Objectives	Professor	Office Hours
Problem Session	Class Meetings	Lab Meetings
Texts and Materials	Grading	Class Format
Assignments	Group Work	The Laboratory
Other Policies	Course Outline	Laboratory Schedule

Links to Various Chemistry/Science Sites

Objectives

• To illustrate, through an examination of the fundamental principles of chemistry, how the structure and reactions of matter at the atomic and molecular (microscopic) level lead naturally to the observed (macroscopic) properties and behavior of the material world.
• To make obvious the empirical basis of chemistry and the underlying process of science that led to the formulation of these principles.
• To emphasize connections between chemistry and the other sciences,  the role of chemical phenomena in the "real world", and the relationship of chemistry to the concerns of the individual and society.
• To encourage independent learning by fostering the ability to recognize when information is needed, the type of information required, and where/how to find it.
• To develop skills in: qualitative and quantitative critical thinking and problem solving; experimental design and analysis; visualization of molecular phenomena; clear communication of ideas; and using the resources of a group effectively in tackling problems.

Back to top

Office Hours

Monday 1:30-3 P.M., Thursdays 2-5 P.M.(see below), Friday 3-4 P.M. or by appointment; drop-in visits are also welcome.

Problem Session

Thursdays 2-5 P.M., 212 Brown Lab 

Texts and Materials: (available at UD Bookstore)

• Chemistry: the Molecular Nature of Matter and Change, 3rd edition, Silberberg (required)
• CHEM 104H Laboratory Manual  (required)
• CHEM 104H Course Packet (required)
• Bound laboratory research notebook (not spiral bound), with 4x4 or 5x5 quad divisions and perforated sheets for carbon copies (required)
• Laboratory safety goggles (safety glasses are not legal) (required)
• Scientific calculator (required). Calculators with graphing and equation-solving capabilities (e.g., TI-83 or HP 48G) are useful but not required; calculators with keyboard capabilities or PDA's may not be used on exams.
• Study guide, solutions manual for text (optional)
  

Grading

Final grades will be based on the following weighting scheme:
 
 

Educational research suggests that learning is enhanced in situations where students can cooperate, rather than compete, with one another. To encourage this, bell-curve grading is not used in this course; for you to succeed does not mean that someone else must fail. Rather, the absolute "mastery" grading standard indicated below will be used:
 

    45   49   54   58   62   67   71   75   80   84   88   100
 F  | D- | D  | D+ | C- | C  | C+ | B- | B  | B+ | A- | A  |

Point Recapture System.

The Laboratory

Each laboratory session is overseen by a teaching assistant ("TA"); typically graduate students in chemistry, TA's are responsible for maintaining a safe lab environment, and for providing assistance and advice as you carry out the experiments. They also grade the lab reports, following the common grading schemes prepared and furnished by the course instructor; the instructor, however, has ultimate responsibility for the lab, and assigns the final lab grade. Questions about an experiment may be directed to Prof. Groh and/or the TA's.

More information about the lab, including a discussion of what's expected in a lab report, may be found in the Appendix to the lab manual.

Back to top

Lab Grading System.

One of the goals of the laboratory program is to expose you to the process of doing science. There is a myth about the scientific method (observation, hypothesis, experiment, analysis, and conclusion) that often is present in students' minds - namely, that these steps always proceed linearly and in sequence. In actuality real scientists occasionally stumble, collect data inaccurately, misinterpret or overinterpret results, miss significant aberrations, and so on. Science isn't a one-shot deal; one isn't always right or blessed with understanding at each and every stage. Chances are good that this will be your experience too, at times.

In order to minimize this problem, real-world science relies on the peer review system. When a scientist writes a paper describing some results, the paper is first submitted to other workers in that field for review. These reviewers look for problems in experimental design and execution, in data interpretation, and in analysis and extrapolation of results; if problems are found, the author is given the chance to correct them before the material is communicated to the rest of the scientific community.

