Florida Community College at Jacksonville Syllabus

Florida Community College at Jacksonville Syllabus: CHM 2046C: General Chemistry II 4 cr. Section: 369308 Fall Term 2012 SITE: D-211/D204

DAY/TIME: Lecture: Tuesday/Thursday 8:30-9:45 a.m. D-211 Lab: Tuesday 10:00-1:00 p.m. D-204 FSCJ Course Description: This course, a continuation of General Chemistry and Qualitative Analysis I, stresses chemical equilibrium, chemical kinetics, electrochemistry, oxidation-reduction and selected families of metals and non-metals. Laboratory work includes studies of ionic equilibrium in aqueous solutions and semi-micro qualitative analysis. Six contact hours: three lecture hours, three laboratory hours. A.A., A.S., A.A.S.

Prerequisites: grade of C or better in CHM 2045C. (3 class hours, 3 lab hours, 4 credit hours) Required Textbook: Chemistry: Atoms First, 1st Edition Julia Burdge, Jason Overby, COLLEGE OF CHARLESTON Special Binder Ready Version 1128 pages ISBN: 9780077560911 Special Price $124.95 ©2012, Binder version may not be sold back to the Bookstore!

Hardcover, 1128 pages ISBN-13 9780073511160 ISBN 978-=-07-743083-2 Publisher's Retail Price:$241.33 Bookstore's Wholesale Price:$181.00 Table of Contents Chapter 12—Intermolecular Forces and the Physical Properties of Condensed Phases 12.1 Intermolecular Forces 12.2 Properties of Liquids 12.3 Crystal Structure 12.4 Types of Crystals 12.5 Amorphous Solids 12.6 Phase Changes 12.7 Phase Diagrams Chapter 13—Physical Properties of Solutions 13.1 Types of Solutions 13.2 A Molecular View of the Solution Process 13.3 Concentration Units 13.4 Factors that Affect Solubility 13.5 Colligative Properties 13.6 Calculations Using Colligative Properties 13.7 Colloids Chapter 14—Chemical Kinetics 14.1 Reaction Rates 14.2 Collision Theory of Chemical Reactions 14.3 Measuring Reaction Progress and Expressing Reaction Rate 14.4 Dependence of Reaction Rate on Reactant Concentration 14.5 Dependence of Reactant Concentration on Time 14.6 Dependence of Reaction Rate on Temperature 14.7 Reaction Mechanisms 14.8 Catalysis Chapter 15—Chemical Equilibrium 15.1 The Concept of Equilibrium 15.2 The Equilibrium Constant 15.3 Equilibrium Expressions 15.4 Using Equilibrium Expressions to Solve Problems 15.5 Factors That Affect Chemical Equilibrium Chapter 16—Acids and Bases 16.1 Brønsted Acids and Bases 16.2 Molecular Structure and Acid Strength 16.3 The Acid-Base Properties of Water 16.4 The pH Scale 16.5 Strong Acids and Bases 16.6 Weak Acids and Acid Ionization Constants 16.7 Weak Bases and Base Ionization Constants 16.8 Conjugate Acid–Base Pairs 16.9 Diprotic and Polyprotic Acids 16.10 Acid–Base Properties of Salt Solutions 16.11 Acid–Base Properties of Oxides and Hydroxides 16.12 Lewis Acids and Bases Chapter 17—Acid-Base Equilibria and Solubility Equilibria 17.1 The Common Ion Effect 17.2 Buffer Solutions 17.3 Acid–Base Titrations 17.4 Solubility Equilibria 17.5 Factors Affecting Solubility 17.6 Separation of Ions Using Differences in Solubility Chapter 18—Entropy, Free Energy, and Equilibrium 18.1 Spontaneous Processes 18.2 Entropy 18.3 Entropy Changes in a System 18.4 Entropy Changes in the Universe 18.5 Predicting Spontaneity 18.6 Free Energy and Chemical Equilibrium 18.7 Thermodynamics in Living Systems Chapter 19—Electrochemistry 19.1 Balancing Redox Reactions 19.2 Galvanic Cells 19.3 Standard Reduction Potentials 19.4 Spontaneity of Redox Reactions Under Standard-State Conditions 19.5 Spontaneity of Redox Reactions Under Conditions Other than Standard-State 19.6 Batteries 19.7 Electrolysis 19.8 Corrosion Chapter 20—Nuclear Chemistry 20.1 Nuclei and Nuclear Reactions 20.2 Nuclear Stability 20.3 Natural Radioactivity 20.4 Nuclear Transmutation 20.5 Nuclear Fission 20.6 Nuclear Fusion 20.7 Uses of Isotopes 20.8 Biological Effects of Radiation Chapter 24—Organic Chemistry 24.1 Why Carbon is Different 24.2 Classes of Organic Compounds 24.3 Representing Organic Molecules 24.4 Isomerism 24.5 Organic Reactions 24.6 Organic Polymers

Laboratory Manual (required) $49.00 Catalyst by Pearson CHEMISTRY 2046 laboratory Manual FLORIDA STATE COLL JACKSONVILLE North Campus ISBN: 9781256538929

Laboratory Notebook (required) $15.25 Student Lab Notebook (Chemistry Spiral Bound 50-set Author: Hayden Edition: ISBN: 9781930882232 Old Lecture Text (Textbook Option): I have available many older college chemistry texts. You are welcome to use these texts either the first few weeks of the course until you can afford the text or for the entire course. You must have your lab manual and lab notebook by the second week. (If you have unused space in your lab notebook from 2045 you may continue use it.)

As long as it is a college chem. text (not beginning, preparatory or allied health) you may use any book as long as you can use an index. For example our first exam includes Module 7 II which is chapter 13 in the Atoms first text. Last year, the McMurry text the same material is in Chapter 10. Five years ago, I used the kotz text and material was in Chapter 13. If you completed 2045 in the last year at any campus, you should have the required text. At North we are switching to a traditional College Chemistry text (Tro) for CHM 2045 Fall 2012 term and CHM 2046 Spring 2013 term.

