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Chemistry 125/126
Nancy Konigsberg [email protected]
Welcome
What? Why? How?
Chemistry 125 vs 126?
CHEM.125/126: - Co-requisites with identical work and grades. - One credit each for a total of two credits. - Credit for TWO inorganic lab courses.
WAIT LISTS AND OVERRIDES:1500 chem. (Heonia Hillock; [email protected];734- 647-2858)
Course Information
A large (60 sections of 24 students)introductory chemistry course
An independent course consisting of lecture,laboratory and discussion sections.
Instructor for labs and discussions are GSIs. Labs and discussion on a given topic occur
after pre-lab lecture.
Course Format
Pre-lab lecture (1 hour; 10-11am or 1-2pmTuesdays or 10-11am Thursdays in 1800 chem)
Discussion (1 or 0 hour) Laboratory ( 2 - 3 hours; 8 - 11am or 11am - 2
pm or 2 - 5 pm)Discussion and lab and lecture time: Labs are 3 hours when discussion is NOT held;labs are two hours on days discussion is held Discussions occur AFTER the completion of alab experiment topic
DISCUSSION and LAB 1
LAB ROOM (9 - 11 am or noon - 2 pm or 3 - 5 pm) Check-In Team Task Exercise, lab manual, pages 5 -7 Safety Scavenger Hunt, page 16
DISCUSSSION ROOM(8 - 9 am or 11am - noon or 2 - 3 pm) Team Assignment Survey Form, lab manual,page 4
1-17214-227
Safety Hunt Team Task Exercise
9/4 (200/300)9/6 (100)
Check-in
LabPoints
Pre-labReadingPages
Pre-lab lectureExperimentTopics
Pre-lab Prep and Schedule (Manual, page 223)
18 - 40175-182
9/11 (200/300)9/13 (100)
1. Electronsand SolutionColor
LabPoints
Pre-labReadingPages
Pre-labLecture
ExperimentTopics
Pre-lab Prep and Schedule (Manual, page 223)
Note: Pre-lab report for experiment 1 is on page 29.Due lab week of 9/12 - 9/18.
Required Materials
Lab Manual:Collaborative Investigations in Chemistry,Nancy Konigsberg Kerner and JamesPenner-Hahn, Hayden McNeil Publishing,Inc., Fall 2007 edition.
Supplies:Lab Marking pensOverhead projection transparency film
Course Web Site http://www.umich.edu/~chem125- schedule, practice exams, lecture andreview notes.Exams:Tuesdays, November 6 and December 11,6:15 - 7:45 pm
Safety
Contact Lenses may NOT be worn in lab. Goggles and aprons must be worn in lab. Follow all safety rules (pp.14-15, manual).
Special Needs
Special Safety Problems? Richard Giszczak; 1608 chem;[email protected]
Special Needs? Nancy Kerner; 3541 chem; [email protected] hours: Wednesdays, 1-2pm & Thursdays, 2-3pm.
TOTAL course points 500 points:Lab and discussion 300 points*Exam 150 ptsGSI/peer points 50 points* See page 218 in the lab manual for abreakdown of lab and discussion points
Chemistry 125/126 Grading
Points reward individual and team efforts. Labs must be performed to earn points.
Team % points 54 %Individual % points 46 %
Chemistry 125/126 Grading
Team Points. (54%)Team lab reports and discussion presentations.
Note that the lab report form is merely an outline.For maximum points respond to all directivesand questions in the experiment and refer tothe data to support your conclusions.
Individual Points. (46%) Pre-lab reports. Hourly I and Hourly II exams. Peer points.
Fall 2007 course letter grades:At least an A- 450 pointsAt least a B- 400 pointsAt least a C- 350 pointsAt least a D- 300 points
Chemistry 125/126 Grading
Point grade cutoffs guaranteed. points needed for particular letter grade will not beincreased but may be lowered. cutoffs lowered if some aspect of grading is notequitable to prior terms.
Chem. 125/126 Goals and Methods
Students do NOT intend to be chemists!
Student goals and background?
Where Would We BeWithout Chemistry?
Where Would We BeWithout Chemistry?
no chemical reactions
Where Would We BeWithout Chemistry?
no leather or rubber
Where Would We BeWithout Chemistry?
no paint or coatings
Where Would We BeWithout Chemistry?
no metals
Where Would We BeWithout Chemistry?
No fabrics
Where Would We BeWithout Chemistry?
H OCNCaPKNa, Mg, Fe, etc
50.1 kg12.6 kg1.8 kg1.7 kg.68 kg.25 kg.32 kg
2150 kg male
Where Would We BeWithout Chemistry?
No you
70 kg
Chem. 125/126 Goals and Methods
Students do NOT intend to be chemists! Fifty % students have had a traditional
chemistry lab
Student goals and background?
Methods fueled by concern about whatstudents can do with the skills they learnlater on in life and student learning research.
CHEMISTRY 125/126
Develop life long skills (Thinking (data analysis) andcommunication skills…) Understand core concepts (Emphasize process rather than content or memorization)
Traditional → Inquiry
Boyer Commission Report: Carnegie Foundationfor the Advancement of Teaching (1998)
Alter classroom methods:
“Many undergraduates graduate without knowing howto think logically, write clearly, or speak coherently”
The techniques and skills often emphasizedare not skills most students need later on inlife, except for chemistry majors.
Labs are often very descriptive and virtuallyeliminate all requirements for student thought
TRADITIONAL LAB
“The student is expected to produce a verification ofsomething that he already knows, and so ends uptrained to ask what a result is supposed to be, notwhat in fact is” Miles Pickering
Inquiry Lab (chem.125/126)
The labs developabilities to explore,analyze, and visualizedata. The ultimate goalis to enhance students’abilities visually depict adata pattern that is easyto observe and tounderstand theimplications of the data.
Traditional → Inquiry
Individual → Team
→ Technology assisted
Boyer Commission Report: Carnegie Foundationfor the Advancement of Teaching (1998)
Alter classroom methods:
Why Teamwork?
- Students differ in thinking and processing skills..
-Teams with members of diverse abilities are morecreative and via dialogue understand more.and via dialogue understand more.
CHEM. 125/126↓
Goal: Visualize and analyze data during lab.
Collaborative Team research. Teams investigate different (rather than identical) samples and/or conditions*.Technology assisted data collection and analysis.
* See lab manual, page 216 for Fall 2007 team experimentassignments.
CoLABnet
CoLABnet
Teacher → Studentcentered centered
Boyer Commission Report: Carnegie Foundationfor the Advancement of Teaching (1998)
Alter classroom methods:
Teacher (rather than the student) becomes highlyskilled -- Teacher writes, speaks, consults, organizes,and solve problems.
Topic content often emphasized rather than process.
TEACHER CENTERED DISCUSSION
“blah, blah, blah, blah”
“How many grams of sulfuric acid areproduced annually in the U.S?…?”
Boyer Commission Report: Carnegie Foundationfor the Advancement of Teaching (1998):
“Undergraduate education must enable students toacquire strong communication skills, and therebycreate graduates who are proficient in both written andoral communication.” (Chapter V)
Chem.125/126 Discussion Student Centered Discussion- Teams’ solve assigned problems in lab.*
- Teams’ orally present results in discussion.
*See page 216 of the labmanual for Fall 2007assigned team discussionquestions.
Questions?Contact [email protected]
