Chemistry 103

Affiliation

Name: Liana Lamont
SCID: College of Letters & Science
Department: Chemistry
Course Name: Chemistry 103Course Objectives:
CO1: By applying conceptual models and manipulating physical models, students will be able to visualize matter on the microscopic (atomic) level.
CO2: By directly observing chemical changes, students will be able to visualize how changes in invisible quantities (such as atoms and energy) affect the macroscopic (physical) world.
CO3: By learning how to think logically, communicate effectively, work safely in a laboratory environment, and solve novel problems, students will operate as scientists.Learning Outcomes (LO)
LO1. Students will gain an understanding in a breadth of basic chemical concepts and principles.
LO2. Students will develop the ability to solve a wide variety of integrative chemistry problems
LO3. Students will apply submicroscopic models of matter to explain observable macroscopic phenomena.
LO4. Students will be able to visualize and apply chemical and mathematical models.
LO5. Students will be able to design, conduct, and analyze experiments safely and successfully.
LO6. Students will develop the study skills and habits of independent learners.
LO7. Students will articulate chemical knowledge and understanding in a written context.

Course Units:
Module 1: Introduction and Measurement
Module 2: Atoms, Elements, Molecules, and Ions
Module 3: Chemical Compounds and Reactions
Module 4: Energy and Stoichiometry
Module 5: Kinetic Theory and Gases
Module 6: Thermochemistry
Module 7: The Nature of Energy
Module 8: Chemical Bonding
Module 9: Molecular Geometry
Module 10: Intermolecular Forces
Module 11: Phases

Unit Objectives:
UO1. Recognize that in a chemical equation atoms are neither created nor destroyed.
UO2. Describe why chemical reactions are happening and who are the players in chemical reactions.
UO3. Describe and distinguish the four reactions types and the forces that drives them.
UO4. Predict if a reaction will produce a precipitate and write down the reactions (with and without
spectator ions).
UO5. Predict the electrolyte properties of various solutions, including salt acid and base solutions.
UO6. Distinguish between acid-base reactions.
UO7. Identify and analyze redox reactions by determining changes in atomic oxidation state

Activity One

Activity: Video & Quiz
Description: Breaking and forming chemical bonds
Modality: Online
Activity Sequence: Day 1, Pre-class
Required Knowledge: Covalent bonds are formed by a sharing of electrons
Time on Task: video (2:29); quiz (4:00)
Objectives Supported: UO1, 2
Horton Type: Absorb
Bloom’s Level: knowledge – remember
Evidence: follow-up quiz (all pre-class quizzes will be 7% of final grade)
Pedagogical Role: Overall goal of course: visualize chemical reactions on the microscopic (particle) level. This video discusses molecules at the particle level and explains the conservation of matter.
Social Role: Ned Sibert voice-over. No picture; just hands drawing on a board. If he isn’t your instructor, it may be uncomfortable.
Managerial Role: There are several versions of the quiz questions.
Technical Role: Online quiz questions can be tricky.

Activity Two

Activity: PhET Simulation & Quiz
Description: Precipitation
Modality: Online
Activity Sequence: Day 1, Pre-class
Required Knowledg: How to download and run PhET simulations using Java. Definitions: ions, solubility
Time on Task: 15:00
Objectives Supported: UO1-4
Horton Type: Do, Connect
Bloom’s Level: Understand (PhET sim); apply & analyze (quiz)
Evidence: follow-up quiz
Pedagogical Role: Overall goal of course: visualize chemical reactions on the microscopic (particle) level. This computer simulation uses spheres in place of individual ions.
Social Role: Students can and should work together. Students can post questions on Piazza.
Managerial Role: Moderate questions on Piazza.
Technical Role: Java must be up-to-date. We’ve downloaded the simulations on the Chem Computer lab computers, but they are not open on weekends.

Activity Three

Activity:
Description:20 chemical reactions
Modality: In-class
Activity Sequence: Day 1, Whole-class
Required Knowledge: Atoms are conserved: balance the chemical equations; four types of chemical reactions (unrealistic expectation)
Time on Task: 15 minutes
Objectives Supported: UO1-3
Horton Type: Do
Bloom’s Level: knowledge, explain, apply
Evidence: Pair & Share; volunteer answers to whole class
Pedagogical Role: Fosters student discussion as they work in pairs to apply the Conservation of Matter to chemical equations. Return later in class to identify which reactions show salts dissolving.
Social Role: Students work together in pairs and then as a 350-person group. Left vs. right side of the room race to identify which equations aren’t balanced.
Managerial Role: Pass out packets to 350 students; keep students on-task; clear up misconceptions as they work; get volunteers to share with whole group.
Technical Role: post answer keys online

Activity Four

Activity: Brief lecture
Description: Solutions, solvent, solute
Modality: In class
Activity Sequence: Day 1, whole class
Required Knowledge: microscopic view of atoms in solution (build on PhET demo)
Time on Task: 5 minutes
Objectives Supported: UO3
Horton Type: Absorb
Bloom’s Level: Knowledge
Evidence: 1 ConcepTest (clicker questions)
Pedagogical Role: Deliver content and definitions, but also connect Whole Class to pre-class PhET simulation.
Social Role: Students can discuss ConcepTest before voting
Managerial Role: Stop ConcepTest when most people have participated. Keep students engaged and answer quickly.
Technical Role: TopHat software

Activity Five

Activity: Demonstration
Description:Demonstrations using lightbulb and circuit (test of electrolyte properties).
Modality: In-Class
Activity Sequence: Day 1, whole class
Required Knowledge: Electrons travel in circuits. Lightbulb lights up if circuit is complete. Ions can travel in solution to complete the circuit.
Time on Task: 10 minutes
Objectives Supported: UO4, 5
Horton Type: absorb, do (predict demo results)
Bloom’s Level: understand/explain, analyze
Evidence: 5 ConcepTest (choose 3)
Pedagogical Role: Present chemicals and ask students to predict the results when chemicals are mixed. (Supports UO)
Social Role: Students can discuss ConcepTest before voting.
Managerial Role: Keep students on task, move through ConcepTests at a reasonable pace. Correctly do demonstrations.
Technical Role: TopHat software

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