Text Web Site: http://www.pearsonhighered.com/educator/academic/product/0,3110,0131993232,00.html Chemistry, 5/E (text used by Dr. Lorenzo and Dr. Gant for 2045C) John E McMurry ISBN-10: 0131993232 Robert C Fay ISBN-13: 9780131993235

Publisher: Prentice Hall Published: 04/13/2007 Suggested retail price: $181.33 (In Book Store-New and used) Grading Outline for Students using McMurray 5th edition: McMurray 5th edition: http://www.fccj.us/chm2046/46grdF10McMurray.htm Exam#1 10. Physical Properties of Solids, Liquids, and Solids Module 7II 11. Solutions and Their Properties Module 8II Exam#2 12. Chemical Kinetics Module 9 13. Chemical Equilibrium Module 10 Exam#3 14. Aqueous Equilibria: Acids and Bases. Module 11 15. Applications of Aqueous Equilibria Module 12 Exam#4 16. Thermodynamics: Entropy, Free Energy, and Equilibrium Module 13 17. Electrochemistry Module 14 22. Nuclear Chemistry Module 15 Exam#5 7. Covalent Bonds and Molecular Structure and Hybrid Orbitals Module 4II 23. Organic Chemistry Module 16 24. Biochemistry Module 17 Companion Web Site: http://wps.prenhall.com/esm_mcmurry_chemistry_5/ John C. Kotz, Paul M. Treichel and Gabriela C. Weaver

Chemistry and Chemical Reactivity (with General ChemistryNOW CD-ROM) 6th Edition © 2006* *(some may have 7th Edition sold in Bookstore) 1322 Pages Case Bound 8 1/2 x 10 Thompson Learning: Brooks Cole Publishers ISBN: 053499766X Book is an Old Edition only the 7th Edition is in Bookstore (Grading outline will be developed week by week for the 7th edition.) CHM 2046C covers Chapter 11, 13-20, 23 in Eight Modules

Table of Contents CHM 2046C General Chemistry and Qualitative Analysis II 11. Carbon--More Than Just Another Element. Interchapter: THE CHEMISTRY OF LIFE: BIOCHEMISTRY 13. Intermolecular Forces, Liquids, and Solids. Interchapter: THE CHEMISTRY OF MODERN MATERIALS 14. Solutions and Their Behavior. 15. Principles of Reactivity:Chemical Kinetics. 16. Principles of Reactivity:Chemical Equilibria. 17. Principles of Reactivity:The Chemistry of Acids and Bases. 18. Principles of Reactivity:Other Aspects of Aqueous Equilibria. 19. Principles of Reactivity: Entropy and Free Energy. 20. Principles of Reactivity:Electron Transfer Reactions. Interchapter: THE CHEMISTRY OF THE ENVIRONMENT 21. The Chemistry of the Main Group Elements. (not covered) 22. The Chemistry of the Transition Elements (not covered) 23. Nuclear Chemistry. (optional-if time permits) Optional Texts/Online Activity:

Scientific Calculator that has Log and inverse Antilogs

Goggles or Visorgogs or use safety glasses available in lab

Instructor: John T. Taylor About Me Resume Office: D-270 Office Phone: 904-766-6763 Cell Phone: 904-614-0531 or leave messages at instructor’s home at designated times or extreme emergencies on weekends. (Jacksonville 904-992-2052 most weekends)

Link to site: http://www.fscj.me/OfficeFall2012.htm for current office hours The instructor is available for additional office hours by appointment. Appointments must be made at least two days in advance, except for extreme emergencies. Office hours are subject to change

Security Phone Number: 904-766-6608: email: [email protected]

Email Requirement:

E-Mail assignments to both addresses below Subjects of emails must describe briefly the assignments being submitted and begin with the # 46: i.e. 46: First Email or 46: your subject

Each student should send the instructor an email during the first week from both your FSCJ email account and/or an outside email account for your primary contact, and the other as a backup contact. Be certain you put in subject box: 46: first email

Tell me about yourself. Why are you taking this course? When did you complete CHM 2045C, where, with which instructor, and your grade. What is your highest math course completed? Where do you live? What are your telephone numbers? What is your external email address which can serve as a backup to FSCJ assigned email. Always begin the subject of each email with 46: Subject-less emails will be deleted or subjects without the number code may be deleted. Attachments will only be opened if the number code is in the subject line. This prevents viruses and spam.

Free Time Chart (10 points):

Find me 10 hours per week of the 168 total hours in a week. Please complete this information(time matrix) on the last page of the syllabus and turn in Thursday August 28th. Reference: http://www.fscj.me/P4Backup/cgs1555/SyllabusCSS/freetime.htm http://college.hmco.com/masterstudent/series/becoming_a_master_student/11e/students/by_chapter/02.html

Free Time First Lab Exercise: Chemistry takes a lot of time to study. Each student should identify at least 10 hours or more per week of free time that she/he will commit towards his/her study of chemistry. The following are suggested strategies for scheduling your study times. Make an hour by hour seven day matrix 8 columns (hour and each day of the week) by 24 lines (representing each hour). See Master Student Web Site above. Unfortunately there are only 168 hours in a week and I need 10 plus six hours of class time.

Starting with wake-up and end with sleeping: 1. Schedule fixed blocks of time first. These include work, class time, eating, and sleeping. 2. Include time for travel and errands 3. Schedule time for fun. 4. Set realistic goals. 5. Allow flexibility in your schedule. 6. Study at least two hours for every hour in class plus an extra two for computer assignments in the open lab and an extra two with a cooperative group member for homework comparison and checking. 7. Avoid scheduling marathon study sessions. 8. Set clear starting and stopping times. 9. Plan for the Unplanned!

ATTENDANCE: Students are expected to attend class and will be responsible for all material presented. The student must sign the attendance roster to earn credit for attendance. Each lecture class attended will be worth three points for at least 90 total points of the final grade if there is an attendance monitor. Students arriving late will earn less points. 8:45-9:00 2 point and 1 point after 9:00. Students who leave early or 15 minutes before the ending time, will be scored zero for attendance that day. A second roll may be circulated 15 minutes before the scheduled ending time. For each lecture missed after two scheduled lectures, will lose 5 points per class missed.

Sign in for lab is counted separately worth 4 points for each week with a 60 points total. Anyone arriving more than 15 minutes late (after 10:15) on a wet lab day may be locked out and not allowed to complete the lab that day.. A student absent from a lab will lose 4 points for the first, then 10 points for the second, and 20 for each additional lab missed. There is no make-up for a missed lab and the score for that lab will also be a zero. Attendance depends on an attendance monitor keeping totals. (If the class is a ’dry’ lab or a video, than makeup will be allowed.) The student will fill out a data card/page similar to your instructor one the last page of this syllabus for the first day’s attendance. The student will submit by the second class, the time 24x7 time management form with her/his class schedule, work schedule and other regular commitments. This is worth 10 points if submitted the second class. The student must also send the instructor a first email as described above before the second class for 10 points. This also depends on the attendance monitor.

Study Groups/Phone Network/Lab Partner: On the first day of class each student will complete a Data Card, Interview a peer, and introduce (if time permits) that peer to the class. From these exercises and the learning styles inventory, study groups, a phone network, and lab partners need to be established. Study areas, as well as the classroom, should be used for study groups plus lunch and learn sessions. Some portions of the office times may meet in the library computer learning lab. Each week volunteers will be appreciated to assist in the group operation of the class. The first personal assistant volunteer will prepare a matrix with each student’s free study time so that study groups may begin to be formed the second week of school. The phone network will be established so that in case of emergencies by the instructor each student will be responsible to call two other students in the network to alert the student of the emergency so that information may be distributed prior to the next scheduled class. Emergencies will usually also include a group email on the morning/afternoon of the class meeting.

