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Example material LIFE 103 (Biology of Organisms-Plants)

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Some file I found on this library computer since my laptop is being repaired for the week.
Biology of Organisms
Tanya Dewey; Erik N. Arthun
Class Notes
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This 21 page Class Notes was uploaded by Tanner Notetaker on Sunday August 21, 2016. The Class Notes belongs to LIFE 103 (Biology of Organisms-Plants) at Colorado State University taught by Tanya Dewey; Erik N. Arthun in Fall 2016. Since its upload, it has received 6 views.

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Date Created: 08/21/16
n o i CHEM 113 – General Chemistry 2 – Spring 2016 Welcome (back) to General Chemistry! Chemistry is the foundation of (just about) everything. Everything you see and touch is composed of matter, and that’s chemistry. You, and all other living things, are a bunch of molecules that have the property we call “living”, and that’s chemistry. Chemistry is also about energy – storing light energy in chemical bonds via photosynthesis, running our devices with batteries, making microwave popcorn, and even chilling a beverage with ice. Chemistry has such broad impacts that General Chemistry is required by over 70 programs of study at CSU! In General Chemistry 2, we’ll work to answer some big questions about chemical reactions and physical changes: When will a reaction occur? To what extent will products be formed? How long is that going to take? How can the energy from a reaction be put to work? We’ll explore several aqueous systems in greater depth, focusing on acids and bases, seemingly insoluble salts, and batteries. General Chemistry 2 is intended as the second half of a 2-semester sequence, though some majors require only one semester of chemistry. General Chemisrty 2 builds on the foundation laid in General Chemistry 1 (Chem 111) of dimensional analysis, molecular structure, chemical reactions, enthalpy, and chemical problem solving. This syllabus serves as a contract between us, the instructors, and you, the student. In addition to outlining course policies, this syllabus outlines ways to be successful in the course and in your undergraduate career. Our goal is for you to learn the facts and tools of Chemistry, and to apply those facts and tools to solving unfamiliar problems. These are challenging goals, and General Chemistry 2 has a reputation as a demanding course. We will support you in achieving the goals of the course by living up to the expectations in this syllabus; however, our support alone will not secure you a good grade in the course. Succeeding in Chem 113 might be compared to climbing Mt. Everest. We, the instructors, are the sherpas. We know the terrain (the course material) and can help you plan a route, choose your footing, correct your mistakes, etc. Yet you and you alone are responsible for reaching the summit. Summiting requires lots of (sometimes tedious) preparation. You must build endurance, fitness, and skills. These, in the analogy, might equate to lecture attendance, text and ALEKS homework, and the Thinking About Learning activities. Only with adequate preparation on your part can you conquer the peak, and earn the grade you desire. Course Prerequisite and Catalog Description Offered Fall, Spring, and Summer terms. Prerequisite: CHEM 107 or CHEM 111, and MATH 124 or placement out of MATH 124, or previous or concurrent enrollment in MATH 141 or MATH 155 or MATH 160 or MATH 161 or MATH 229 or MATH 261. Acid/base equilibria, kinetics, thermodynamics, solubility, oxidation-reduction reactions, electrochemistry, selected topics. 3.000 Credit hours: 3.000 lecture hours. 2 CHEM 113 – General Chemistry 2 – Spring 2016 An Active Approach to Learning When you can get the answers to so many questions in less than a second on your phone, why do you need to go to college at all? The answer is that information is different than knowledge. Google will find you lots of information. But it turns out that information isn’t all that useful on its own. Your job in college is to learn how to construct pieces of information into knowledge that can be applied to solving problems. So we’re here to continue practicing those skills. Those skills are active – you can’t get them from sitting around listening to us drone on for 50 minutes about the similarities between reactions of organic molecules on the surface of particles in the atmosphere and in fermenting beer (even if it’s really cool!). So our course is designed to incorporate activities that help you develop problem-solving skills and construct knowledge. You’ll experience things like questions that you can answer with your Clicker (see pg. 7), using simulations that show dynamic pictures of chemistry at the atomic and molecular level that we can’t see with our eyes, exercises to solve in groups, and the instructor offering to answer questions during the lecture. When you are an engaged participant in all aspects of the course, you will be learning to transform information into knowledge. When you graduate and get a job, having knowledge isn’t enough. The skills that employers are looking for include being able to work in a team and solve problems. (Check out this article from Forbes on “The 10 Skills Employers Most Want in 2015 Graduates,” 2015-graduates/. (PDFing the syllabus breaks the link; cut and paste it. Then you’ll have to click past the ad.) None of the skills are “Able to stay awake during an hour-long meeting.” Knowledge related to the job isn’t even in the top five!) Active participation in lecture activities will help you build these skills. You’ll work in groups, practice talking about your ideas about