab notebook after the first lab may 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 including filling out the Post Laboratory Assignment.

10. Students who do not have a lab manual will not be allowed to work in the lab and receive a zero for the scheduled lab (except the first week).

11. The external lab doors may be shut 15 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.

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 lab report and submitted during the first 10 minutes of the following week’s lab.

14. Your instructor may modified any of the above instructions during the lab or in an email before or after the lab has been performed.

15. For the first absence from lab, a student will be able to complete an outside the class assignment/project as directed by the faculty member to makeup the work missed.

16. For a second absence from the lab, the instructor may or may not allow the student a second makeup project. A third makeup is out of the question. However, student with perfect attendance in lab, will be allowed to do one of the optional makeup projects for bonus credit.

WEB-SITE:

This course uses or fccj.us or web site giving you access to course information. This course also uses Blackboard to list the Modular and Final Exams scores, and check-your-final grade through the Internet (Note: The course materials are not currently on Blackboard). Access the Blackboard web site through .

Other Important Dates:

Monday Janauary 13th Classes begin

Monday Janauary 20th Martin Luther King Holiday-college closed

Wednesday January 22nd Last Day to Drop A-16 Schedule Class

Monday February 19th President’s Day-College Closed

Friday March 14st National Pi Day

March 17th –March 23rd Spring Break College Closed

March 24th –March 28th International Conference on Teaching and Learning

Friday 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 option

Monday May 5th Final Exam (Class will not meet May 7th )

Friday May 97th End of Spring Term 2014

FSCJ Spring 2014Calendar:



The college final exam schedule may be found at:



Fall term final examination period for day and evening classes will begin on May 3, 2014 ending May 9, 2014. The Final Exam will be Monday May 5th 6-9 pm. Faculty must adhere to the published final exam periods as day classes do not meet the last week of the term at the regular time. Students must make arrangements to meet in this special period if work, child care, etc conflicts with the published schedule.

This exam diagram is for spring term A16 (1) weekday classes only and may be subject to change.

|EXAM DAY |

Explain how an nuclear power plant (or nuclear Navy ship) works. Compare the dates of the release of this movie in 1979 and what happen at Three Mile Island. How many nuclear power plants are operating in the U.S. and what is the percentage of electricity produced from nuclear versus fossil fuel.

Several additional questions should be answered:

a. What is the difference between nuclear fission and nuclear fusion? Write balanced nuclear equations to explain.

b. Can a nuclear fission power plant explode like an atomic bomb? If not, then what is the environmental danger from an accident. Review: Three Mile Island accident in the U.S, Chernobyl Catastrophe in Russia, and last year’s Fukushima nuclear disaster in Japan. Use the Internet and research the three accidents and include a paragraph or two on each in your paper explaining what happened n the first two, then assemble at least a page about Japan’s accident..

c. What are the environmental problems caused by a nuclear power plant. If you saw the film “Category 6” what happened when they crank up the power plants beyond the federal limits of production

d. What is Helium 3? Where is a supply located? How can it be used for electricity production?.

3. Critical Thinking Artifact (Required) 60 points:

After completing Module 2 and Chapter 2 of the textbook during the course, a critical thinking artifact will be required. It may be the analysis of a film, analysis of a journal article, or interpretation of a set of lab data. For this semester a handout on Temperature Conversions will allow you to generate your own temperature scale and perform some data interpretations as a demonstration of your critical thinking ability.