Homework: The sample pretest quizzes posted on the grading outline are not homework to be turned. They are for the student’s self practice and for the student to understand what the instructor expects from each section of the textbook and his lectures. The Pretest is an actual page of a previous exam. The grading outline may be found at: http://www.fscj.me/chm1045/46grdF12.htm The instructor requires online multiple choice homework for every chapter. The homework may be on Blackboard from our Atoms First Text and/or it may be online with the previous McMurry text: http://www.fccj.us/chm2045/McMurry5thQuiz.html

The 3 part McMurry 50 multiple choice questions per chapter is worth 10 homework points for up to 100 total point. Students will be on their honor to complete these exercises and submit the # correct on the Pretest Grading Outline. Daily Pretest Quizzes (optional): Pretest quizzes may be administered before class (8:00-8:30 am) in our classroom, sometimes during, and/or after every class which is not a scheduled exam day. (On Tuesday our classroom is available 9:45 am until 10:30 am. These pretest quizzes may not be made up outside of scheduled class time, unless directed by the instructor to complete the pretest in the test center during an assigned period of time. The pretest must be completed on the day assigned and are generally yellow hard copy labeled Pretest#1. Sometimes the instructor will allow the students a second chance on the pretest as a makeup the following class period and these sheets are generally pink and labeled Pretest#2. Green is Pretest#3. Scored pretest quizzes are NOT recorded in the instructor’s grade book or on Blackboard, but must be attached to the Modular Exam Grading Outline the day of the exam to receive the pretest grade. This pretest packet is submitted as a separate packet. Students must write the scores on both the cover sheet of the pretest packet and on the front page of the exam. The student will skip the section of the modular exam that is pre-tested successfully. The Pretest scores may be recorded on the attendance sheet, but only for your instructor’s sense of current levels of class achievement. If you lose the graded pretests, you will have to do the section over on the exam. If instructor misplaced you pretest, then you MUST do it over. The instructor may also void any pretest for any reason. Voided pretest must be done againwith a different color paper. The instructor only records Module Exam totals and the Final Exam in his grade book and on Blackboard. Multiple choice and vocabulary sections of modules are usually only tested on exam day, sometimes online, and are usually never pre-tested nor post-tested. Do Not Staple the Modular Exams together as they are graded separately, listed on Blackboard separately, and returned separately after the exam day. Please staple carefully only your pretest packet with the goldenrod color cover sheet. Mixing the modular papers on Exam day with pretest may result in a lower grade. The student must submit a Post Test Request Form during the week before the final exams to redo any section. Samples of each section (pretest) of each exam may be found on the grading outline on the web site. These Saamples may not be submitted for grading. They are only samples. On the sample tests are suggestions for paper and pencil homework in the textbook. The grading outline may be found at: Kotz 6th Edition: http://www.fccj.us/chm2046/46grdF08.htm McMurray 5th edition: http://www.fccj.us/chm2046/46grdF10McM.htm Burge 1st Edition: http://www.fscj.me/chm2046/46grdF12.htm Pre-testing is a privilege not a right! Our classroom D-211 does not have a scheduled class in the room after our class on Tuesday until 10:30. If space can be found, pretesting will be allowed after lab at 1:00 to 1:30 pm on Thursday. Students who are late to class will not be allowed to pretest until after class. Students should plan to stay late if they can not arrive early. Many times the pretest will not be administered until the last 10 minutes of class so that student may complete the item after class has concluded. Pretest will be graded for all students who stay after class or lab.. MAKE-UP POLICY: Make-up exams are usually not given. In the event of an unavoidable absence on exam day (jury duty, hospitalization, incarceration, and death in the immediate family), you will be allowed make-up tests only upon the instructor’s approval.. You must contact the instructor, no later than, the week of the exam in order to discuss what arrangements might be made. This may be done with a quick email. A message must be left on the instructor's e-mail ([email protected] ) or his cell phone 614-0531 if the instructor cannot be reached. If a makeup is allowed, it must be completed prior to return of the exam papers completed by the students attending the scheduled exam. Missed exams will otherwise count as 0 points. Papers are returned usually after one or two weekends after the exam.

Students who take the test on the assigned day are guaranteed to receive their graded exam on or before the next exam day, otherwise the student will be assigned a 100% grade for the un-graded paper. Students not taking the exam on the assigned exam day may not receive their grade until days or weeks after the class papers are returned.

Major Learning Outcomes (Goals):

This course is designed as the second semester of a two semester sequence of College Chemistry. CHM 2046C has been modified and streamlined to accomplish the following major learning outcomes in 45 total hours of class and instruction. Students entering the class should have had CHM2045C with a passing grade. FSCJ Official Outline: http://www1.fccj.org/curriculum/credit/outlines/CHM2046C.pdf

FSCJ Official CHM 2046C Course Outline Model: COURSE TOPICS CONTACT HOURS PER TOPIC I. Acids, Bases and Salts (continued from CHM 2045C) ** 8 clock hours II. Oxidation - Reduction and Electrochemistry (M-14) Chapter 19 6 clock hours III. Thermochemistry (M-13) Chapter 18 4 clock hours IV. Kinetics (M-9) Chapter 14 6 clock hours A. General Principles of Kinetics (2 hours) B. Rates of Reactions (2 hours) C. Mechanisms of Reactions (2 hours) V. Chemical Equilibria (Modules 10-11-12) 13 clock hours A. General Chemical Equilibria (4 hours) (M-10) Chapter 15 B. Ionic Equilibria (3 hours) (M-11) Chapter 16 C. Solubility Equilibria ( hours) (M-12) Chapter 17 VI. Solutions (M-7 II) Chapter 13 4 clock hours VII. Special Topics ** 4 clock hours Topics not covered in 2046C were covered in 2045C. ** Review M-4II Chapters 6 and 7; M-7 II Chapter 12 http://www1.fccj.org/curriculum/credit/outlines/CHM2046C.pdf

Learning Objectives for General Chemistry II

Students who have completed General Chemistry I (CHM 2045C) are expected to demonstrate knowledge of the following content-based learning objectives. The learning objectives are arranged by major content area. M-7 Part II Intermolecular Forces & Liquids and Solids (Chapter 12) Students must know or be able to do the following:  Describe the difference between intermolecular and intramolecular forces.  Describe and apply the various intermolecular forces including ion/dipole, dipole/dipole, hydrogen bonding, dipole/induced dipole, and induced dipole/induced dipole.  Know the properties of liquids in relation to their intermolecular forces.  Define and apply the terms critical temperature, critical pressure, surface tension, capillary action, cohesive force, adhesive force, and viscosity.  Be familiar with the characteristics of the two types of solids – amorphous and crystalline.  Be familiar with the characteristics of the four types of crystalline solids – ionic, metallic, molecular, and network.  Define and apply the terms space lattice and unit cell.  Be familiar with the characteristics of the three types of cubic unit cell – simple, body-centered, and face-centered.  Calculate the radius of an atom or ion based on type of cubic unit cell.  Be familiar with the characteristics of a simple and face-centered cubic unit cell of an ionic compound in terms of lattice points occupied by anions and holes occupied by cations.  Define vaporization or boiling point and melting point.  Be familiar with the change in enthalpy of fusion, crystallization, vaporization, and condensation.  Use a phase diagram.  Define triple point.