chemistry, and work together to solve chemistry problems. We encourage you to take full advantage of this opportunity! Thinking about Learning The way you get good at learning is by paying attention to how you’re learning. In lecture, a question that you answer with a clicker is an opportunity to get a few points for a right answer. But you should also check in with yourself and ask questions like “How confident was I that I could answer that question? Was that prediction correct? What else do I need to know or do to solve the next problem that the instructors throw at me?” This kind of “thinking about how you’re learning”, and subsequent adjustment of your study techniques, are necessary to get better at learning. To help you get better at learning, we are offering a set of “Thinking about Learning” activities that will help you reflect on your learning and practice these techniques. If you complete most of the “Thinking about Learning” activities (see pg. 16) you should be able to… ▯ Explain what learning involves and how this is different from what you thought previously. ▯ Identify and plan the behaviors that are necessary to do well in the course. ▯ Set goals for your learning in the course. ▯ Assess your progress toward these goals on a regular basis. ▯ Accurately summarize and retain the main points from readings, recitations, and lectures. 3 CHEM 113 – General Chemistry 2 – Spring 2016 ▯ Consciously observe and evaluate your own thinking, affective responses, and actions in solving problems. ▯ Set performance goals for exams and study more effectively for exams. ▯ Explain the connection between your learning strategies and effort and your performance on homework and exams. Expectations for You, the Student ▯ Read the assigned section of the textbook before every lecture to get an overview of the class topic. ▯ Work the example problems in the textbook on paper as you read, practicing each step of the problems. ▯ Attend, make notes, and participate in every lecture session. ▯ Re-read the assigned section of the textbook after lecture to fill in gaps and questions in your notes. ▯ Complete 100% of every ALEKS assignment. (This will require at least 3-5 hours of work in ALEKS each week.) ▯ Complete every ALEKS knowledge check early enough to redo any lost/missing topics before the Open Pie time closes. ▯ Solve and be able to assist another student in solving all recommended end-of-chapter problems. ▯ Be confident that you can do all of the relevant content-related course goals before each exam. ▯ Contact an instructor or TA during their office hours (or email to request an appointment) when you’re feeling stuck or frustrated with a topic, problem, or concept (see pg.12). ▯ Do your own, best work on all course assignments and exams. ▯ Work 2-3 hours outside of class for every scheduled class hour – for Chem 113, that’s 8-12 hours of focused work per week! ▯ Be respectful in your electronic and in-person communications with instructors. We have each worked hard to earn the title “Dr.”, and appreciate y using it when you address us. (See more about academic titles on pg. 15). Expectations for Us, the Instructors ▯ Start and end lectures on time. ▯ Prepare lecture sessions that both present information and provide opportunities for students to actively construct and check their knowledge. ▯ Offer a space where students can ask questions, explain their reasoning for problem solving, and feel comfortable even if their answer is incorrect. ▯ Offer an alternate explanation when a student says that they didn’t understand a prior explanation. ▯ Prepare exams that assess students on the course learning goals. 4 CHEM 113 – General Chemistry 2 – Spring 2016 ▯ Post exam scores and updated course scores with approximate letter-grade standings no later than 5:30 pm the Friday after an exam is given. ▯ Provide Early Performance Feedback for students in week 5 of the course, with individualized feedback for each student that receives an unsatisfactory rating. ▯ Attend all scheduled office hours, and be available for additional appointments. ▯ Respond to student emails and discussion posts within 1 business day. Course Chemistry Goals At the end of this course, a student should be able to… ▯ solve conceptual and computational problems in general chemistry, ▯ use the facts and tools of general chemistry to solve unfamiliar problems, ▯ guide other students to solve challenging problems without telling them the answer, ▯ represent chemical and physical changes at the microscopic level using particulate- level pictures, and ▯ appreciate the vital part chemistry plays in our daily life by connecting observations in the everyday world to the principles of chemistry. Content-specific goals will be published separately in Canvas (see pg. 8). Grading Students can earn points in the course in the following categories. More details are given in this Syllabus on the page numbers noted. Assignment Total Percent of More info Points Course Score in Syllabus Possible ALEKS Initial Assessment, by deadline 10 ALEKS Prep for General Chemistry 2, by deadline 10 ALEKS Objectives 80 18.75% Pg. 6 ALEKS Highest Pie Completion 25 ALEKS Highest Assessment 25 “Flex” points In-Lecture Clicker Questions (max of 75 points) 100 12.50% Pg. 9 Thinking About Learning Activities (max of 75 points) Pg. 16 Mid-Semester Exams 400 50.00% Pg. 9 Final Exam 150 18.75% Pg. 9 TOTAL COURSE POINTS 800 100.0% Letter grades in Chem 113 are often assigned on a curve. This means that the common scale in which 90–100% is an A, 80–90% is a B, etc., may not be used. Depending on the distribution of course scores, the bins for each letter grade may be wider than 10%, and the range of each bin could change (for example, 88–100% could be an A, 76–88% a