Revision 8_28_2018 for adding students that enrolled and more clarification for exams/tests

CHEM 104 Sect 005, CRN 14835, Chemistry and Problem-Solving Fundamentals, Fall 2018 (3 cr): Dr. Athena Detrick

TR SIMS 105,, Office hours: SIMS 109A, MWF 11-11:50am or by appointment, 803-323-4923 (W)

REQUIRED Textbook: Introduction to Chemical Principles, 11th Edition, H. Stephen Stoker





Course Description and Pre-requisites see also:  Office of Records and Registration


Description: Preparation for the study of General Chemistry through emphasis on problem-solving strategies, on application of chemical principles, and on substantive student practice in solving multi-concept problems. Content includes matter and energy, modern atomic structure; chemical equations and reaction stoichiometry; solutions; acid-base, redox and precipitation reactions; factor-label techniques; gases; and chemical nomenclature methodology.


Pre-requisites: Major in BIOL, CHEM, CSCI, ENSC, NUTR, or Department Chair approval.

Course Goals: The following University Learning Competencies will be followed: See also University Level Competencies  

Following the work of UWAAC during the summer of 2010, and based on the committee's recommendation, the Winthrop Faculty Conference voted to adopt the following four ULCs on October 8, 2010.

Competency 1
Winthrop graduates think critically and solve problems.

Winthrop University graduates reason logically, evaluate and use evidence, and solve problems. They seek out and assess relevant information from multiple viewpoints to form well-reasoned conclusions. Winthrop graduates consider the full context and consequences of their decisions and continually reexamine their own critical thinking process, including the strengths and weaknesses of their arguments.

Competency 2
Winthrop graduates are personally and socially responsible.

Winthrop University graduates value integrity, perceive moral dimensions, and achieve excellence. They take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences. Winthrop graduates have a sense of responsibility to the broader community and contribute to the greater good.

Competency 3
Winthrop graduates understand the interconnected nature of the world and the time in which they live.

Winthrop University graduates comprehend the historical, social, and global contexts of their disciplines and their lives. They also recognize how their chosen area of study is inextricably linked to other fields. Winthrop graduates collaborate with members of diverse academic, professional, and cultural communities as informed and engaged citizens.

Competency 4
Winthrop graduates communicate effectively.

Winthrop University graduates communicate in a manner appropriate to the subject, occasion, and audience. They create texts – including but not limited to written, oral, and visual presentations – that convey content effectively. Mindful of their voice and the impact of their communication, Winthrop graduates successfully express and exchange ideas.


Global Learning Initiative: See also Global Learning Initiative

Globalization has become such a major force in our local, regional, and national culture; consequently, we have instituted our Global Learning Initiative to ensure that our students are successful as citizens and professionals of the greater world. Today’s students will likely work with international colleagues, conduct business with/within international organizations, live in areas with immigrant populations, and possibly hold a job that requires travel outside the U.S. at some point in their careers.

By enhancing global education for our students with the full support and participation of the university’s faculty, staff, and administrators, we intend for Winthrop to become a school of distinction for preparing our students to be educated and involved global citizens, to understand their place in global society and their responsibilities to human society at large, and to take great joy at celebrating the very rich cultures of their communities, their states, their regions, their nations, and their world.


Student Learning Outcomes:

By the end of this course, you should:

  • Have an understanding of the science of chemistry.
  • Understand how to express numbers in measurements correctly, unit systems, and dimensional analysis.
  • Understand basic concepts about matter, atoms, molecules, subatomic particles, electronic structure and chemical periodicity.
  • Have a broad knowledge of the types of chemical bonds, chemical nomenclature, and chemical calculations.
  • Understand the advantages, disadvantages, and limitations of writing equations, theoretical, actual, and percent yields.
  • Have a broad knowledge of states of matter, gas laws, solutions, acids, bases, and salts.