Module 8-Part II Physical Properties of Solutions (Chapter 13) Students must know or be able to do the following:  Know and be able to carry out calculations using molarity, molality, mole fraction, weight percent, parts per million, and parts per billion.  Define solubility, saturated solution, unsaturated solution, supersaturated solution, miscible, and immiscible.  Determine the solubility of a salt based on the change in enthalpy of solution.  Know and apply the affects of pressure and temperature on the solubility of a gas in a liquid.  Know and apply the affect of temperature on the solubility of a solid in a liquid.  Define and give examples of colligative properties.  Define and perform calculations using Raoult’s Law.  Calculate freezing point depression and boiling point elevation when a solute is added to a solvent when the solute is an electrolyte and a nonelectrolyte.  Calculate molar masses of compounds based on colligative properties.  Define ion pairing and describe its affect on colligative properties.  Define osmosis, reverse osmosis, and osmotic pressure.  Calculate osmotic pressure.  Define and give examples of the various types of solutions including isotonic, hypotonic, and hypertonic.  Define crenation and homolysis.  Define and give examples of colloidal dispersions.  Define and give examples of an emulsion, emulsifying agent, and surfactant.  Describe how soap is made and how it works.  Define hydrophobic and hydrophilic.  Describe what is meant by the term “hard water”.

Module 9 Chemical Kinetics (Chapter 14) Students must know or be able to do the following:  Define kinetics.  Calculate the average and instantaneous rate of a chemical reaction.  Know the factors that affect the rate of a chemical reaction and how they affect the rate including concentration, temperature, state of subdivision, and addition of a catalyst.  Write rate equations for chemical reactions based on experimental data.  Determine the order of a chemical reaction.  Determine the rate constant based on experimental data.  Know and apply first order rate equations including calculation of half-lives.  Know and apply zero order and second order rate equations.  Define and apply the collision theory.  Use the Arrhenius equation to find activation energy.  Define reaction mechanism, intermediate, and free radical.  Write rate equations for mechanistic steps.  Define rate-determining step. Module 10: Chemical Equilibrium (Chapter 15) Students must know or be able to do the following:  Define equilibrium.  Write equilibrium constant expressions for chemical reactions applying rules.  Calculate equilibrium constants using equilibrium constants of other related reactions and from equilibrium concentrations.  Interpret equilibrium constants in terms of whether the reaction is reactant or product favored.  Assess reaction quotient to determine how a reaction will proceed.  Calculate equilibrium concentrations based on initial concentrations and the equilibrium constant.  Define and apply LeChatelier’s Principle.  Know how reactions at equilibrium are affected by stresses such as temperature, concentration, and pressure.

Module 11: Acids and Bases (Chapter 16) Students must know or be able to do the following:  Describe the properties of acids and bases.  Define acids and bases in terms of the Arrhenius or Classical definition, the Bronsted-Lowry definition, and the Lewis definition.  Predict the products of a neutralization reaction.  Provide the self-ionization reaction for water.  Memorize a list of acids and bases including their name, formula, number of protons they can donate or accept, and strength.  Define monoprotic, diprotic, and triprotic acids and bases.  Write ionization reactions for acids and bases.  Define and give examples of species which are amphiprotic and amphoteric.  Define and apply the terms conjugate acid and conjugate base.  Determine the equilibrium position of an acid-base reaction.

 Determine acid and base strength based on Ka and Kb.  Describe the leveling effect.  Write equilibrium expressions for the ionization of weak acids and bases.  Define, apply, and perform calculations using the pH and pOH equations.  Correlate acidity, basicity, pH, pOH, hydronium ion concentration, and hydroxide concentration.  Perform calculations using the equilibrium expression for the ionization of water.  Know two ways to determine pH.

 Calculate pH from Ka or Kb using initial concentrations and the equilibrium expression.  Calculate % ionization of a weak acid or base.  Be familiar with the common acid and basic ions that form acidic and basic salts.  Determine equilibrium concentrations for all ionization products of diprotic and triprotic acids.  Describe how acid strength is affected by the inductive effect and bond strength.  Describe molecules as Lewis acids or bases.

Module 11: Principles of Reactivity: Other Aspects to Aqueous Equilibria (Chapter 15) Students must know or be able to do the following:

 Define and apply the concept of buffer solutions.

 Define pKa and use it in calculations.

 Know and apply the Henderson-Hasselbach Equation to buffer systems.

 Calculate the pH of a buffer solution before and after a strong acid or base is added.

 Perform calculations to determine how you would prepare a buffer solution at a given pH.

 Perform calculations that apply the common ion effect to acid and base ionization reactions.

 Predict the acidity/basicity of a solution at the equivalence point of a titration based on the strength of the acid and base reacted.

 Calculate the pH at all of the various points during a titration - prior to the equivalence point, at the equivalence point, and after the equivalence point for all of the following combinations - strong acid/strong base, strong acid/weak base, and strong base/weak acid.

 Generate titration curves for all of the following combinations of reactants: strong acid/strong base, strong acid/weak base, and strong base/weak acid.

 Predict the shape of a titration curve for the titration of a diprotic or triprotic acid.

 Define acid-base indicator and determine which is the best choice for predicting the equivalence point of a particular acid/base combination.

Module 12: Principles of Reactivity: Precipitation Reactions (Chapter 15) Students must know or be able to do the following:

 Define Ksp.

 Write the Ksp expression for a slightly soluble salt.

 Determine Ksp from experimental measurements.

 Determine salt solubility from Ksp.  Predict whether precipitation will occur based on calculation of reaction quotient.  Calculate solubility before and after a common ion is added to the solution.

 Predict the Knet of a reaction via simultaneous equilibria.  Provide equations and discussion to explain how the solubility of a salt is increased by addition of a weak acid and decreased by the addition of strong acid.  Be familiar with the solubility of complex ions.

Module 13: Principles of Reactivity: Entropy and Free Energy (Chapter 16) Students must know or be able to do the following:

 Define thermodynamics.

 Know the three laws of thermodynamics.

 Know the two fundamental laws of nature.

 Define all of the following – change in enthalpy, entropy, and free energy – and give the meaning of a positive and negative value for each.

 Provide examples where entropy is increasing and decreasing.

 Calculate the entropy of a system using the equation: S = q/T.

 Calculate the entropy of the Universe using the equation: Suniverse = Ssystem + Ssurroundings

 Calculate the entropy, enthalpy, and free energy changes of a system by finding the difference in the summation of the product formation (S, H, or G) minus the summation of the reactant formation (S, H, or G).

 Utilize the equation G = H – TS

 Determine if a reaction is enthalpy of entropy-driven.  Describe how a reactant-favored reaction can be made product-favored by coupling it to a very product-favored reaction.

 Determine the minimum temperature needed to make a reaction spontaneous.

 Use the equation, G = R T ln K, to find G or K .

Module 14: Principles of Reactivity: Electron Transfer Reactions (Chapter 17) Students must know or be able to do the following:

 Define redox reaction, oxidation, reduction, oxidizing agent, and reducing agent.