B, etc.) We cannot predict the absolute grade cutoffs before we have course scores, so we cannot define the letter grade cutoffs here in the Syllabus. However, we guarantee that the letter grade cutoffs will be no higher than 90–100% = A- to A+ 5 CHEM 113 – General Chemistry 2 – Spring 2016 80–90% = B- to B+ 70–80% = C to C+ 60–70% = D < 60% = F To help you assess your class standing, we will calculate Current Course Scores that account for your work so far in the class. We’ll make your score available to you, along with a graph that shows the distribution of scores for the whole course and estimated letter grade cutoffs at that point in the course. (See pg. 17 for detailed information about how grades on a curve are determined in Chem 113.) We assign all course grades that are available at CSU: A+, A, A-, B+, B, B-, C+, C, D, F. Course Materials Main Textbook: Chemistry: An Atoms-Focused Approach, 1st Edition by Thomas Gilbert. Electronic copies of the text are available for purchase at A copy of the textbook is on reserve at the Morgan Library, but you are strongly encouraged to buy your own. The Solutions Manual is optional. Assignments from the text: ▯ Thinking about Learning activities based on daily readings (see pg. 16) ▯ Recommended end-of chapter problems (ungraded) Supplemental Text: Calculations in Chemistry, 1st Edition by Donald Dahm. Electronic copies of the text are available for purchase at A copy of the textbook is on reserve at the Morgan Library, but you are strongly encouraged to buy your own. Assignments from the text: None graded. This text is an excellent guide for solving calculation problems in Chemistry. If you find these problems challenging, we strongly recommended that you work with this text. ALEKS: ALEKS is a web-based, artificially intelligent assessment and learning system that will help you learn the basic chemical principles in this course. You can access ALEKS at You will need to sign up with the Course Code ND9UL-GAFA3; this code will set you up for our course this semester. After you create your ALEKS account and download the ALEKS plug-in, you will be asked for a 20-digit access code. You can get an access code one of three ways: i. Best price! Click to purchase an access code. (Note that the price from the 6 CHEM 113 – General Chemistry 2 – Spring 2016 bookstore is higher, so we encourage you to purchase directly from ALEKS.) ALEKS will ask whether you want 180 or 360 days of access. We recommend that you purchase 180 days, which will cover you for Chem 113 this semester. However, if you are concerned about passing the class and might need to take Chem 113 again, you may wish to purchase a 360-day subscription. And the extra semester only costs $10 extra, so it’s a great deal. ii. If you have purchased a code from the bookstore, enter it here. iii. Enter the 20-digit Financial Aid Access Code: 389CB-1DA75-705C3-98466. This code gives you temporary access to ALEKS for a two-week period, but does not add an additional two weeks to the length of your purchased subscription. Once the code expires, you will be locked out of your ALEKS account until you purchase a regular Student Access Code. It is highly recommended that you purchase the Student Access Code BEFORE the two weeks expire to prevent interruptions with your ALEKS account. Detailed instructions on signing up for ALEKS can be found at It is important to note that we are instructors of chemistry and cannot give you technology support for your unique computer setup with the online homework system. If you have questions or need tech support, contact ALEKS support via Watch two videos about how to use ALEKS effectively at Assignments in ALEKS: Assignment Due Date(s) Point Calculation Initial Assessment Monday, Jan. 25, 11:59 pm 10 for completion Prep for Gen Chem 2 Monday, Jan. 25, 11:59 pm % complete × 10 Objectives #1-28 Wednesdays and Sundays (Average % complete after at 11:59 pm, beginning Jan. 27 dropping 3 lowest objectives) × 80 Highest Pie Achievement Monday, May 9 at 4:10 pm Highest % of whole pie at any time × 25 Highest Assessment Monday, May 9 at 4:10 pm Highest % of whole pie after an assessment × 25 Clickers: The iClicker response system will be used in class to increasestudent participation and assess class understanding. Instructors will display multiple-choice questions that you can answer with your remote device. You must register iClicker via Canvas to earn clicks. Your points will not be connected to your name until the registration is completed. To register your iClicker, log into Canvas (see pg. 7), then access our course. In the left bar, click on iClicker. Enter your 7 CHEM 113 – General Chemistry 2 – Spring 2016 8-digit iClicker remote ID (do not use the bookstore price code). If your registration was successful, you’ll see your remote ID in a new table. For more information, see CSU’s guide to iClicker and Canvas, Clickers must be registered within the first 2 weeks of the semester to retroactively collect iClicker scores. If registration is not completed within 2 weeks, you will only be able to earn points from the time of your registration. If you change to a different section of the lecture, your clicker answers will not be transferred, and you will lose any previously accumulated clicker points. Submitting an iClicker response for another student will be considered academic dishonesty. (See pg. 14 for more on academic integrity.) Assignments with Clickers: Always bring your clicker to class! (If you have a bag you take to your classes, we suggest that you make it a home there and take it with you everywhere.) Scoring Clickers in Lecture: You earn “clicks” for answering questions in person, during the lecture you are enrolled in as follows: Participating in a clicker