GRADES: There is no extra credit available in the course. The 1000 points converted to percentage grade points will be as follows:

               Lecture Exams (2 x 100 pts.) = 20%

                Participation (bringing book to each class/attendance/tardiness/professionalism/attitude) = 10%

               Cumulative Final Exam; (1 x 200 pts.) = 20%

               Weekly Homework Assignments (20 x 10pts.) = 20%

               Journal Article (2 x 50pts.) = 10%

                Discussion Lead (1 x 100 pts.) = 10%

                Problem-Solving Writing Assignment (1 x 100 pts.) = 10%

The Final Percentage Point Grading Scale shall be;



Percentage Point Range



Percentage Point Range


























ATTENDANCE/TARDINESS: Attendance and promptness are required. Absences and tardiness beyond 3 may result in up to a full letter-grade reduction of the course grade, above and beyond the direct effects of problematic attendance on measured performance and class participation. Excessive absences will result in a grade of N or F per University policy (see the University Catalog).  Five or more absences will result in a failing grade for the course. Use your “sick days” wisely. You are considered tardy once the class time starts. Being 10 minutes or more late will result in an absence.  Two tardies will equal an absence. Whether you give me an excuse or not, you are hereby referred to the Dean of Students Office. Please give Dr.  Knight’s office your documentation and they will email an absence notification to all affected professors: Miranda L. Knight, Ph.D. Assistant Dean of Students, Winthrop University, Dean of Students Office, 246 DiGiorgio Campus Center, Rock Hill, SC 29733, 803/323-4503 (W), 803/323-4514 (FAX),


RECOMMENDED STUDY METHODS: Spend at least 2 hours studying for every hour you spend in class.  Preview the chapter before class; review the chapter after class, memorize the material before an exam.  Become familiar with the larger concepts first, then with the details within these concepts.


EXAMS: Lecture exams will consist of multiple choice questions, short answer/essay, and problem solving questions, based off of lecture material, homework assignments, and section examples within each chapter. These questions will ask you to apply and understand the concepts covered in lecture. The final exam is not cumulative, but it is based on concepts learned throughout the course since the first day of class. If the student’s name is not legible in the printed name area, no credit for the exam/quiz/assignment will be given. Go to the bathroom BEFORE class/exams; there is no going to the bathroom once class or an exam has started. Also, for exams: sit every other seat when possible, turn off all cell phones and put them in handbags/backpacks, put backpacks at the front of the room, place cell phone at front desk near instructor if you do not have a purse/handbag/backpack, do not put cell phones in your pocket or between your legs, no food/drink, no pencil cases, and keep both hands on the desk at all times. As noted in the Student Conduct Code: “Responsibility for good conduct rests with students as Adult Individuals”. The policy on student academic misconduct is outlined in the “Student Conduct Code Academic Misconduct Policy” in the online Student Handbook.


MAKE-UP EXAMS: Make-up exams will only be given for a valid reason from the Dean of Student’s Office email notification (documented illness, family death, etc.) and must be taken within 1 week. No student may take more than one make-up exam during the semester. Make-up Exams will be all Oral/Verbal Exams.


ELECTRONIC DEVICES: ALL electronic devices are to be turned off and put away. If I see unauthorized use, I will take it away until I deem it appropriate to return it. Laptops, but not cell phones are allowed for note-taking purposes only.


STUDENTS WITH DISABILITIES/NEED OF ACCOMODATIONS FOR ACCESS: Winthrop University is committed to providing access to education.  If you have a condition that may adversely impact your ability to access academics and/or campus life, and you require specific accommodations to complete this course, contact the Office of Accessibility (OA) at 803-323-3290, Please inform me once you have your official notice of accommodations from the Office of Accessibility.


ACADEMIC SUCCESS CENTER (ASC): Winthrop’s ASC is a free resource for all undergraduate students seeking to perform their best academically. ASC offers tutoring, group studies, academic coaching, and more at 803-323-3929. Students getting a D or F on the first exam are HIGHLY RECOMMENDED to attend. Academic booster points will be available with verification of attendance provided by ASC to the instructor at the end of the semester.


OFFICE OF NATIONALLY COMPETETIVE AWARDS (ONCA): This office assists highly motivated and talented students to apply for nationally and internationally competitive awards, scholarships and fellowships both in the US and Internationally. If interested ONCA is located in Dinkins 222B.


FERPA: It is a violation of the Family Educational Rights and Privacy Act (FERPA) to share information about a student’s educational records with anyone but the student.  Therefore, parent communication with faculty members is highly unusual.