 Provide some examples of redox reactions.

 Balance redox reactions in neutral, acidic, and basic solution.

 Draw and describe how an electrochemical cell works. o o  Calculate G using cell potential: G = - n F E

 Calculate cell potential using standard reduction potentials.

 Describe how the standard reduction potentials are generated.

 Describe the standard hydrogen electrode and provide its purpose.

 Describe how a positive/negative reduction potential indicates a better oxidizing/reducing agents.

 Use the Nernst equation to calculate cell potential under non-standard conditions.

 Calculate the equilibrium constant for a reaction using cell potential via Ln K = nEo / 0.0257  Define and give examples of primary batteries, secondary batteries, and fuel cells  Define corrosion and be familiar with what causes it.  Provide at least two ways to prevent corrosion.  Define electrolysis and Faraday’s Law  Apply Faraday’s Law in an electrolysis calculation. Module 15: Nuclear Chemistry (Chapter 20) Students must know or be able to do the following:

 Define radioactivity and give a brief description of its discovery.

 Know the three forms of radiation including symbol, charge, mass, speed, and penetrating power.

 Predict products in an alpha emission, beta emission, positron emission, and electron capture.

 Briefly describe “Band of Stability”.

 Define binding energy and use Einstein’s equation to predict its value.

 Define half-life and apply first order kinetics to radioactive decays.

 Define Carbon-14 dating and Artificial Transmutation.

 Predict products in artificial transmutation reactions.

 Define nuclear fission and nuclear fusion.

 Describe the parts of a nuclear power reactor.

 Define breeder reactor.

 Describe nuclear bombs.

 Describe several units of radiation.

 Describe the major sources of radiation exposure.

 Provide some examples of the applications of radioactivity including food irradiation, radioactive tracers, and medical imaging. Module 4 Part II: Objectives (Chapter 7): (Review from CHM 2045C) Terms: valence electrons, chemical bond formation, bonding in ionic compounds, covalent bonding, bond properties, charge distribution, in covalent compounds, molecular shapes, molecular polarity, orbitals and bonding theories, valence bond theory, and molecular orbital theory. 1. Predict molecular geometry of a molecule. 2. Predict and explain the polarity of a molecule. 3. Explain the geometry of a molecule using one of the bonding theories. 4. Predict the hybrid orbital type for an atom in a covalent molecular Module 16 formerly Module 4_III Organic Chemistry (Chapter 24) Students must know or be able to do the following:

 Define organic chemistry.

 Know the four types of hydrocarbons including their general formula, hybridization, bond angle, name ending, and some examples of each.  Define structural isomers and stereoisomers and provide examples of each.

 Describe the difference between saturated and unsaturated hydrocarbons and give examples.

 Define functional group.

 Provide general structure, functional group, name ending and some examples of several families of organic compounds including alcohols, aldehydes, ketones., carboxylic acids, esters, amines, and amides.

Module 17 Biochemistry (Chapter 24 & Lecture) Students must know or be able to do the following:  Define polymer, plastic, thermoplastic, and thermoset.  Describe the two reaction types used to synthesize polymers and give some specific examples of each.  Know the synthesis of polyethylene and its derivatives, polyamides, and polyesters.  Know the “Big Six” plastics including recycling number, abbreviation, name, structure of the monomer, thermoplastic or thermoset, and addition or condensation.  Compare the structural differences, physical properties, and uses of LDPE and HDPE Laboratory FSCJ Official CHM 2046C Lab Outline Model: Laboratory Activities: CONTACT HOURS PER TOPIC I. pH 3 Hours (1 lab session) II. Titrimetry 6 Hours (2 lab sessions) III. Kinetics 3 Hours (1 lab session) IV. Qualitative Analysis 15 Hours (5 lab sessions) (Identification of 15 Unknowns by Students) V. Electrochemistry 3 Hours (1 lab session) VI. Additional Laboratory activities will be selected at the discretion of the instructor 9 Hours (3 lab sessions) Students must know or be able to do the following:  Carry out an experiment involving intermolecular forces.  Carry out an experiment involving solubility.  Carry out an experiment involving colligative properties.  Carry out a kinetics experiment  Carry out an equilibrium experiment.  Carry out an experiment using a pH meter.  Carry out an experiment involving acid-base titration curves.  Carry out an experiment involving a buffer solution.  Carry out a qualitative analysis experiment.  Carry out a redox experiment.  Carry out an organic synthesis.  Carry out a lab involving polymers.

CHM 2046C LABORATORY ACTIVITIES North Campus Fall Term 2012

Week #1: August 28, 2012 FSCJ Objective # 1. Laboratory Safety/Introduction to Chemical Equipment, Laboratory notebook ACS Safety Film plus Catalyst CHM 2046C Laboratory Manual: Laboratory Safety and Work Instructions pages 7-11 Basic Instructions for Laboratory Work page 12 (copy and submit week 2) Common Laboratory Apparatus page 13-14

Appendix: the Laboratory Notebook (pages 207-212) Chemical Arithmetic (Pages 213-22) Graphical Interpretation of Data: Calibration Curves & Least Squares Analysis (p223-226) Spreadsheets (pages 227-233)

Week#2: September 4, 2012 FSCJ Objective IV: Qualitative Analysis Part 1 [15 Hours (5 lab sessions)] Catalyst 2046C Lab Manual: Exp #9: Abbreviated Qualitative-Analysis Scheme: Group I Cations p118-122

Week#3: September 11, 2012 FSCJ Objective VI: Additional Laboratory Activities Part 1 [9 Hours (3 lab sessions)] Catalyst 2046C Lab Manual Exp#10: Colligative Properties: Freezing-Point Depression and Molar Mass p177-192

Week#4: September 18, 2012 FSCJ Objective IV: Qualitative Analysis Part 2 [15 Hours (5 lab sessions)] Catalyst 2046C Lab Manual Exp #9: Abbreviated Qualitative-Analysis Scheme: Group IV Cations p139-144

Week#5: September 25, 2012 FSCJ Objective III: Kinetics 3 Hours (1 lab session) Catalyst 2046C Lab Manual Exp#4 Rates of Chemical Reactions I: A Clock Reaction pages 43-62

Week#6: October 2, 2012 FSCJ Objective VI: Additional Laboratory Activities Part 2 [9 Hours (3 lab sessions)] Catalyst 2046C Lab Manual Exp#11: Chemical Equilibrium: LeChậtelier’s Principle

Week#7: October 9, 2012 FSCJ Objective IV: Qualitative Analysis Part 3 [15 Hours (5 lab sessions)] Catalyst 2046C Lab Manual Exp #9: Abbreviated Qualitative-Analysis Scheme: Chemistry of Anions p145-156

Week#8: October 16, 2012 FSCJ Objective I: pH 3 Hours (1 lab session) Catalyst 2046C Lab Manual Exp#2: Reactions in Aqueous Solutions: Strong Acids and Bases pages 15-28 Week#9: October 23, 2012 FSCJ Objective II: Titrimetry Part 1 pH Titration 6 Hours (2 lab sessions) Catalyst 2046C Lab Manual Exp#3 Titration of 7up © pages 29-42

