Office: 308 Jennings Hall

Phone: 203-392-6262

E-mail: lesleym1@southernct.edu

Monday, Wednesday, Friday: 10:00 - 11:00 am

Tuesday: 2:00 - 4:00 pm

Or by appointment at other times

COURSE TITLE: General Chemistry II

Physical properties of gases, liquids, solids and solutions. Study of reaction kinetics and development of rate law expressions. Examination of dynamic equilibrium, acid-base chemistry and buffer solutions. Study of thermochemistry and relationship to equilibrium situations. Practical applications of electrochemistry.

CHE 121 is the second course in the general chemistry sequence. The course is a requirement for students pursuing the science education degree in chemistry. The course involves the further study of the fundamental principles of chemistry as they pertain to the understanding of physical and chemical properties of matter. 

The course emphasizes analytical thinking and applications to problem solving using both quantitative and qualitative approaches. Students are expected to apply new concepts as well as those discussed in the prerequisite course (CHE 120) to curricular material. A working knowledge of algebra is required and knowledge of basic calculus is strongly suggested. 

The qualitative aspects of the course involve the extension of basic atomic theory and application to the properties of matter that can be measured and assessed in every day life. Quantitative aspects of the course address the use and manipulation of established mathematical data and equations. Application of these equations requires an understanding of the underlying theories and the limitations that may be imposed by using such approaches. Both qualitative and quantitative approaches are used to develop critical thinking skills that can be extended to a wide variety of real life situations in an educational setting.

The laboratory experiments and problem sets are designed to place an emphasis on the key learning goals of the course. Laboratory conduct and practices are outlined and encompass an inquiry-based approach to learning, environmental concerns, safety in science instruction and methods for the creation of an appropriate learning environment. Experiments involve gathering and manipulating empirical data and relating outcomes to the theories discussed in lecture as well as assessing any limitations of the experimental approach. 

Class lecture and discussion; problem solving; experimentation. Recitation sessions are voluntary and are conducted on Saturdays at a time to be announced.

1. Chemistry, Third Edition J. McMurray, R. C. Fay, Prentice-Hall (2001) ISBN: 0-13-089162-2

2. Study Guide, Chemistry, Third Edition D. Fredeen, Prentice-Hall (2001) ISBN:0-13-088536-3

3. Solutions Manual, Chemistry, Third Edition J. Topich, Prentice-Hall (2001) ISBN: 0-13-088533-9

4. Catalyst, The Prentice Hall Custom Laboratory Manual, Pearson Custom Publishing (2002) ISBN 0536711011 

Best 2 of 3 Term Examinations                 40%

Best 10 Assignments / Quizzes                 10%

Laboratory Grade                                       25%

Final Examination                                      25%

                                                                 ---------

                                                                 100%

The following final grade scale will be used:

A+ = 96 - 100%

A = 91 - 95%

A- = 86 - 90%

B+ = 82 - 85%

B = 78 - 81%

B- = 74 - 77%

C+ = 70 - 73%

C = 66 - 69%

C- = 62 - 65%

D+ = 58 - 61%

D = 54 - 57%

D- = 50 - 53%

F = less than 50

The instructor reserves the right to adjust the grading scales for class average at the end of the semester.

Scholarship

1. Knowledge of subject matter
2. Knowledge of human development & learning

3. Instruction adapted to meet diverse learners

4. Use of multiple instructional strategies & resources

Attitudes 
and Disposition 
5. Effective learning environment created
6. Effective communication

7. Lesson planning

Integrity

9. Reflection and professional development

Leadership

8. Assessment of student learning to improve teaching

Service

10. Partnership with school and community
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

1. Content - Structure and interpret the concepts, ideas and relationships in science

2. Nature of Science - Define the values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific community

3. Inquiry - Formulating solvable problems, constructing knowledge from data, exchanging information for seeking solutions, developing relationships from empirical data

4. Context of Science - Relate science to daily life: technological, personal, social and cultural values.

5. Skills of Teaching - Science teaching actions, strategies and methodologies, interaction with students, effective organization and use of technology.

6. Curriculum - Extended framework of goals, plans, materials and resources for instruction.

7. Social Context - Social and community support network, relationship of science to needs and values of the community, involvement of people in the teaching of science.

8. Assessment - Alignment of goals, instruction and outcomes, evaluation of student learning.

9. Environment for Learning - Physical spaces for learning, psychological and social environment, safety in science instruction.

10. Professional Practice - Knowledge and participation in the professional community, ethical behavior, high quality of science instruction, working with new colleagues as they enter the profession.

DEMONSTRATIONS OF KNOWLEDGE

1.1 understanding of student learning & development 

1.2 understanding of need for different learning approaches

1.3 proficiency in reading, writing and mathematics

1.4 understanding of central concepts & skills, tools of inquiry and structures of discipline(s) 

1.5 knowledge of how to design and deliver instruction

1.6 recognition of need to vary instructional methods

APPLICATION OF KNOWLEDGE THROUGH

2.1 instructional planning based upon knowledge of subject, students, curriculum & community

2.2 selection and/or creation of learning tasks that make subject meaningful for students

2.3 establishment and maintenance of appropriate behavior standards and creation of positive learning environment

2.4 creation of instructional opportunities supporting studentsí academic, social and personal development

2.5 use of verbal, nonverbal and media communication fostering individual and collaborative inquiry

2.6 employment of various instructional strategies in support of critical thinking, problem solving and skills demonstration

2.7 use of various assessment techniques to evaluate student learning & modify instruction 

DEMONSTRATION OF PROFESSIONAL RESPONSIBILITY THROUGH:

3.1 professional conduct in accordance with the Code of Professional Responsibilities for Teachers 

3.2 shared responsibility for student achievement and well-being

3.3 continuous self-evaluation regarding choices & actions on students and school community

3.4 commitment to professional growth

3.5 leadership in the school community

3.6 demonstrations of a commitment to students and a passion for improving the profession

See "Course Content Outline" above.

As a student with a disability, before you receive course accommodations, you will need to make an appointment with the Disability Resource Office located in EN 15 to arrange for approved accommodations. However, if you have other information you would like to speak with me about, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office is located in Jennings Hall (JE 308) and my office hours are listed on the first page. Every effort will be made to accommodate students in this course.