We will utilize a similar system of evaluation in this course (based on an approach described by Miles Pickering in "Making Grading Less Painful", with D. Hershbach, in the Journal of College Science, vol 21, pp.377-379 (1991) ), teaching"with your lab teaching assistant serving as your initial peer reviewer. Lab reports will be graded according to the general guidelines below.  Each lab is nominally worth 100 points; of these, 5 points are reserved as "discretionary" points, to be awarded (in whole or part) by the lab TA as a measure of adequate completion of the prelab questions (before lab!) and of competent lab performance. Another 5 points will be assigned as a measure of accuracy in experimental results. The remainder of each lab report, then, may earn a maximum possible score of 90 points.  In conjunction with these 90 points, each lab report will receive one of the following ratings:

• "Accepted": the report is exemplary as it stands. A report that is "Accepted" will address all the areas mentioned in the lab manual guidelines in an exemplary fashion. Data are presented in accepted formats, both accurately and clearly; the reader should have no difficulty in making sense of the information gathered. The procedure should be clear enough that someone else could repeat the experiment. Calculations are presented logically and correctly. Both Before and After Lab Questions are answered clearly, in complete sentences, in such a way as to demonstrate the writer's understanding of the concepts involved. The error analysis presents a discriminating look at sources of errors, rather than offering sweeping statements about "human error". The results and conclusions are summarized concisely. Labs with this rating will be awarded the maximum 90 points for this section.

• "Accepted with minor revision" . A report that is "Accepted with minor revisions" will typically have technical flaws, rather than conceptual errors. A technical mistake is one that does not reflect a misinterpretation of the concepts being addressed by the experiment; rather, it is more of an error in the "process" of doing or reporting the experiment (versus the "content" of the report). Mistakes such as inadequate procedures, simple math errors, sloppy or unclear presentation of graphical or tabular data, weak error analyses, missing summaries, etc. are considered technical errors. Included in the "minor revision" category are reports that contain a single conceptual error, with or without a few technical flaws. If left uncorrected, labs with this rating will be awarded 75 (out of 90) points.

• "Accepted with major revision" . A report that is "Accepted with major revisions" will typically contain two or more conceptual errors - i.e., mistakes in Before or After Lab questions that address the major ideas or concepts of the lab itself. Errors in presenting data or in calculation set-ups that lead to a flawed interpretation of the results require major revision, as do vague or ambiguous answers to questions. Reports with many technical errors may be downgraded to the "major revision" category. Either the lab TA or the professor should be consulted before revision is attempted. If left uncorrected, labs with this rating will be awarded 65 (out of 90) points.

• "Rejected": reserved for a report with multiple, substantial flaws. If left uncorrected, labs with this rating will receive no credit.

It is your decision as to whether or not to revise and resubmit a report. Any revised reports that become "Accepted" will be awarded 85 (out of 90) points for the written section. (The 5-point cost of revision is to discourage the initial submission of "rough draft" lab reports.) Revised reports that are still not completely acceptable will receive a grade no lower than the original. In this system, if you make mistakes in your first lab report, you still have the chance to learn from those mistakes and to regain almost full credit. The final lab grade will be an average over all the experiments, using the points indicated above.

Lab reports will generally be due one week after completion of the experimental work; revisions, within three days of receiving the graded lab. Makeup labs, due to the tight scheduling of 006 Drake, are not possible. If you can't make your usual lab section for a legitimate reason, you may be able to get into another section that week, depending on the availability of space: see me as soon as you recognize the conflict. Labs cannot be made up in subsequent weeks, and lab reports will be rejected if not received within the specified time; consult either the TA or Prof. Groh if an extension is needed.

Back to top

Class Format

The traditional lecture approach to teaching is an excellent way to transfer information from one notebook to another; unfortunately, it's not necessarily an excellent way to develop a real understanding of chemistry. You don't learn how to ride a bike or speak French by listening to someone explain how to do it - you've got to try it yourself. To learn any subject well, including chemistry, you have to become actively involved in the learning process. The format of this course is designed to encourage that involvement by combining a problem-based, group-centered introduction to concepts with whole class discussions and mini-lectures. Participation is encouraged and expected in all these activities, as befits an Honors course (please note the 5% "participation" component of the course grade!). To repeat an old but nonetheless accurate adage, " the only stupid question is the one not asked" - if you have doubts about something, I can assure you that there will be others with the same question!