WINTHROP DROP POLICY: The add/drop deadline is 5pm 08/24/2018. Interim grades are due 5pm 10/4/2018. The last day to withdraw from a course is 5pm 10/19/2018. This is the last day to rescind the elected S/U option. It will still count toward the maximum of four S/U allowed.  The Drop Policy allows you to withdraw from the course without any detrimental consequences to your grade/GPA. After this date you shall receive the grade you have earned in the class, except for extenuating circumstances.


SYLABUS CHANGES: While unlikely, the instructor reserves the right to change the course syllabus if circumstances dictate. You will be notified of any change via class meeting time and/or email.


JOURNAL ARTICLE: Once per semester, a student will discuss a chemistry-related peer-reviewed journal article for 10-20 minutes in front of the class and turn in a written summary upon presentation. Relate the journal article to the topic of the lecture day. Do not present the same journal article twice. Due dates are listed at the end of the syllabus. Helpful hints to choose an article: Go to, click on Academics, click on Dacus Library, click on Databases, search “ScienceDirect”, click on Science Direct, click on “chemistry and (the topic of the day). The summary will include the: Purpose, Procedure, Results, Discussion, be 2-3 pages, one-inch margins,12 point font, Times New Roman, list the reference at the end and staple the article to the back of the paper: 1) Purpose/Background/Introduction: What is the purpose of this paper/why was it written? What is the background information and what is known about the topic so far? 2) Procedure/Materials/Methods: What were the materials and methods of the experiments used to validate the study/studies? 3) Results: What were the results of the paper/study? 4) Discussion/Conclusion: What was the conclusion of the paper, your opinion of the strengths/weaknesses of the paper and ideas for future research?  Be prepared to give the class a 3-5 minute presentation on the paper/journal article and ask 1-2 questions to test the audience’s comprehension/raise awareness/opinion/stimulate discussion. Staple the article to back of the paper. Thou shalt not plagiarize; otherwise, you will get an automatic zero. Late paper grades will be deducted at the rate of 10 points per day. You may optionally, turn-in a rough draft early for me to edit. The scientific method helps you think critically about chemistry and problem-solving in your career goals and how to achieve them. You may take the paper to the Writing Center for additional help.  Documentation attached to your paper will result in 5 extra points on your paper. They are amazing!


DISCUSSION LEAD: Twice per semester, a student will be asked to lead the discussion for 4-8 minutes (up to 20 minutes is fine) on the chapter topic being covered that day. Think about how you would give a presentation and explain the chemistry topic to your boss/others in the field in your respective job careers. Go through 1-3 vocabulary word, 1-3 section example questions, explain them on the board for us, and then choose 1-3 of the assigned homework questions, explain what the answer is on the board. Ask 1-2 questions to test the audience’s comprehension. Once you start a job, you will be the authority figures in certain topics and it will be up to you to raise awareness and educate others. Using a PowerPoint presentation is fine on a jump drive/your email/emailing it to me, at your choice.


Problem Solving WRITING ASSIGNMENT:  Choose a chemistry problem-solving related topic which you would have an interest in, for example, temperature scales, solar energy, environmental pollution, organic chemicals, chemical formulas for molecules, problems in dentistry, periodic table, more energy efficient homes/cars/buildings, etc. You may use the Journal Article as one of your references. You are welcome to choose a topic that relates to your future desired careers, utilizing chemistry problem-solving skills. This assignment should also make you more aware of the current and real life issues that involve chemistry and the scientific method for critical thinking in your daily lives. In your paper, address the following questions and present them in scientific method format:

·         What is known/what is the background of the chemistry topic (ULC 1)? What is the history of events that have brought us to the knowledge we have now on your topic? What is the problem of the chemistry topic at hand today/your hypothesis? (Introduction and Background)

·         How do you plan to solve it? (Materials and Methods)

·         What is your proposed Results section (ULC 4)? What would you expect? Give an example. (Results)

·         What are the social and ethical contexts implications your topic (ULC 3)? What is the application of your topic to the world-at-large and non-scientific disciplines (ULC 2)? What are some ideas for future experiments? (Discussion)

