Slide 6: Argue moved from 1 st in list to middle of list. Slide 8: Put Creativity into list. Which two skills are you referring to in the notes? Slide.

Slide 6: Argue moved from 1st in list to middle of list.

Slide 8: Put Creativity into list. Which two skills are you referring to in the notes?

Slide 10: Added “repeatable by others” to individual, dynamic and messy. I think that is the key difference between science and arts, science and theology.

Slide 13: fixed spelling of “discussion”

Slide 15: Should one of these be “603?”

Slide 19: piechart changed to “scholarship”

Slide 20: clarified Points for Exams

Slide 23: Spelled out Misc - Added piechart for summary discussion of grades and advice regarding successful approach.

Slide 33: Link to NAS document explaining scientific method added

Slide 36: picture of Dalton added

Slides 37-38: inserted two slides since one of Dalton’s Laws mentioned here (and in book) is incorrect. A great chance to bring up the fact that “Laws” are not immutable.

Slide 44: space added

Changes noted on this slide. Slide count includes this new slide.

Intersection 1: Intro to Gateway

9/5/06Reading: 1.1-1.2 p 2-5

What is Chemistry?

1 : a science that deals with the composition, structure, and properties of substances and with the transformations that they undergo

2 a : the composition and chemical properties of a substance <the chemistry of iron> b : chemical processes and phenomena (as of an organism) <blood chemistry>

3 : a strong mutual attraction, attachment, or sympathy <they have a special chemistry>

http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=chemistry

To be a scientist or chemist…

• What do you think of when you think of chemists?

ChemistsDiscuss, model, explain, present, question,

experiment, read, calculate, form ideas, propose hypotheses, argue, make connections, conclude, think, learn, write, observe, teach, collaborate, synthesize, analyze, collect data, test, experiment, have fun

Better living through chemistry…

Chemistry….

• What do you expect from this course?

•What do you want to be able to do?

Course Goals

To Be Chemists:1) Chemistry concepts 

2) Analysis & Connections

3) Creativity

4) Problem Solving

5) Communication and team work 

Range of Chemistry Questions…

Knowledge: list, define, identify, recall

Comprehension: compare, contrast, group, order, discuss

Application: apply, calculate, solve

Analysis: analyze, separate, explain, connect, classify

Synthesis: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate

Evaluation: assess, decide, grade, test, measure, recommend, convince, judge, explain, discriminate, support, conclude

Why Gateway?

• Is there a right way to do science?

• Is there a right way to teach chemistry?

purpose hypothesisprocedure

results

discussion

conclusion

Model of the Scientific Method

Question

Hypothesis

Data/Fact Gathering

Evaluation

Gateway Chemistry125, 126, 130Section 600

Use of time

Nongateway vs. Gateway

LectureIntersection

Lecture

Lecture

LectureStudio

Discussion

Discussion

Lab

Studio

Studio

0

1

2

3

4

5

6

7

8

9

Nongateway Gateway

ho

urs

/we

ek

Course components

• Intersection: Concept questions, lecture, problem solving

• Studio: discussion, activities, models, presentation, peer evaluation, models (learning and applying) problem solving, case studies, experimentation

Monday Tuesday Wednesday Friday

9-11 Intersection USB

11-1

1-3 Studio

601, 603

Studio

601, 603

Studio

601, 603

3-5 Studio

602, 604

Studio

602, 604

Studio

602, 604

Integrated Lecture and Lab

• Could I teach you how to drive a car without getting behind the wheel?

•Make connections

•A scientist isn’t a scientist without doing things that scientists do

•Chemists don’t separate problem solving or concepts from experimentation; they actually work in a studio like environment

Picture from: http://images.google.com/imgres?imgurl=http://www.autobytel.com/images/Autoshows/lashow/650/DSCN0174.jpg&imgrefurl=http://www.autobytel.com/content/research/index.cfm/action/showArticle/aid/139115&h=372&w=650&sz=25&tbnid=R3azSFCBeCQJ:&tbnh=77&tbnw=135&hl=en&start=16&prev=/images%3Fq%3Dcar%26hl%3Den%26lr%3D%26sa%3DN

Why teach like this?• Average attention span is 20 minutes

• Cooperative learning has been shown to help students increase learning

• People learn in a variety of ways

• Prepare you for future challenges that will involve chemistry (be it classes or not)

http://www.doctorsecrets.com/secrets-in-medicine/medical-school.htmlhttp://main.uab.edu/show.asp?durki=1479

Other Gateway Stuff

The website: http://www.umich.edu/~chemstu

Calendar: http://www.umich.edu/~chemstu/calendar/calendar_monthly_sept.htm

homework14%

in-class14%

exams29%

scholarship43%

Grades

• > 625 A-• > 550 B-• > 475 C-• > 400 D-• 400 > E

In class assessment 100

Homework (11 drop 1) 100

ScholarshipIndividual Report/Analysis (4 = 120)Group Presentation/Debate (3 = 80) Group Watershed project (100)

300

Exams (3+final) 200

Total 700

• Readings• Homework:

– 11 assignments, drop lowest grade.  – Due at the beginning of studio on Wednesday.  No late

homework (after 1:10 or 3:10) will be accepted.– Grading:  4 points for completing all of the assignment, 3

points each for two random problems that will be graded.