4. The Video Project: The Hollywood Film Assignment (Required):

(Scientific Method: Controlled Experiment Paper [Andromeda Strain Movie Paper]):

Movie Film: Andromeda Strain – 1971-May be Required after Week 1

 

|[pic] | |

| |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:

The film may be found for check out in our library or Optional class showing after class or lab times(after lecture). Movie is 2 hours and 10 minutes:

FSCJ CHM 1025C 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 OF |

| |ACHIEVEMENT |

|INDICATORS |COMPETENT |PARTIALLY COMPETENT |NOT YET COMPETENT |

| |

|Identifies a problem |Student recognizes / categorizes a |Student can recognize and/or |Student is unable to identify the |

| |problem and is aware of how to |categorizes a problem but is unaware|nature of the problem. |

| |approach the problem. |of how to approach 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|problem into mathematical language |into mathematical language or |

| |generates a scientific hypothesis. |or generates a scientific |generate a scientific hypothesis. |

| | |hypothesis. | |

| | | | |

|Solves the problem |Student correctly solves the |Student attempts to solve the |Student does not know how to start |

| |formulated problem. |formulated problem. |solving the problem. |

| | | | |

|Interprets data and draws |Student draws a valid conclusion |Student draws incomplete or |Student is unable to draw any |

|conclusions from the data |based on correct interpretation of |partially valid conclusions based on|conclusions from the data. |

| |the data. |the data. | |

| | | | |

|Uses appropriate technology to|Student analyzes data and/or solve |Student analyzes data and/or solves |Student does not use appropriate |

|analyze data and/or solve a |the problem using the appropriate |the problem without using technology|technology. |

|problem |technology. |appropriately. | |

This project must be completed by the end of 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 1025C Lab Exercise #2: Andromeda Strain Movie Project

Directions: Answer the following questions with respect to the Andromeda Strain Movie show in our lab.

1. What is the problem or question to be solved?

a.

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 (Chapter 17) (Optional)

Watch the movie:

|[pic] |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:

|[pic] |Revenge of the Electric car: go to: |

| | |

| |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 2014. Explain the Federal Tax Credit for these vehicles after 2013.

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.

Additional Optional Papers/Projects:

The student may complete up to two of the following papers/projects to makeup for a missed “wet lab” experience only upon approval of the instructor:

VI. Organic Paper: Prescription Drugs (Optional)

In conjunction with Chapters 19 and 20, plus the supplemental chapter: Drugs: Chemical Cures, Comforts, and cautions, the student will select a prescription drug. The student will consult a PDR in the library. The student may use the Poop sheet provided with the drug. The student should select a drug of interest, or one prescribed by a doctor for the student to take. The student should include the chemical names, generic names, etc. in a one page paper. The student should consult at least three pharmacies to find the average price as well as an online pharmacy, plus compare the Name Brand versus Generic prices. What would the drug cost in Canada. The student will describe what the drug is suppose to do for the patient for what condition. The student will close the paper with the precautions and side effects which may be experienced by the patient.

VII. Index Card Project: Toxicology of Commercial Products (Optional)

The student will collect data from five different categories of household products used in her/his home. The product and its chemical contents should be listed on the front side of a 3x5 file card. On the back of the card the precautions and emergency procedure should be listed for the misuse of the product. Can you find the nearest poison control center. Read the supplemental chapters on Toxicology and Poisons and Household Chemicals supplied by the instructor upon request.

VIII. Global Warming Project/Paper (Optional)

|[pic] |Product Description |

| |Director Davis Guggenheim eloquently weaves the science of global warming with Al Gore's personal history|

| |and lifelong commitment to reversing the effects of global climate change in the most talked-about |

| |documentary of the year. An audience and critical favorite, An Inconvenient Truth makes the compelling |

| |case that global warming is real, man-made, and its effects will be cataclysmic if we don’t act now. Gore|

| |presents a wide array of facts and information in a thoughtful and compelling way: often humorous, |

| |frequently emotional, always fascinating. In the end, An Inconvenient Truth accomplishes what all great |

| |films should: it leaves the viewer shaken, involved and inspired. |

Write a paper on Global Warming. Take a pro or con stand on the issue. You may use references from the film. There is a follow-up 30 minute update by Al Gore which will be shown in class.