The paper must have: your name, a title, body of text 4-5 pages, double spaced, 1-inch margins, 12 point font, Times New Roman. 5-8 peer-reviewed journal articles or book references must be listed on a separate last page. Do not cite Google; Google is for developing your own background knowledge; actual citing includes peer-reviewed journal articles/books. Turn in a hard copy on/before the beginning of class on the due date. Note that this is a chemistry course and that the section number is different; and that is correct. No technology excuses!  Plagiarism will result in an automatic zero.  Papers emailed to me (instead of turning in a hard copy) will be deducted by 10 points. Papers turned in late under my office door (SIMS 109A) will be deducted by 10 points each calendar day late. Note the date and turn-in time on the outside of your paper. You may, optionally, turn-in the assignment early, or turn-in a rough draft early for me to edit, prior to turning your final submission. You may take the paper to the Writing Center for additional help.  Documentation attached to your paper will result in 5 extra points on your paper. They are amazing!


HOMEWORK ASSIGNMENTS: All homework assignments are due by the beginning of class. Discussion Lead presenters may keep theirs while presenting the discussion lead. Preview and do the problems before the date that they are due. This teaches you how to self-learn. Show all your work. It is not enough just to write the answers, which are at the back of the book anyway. You will need to explain why that answer is correct (e.g. define a relevant vocabulary word). If you do not justify your answers, you will not get full credit for that question. In addition, exam questions are based off lecture material (e.g. vocabulary terms and example problems from specified sections) and homework assignments (e.g. part b of assigned questions, similar questions with different numbers, etc.). There are 23 homework assignments; the best 20 will be graded and recorded; the worst 3 will be dropped. Homework assignments will be accepted late only with a valid excuse (Dean of Students Office, Office of Accessibility, Doctor’s note).


SYLLABUS CHANGES: This syllabus is a living document and the student should check periodically for updates and changes.


SYLLABUS SCHEDULE for Chemistry 104, Fall 2018, Dr. Detrick


 End of Chapter HOMEWORK Assignments Due at beginning of class:

T 8/21

Chapter 1: The Science of Chemistry

Ch. 1

No homework due today

R 8/23

Chapter 2:

Discussion Lead: Rikoya Anderson (Sections 2.1-2.6)

Ch. 2

2.1a, 2.9a, 2.21a, 2.53a, 2.73a

T 8/28

Chapter 3:

Discussion Lead: Eddie Hill (Sections 3.1-3.4)

Discussion Lead: Taylor Campbell (Sections 3.5-3.8)

Ch. 3

3.17a, 3.25a, 3.47a,

3.63a, 3.75a

R 8/30

Chapter 3:

Discussion Lead: Ann-Marie Cannon (Sections 3.10-3.11)

Ch. 3

3.87a, 3.89, 3.99a, 3.103a, 3.109a

T 9/4

Chapter 4:

Discussion Lead: Tyler Canteen (Sections 4.4-4.6)

Ch. 4

4.15a, 4.17a, 4.25a, 4.29a, 4.31a

R 9/6

 Chapter 4:

Discussion Lead: Jazz Curenton (Section 4.9)

Ch. 4

4.51 (just name any three elements that have one-letter chemical symbols), 4.52 (just name any three frequently encountered elements whose chemical symbols are the first two letters of their English names), 4.53a, 4.55a, 4.57a

T 9/11

                                                                             Chapter 5:

Discussion Lead: Tina Dang (Section 5.1-5.3)

Ch. 5

5.1, 5.3a, 5.5 (just classify the substance for 5.3a), 5.7 (just classify the substance for 5.3a), 5.9a

R 9/13

Chapter 5:

Discussion Lead: Jailynn Dawson (Sections 5.4-5.6)

Ch. 5

5.13a, 5.15a, 5.29a, 5.55a, 5.57a

T 8/18

Chapter 6:

Discussion Lead: Everett Dinkins (Sections 6.1-6.6)

Ch. 6

6.1a, 6.3a, 6.15a, 6.19a, 6.25a

R 9/20

Chapter 6 and Review

Discussion Lead: Obiny Drayton  (Sections 6.7-6.8)

Discussion Lead: Cori Jackson (Review Chapter 1 and Chapter main concepts)

Discussion Lead: Baylor Davis (Review Chapter 3 and Chapter 4 main concepts)

Discussion Lead: Nicollete Searles (Review Chapter 5 and 6 main concepts)

Ch. 6

6.29a, 6.51a

T 9/25


All Chapters since Day 1

R 9/27

Journal Article Day (Present your 1st Journal Article)

You should have a draft of your Writing Assignment.