question = 2 clicks Correct answer = +1 more click Clicks are converted to course points in the following manner: You earn all 75 course points by earning 80% of the possible clicks. If you earn 40% of the possible clicks, that’s ½ of the maximum points, or 37.5 points. (Note that if you answered every question incorrectly, you’d earn 66% of the possible clicks! Come to lecture! Bring your clicker!) Since you only need to earn 80% of the possible clicks to earn all of the points, you have a little leeway in missing the occasional class, forgetting your clickers, or having dead batteries. Instructors will not accept answers to clicker questions on paper. Canvas, Electronic Course Resources Canvas is the system for the electronic home for courses at CSU. You can log in to Canvas at Note that our course is listed as 2016SP-CHEM- 113-001, no matter which section of the course you’re enrolled in. Most of the important links are on the front page in Canvas, unless otherwise noted. ▯ This Syllabus ▯ Lecture Notes from all four instructors 8 CHEM 113 – General Chemistry 2 – Spring 2016 ▯ Lecture Recordings from three instructors ▯ Access to the Thinking about Learning activities ▯ The Piazza discussion board for asking questions about course content, by clicking on Piazza on the left ▯ Register your iClicker (once for our course, see pg. 7) by clicking on iClicker on the left ▯ Your course scores, by clicking on Grades on the left Flex Points Two types of activities comprise “Flex” points: Clickers and Thinking about Learning activities. You may earn a maximum of 75 points in any category, so these points are flexible because you can choose which activities to participate in. However, you may not earn more than 100 total flex points. Excess flex points will not be added as extra credit. See more about Clickers on pg.7, and Thinking about Learning activities on pg. 16. Recitation Recitation is not a mandatory part of Chem 113. But you can take a separate recitation course, General Chemistry II Recitation (Chem 115). Chem 115 is a 1-credit course; all scores and grades for Chem 115 are separate from those in Chem 113. Exams Exams will be held for all students in Chem 113 as follows: Exam 1 Thursday, Feb. 11 7:00-8:50 pm Clark A wing Exam 2 Thursday, Mar. 3 7:00-8:50 pm Clark A wing Exam 3 Thursday, Mar. 31 7:00-8:50 pm Clark A wing Exam 4 Thursday, Apr. 21 7:00-8:50 pm Clark A wing Final Exam Monday, May 9 4:10 pm – 6:10 pm Rooms TBA Exams 1-4 are multiple choice and have approximately 25-30 questions. You will have 110 minutes to complete your exam and bubble your responses. Assignment to specific rooms will be announced around Feb. 2. The final exam is multiple choice and will have approximately 35-40 questions covering material from the entire course. You will have 2 hours to complete your exam and bubble your responses. The final exam is required of all students and must be taken at the University assigned time. There will be no make-up or early final exams, so plan your departure for summer break accordingly. Exam Policies We honor academic integrity (see more policies on pg.14) and strive to create an environment for exams where each student has the opportunity to demonstrate their 9 CHEM 113 – General Chemistry 2 – Spring 2016 knowledge of the course material. In order to make the exam environment as fair as possible, we adhere to the following guidelines: ▯ You may have only the following materials at your testing space: o Pencils and erasers o A TI-30Xa or TI-30X IIS calculator (without the cover) o Your photo ID (preferably your RamCard) ▯ You may not have the following materials at your testing space: o Hats, jackets, sunglasses, keys, backpacks o Books or any other paper materials o Food or drink o Cellphones o Any other materials Please do not bring these items to the exam with you. If you do bring them, they must be left in the side aisles of the exam room. This creates a tripping hazard for exam proctors and other students! The CHEM 113 instructors, the Chemistry Department and/or Colorado State University are not responsible for any personal items lost or stolen during an exam. The CHEM 113 instructors and/or exam proctors retain the right to confiscate any unauthorized materials in your possession during an exam. Possession of unauthorized materials will be considered a violation of the academic integrity policy (see pg. 14). Specifically, any use of a cell phone or smart watch will be considered a violation of the academic integrity policy. ▯ No admittance will be given to an exam 30 minutes after the exam is scheduled to begin. No one may leave less than 35 minutes after the exam is scheduled to begin. Exam Scoring Exams 1-4 are worth 100 points each, for a total of 400 points. The final exam is worth 150 points. Each question in an exam is worth the same number of points, unless otherwise noted. Full credit is awarded for the correct answer to a question; no credit is awarded for an incorrect answer to a question. If you forget your calculator or it runs out of batteries, you may be able to borrow a calculator for an exam. The first time you borrow a calculator there is no penalty. However, borrowing a calculator on subsequent occasions will deduct 10 points per instance from your course score. 