Or

Actually a better film is the Six Degrees film shown on National geographic Channel:

| |National Geographic: Six Degrees Could Change the World (2007) |

|[pic] |Starring: Alec Baldwin Director: Ron Bowman Rating [pic] |

| |Product Description |

| |In 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 |

IX. Biochemistry Project: Diet Analysis (Optional)

The student should read the supplemental chapter Food: Molecular Gastronomy supplied by the instructor. The student will list and estimate the amounts of each food consumed for a day, The student will prepare a table breaking down the foods in at least three of the six categories of body nutrients excluding water: water, Fats, Carbohydrates, Proteins, Vitamin, and Minerals. The totals for each category should be computed as well as the total calories for each food consumed. The daily total should be computed. If possible the student could extend the project into a “normal” day and an “abnormal” day.

Before a student attempts any of the above 10 projects/papers, either the instructor will announce a particular project will counts as that week’s lab grade or permission must be obtained from the lecture instructor before a project may be attempted for work missed due to absence.

X. Dr Day Cancer Videos:

Suppose you or a relative comes down with cancer. What would you do? Cut It Out; Radiate It, or Take Chemo Therapy. Watch what this Doctor did to cure herself of cancer:

[pic]

The student will view at least two of Dr. Day’s videos:

1. You Can Not Improve on God!

2. Seeing Through The Maze of Alternative Medicine: What works, What Dosen’t and Why!

There are also six other videos you could watch including:

Cancer Doesn’t Scare Me Anymore! ; Diseases Don’t Just Happen!

Write a paper describing the 10 steps and summarize the alternative medicine cures

|Required Lab Exercise: |

| |

|Joint Critical Thinking Project via Modeling Linear Functions Using Temperature Conversion Scales |

|Abstract: 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:|

| |

A handout will be provided the first lab class and this project is due on the day of Exam#1.

Service-Learning (up to 50 points Extra Credit)

[pic]

During the semester, students may engage in Service-Learning Activities and receive make-up or extra credit. Immediately coming to mind would be tutoring, one-on-one helping students in chemistry, math, or other sciences. This could be college peers, elementary, middle high school. This could be being my assistant at demonstrations and/or presentation—or being a co-presenter. It doesn’t have to be chemistry, but I would prefer it to be involved with sciences.

Last year I did many community and college services beyond chemistry. I made three Black history talks on campus; plus I did four presentations at the International Conference on Teaching and Learning. Here are the abstracts:

Four 2013 Presentations at:

24th International Conference on Teaching and Learning “Reality Learning”

John T. Taylor and Dana Thomas, Florida State College at Jacksonville

The Classroom According to Hollywood-Volume Seven: The Pros and Cons of Athletic Programs in Schools

This is an update of a popular activity that the presenters incorporate into their online education classes for pre-teachers. Volume 7 is an all new set of video clips used to stimulate threaded discussions in their distance learning classes not previously shown at this conference. Previously the presenters have identified over 75 Hollywood films dealing with teachers and the classroom focusing on six different themes. The entire set of Volume 7 clips from more than 25 additional movies will focus on the assets and liabilities of school-sponsored athletic programs. The pressure of winning at all costs is too often in conflict with teaching good sportsmanship and an athlete’s success in the classroom. (ID #215/Track 3)

Wednesday, April 10, 2013, 10:25-11:25 a.m., PC Multimedia Room

John T. Taylor and Marcelle Bessman, Florida State College at Jacksonville

Joint Critical Thinking Project via Modeling Linear Functions Using Temperature Conversion Scales

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 (or desired body weight) and the student’s age (or student’s desired age) as the boiling and freezing points of water respectively. This student’s scale is then compared to the Fahrenheit and Celsius scales. The resulting functions are graphed and compared. We will illustrate this on the webpage: (ID #180/Track 2)

Thursday, April 11, 2013, 8:40-9:20 a.m., PC Multimedia Room

John T. Taylor and Mike Reynolds, Florida State College at Jacksonville

Using Video to Enhance Earth Sciences and Astronomy Instruction: Documentaries and Project Hollywood

The presenters have collected over 450 hours of documentaries on the subjects of Earth and Space Sciences and over 50 Hollywood movies to take the student from inside the earth to distance solar systems and galaxies during FSCJ’s ESC 1000, AST 1002, and AST2933 classes. The presenters will show clips from their favorite titles. Participants will receive hard copies of the two updated lists for 2012: Commercial Documentaries and Hollywood movies.