Week#10: October 30, 2012 FSCJ Objective II: Titrimetry Part 2 Buffers 6 Hours (2 lab sessions) Catalyst 2046C Lab Manual Exp#7: Hydrogen Phosphate Buffer System page 89-102

Week#11: November 6, 2012 FSCJ Objective II: Titrimetry Part 3 REDOX titration 6 Hours (2 lab sessions) Catalyst 2046C Lab Manual Exp#8: Oxidation-Reduction Titrations I: Determination of Oxalate pages103-114

Week#12: November 13, 2012 FSCJ Objective V: Electrochemistry 3 Hours (1 lab session) Catalyst 2046C Lab Manual Exp#5: Electrochemistry: The Nernst Equation pages 63-76

Week#13: November 20, 2012 REDOX Challenge-Tuesday November 20, 2012

Week#14: November 27, 2012 FSCJ Objective VI: Additional Laboratory Activities Part 3 [9 Hours (3 lab sessions)] Catalyst 2046C Lab Manual Exp#6 Solubility and Thermodynamics pages 77-88

Week#15: December 3, 2012 FSCJ Objective IV: Qualitative Analysis Part 3 [15 Hours (5 lab sessions)] Catalyst 2046 Lab Manual Exp #9: Abbreviated Qualitative-Analysis Scheme: Analysis of a Salt p157-174 Or Exp #9: Abbreviated Qualitative-Analysis Scheme: Group II Cations p123-130 Or Exp #9: Abbreviated Qualitative-Analysis Scheme: Group III Cations p131-138

Special Student Assistance:

Quiz monitors, attendance monitor, personal assistants, test preparers, camera persons/editors, study guide word processor assistant, Chemistry Web Masters, as well as study groups are forms of cooperative learning environments where the student needs to learn how to function in teams. Each student MUST take charge of his/her commitment to learning in order to achieve success in not only this course but also in college. Grading Scale:

Overall Percentages Grade 100 – 90 % A* 89 – 80 % B* 79 – 65 % C* 64 – 50 % D* < 50 % F

*Lab is an essential part of this class. If you acquire less than 60% in lab, you will automatically receive a letter grade of ‘F’ in this course. If you make less than 70% in lab you may not earn a final grade above ‘D’ Grade Review: See Grading Sheet (distributed separately) for a point by point summary of the course. It also serves as a Course outline, indicating sections of the text being covered on each exam.

Grading Outline: http://www.fccj.us/chm2046/46grdF12.htm

ON-Line Grade Calculator: http://www.fccj.us/chm2046/46grdcal.html

Instructor’s Right to Change or Modify Grading Procedures: This instructor reserves the right to make changes in this syllabus whenever he feels it is appropriate to do so. The instructor reserves the right to modify or change the grading progress as the course proceeds. Any additional course assignments will substitute for deleted items. Some may also be modified if not deleted. The instructor will not add major examinations as a modification and maintain the four exams plus final requirements and their percent distribution.

The instructor will not drop the lowest test grade. Don’t ask! Instead a student may prove comprehension of the material at a later time through post testing as arranged with the instructor. A student making an A up to the final MUST take the final to earn a final grade of A, etc. Exams will be based on material covered in the lecture as well as reading assignments outlined on the course calendar and grading outline. The course calendar is found in the weekly group emails which will be posted as announcements on Blackboard

Other Pertinent Information (Supplemental Notes):

Students with Disabilities: Qualified students with documented disabilities are eligible for physical and academic accommodations under the American Disabilities Act and Section 504 of the Rehabilitation Act of 1973. Students requesting accommodations should contact Student Development Services at 264-7220 (voice) or 264-3371 (TTY) and this professor during the first week of class.

Withdrawal Policy: Students will be allowed to withdraw from this class any time during the semester through Thursday, November 1 for an A-16 schedule and will post a grade of “W”. After this date a letter grade will be assigned reflecting the student’s performance in the class. Students failing to attend class for the first two consecutive weeks are subject to withdrawal (WNA) by the instructor according to FSCJ policy. These ‘no shows’ must be reported to Admissions and Records by Monday September 13 .

Academic Misconduct: Academic misconduct or dishonesty such as cheating and plagiarism is not permitted. Suspected cases may be reported to the FSCJ administration and/or may result in failure of an assignment, failure in the course or exclusion from the class. Also, the instructor reserves the right to reassign work to students and void any papers at any time. No questions asked-The instructor may tell the student to reattempt the work to earn the daily quiz grade or examination grade or the instructor may assign a zero). The following are excerpts from the Student Catalog and are rules for the operation of this course:

“Academic dishonesty, in any form, is expressly prohibited by the rules of the District Board of Trustees of Florida State College at Jacksonville.

As used herein, academic dishonesty incorporates the following.

. Cheating, which is defined as the giving or taking of any information or material with the intent of wrongfully aiding one’s self or another in academic work considered in the determination of course grade or the outcome of a standardized test. . Plagiarism, which is defined as the act of stealing or passing off as one’s own work the words, ideas or conclusions of another as if the work submitted were the product of one’s own thinking rather than an idea or product derived from another source. . Any other form of inappropriate behavior which may include but is not limited to: falsifying records or data, lying, unauthorized copying, tampering, abusing or otherwise unethically using computer or other stored information, and any other act or misconduct which may reasonably be deemed to be a part of this heading.

Alleged Academic Dishonesty in the Classroom

A faculty member who has a concern regarding a student’s conduct in the area of academic dishonesty may elect to meet with the student directly.

Once the student is notified, it is advised that the student resolve the matter with the faculty member. However, at any time the student may request a hearing with the campus dean of student success.

Meeting(s) referenced above shall meet the College’s requirements for due process.

Following the discussion with the student, the faculty member may take one or more of the following action(s).

1. Verbally warn the student that continuation or repetition of misconduct of this nature may be cause for further disciplinary action.

2. Require the student to retake the test or rewrite the assignment.

3. Require the student to withdraw from the course.

4. Fail the student for the assignment.

5. Fail the student for the course.

6. Refer the student(s) to the campus dean of student success for possible suspension or dismissal.

For cases in which the student is referred to the campus dean of student success for action, the dean will appropriately involve the faculty member and inform the faculty member of the disposition of the matter. Each faculty member shall communicate the College’s policy on academic dishonesty to each class section with which that faculty member is involved. (This syllabus is that communication)

Classroom Etiquette: Students are expected to conduct themselves as adults in the classroom showing respect to their classmates. Only persons registered for this class are permitted in the classroom. As a courtesy to the instructor and your fellow classmates, cellular telephones and pagers should be cut off before entering the classroom or laboratory. Likewise, the instructor sometimes forgets to shut his down at the beginning of class, so hopefully someone sitting close to the front may remind the instructor with a hand gesture for him to check his phone. Disruptive students maybe asked to leave. Students are not to be on cell phones talking or text messaging. Students are not to be listening to the IPOD or MP3 players during class or test time.