• Exams– 6-8pm on Tuesdays– Points for Exams: 40, 45, 45, 65

In-class points– Earn up to 100 in-class points  – Coursepack or to hand in a short writing assignment.  – Points may come for individual or group work.

0 -for a physical absence; OR endangered self or others through safety violation

1 -participation has room much for improvement; work partially complete; OR does not clean up area before leaving

2 -sometimes mentally unengaged; runs long or rushes through work3 -good day's work; helps others, particularly group members; engaged

throughout class time; working to show learning and improvement4 -excellent work above and beyond what was expected; thought creatively

and made great connections

Scholarship Assignments

• 9/22  (I) Penny report (20 points)• 9/29 (G) Food brief (25)• 10/6 (I) Ethics paper (20)• 10/13 (G) Artificial sweetener debate (40)• 10/20 (I) Hot pack report (40)• 10/30  (G) Watershed proposal (30)• 11/10  (G) Equilibrium representation (20)• 12/11 (G) Watershed Poster session (40)• 12/11  (G) Watershed final paper (25)• 12/13 (I) In class analysis (40)

Miscellaneous

• 5 hour course= 10 hours a week outside of class on work!

• Attendance

• Academic integrity

• Safety

homework14%

in-class14%

exams29%

scholarship43%

As we get started

Need for gateway

– Coursepack Dollar Bill Copying M-TH. 9am - 8 pm, Friday 9am-5pm, and Noon - 5pm on Saturday and Sunday

– Text: Moore, Stanitski, and Jurs Chemistry 2nd Edition

– Non-programmable calculator

Question 1

Assume a beaker of pure water has been boiling for 30 minutes. What is in the bubbles in the boiling water?

a. Air. b.Oxygen gas and hydrogen gas. c. Oxygen. d.Water vapor. e. Heat.

Question 2

What is the mass of the solution when 1 pound of salt is dissolved in 20 pounds of water?

a. 19 Pounds. b.20 Pounds. c. Between 20 and 21 pounds. d.21 pounds. e. More than 21 pounds.

Question 3

1) As a candle burns, it gives off light and heat. When a glass rod is held in the yellow part of the flame, a black film forms on the rod.

a) What is the source of the black film on the rod?

b) Is there a chemical change or a physical change in the candle as it burns?

c) Give an example of a chemical change:

d) Give an example of a physical change

Question 4

• There are two identical steel beams. One is placed on each side of a balance. A flame is used to heat one of the steel beams. Does the balance move? If so, how and why?

Question 5• The circle on the left shows a magnified

view of a very small portion of liquid water in a closed container. What would the magnified view on the right show after the water has all evaporated?

Define the following:

• Fact

• Law

• Theory

• Hypothesis

• Model

A testable statement about the natural world that can be used to build more complex inferences and explanations

According to the National Academy of Science, a Hypothesis is:

These definitions (and an excellent explanation of the scientific method) can be found at:

http://www.nap.edu/readingroom/books/evolution98/

In science, an observation that has been repeatedly confirmed.

According to the National Academy of Science, a Fact is:

A descriptive generalization about how some aspect of the natural world behaves under stated circumstances

How are a fact and a law related?

Can you think of any scientific laws?

According to the National Academy of Science, a Law is:

Some Examples of Laws as stated by Dalton

Law of Conservation of Matter

• In an ordinary chemical reaction matter is neither created nor destroyed.

• The sum of the masses of the reactants equals the sum of the masses of the products.

Law of Constant Composition

• A chemical compound always contains the same elements in the same proportions by mass.

“Laws” Can Be Overturned !

Which Law from previous page is now known to be incorrect ?

Law of Conservation of Matter Law of Constant Composition

The “Law of Constant Composition” also has an older name given by Joseph Proust.

The Law of Definite Proportions

Once a Law has become accepted, it is very difficult to get it convince the scientific community to discard it. Hence, this one still appears in your textbook despite its limitations. This

law is only true for simple, small molecules.

Law of Definite Proportions

Joseph Proust1754-1826

Claude Berthollet1748-1822

Supported LawOpposed Law

But conceded to Proust

For most compounds discussed in Chem 130, Proust was correct !

However, more complex materials violate this Law (for example, LEDs used later in course)Today, Berthollet is believed to be correct! He was vindicated ~160 years after his death!

I also discoveredBleach (NaOCl)

compounds composed of two or more elements in definite proportions

In science, a well-substantiated explanation of some aspect of the natural world that can incorporate facts, laws, inferences, and tested hypotheses. Theories must be falsifiable.

According to the National Academy of Science, a Theory is

According to the National Academy of Science, a Model is

A description or analogy used to help visualize something (as an atom) that cannot be directly observed

Theory vs. Model

• Theory based on facts, evidence

• Model is the picture, an analogy, a way of describing a theory

Qualitative vs. Quantitative

• Fehling’s Reagenthttp://jchemed.chem.wisc.edu/JCESoft/CCA/CCA0/MOVIES/FEHLTEST.html

Take home lessons

• “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.”

– Chinese proverb

• "Learning is not attained by chance, it must be sought for with ardor and attended to with diligence." --- Abigail Adams

• "Imagination is more important than knowledge." -Albert Einstein

Actions You Need to Take

• Read the course syllabus

• Get a coursepack!

• Begin Homework 1 – Due Monday, 9/11