(ID #181/Track 2)

Wednesday, April 10, 2013, 8:40-9:20 a.m., PC Multimedia Room

John T. Taylor and Joseph Langat, Florida State College at Jacksonville

Volume 6: Prequel to the Little Rock Nine: Thurgood Marshall and Brown v Board of Education

On September 25, 2017 The Little Rock Nine (now Eight) will assemble again in Little Rock, Arkansas to celebrate 60 years after the historic day in civil rights history. FSCJ Professor, John Taylor, was there in 1957. Volumes 1 through 5 over the previous five conferences have told many stories of the historic year at Central in 1957-58. Volume 6 will focus on the 60 years leading up to this day when segregation barrier was finally broken across the 12 state South and five border states in the United States. One man, Thurgood Marshall, risked his life for over 20 years until 1954’s Supreme Court Decision: Brown v Board of Education changed the law of the land which created the Separate But Equal Doctrine? (Plessy v Ferguson) in 1896.

(ID #189/Track 2)

Thursday, April 11, 2013, 9:30-10:15 a.m., PC Multimedia Room

Instructor Requested Information:

 During the first week of class, the student will fill out a 4x6 file card. The instructor has provided a sample below with his personal data and his block scheduled time.

Data Card/Page: Front Side (Personal Data)

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

Name: John Taylor CHM 1025C

Office: D-270

Address: 4417 Port Arthur Road

Jacksonville, FL 32224

Telephone: 904-766-6763 (office)

Cell: 904 614-0531 Home: 904-992-2052

E-MAIL : johtaylo@fscj.edu

 

Employment: FCCJ/FSCJ since 8/21/06

Full time chemistry faculty

 

Major: Instructional Technologies Minor: Chemical Education

Long Term Goal: Educational Software Developer

 Prerequisite: MAT 1033 equivalent Algebra completed

Chemistry Background: High School chemistry completed: yes

Physics Background: High School Physics completed: no

 

Software/Computer Literacy: WP, Word, Excel, HTML, Javascript

  Home Computer: yes Internet ISP: yes or have access

Why are you taking this course? Need Chemistry Background for CHM 2045C

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

Data Card (4x6 file card): Back Side (Scheduled Time Blocks)

  Class Schedule Summary Spring 2014:

Class/Work Schedule Summary:

Number Section Room Time Days

CHM 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 Activities

CHM 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 Road | |

|04:00 | | | | | |

|10:30 | | | | | |

| | | | | | | | |

7:30 | | | | | | | | |8:00 | | | | | | | | |8:45 | | | | | | | | |9:00 | | | | | | | | |9:30 | | | | | | | | |10:00 | | | | | | | | |10:30 | | | |Office/Exam | | | | |11:00 | | | |CHM 1025C* | | | | |11:30 | | | |Lecture in Lab | | | | |12:00 | | | |395138 | | | | |12:30 | | | |Lab-D204 | | | | |1:00 | | | |Hybrid | | | | |1:30 | | | |+4-10 Hr Online | | | | |1:45 | | | |Office/Help | | | | |2:15 | | | |Optional Lecture | | | | |2:30 | | | |Optional Lecture | | | | |3:00 | | | |Office/Exam | | | | | 3:15 | | | | | | | | | 4:00 | | | | | | | | |4:30 | | | | | | | | |5:00 | | | | | | | | |5:30 | | | | | | | | |6:00 | | | | | | | | |6:30 | | | | | | | | |7:15 | | | | | | | | |7:30 | | | | | | | | |8:00 | | | | | | | | |8:30 | | | | | | | | |9:00 | | | | |  | | | |9:30 | | | | | | | | |10:00 | | | | | | | | |10:15 | | | | | | | | |10:30 | | | | | | | | |

Submit this form 2nd class period

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