10 CHEM 113 – General Chemistry 2 – Spring 2016 No exam scores will be dropped. Your lowest exam score on Exams 1-4 may be replaced with the final exam percentage, if the final exam percentage is higher. This policy has been enacted to accommodate any student that is unable to sit any of the regular exams, or to replace a low score. Absences Because of the large enrollment in Chem 113, it is a challenge for the instructors to manage student absences from lecture, recitation, and exams. Therefore we have the following simple but strict policy: Make-up sessions are allowed only for documented University Sanctioned Events. If you are participating in a University-Sanctioned Event, you must provide documentation from the event director or coordinator. Documentation for university sanctioned events that conflict with lecture, recitation, or exams must be provided at least two weeks prior to the absence to be eligible for accommodation. We understand that students may have absences because of a non-university sanctioned events. We attempt to handle this in the course scoring, e.g., dropping three ALEKS dropping objectives, one recitation, earning full clicker points with 80% of clicks, and replacing your lowest exam score with your score from the final. With these policies, you have some latitude to miss a little bit of the course. If your absence will be brief (e.g., one or two lectures, or one recitation), it is not necessary to contact your instructor or TA about your absence. If you experience a Major Life Event during the semester that will disrupt your work in the course, please contact your instructor. Major Life Events might include things like a death in the family, a very uncomfortable living situation, break-up with a significant other, medical situations such as broken bones or extended illness, your brother’s wedding, etc. Campus resources are available to help you through any of these situations, and more. (Ok, they don’t have wedding planners. See more about student resources on pg. 13.) We will probably refer you to these services, and may request documentation that you have met with them. Incompletes Colorado State University allows instructors to give a temporary grade of “I”, meaning “Incomplete”, when a student is unable to complete a course. The requirements for an incomplete are ▯ The student is unable to complete the course because of circumstances beyond his/her control that were reasonably unforeseeable, ▯ The student is passing the course at the time that he/she requests the incomplete, and ▯ The student and instructor sign a contract describing how the course will be completed. If you experience a Major Life Event that will significantly affect your ability to complete the course, you should contact your instructor. If you are completing an “I” from a previous semester, you should not register for the course again. Contact the instructor who gave you the incomplete to let them know that you are 11 CHEM 113 – General Chemistry 2 – Spring 2016 completing the course. Also contact the instructor whose section you will sit in to let them know that you are completing an incomplete, request access to the Canvas course, and get information about signing up for ALEKS. Your current instructor will share your scores with your original instructor at the end of the semester. Note that a grade of “I” will automatically change to a grade of “F” if you have not completed the course within one year. See the University policy on incompletes at staff/incomplete-grades/. University Withdrawal If you experience a Major Life Event that will significantly affect your ability to complete all of your courses, you may wish to consider withdrawing from all of your classes for the semester. This is known as a University Withdrawal. More information about University Withdrawal is available at We strongly recommend that you discuss University Withdrawal with your advisor or one from the Center for Advising and Student Affairs (CASA) before applying for University Withdrawal. Important Registration Dates: The last day to… s i Add any course without an override a J n. 22, 2016 Add the course with an override a J n. 24, 2016 Drop the course with no record on your transcript Feb. 3, 2016 Withdraw from the course with a W on your transcript Mar. 21, 2016 Exercise the repeat/delete option Mar. 21, 2016 Withdraw from the university a M y 6, 2016 Office Hours and Appointments All instructors will hold “office hours”. This is time that we set aside to be of assistance to you with ALEKS, understanding material in the course, exam preparation, post-exam reflection, etc. We’re excited when you attend office hours, and sad and lonely when no one shows up. For this course, you are not limited to the office hours of your instructor – you’re welcome to attend the office hours of any instructor in the course. Check the schedule to see whose hours you can attend, and try out a few people to see whose style is helpful to you. For Chem 113, “office hours” are not held in our offices. We have a dedicated space for office hours – the Chemistry Learning Resource Center (we call it the CLeRC). The CLeRC is located in Yates 414. All instructors will hold their office hours there. The full office hours schedule is available from the front page in Canvas. 12 CHEM 113 – General Chemistry 2 – Spring 2016 Instructors and TAs are also available to meet with students by appointment. Contact your instructor directly to make an appointment. Please include times that you are available to meet, and the reason that you are requesting an appointment. Student Support Resources Study tips and assistance, tutoring, and more: The Institute for Learning and Teaching (TILT, TILT offers many academic resources for students, including ▯ Free workshops on study skills, note taking, test anxiety, and more ( ▯ Free tutoring for many Arts and Science courses, including Chem 111, usually Sunday-Thursday 5-10 pm in the TILT Great Hall ( ▯ Free study groups, which are usually smaller groups and more focused on problem-solving than TILT tutoring ( ▯ Assistance with finding undergraduate research and artistry opportunities ▯ Assistance with applying for nationally competitive scholarship programs such as the Fulbright and