In problem-based learning, problems are used tointroduce various ideas or topics and to serve as focal points for learning new material; you may find this a bit unusual, if you're accustomed to only working on problems after all the pertinent material has already been thoroughly discussed in class. One purpose of this "problem-based learning" is to have the problem provide a context and reason for learning the material: you're not expected to be able to come up with a solution instantly - in fact, if you can, then I've written a poor problem! The problems are meant to encourage a dialogue within your group about what knowledge or insights each of you can bring to the situation, what information you collectively still lack, and where to find that information. Students in this course have a wide range of backgrounds and experiences in chemistry, but each can make a valuable contribution to the efforts of the group. Some students may have more "content" knowledge than others, and will be able to test just how deep that knowledge is, by trying to explain an idea to someone else. Others, by virtue of being unfamiliar with a particular area, can often help their group see a situation from different perspectives and, through their questions, make certain that all in the group end up really understanding the material.

In this course, at least in the early stages, the course text will generally be an adequate resource for the information or ideas you'll need to deal with problems; I will provide a collection of general chem texts for use in class, but you may prefer to have one person in your group bring along a copy of the course text, as well. You should be accustomed to viewing the whole text, not just the most pertinent chapter, as a source of information; in addition, the Chemistry library (located on the second floor of Brown Lab) has a wealth of reference materials, including several additional general chemistry texts that are placed on reserve for this course. The Internet is a good source as well, particularly for more topical information, provided that you take care to evaluate the reliability of any sites you consult. See http://www2.lib.udel.edu/usered/infolit/search.htm for helpful guidelines.

You are encouraged to work together in this course - not just on formal group assignments, but on other problem sets and lab reports as well. If you've collaborated with others in any way in preparing an individual assignment, you are responsible for (1) preparing your own answers in your own words , and (2) acknowledging your discussions with others by citing your collaborators' names in your assignment. Please note: (1) work that appears simply to have been copied from another's paper will not be accepted from either student involved; (2) work that has been copied from someone else (or carefully modified by changes in adjectives, voice, etc.) sticks out like a sore thumb - it is very easy to spot without trying, and it will be noticed.  Even when you have worked together with others, an answer constructed from your own understanding of the problem will sound different from anyone else's.  Copying is a violation of the academic code of conduct - don't do it.

Back to top

Assignments

Group Work

During an assignment each person in the group is expected to participate fully; to ensure that, each member will be assigned a role to fulfill. These roles will rotate with each assignment or activity. The descriptions of responsibility for each of these roles follows:

• Discussion leader - Moves the group forward in accomplishing the assignment. Refocuses the group if discussion goes astray. Makes sure that all participate. 
• Recorder - Keeps a record of assignments, discussions, strategies, data and results of calculations. Organizes out-of-class meetings.  Keeps track of role assignments.
• Reporter - Responsible for writing up the group assignment, having the other group members review it, and turning it in by the designated time.
• Resource Person -  Checks resource cart for appropriate materials to use; locates and provides other resources needed.  Performs calculations, graph construction, etc.
• Advocate - Checks group members on their understanding of concepts involved in problems. Checks for alternative approaches and ideas.  Aids the group in summarizing conclusions.

Ground rules

1. Attendance is mandatory - if you are absent, you are hurting your group. Problems are designed to draw on the strengths of all four members, with a role assigned to each. If you do not attend, there is a gap in responsibility.
2. Come to class prepared. It is your responsibility to be ready to contribute to the group effort.
3. Fulfill the responsibility of your role. If you are the reporter, you must prepare and turn in the assignment. If you are the resource person/advocate, you must bring the text and notes, and probe your classmates' understanding, etc.
4. If there is disagreement about problem-solving strategies, solutions, conclusions, etc., the group should come to consensus before writing up the assignment. However, if the group agrees, a "minority" report can be submitted with the group assignment.
5. The groups agrees not to ignore infractions of the ground rules or the attendant consequences.
   

Make sure all members of the group have a copy of the groundrules, and provide a set for the instructor as well. Each group should pick a "name" for itself, for ease of reference in class discussions; provide this on the list of groundrules. Be sure to share phone numbers and addresses for contacting one another; while most group work will be done in class, there will be occasions where you need to meet outside of class. 

Back to top  

Other Policies

Safety. Delaware state law requires that you wear safety goggles AT ALL TIMES when working in a chemical laboratory - from the moment you enter until the time you leave, unless the TA explicitly states that goggles are not needed that day. Any student not wearing goggles when required will be asked to leave the lab, and will receive a nonnegotiable grade of zero for that experiment. Safety rules also forbid the wearing of shorts, short skirts, or sandals in the lab; long or unruly hair must be restrained. You'll receive additional instructions concerning laboratory safety at your first lab meeting.

