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WELCOME TO CHM-130. FUNDAMENTALS OF CHEMISTRY. INSTRUCTOR: KEN COSTELLO. Fundamentals of Chemistry. Syllabus for CHM-130. These images represent the evolution of chemistry. Let’s take a look at what they indicate. 400 B.C. Dry. Hot. Cold. Wet. fire. huo3. wood. earth. mu4.

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WELCOME TO CHM-130

FUNDAMENTALS OF CHEMISTRY

INSTRUCTOR: KEN COSTELLO


Fundamentals of Chemistry

Syllabus for CHM-130

These images represent the evolution of chemistry. Let’s take a look at what they indicate.



Dry

Hot

Cold

Wet


fire

huo3

wood

earth

mu4

tu3

metal

water

jin1

shui3




Fifth Element makes up the celestial bodies

Gold is the perfect metal.All other metals are less perfect.

The fifth element is so divine that it can turn the lesser metals (like iron and lead) into gold.


Fifth Element

Elixir of life (a fountain of youth)

  • Fifth Element

  • Quintessence

  • Philosopher’s stone

  • Sorcerer’s stone


Fundamentals of Chemistry

Syllabus for CHM-130


Polymers

Many + Parts

PLASTICS



Meet Ester

O

C

C

C

O



Cotton: Chains of sugar

Cotton: Chains of sugar

Amylase




Nylon was discovered in 1935. The name nylon is derived from two cities where it was discovered namely New York (NY) and London (LON).


H from two cities where it was discovered namely New York (NY) and London (LON).

O

H

C

N

O

H

H

BUTANE

WATER

ETHANOL (drinking alcohol)

(vinegar)

PROPANE

AMMONIA

FORMIC ACID (ant bite venom)

METHANE (natural gas)

ACETIC ACID


Condensation Reaction from two cities where it was discovered namely New York (NY) and London (LON).


Fundamentals of Chemistry from two cities where it was discovered namely New York (NY) and London (LON).

Syllabus for CHM-130


Evolution of the atom from two cities where it was discovered namely New York (NY) and London (LON).

300 BC.

1912

Now


Quantum Physics/Chemistry from two cities where it was discovered namely New York (NY) and London (LON).


CHEMISTRY from two cities where it was discovered namely New York (NY) and London (LON).

WARNING

CAN

SHOCK

EXPAND

FRY

YOUR BRAIN


You take from two cities where it was discovered namely New York (NY) and London (LON).

the blue pill:

the story ends…

Told by Morpheus:



You take believe…”

the red pill...


You stay in believe…”

wonderland...

the rabbit hole goes.

...and I show you how deep


Nanotechnology believe…”

nano=1/billionth (very small)


SILICON believe…”

Visualization of atoms



White believe…”

Chinese word

Water

for ATOM

YUAN

zi

Cliff

Original

pronounced Yuan2 Zi3

Child

Iron atoms on copper

Visualization and placement of atoms


0.07 nm believe…”

Carbon monoxide man

Visualization and placement of atoms


One of the things you should expect to get out of this course.

GAIN AN APPRECIATION

OF CHEMISTRY



MEDICINE course.



Effort to acquire chemical knowledge course.

Antoine-Laurent Lavoisier

Marie Curie

Father of modern chemistryWrote first chemistry textbookEffort to pay for laboratory resulted in being beheaded

In 1903 Nobel Prize for Physics. In 1911 Nobel Prize for Chemistry for her discovery and isolation of pure radium.Died of Leukemia (radiation induced)


Fighting course.

Gunpowder

75% Potassium Nitrate

10% Sulfur

15% Charcoal

Metals

Sword making

Smiths (goldsmith, silversmith, Blacksmith)

Canons

Hardware (hinges, bolts, chains, etc.)


MODERN MARVELS course.

Carbon Bucky Balls

Nanotechnology


One of the things you should expect to get out of this course.

LEARN THE FUNDAMENTALS

OF CHEMISTRY


Chemistry is a Vast Subject course.

More than your instructor or yourself can ever learn

However, learning the fundamentals of chemistry is possible


Atoms of different elements make up all matter in the universe.

What makes up atoms?

ATOMS

INGREDIENTS OF THE UNIVERSE

FROM STARS TO STARFISH


Electrons (-) universe.

Neutrons

Protons (+)

On a personal level

You see the light that electrons give off.

You taste the protons that acids give off

You feel the added weight of neutrons



One of the things you should expect to get out of this course.

LEARN THE BEHAVIOR

OF ATOMS


ATOMS course.

Breaking the speed limit everywhere


Milk course.

Brownian Motion

From a distance things may look like they are just sitting still, but up close a lot of activity could be happening.


Atomic World: Fast and Furious course.

Helium

1 mile/sec

3,000 miles per hour

Air (oxygen + nitrogen)

1,000 miles per hour

7,000,000,000

collisions per second



01011011 = “m” key course.

01001011 = “M” key

Shift key turns off 5th switch

Ctrl key shuts off 5th & 7th switches

00001011 = Return key

LaunchNotepad


One of the things you should expect to get out of this course.