Truman scholarships Assistance with learning and other disabilities: Resources for Disabled Students (RDS, RDS offers a variety of resources for students with learning disabilities, physical disabilities, chronic health conditions that may interfere with academic attendance, and more. RDS usually requests documentation about your situation in order to assess whether academic accommodations are appropriate for you. If they are, RDS will give you a letter describing your specific accommodations. You should share this letter with the faculty members for each of your courses. After receiving such a letter, that faculty member is required to make the accommodations for you listed in the letter. If you have a letter from RDS about academic accommodations, please make an appointment with your instructor to give the letter, discuss your needs, and if applicable, receive exam accommodation forms. When bad things happen to good people, and you need help connecting to campus resources and working with faculty to make academic adjustments: Student Case Management ( 13 CHEM 113 – General Chemistry 2 – Spring 2016 If you experience a Major Life Event, you should contact Student Case Management for assistance. They will probably ask for documentation about your situation, and will help connect you to appropriate campus resources that will be helpful for your situation. Your Case Manager will also send an email to your course instructors letting us know that you are experiencing an unusual situation. Case Management strictly follows all student privacy laws and guidelines, so we won’t know what your situation is. You’ll be copied on this email. This email is an invitation for you to contact your instructors about how your situation will impact your academic work. For Chem 113, we expect you to follow up with your instructor as necessary; your instructor will not make arrangements for your coursework otherwise. You can start the process with Case Management online any time of day or night using the form at the bottom of When you’re worried about someone you know at CSU: Tell Someone (, 970-491-1350) Tell Someone is a way that you can reach out on behalf of someone you know and express concern about them. The folks at Tell Someone will ask whether you want the person of concern to know that you called on their behalf, and you can consent or not. Unlike many other services, the folks at Tell Someone can make contact with the person of concern to give them support and connect them with campus resources. If you feel there’s an immediate threat, please call 911. Academic Integrity Courses taught in the CSU Department of Chemistry adhere to the University academic integrity policy and student conduct code, detailed in the CSU General Catalog ( Academic dishonesty will not be tolerated in CHEM 111 Examples of academic dishonesty include, but are not limited to: cheating in the classroom, plagiarism, unauthorized possession of academic materials, falsification, and facilitation of cases of academic dishonesty, that is, helping someone else cheat. The Chemistry Department will investigate and forward suspected cases of academic dishonesty to the Office of Conflict Resolution and Student Conduct Services and may seek the maximum penalty for students found guilty. In this course, we expect that all work presented by you as a student will represent work that you have generated on your own, according to the following guidelines: 1. The following assignments must be completed independently: ▯ Exams ▯ Surveys ▯ Clicker questions in recitation 14 CHEM 113 – General Chemistry 2 – Spring 2016 ▯ ALEKS assessments ▯ Written or typed assignments 2. Other problem-solving may be done in collaboration with others, and by using study guides. However, since exams are taken individually, you also need to be able to solve problems on your own. 3. Any use of a cell phone or smart watch during an exam will be considered cheating. Having an unauthorized calculator during an exam will be considered cheating. 4. Entering a Clicker response for another student during lecture is considered an act of academic dishonesty. Subject to Change Notice While every effort is made to ensure that the policies outlined in this syllabus are appropriate and accurate, it is possible that unexpected events may arise that warrant modification to them. If such events occur, amendments will be posted on Canvas and announced during lecture. It is your responsibility to make sure that you stay informed of those changes, as the updated policies will be applied in the same way as those presented above. Appendix: Academic Titles and Email Etiquette Congratulations on undertaking your journey to earn your Bachelor’s degree at Colorado State University! Depending on your program of study, you may earn a Bachelor of Arts (B.A.), Bachelor of Science (B.S.). If you decide after earning that degree that you want more schooling, you can continue to a Masters or Doctoral degree. Masters degrees are usually completed in a 2-year program following a Bachelor’s degree. Depending on the area of study, earning that degree may require coursework and/or research. The culmination of an academic research project is called a thesis; many Master’s degrees require writing a thesis. Common Master’s degrees include Master of Arts (M.A.), Master of Fine Arts (M.F.A.), Master of Science (M.S.), and Master of Engineering (M.Eng.), and Master of Education (M.Ed.). A doctoral degree is a longer course of study, often taking 4-7 years to complete. A doctoral degree usually requires both coursework and extensive research, usually on a very specialized problem. Common doctoral degrees include Doctor of Philosophy (Ph.D), Doctor of Science (Sci.D.), Doctor of Engineering (Eng.D.), and Doctor of Education (Ed.D). Anyone who earns a doctoral degree has earned the title Doctor. Professor is an academic rank, which means that there are different levels of professor and one can be promoted through those ranks. The rank of professor is not tied directly to a degree; however, most Professors have earned a doctoral degree. Professors usually have responsibilities to teach, do research (usually by overseeing the work of bachelors, masters, and doctoral students), and provide service to the University. There are usually three ranks for Professors, listed here from least to most senior: Assistant Professor, Associate Professor, (Full) Professor. A Professor undergoes a review of their teaching and research to be promoted through these ranks. 