Journal Article #1 Due

T 10/2

Chapter 7:

Discussion Lead: Ty Farmer (Sections 7.1-7.4)

Ch. 7

7.1a, 7.13a, 7.19a, 7.21a, 7.23a

R 10/4

Chapter 7:

Discussion Lead: Sandra Flores-Gomez (Sections 7.5-7.7)

Interim Grades Due 5pm

Ch. 7

7.33a, 7.49a, 7.55a, 7.59a, 7.63a

T 10/9

Chapter 8:

Discussion Lead: Grace German (Sections 8.1-8.3)

Ch. 8

8.1a, 8.7a, 8.21a, 8.45a, 8.49a

R 10/11

Chapter 8:

Discussion Lead: Kaliegh Hall (Sections 8.4-8.6)

Ch. 8

8.53a, 8.55a, 8.59a, 8.73a, 8.75a

T 10/16

Chapter 9:

Discussion Lead: Nicolette Searless (Sections 9.1-9.2)

Discussion Lead: Kimberly Johnson (Section 9.3)

                     Ch. 9

9.1, 9.3, 9.9a, 9.11a, 9.17a

R 10/18

Chapter 9:

Discussion Lead: Tiffany Lombardo (Sections 9.4-9.8)

Ch. 9

9.25a, 9.37a, 9.45a, 9.47 (just do the molar mass for the element Calcium Ca, 9.61a


Drop Deadline 10/19 5pm


T 10/23

Chapter 10:

Discussion Lead: Bryan Matthews (Sections 10.1, 10.2, 10.4, and 10.5)

Ch. 10

10.3, 10.9a, 10.13a, 10.15a, 10.61a

R 10/25

Chapter 10: and Review

Discussion Lead: David Mays (Section 10.11)

Discussion Lead: Trina Hill (all relevant Section/Lecture/Homework Material Since Exam 1)

Ch. 10

10.83, 10.93a, 10.99a, 10.103, 10.109

T 10/30

Exam 2

All Chapters Since Exam 1

R 11/1

Journal Article Day (Present your 2nd Journal Article)

Journal Article #2 Day

T 11/6

Chapter 11:

Kymani Moultrie (Sections 11.3, 11.9, and 11.17)

Ch. 11

11.7a, 11.23a, 11.27a, 11.39a, 11.99

R 11/8

Chapter 12:

Discussion Lead: Naomi Murphy (Sections 12.3, 12.4, 12.5, and 12.9)

Book appointment at the Writing Center for Writing Assignment.

Ch. 12

12.7a, 12.15a, 12.23a, 12.55a, 12.57a

T 11/13

Chapter 13:

Discussion Lead: Matt Prock (Sections 13.1, 13.2, 13.4, 13.8, 13.9)

                    Ch. 13

13.3a, 13.5a, 13.21a, 13.73a, 13.89

R 11/15

Chapter 14:

                        Discussion Lead: Alexis Pullin (Sections 14.1-14.4 and 14.10-14.11)

Ch. 14

14.1a, 14.15a, 14.23a, 14.79a, 14.89a

T 11/20

Chapter 15: (Sections 15.3-15.5)

Discussion Lead: Tori Sutton

Ch. 15

15.13a, 15.17a, 15.21a, 15.27a, 15.45a

R 11/22

Happy Thanksgiving – No Class

No Class

T 11/27

Discussion Lead: Keri Sanchez Sandoval (Review)

Problem-Solving Writing Assignment Due at beginning of class, need hard-copy!!!!!!



R 11/29

No Class Today: Instructor Available for Extra Office Hours in Office SIMS 109A 5-6:15pm




Final Exam Saturday 12-8-2018, 11:30am-2pm

All Chapters since Exam 2