SMARTER CONSUMER OF

CHEMICAL PRODUCTS


Fear of science course.

Incomplete

Knowledge


One of the things you should expect to get out of this course.

IMPROVED CHANCE

OF SURVIVAL


Survival
Survival course.

  • Finding & preserving food

  • Finding or building a shelter

  • Temperature (warmth or cooling)

  • (Safety) Awareness of dangers

  • Protection from attack

  • Protection from illness

  • Preservation of personal energies/monies.


Textbook: Fundamentals of Chemistry by Ralph A. Burns, 4th Edition

Check Internet: www.half.com or www.amazon.com


Needed about the 4 Editionth week of class.


Instructor: Ken Costello Edition

Phone #: (480) 461-7666

Office hours: Tuesday 7pm-9pm

Monday 6pm-7pm

Email: [email protected]

Home Page: www.chemistryland.com/CHM130/chm130home.html


Physical Edition

Science

Nursing

My Office

Center for Teaching and Learning

Math

Life

Library

Science


COURSE Edition

OUTLINE


COURSE OUTLINE Edition

Sometimes unexpected things happen

and the outline might need to be altered.

Announcements in class will override the printed syllabus


TEST: A four letter word Edition

No one likes tests, even teachers. In the old days, when people learned by apprenticeship, there wasn’t a need for tests because the master knew how the apprentice was doing by watching them and regularly asking them questions. However, in a classroom of 40 students, the instructor may have know idea how much a student has learned, so a test is one way of finding out.


One philosophy of teaching is that instructors are only sure that they have taught the subject if they find out that students have learned the subject. In other words, I must ask you a lot of questions to see if both you and I are doing a good job.


Everyone gets it correct that they have taught the subject if they find out that students have learned the subject. In other words, I must ask you a lot of questions to see if both you and I are doing a good job.

My expectation is that everyone understands everything on the test and gets it 100% right.

Everyone may not get it 100% the first time, but they should get it correct on the 2nd, or 3rd time.

It makes no sense to go on when there is something critical missing. Much of chemistry builds off the previous material.

Of course, a person who takes three tries to get a question right doesn’t deserve the same amount of credit of the person who got it right the first time.

But getting it right the third time still deserves credit.


Everyone gets a second chance that they have taught the subject if they find out that students have learned the subject. In other words, I must ask you a lot of questions to see if both you and I are doing a good job.

On problems you missed, you have the opportunity to be retested with a similar problem.

You can get 90% of the score you would have gotten if you got it right the first time. Each time you have to redo it will cost another 10%.

For example, if you miss a 10 point question but get a similar one correct on the retest, you make 9 points, which is much better than losing all 10 points.

You just have to make an extra effort to do it again.

In short, I’m more interested in you learning the material than giving you low grades.

I’m not eager to do extra grading, but I’m willing to do that if you are willing to put in the time to restudy and retest on what you missed.

Final grades are not based on a curve, so students who ace a test the first time shouldn’t worry about the students who retake the test to improve their scores.


GRADING is not an exact science that they have taught the subject if they find out that students have learned the subject. In other words, I must ask you a lot of questions to see if both you and I are doing a good job.

I really hate to talk about points for two reasons

First it takes your attention away from the subject.

Second, it implies that grading is accurate down to the last little point. It would be hard to prove that a person with 524 points knows more than someone with 523 points. Mathematically it seems accurate, but in actuality grading is not that accurate. It is accurate to the level of recognizing failing performance, unsatisfactory work, fair work, good work, and outstanding work. In other words, the grades of F, D, C, B, & A can be determined, it’s just the points are only accurate to the nearest grade.

With this said, we can use points because it is easy to work with.

NOTE: People who focus only on learning the subject do better than those who worry about grades. That’s because when you worry about points and grades, you are not thinking about the subject. Listen and learn in class and grades will take care of themselves.


In case you are still interested, here is the breakdown of points that will serve as a guide to your grade

Attendance: 100 points

3 tests: 100 points each totaling 300 points

Final test: 100 points

Poster project: 100 points

Miscellaneous assignments: 100 points

Total Points: 700


I again apologize for this much attention drawn to tests and points. Being aware of them is good, but worrying or being fixated on them will actually take attention away from learning and hurt your grade. Let me worry about this administrative task. The best thing is to get interested in the subject and that motivation will help you do good on any tests that come your way.

Special Learning Needs

If you have any special learning needs, let me know. Deaf students will enjoy the many visuals I use in class. Visually impaired students with some vision can get my PowerPoints so they can view them in the library’s Adaptive Lab. Totally blind students will have a bigger challenge, but I am willing to try some alternatives.

For me to try to accommodate your special learning needs, you need to first visit our Disabilities Resources Office for assessment and for making arrangements for assistance.


? points. Being aware of them is good, but worrying or being fixated on them will actually take attention away from learning and hurt your grade. Let me worry about this administrative task. The best thing is to get interested in the subject and that motivation will help you do good on any tests that come your way.

Any Questions?


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