15 CHEM 113 – General Chemistry 2 – Spring 2016 So how do you use all of those academic titles? First, just as you probably addressed most of your teachers in high school as Mr. or Ms., using an instructor’s academic title and last name shows respect. Each of the instructors of Chem 113 has earned his or her doctoral degree, and we worked hard for them! We appreciate it if you address each of us by our title and last name (i.e., Dr. Farmer, Dr. MacFarland, Dr. Olivo, and Dr. Ulbrich). Second, no one will be offended if you address them by a title higher than they have earned. It is safe to address all of your instructors as “Doctor” or “Professor”; some may let you know if the title you use is incorrect, or if they prefer a less formal form of address. What about email? Email is a semi-formal communication between you and an instructor. It’s not quite a formal business relationship, but we’re not your texting buddies, either. We appreciate a salutation, like “Hi, Dr. Farmer,” or “Dear Dr. Olivo,” or even just “Dr. MacFarland,”. In the body of your email, please type full words and full sentences, and use proper capitalization and punctuation. Signing your email is also a nice touch, and lets us know your name, especially if you go by a nickname or contact us from a non-CSU email address. In response, we will always aim to afford you the same courtesy. If our email correspondence gets down to brief responses, of course you can forgo some of these formalities. If we’ve discussed our favorite chemistry jokes and you’ve run out of material, a simple “That’s agood one! ;) -- Sam” is quite all right. Appendix: Thinking About Learning Activities You can access the Thinking About Learning activities from the front page in Canvas (see pg. 8), or from the To-Do list in Canvas. Items in italics repeat, and can be submitted at every due date. Activity Due Date Credits Repeats “How I Earned an A in this Course” letter Wednesday, Jan. 27, 11:59 pm 10 1 Beginning-of-Semester Knowledge Survey Friday, Jan. 29, 11:59 pm 5 1 Writing on Assigned Readings MWF, 8:00 am 1 each 42 Learning Journal Sundays 11:59 pm 3 each 15 Pre-Exam Knowledge Surveys Tuesdays before exams, 11:59 pm 2 each 4 End-of-Semester Knowledge Survey Sunday, May 8, 11:59 pm 5 1 “How I Earned an A in this Course – or not” Sunday, May 8, 11:59 pm 10 1 A total of 125 credits are available for the Thinking About Learning activities. You earn all 75 course points by earning 70% of the possible credits, or 87.5 credits. Scoring Thinking About Learning Activities The scoring criteria for each Thinking About Learning activity will be specified in Canvas. In general, you must meet all of the criteria for an assignment to earn the credits; if you do not meet any criterion, you will receive no credits for the assignment. Resubmission will be allowed for some assignments as noted in Canvas. 16 e s r u o c o t d e t r e v n o c e r a s t i CHEM 113 – General Chemistry 2 – Spring 2016 In the blue distribution (left), the average score is 75% and the standard deviation is 10%. In the green distribution (center), the average is lower at 50%, but the standard deviation is the same as in the blue distribution. The orange distribution (right) also has an average of 50%, but you can see that the standard deviation is much larger since the distribution of scores is quite broad. If we draw the standard A/B/C/D grade lines at 90/80/70/60% on all of the distributions, they look like this: In the blue distribution (left), the average score is in the middle of the C range. Most students would receive C’s, many students would receive B’s and D’s, and a smaller number would receive A’s and F’s. In the green distribution (center), no students would receive A’s or B’s, a few would receive C’s, more would receive D’s, and most would receive F’s. In the orange 18 CHEM 113 – General Chemistry 2 – Spring 2016 distribution (right), a very small number of students would receive A’s, increasing numbers of students would receive B’s, C’s, and D’s, and more than half would receive F’s. Clearly the standard grade cutoffs should not be applied to the green or orange distributions! So in those cases, we would grade on a curve. Grading on a curve The idea of grading on the curve is to make the proportion of students receiving each letter grade more closely match the blue distribution. One way to do this would be to mathematically adjust the scores so that they match the blue distribution. This is can require stretching and/or offsetting, is tedious and annoying, and it would be easy to make an error and assign grades incorrectly. It’s simpler to achieve the same effect by drawing new grade lines. Let’s see how that would affect the same grade distributions drawn above. In these examples, the curved grade lines have been set for each distribution so that the average grade is the center of the C range, and the width of a letter grade range is one standard deviation, or 1σ. Now the number of grades with each letter is the same in each