Children in the Classroom Policy: It is the goal of FCCJ to provide a safe and effective learning environment for all students. Any action, which interferes with this goal, will not be permitted. Children must not be left unattended at any time on campus. If an emergency arises which requires a student to bring an underage child (defined as any child under the age of sixteen who is not a FCCJ student enrolled in a credit class) to campus, the child must be under the direct supervision of an adult at all times. Parents and guardians of children considered disruptive or unsupervised will be asked to remove the children from the campus immediately.

Bringing children to the classroom is not permissible under most circumstances. However, if an emergency arises which necessitates bringing a child to class, the student must receive the prior consent of the faculty member involved. Children who are ill may not be brought to class regardless of the circumstances. Due to the nature of the equipment, the subject matter involved, and the level of supervision necessary, underage children will not be allowed in college laboratories or in the Learning Center at any time and/or under any circumstances.

Children enrolled in non-credit classes must be under the direct supervision of an adult at all times. Likewise, children attending campus events must be supervised at all times. Any child under the age of 16 must be under the direct supervision of his/her parent, legal guardian, or other responsible adult when in the college library unless the child is part of a call AND the supervising teacher or paraprofessional is present

Other Important Dates:

Monday August 27th Classes begin (CHM 2046 meets Tuesday August 28th for first meeting) Monday September 3 Labor Day Holiday-college closed Tuesday September 4th Drop Deadline with 100% refund for A-16 Schedule Saturday September 15th North Campus Literacy Fair (10:00 am-2:00pm) Wednesday September 19th “National Talk Like A Pirate Day” Tuesday October 23rd 6:02 am to 6:02pm National Mole Day Thursday November 1 Last Day to Withdraw an A-16 Class without grade consideration Monday November 12th Veteran’s Day-College Closed Thursday November 22/Friday November 23 Thanksgiving Holiday-college closed Tuesday December 11th Final examination 8:00 am-10:00 am and 10:30-12:30 pm Friday December 14th End of Term

Energy Project: Gasoline Demand : During the first weeks of class you need to fill your gasoline tank in your car. During course you will keep a record of all purchases of gasoline noting dates, price, amount, cost and odometer reading. Get receipts or keep a diary in your vehicle. Then transfer each purchase to a data page or in a spreadsheet.

During the last weeks, you fill your tank again and record the data. You will determine: a. The Total Miles driven; the Total Gallons Used; the Total Cost; and the Total Days of the Project.

Total Miles Driven: Subtract you initial odometer reading from the your final Odometer Reading Total gallon Used: Sum all your Gallons Purchased, except do not include the gallons recorded in your initial fill-up (Why?)

Total Cost: Sum all your dollars spent during the project, except the initial fill-up. (Why?)

b. Then you will compute the average MPG and the average cost per mile for the gasoline.

MPG = Total Miles Driven divided by Total Gallons Used

Average Cost Per Mile = Total Dollars Spent divided by Total Mile Driven

c. You will also calculate your average daily mileage and average daily gallons of gasoline used:

Average daily Miles = Total Miles Driven divided by Total Days of the Project

Average Daily Gallons Used = Total Gallon Used divided by Total Days of the Project

d. How many times did you exceed 75 miles in one day? (You may not be able to answer this, but statistics say that the average U.S. driver averages 29 miles per day and this can be skewed if you took a long trip during the project to see if you are average)

e. What is your annual mileage:

Annual Mileage = your daily average miles driven calculated above multiplied by 365 days

f. your projected annual need for gasoline:

Annual Gasoline Demand: Your average Gallons Used multiplied by 365 days

g. What will be annual cost at $2.00 per gallon; $3.00 per gallon; $3.50 per gallon; $4.00 per gallon; $4.50 per gallon; and $5.00 per gallon. Annual Cost @ $2.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $2.00/gallon

Annual Cost @ $3.00/gallon = Yearly Gasoline Demand(gallons) multiplied by $3.00/gallon

h. Total Pounds of Carbon Dioxide released into the atmosphere by you every year. Total Annual CO2 Released = Total Annual Gallons Used multiplied by 19 pounds/gallon i. The instructor may add additional data for you to determine to complete this project.

These calculations should be done in a spreadsheet or typed in table format, but the spreadsheet may either be hand drawn on your data page or done on the computer. You may also keep your data in your lab notebook.

You need to only fill the tank twice, at the beginning and at the end of the project. You will not use the first fill-up in your calculations, except odometer reading. Why?

If you do not drive or own a vehicle and can not get cooperation from your family, the instructor will assigned an alternate energy demand project or you may earn 30-40 total points using the data of your instructor’s car. Project/Paper: Alternative to Gasoline (Chapter 18 and 19) Watch the movie:  Tagline: In 1996, electric cars began to appear on roads all over California. They were quiet and fast, produced no exhaust and ran without gasoline...... Ten years later, these cars were destroyed.  Plot Outline A documentary that investigates the birth and death of the electric car, as well as the role of renewable energy and sustainable living in the future. Plot Synopsis: With gasoline prices approaching $4/gallon, fossil fuel shortages, unrest in oil producing regions around the globe and mainstream consumer adoption and adoption of the hybrid electric car (more than 140,000 Prius' sold this year), this story couldn't be more relevant or important.

 The foremost goal in making this movie is to educate and enlighten audiences with the story of this car, its place in history and in the larger story of our car culture and how it enables our continuing addiction to foreign oil. This is an important film with an important message that not only calls to task the officials who squelched the Zero Emission Vehicle mandate, but all of the other accomplices, government, the car companies, Big Oil, even Eco-darling Hydrogen as well as consumers, who turned their backs on the car and embrace embracing instead the SUV. Our documentary investigates the death and resurrection of the electric car, as well as the role of renewable energy and sustainable living in our country's future; issues which affect everyone from progressive liberals to the neo-conservative right. Then the student should watch the 2010 sequel to the above:

Revenge of the Electric car: go to: http://www.revengeoftheelectriccar.com/ http://www.revengeoftheelectriccar.com/see-the- film.html Revenge of the Electric Car presents the recent resurgence of electric vehicles as seen through the eyes of four pioneers of the EV revolution. Director Chris Paine (Who Killed the Electric Car? 2006) has had unprecedented access to the electric car research and development programs at General Motors, Nissan, and Tesla Motors, while also following a part time electric car converter who refuses to wait for the international car makers to create the electric cars the public demands. As more models of electric cars than ever before start to arrive in showrooms and driveways across the world, Chris Paine's film offers an inspiring, entertaining and definitive account of this revolutionary moment in human transportation. Revenge of the Electric Car follows these auto makers as they race each other to create the first, best, and most publicly accepted electric cars for the new car market.Written by Michelle Kaffko