Integrity.  Academic dishonesty has no place in this or any other course. Cheating in any form (plagiarism, copying, altering information, , using cribs on exams, etc.) will result in judicial proceedings in accordance with the University's policy on academic dishonesty. For a discussion of what constitutes academic dishonesty, please see the Code of Conduct (online at http://www.udel.edu/stuguide/03-04/code.html#honesty ).

 Back to top

How To Do Well in CHEM 104H

A standard rule of thumb for most college courses is that you should expect to spend 2-3 hours in study for every hour spent in class. This course is no exception - developing more than a superficial understanding of chemistry takes effort, and effort requires time.  If you need help with time management skills, contact the Academic Services Center ; they offer sessions on time management, note-taking and reading strategies that you might find useful.  

Here are some other recommendations, from former students:

• Read the textbook and worl problems.  It is impossible to discuss everything you need to know in three 50-minute classes each week – that’s where the text comes in.  At the very least skim through the chapter as each new section is begun, to familiarize yourself with the vocabulary and general ideas.  Reading the chapter summary first is not a bad idea, either.  Some hints for when you’re reading more thoroughly: (1) Try to write a sentence that sums up the point of each section or subheading.  (2) As you read, rather than highlighting everything, make small pencil marks in the margin at places that confuse you.  Reread the section with an eye towards resolving the difficulty.  When you’ve made sense of it, erase the mark.  Continue until all the marks are erased. Be sure to work some of the problems at the ends of each section or the chapter to test your ability to apply the material. 

• Review class notes within 24 hours of the class.  Taking good notes in class is much easier if you’ve followed the advice given above about reading first.  You will have a better idea of what’s important and what isn’t, and won’t need to spend your time frantically writing down every word that’s uttered.  Even if you have prepared, though, notes that make sense as you write them today may not be as meaningful three weeks later.  Many students find it helpful to take notes in class, marking comments or sections that are unclear, and then to rewrite the notes (either in a second notebook or on a facing page) before thenext class.  Generating this second set of notes is really a way of studying the material: you can look up things that were not clear, or make a list of questions to pose to the instructor.  It gives you a chance to decipher sloppy handwriting or notes while things are still fresh in your mind, and helps move material from short term to long term memory.

• Work through the old problem sets and exams in the course packet to  prepare for the exams.  (By the way, do not do this with the answer key open next to you  - it’s too easy to look at the answer, say “sure, that makes sense”, and think that you now understand it.   That’s rarely true, if you haven’t made a reasonable attempt to get through the problem first.) This material will give you a sense of the general style and level of difficulty you may expect to see in this year’s problem sets and exams.   Since it is impossible to deal with every type of problem and problem-solving approach in class, this packet also serves as an important  supplemental course of instruction, in that it may touch on areas that will not be explicitly discussed in class.  Please note that in making up exams and problem sets, I will assume that each student is aware of and has reviewed the appropriate materials in this packet.

• Form an informal study group outside of class.  Compare your notes from class, work together on problems and labs, and discuss things that seem unclear.  You’ll find that you’re not the only one who gets confused, and talking things over can help improve everyone’s understanding.  Make sure that you attempt the work on your own first, though, and can explain the answer yourself readily at the end.  While copying others’ answers without really understanding them may seem expedient at the time, remember that the truth comes out in the exams…

•  Seek help if you start to feel lost, ASAP.  Take advantage of the problem session and office hours, ask me questions by e-mail, or make an appointment to see me.  Not everyone comes into this course with the same background, and some may need a bit more guidance than others.  I’m happy to meet with you to see what we can do to help you get the most from this course, but I can’t help if I don’t know about the problem. 

•  Speak up in class. Participation is 5% of the grade - that’s the difference, e.g., between an A- (84) and a B (79).  You don’t have to have the “right” answer to get credit - you just have to be involved!
  The hardest part of this course for many people is learning how to get started on a problem.  There are no magic formulas for this, but practice, discussing your techniques with others, and more practice will improve your problem-solving skills.
  

Course Outline

Schedule of Topics and Readings
 

Exam Schedule

Back to top

Problem Set Schedule

Anticipated schedule for problem set assignments:
 

Other important dates:
 

Laboratory Schedule

"http://www.udel.edu/~sgroh/chem104syll.html"  Last updated February 2, 2004.  Copyright Susan Groh, Univ. of Delaware, 1997.