distribution. Will the course be graded on a curve? How much will the curve on grades be? During the course of a semester, with each homework, recitation, and exam, each student’s course score changes. This means that the distribution of course scores changes continuously over the course of a semester. A challenging exam could shift the distribution toward a lower average, while an exam with higher scores could shift the distribution toward a higher average. The spread of the scores can also change during the semester. So it’s impossible for the instructors to be able to predict whether a curve on final course grades will be appropriate at the end of the semester, and therefore how the final grade lines might be drawn on the distribution. So that’s why when we’re asked these questions, the honest answers are “It depends” and “I don’t know.” 19 CHEM 113 – General Chemistry 2 – Spring 2016 Appendix: GradeBuddy and Other Notetaking Services The Chemistry Department at Colorado State University recognizes the burgeoning business that allow students to sell their notes for courses to other students. Two such services are GradeBuddy ( and Study Soup ( We neither endorse nor actively oppose these services. If you post notes to these services for Chem 111, you must follow these requirements: ▯ The only materials that you may post to these sites are the notes that you generate yourself. ▯ No materials provided by course instructors may be posted on these sites. This includes but it not limited to powerpoint slides (actual or modified), course handouts, exams, exam solutions, and instructor prepared study guides. Students may not post published materials, for example, from textbooks or online homework programs. ▯ Only students registered in the course or having taken the course may post their notes. Students or other people may not attend a course for which they are not registered and subsequently post notes for that class. We do, however, question the value of these sites for students who use them instead of attending class. We post lecture notes and recordings for all sections of the course in Canvas (see pg. 8), so you can access those at any time. We value an active approach to learning (see pg. 3); students who don’t attend lecture miss this opportunity. In fact, students who make and post the notes probably get the most benefit because they’ve thought about and reflected on the course material (see Thinking About Learning on pg. 3). We hope that you will attend class and make your own notes, and reap the benefits of this practice. 20 Tentative Course Schedule: Recommended* Calculations Week Day Date Topic Gilbert End-of-Chapter Problems in Chemistry ALEKS Homework M Jan-18 Martin Luther King, Jr. Day -- No Classes 1 W Jan-20 Course Overview Ch. 12: 1-3 Fri F Jan-22 Spontaneity, Entropy 12.1-12.2 M Jan-25 Absolute Entropy 12.3 2 W Jan-27 Second Law of Thermodynamics, Change in Entropy 12.4-12.5 Ch. 12: 72, 74, 76 Wed, Sun F Jan-29 Free Energy 12.6 M Feb-1 Temperature and Sponaneity, Coupled Reactions 12.7-12.8 Ch. 12: 4-7, 73, 77, 79-80, 82- Wed, Sun, 3 W Feb-3 Intro to Kinetics, Reaction Rates (1st section) 13.1, 13.2 83. Ch. 13: 1, 2 Knowledge Check F Feb-5 Reaction Mechanisms 13.5 22.4-22.6 M Feb-8 Catalysis 13.6 4 W Feb-10 Rates and Temperature 13.4 Ch. 13: 5, 6, 9-12, 122, 123, R Feb-11 Exam 1 128, 130 Wed, Sun F Feb-12 Reaction Rates (the rest) 13.2 M Feb-15 Concentration and Rate 13.3 Ch. 13: 3, 4, 7, 8, 129, 134, 5 W Feb-17 Intro to Equilibrium 14.1 135, 136, 137, 139, 141, 142 Wed, Sun F Feb-19 Q and K expressions 14.5, 14.2 M Feb-22 Q and K (cont.), Heterogeneous Equilibria 14.6 19 Wed, Sun, 6 W Feb-24 Manipulating Equilibrium Expressions 14.4 Ch. 14: 2-3, 7-8 F Feb-26 Le Chatelier's Principle 14.7 Knowledge Check M Feb-29 Le Chatelier's Principle (cont.), Equilibrium Calculations 14.8 7 W Mar-2 Equilibrium Calculations (cont.) 14.8 R Mar-3 Exam 2 Ch. 14: 4, 120-122 Wed, Sun F Mar-4 Equilibrium and Thermodynamics 14.9 M Mar-7 Equilibrium and Temperature 14.10 Ch. 14: 1, 5-6, 119, 123-126 8 W Mar-9 Acids and Bases, Lewis Acids and Bases 15.1, 16.1 Ch. 15: 139, 165 Wed, Sun F Mar-11 Acids and Bases (cont.), Acid Strength and Structure 15.2 M Mar 14-18 Spring Break -- No Classes M Mar-21 Autoionization of Water, pH, and pOH 15.3 20 9 W Mar-23 pH, K , K Calculations 15.4 Ch. 15: 1, 142, 154, 157, 158, Wed, Sun, a b 160 Knowledge Check F Mar-25 pH, Ka, b Calculations, (cont.), Polyprotic Acids 15.5 M Mar-28 pH of salt solutions 15.6 21 10 W Mar-30 Acid-Base Titrations 15.9 Ch. 15: 3, 4, 6, 7, 8, 148, 171, R Mar-31 Exam 3 172, 174 Wed, Sun F Apr-1 Acid-Base Titrations (cont.) 15.9 M Apr-4 Acid-Base Titrations (cont.) 15.9 Ch. 15: 149, 152, 162-164, 11 W Apr-6 Common Ion Effect 15.7 180, 183 Wed, Sun F Apr-8 Common Ion Effect (cont.) 15.7 M Apr-11 Buffers 15.8 Wed, Sun, 12 W Apr-13 Buffers (cont.) 15.8 Ch. 15: 141, 144, 167, 168 F Apr-15 Buffers (cont.), Solubility Equilibria 15.10 Knowledge Check M Apr-18 Solubility Equilibria (cont.) 15.10 Ch. 8: 5-8, 114-116, 129 13 W Apr-20 Solubility Equilibria (cont.) 15.10 Ch. 15: 176, 177 Wed, Sun R Apr-21 Exam 4 Ch. 17: 94 F Apr-22 Oxidation-Reduction Reactions 8.6 M Apr-25 Balancing Half-Reactions 17.1 Ch. 17: 2-3, 87-88, 90-91, 14 W Apr-27 Electrochemical Cells, Standard Potentials 17.2-17.3 Wed, Sun F Apr-29 Standard Potentials (cont.) 17.3 93, 95, 102a M May-2 Work from Voltaic Cells 17.4 Wed, Sun, 15 W May-4 Effect of Concentration in Voltaic Cells 17.6 Ch. 17: 96-99 Final Knowledge F May-6 Catch-up and Review Check M 9-May Final Exam (4:10 pm - 6:10 pm, location TBA) * These problems are recommended in addition to the end-of-chapter problems associated with each chapter subsection.


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