Assignment: Watch the video, then research electric cars (use concepts from Chapter 19 to explain the fundamentals of fuel cells and batteries). Compare the current Nissan LEAF, Ford Focus EV, CODA, Mitsubishi i-MiEV , Tesla Model S , Wheego LiFe, and the Volt. Look at the specs for the future cars: THINK City, Honda Fit EV, Scion iQ EV , Toyota RAV4 EV , Volkswagen E-Up! And Volkswagen E-Golf . Go to local dealers and do a test drive (extra 30 points) on the VOLT and LEAF which are available in Jacksonville. Research the new electric vehicles which will be available in 2013 and 2014. Explain the Federal Tax Credit for these vehicles. Write a paper (4 to 6 pages) about the movies, highlighting the points which had the greatest impact on you. In the final minutes of the first film, the documentary uses a guilty/not guilty analogy for each of the major points in the film. Include these with at least one sentence describing this category of evidence present. Do research on the current hybrid automobile, pros and cons. Is the HYBRID a long term solution? Is there a next step toward gasoline independence, and conclude with suggestions which might solve our personal transportation problem. Please inject you personal comments and opinions but label them so. What is a plug- in hybrid? Describe the current hydrogen car initiative. In your paper, use a few paragraphs to explain FLEX Fuel (pros/cons) and HHO projects to increase gas mileage. What are the CAFÉ standards. What si the current CAFE What will happen to them from 2012 to 2016. For 2025 what is the mileage standard agreed by the auto makers.

Hopefully from your Gasoline Project, and the projections for $4, $5, and $6 per gallon prices, what will you personally do to cope with so much of your income going to get you from one place to another in Jacksonville area. Nuclear Chemistry Paper/Project Chapter 20 There will be no exam on Chapter 20. The student will study chapter 20 to understand Nuclear Chemistry. The student will write a four to six paper in conjunction with chapter 20 on Nuclear Chemistry demonstrating knowledge of Chapter 20. To start watch the movie and take notes:

Watch the 1979 movie: China Syndrome (1979) Starring: Jane Fonda, Jack Lemmon Director: James Bridges Rating Plot Synopsis: While doing a series of reports on alternative energy sources, an opportunistic reporter Kimberly Wells witnesses an accident at a nuclear power plant. Wells is determined to publicize the incident but soon finds herself entangled in a sinister conspiracy to keep the full impact of the incident a secret.

Explain how an nuclear power plant (or nuclear Navy ship) works. Compare the dates of the release of this movie in 1979 and what happen at Three Mile Island. How many nuclear power plants are operating in the U.S. and what is the percentage of electricity produced from nuclear versus fossil fuel. Several additional questions should be answered: a. What is the difference between nuclear fission and nuclear fusion? Write balanced nuclear equations to explain. b. Can a nuclear fission power plant explode like an atomic bomb? If not, then what is the environmental danger from an accident. Review: Three Mile Island accident in the U.S, Chernobyl Catastrophe in Russia, and last year’s Fukushima nuclear disaster in Japan. Use the Internet and research the three accidents and include a paragraph or two on each in your paper explaining what happened n the first two, then assemble at least a page about Japan’s accident.. c. What are the environmental problems caused by a nuclear power plant. If you saw the film “Category 6” what happened when they crank up the power plants beyond the federal limits of production d. What is Helium 3? Where is a supply located? How can it be used for electricity production?.

Instructor Requested Information: During the first week of class, the student will fill out a 4x6 file card. The instructor has provided a sample below with his personal data and his block scheduled time.

Data Card (4x6 file card): Front Side (Personal Data) ------Name: John Taylor CHM 2046C Office: D-270 Address: 4417 Port Arthur Road Jacksonville, FL 32224 Telephone: 904-766-6763 (office) Cell: 904 614-0531 Home: 904-992-2052 E-MAIL : [email protected] or [email protected]

Employment: FCCJ since 8/21/06 Full time chemistry faculty

Major: Instructional Technologies Minor: Chemical Education Long Term Goal: Educational Software Developer

Prerequisite: MAC 1105 equivalent Algebra completed: yes Chemistry Background: CHM 2045C: yes A Physics Background: High School Physics completed: no

Software/Computer Literacy: WP, Word, Excel, HTML, Javascript

Home Computer: yes Internet ISP: yes or have access

Why are you taking this course? Required for chemistry major

------Data Card (4x6 file card): Back Side (Scheduled Time Blocks)

Class Schedule Summary Fall 2012: Class/Work Schedule Summary:

Number Section Room Time Days

CHM 1025C 369170 D211 08:30-10:30 a.m. MW (Lecture) CHM 1025C D204 10:45-12:45 p.m. W (Lab) CHM 2046C 369308 D211 08:30-09:45 a.m. TR (Lecture) CHM 2046C D204 10:00-01:00 p.m. R (Lab) CHM 1020 369309 D202 10:30-01:05 p.m. M (Lecture)

Class/Office Matrix Schedule (Where is Your Instructor?):

My Schedule Matrix: I have 10 hours of office hours, Office/Pretest means I am in the course’s classroom, while Office means my office D-270. You must find 10 hours in you weekly matrix for studying chemistry. Please make your own! Fall Term 2012 Time Monday Tuesday Wednesday Thursday Friday 7:30 On the Road On the Road On the Road On the Road 7:45 Office/Pretest Office/Pretest Office/Pretest Office/Pretest 8:30 CHM 1025C CHM 2046C CHM 1025C CHM 2046C 9:00 D211 D211 D211 D211 9:30 369170 369308 369170 369308 9:45 Lecture Break Lecture Break 10:00 CHM 1025C CHM 2046C CHM 1025C Office/Pretest 10:30 Office/Pretest D204 Break Office/Pretest 10:45 Office/Pretest Lab CHM1025C Office/Pretest 11:30 Office/Pretest CHM 2046C D204 Mallard 12:00 Lunch Lab 369170 Room 12:30 Lunch D204 Lab 12:45 Lunch Lab Office/Pretest 1:00 Office/Pretest Office/Pretest 1:30 2:00 3:00 Office/Pretest 4:30 Office/Pretest 5:00 Office/Pretest 5:30 CHM 1020 6:00 369309 6:30 Lecture 7:00 CHM 1020 7:30 369309 8:00 Lecture 8:30 Lecture 8:45

Student’s Data Page: Fall 2012 ------Name: ______CHM 2046C

Address: ______

Telephone: ______(cell) ______(home)

Employer: ______Major: ______

Long Term Goal: ______

Pre/Corequisite: MAC 1105 equivalent Algebra completed yes no

Chemistry Background: High School chemistry completed: yes no

Physics Background: High School Physics completed: yes no

Software/Computer Literacy: ______

Home Computer: yes no Internet ISP: yes or have access no

Why are you taking this course? ______------Class Schedule Summary: Class Schedule Summary: Number Section Room Time Days

CHM 2046C 369308 D211 08:30-09:45 a.m. TR (Lecture) CHM 2046C D204 10:00-01:00 p.m. T (Lab ______

______

Student’s Class/Work Matrix Schedule:

Where can you find 10 hours per week minimum to study? Name: ______CHM 2046C 369308 Fall Term 2012

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday 7:30 8:00 8:45 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:10 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:15 7:30 8:00 8:30 9:00 9:30 10:00 10:15 10:30

Submit this form the second class period