these images represent the evolution of chemistry. lets take a look at what they indicate
Post on 26-Mar-2015
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These images represent the evolution of chemistry. Let’s take a look at what they indicate.
400 B.C.400 B.C.
Hot Dry
ColdWet
Fifth Element makes up the celestial bodies
Gold is the perfect metal.All other metals are less perfect.
The fifth element is so divine that it can turn the lesser metals (like iron and lead) into gold.
Elixir of life (a fountain of youth)
Fifth Element
Fifth Element
Quintessence
Philosopher’s stone
Sorcerer’s stone
Many + Parts
CC
O
OCC CC
Nylon was discovered in 1935. The name nylon is Nylon was discovered in 1935. The name nylon is derived from two cities where it was discovered namely derived from two cities where it was discovered namely New York (NY) and London (LON). New York (NY) and London (LON).
HH
O
CC
O HH
HH
HH
N
Evolution of the atom
…you wake up in your bed and believe whatever you want to believe…”
nano=1/billionth (very small)
0.07 nm
In 1903 Nobel Prize for Physics. In 1911 Nobel Prize for Chemistry for her discovery and isolation of pure radium.Died of Leukemia (radiation induced)
Father of modern chemistryWrote first chemistry textbook
Effort to pay for laboratory resulted in being beheaded
Atoms of different Atoms of different elements make up all elements make up all matter in the universe.matter in the universe.
What makes up What makes up atoms?atoms?
Electrons (-)
Protons (+)
Neutrons
From a distance things may look like they are just sitting still, but up close a lot of activity could be happening.
01011011 = “m” key01001011 = “M” key
Ctrl key shuts off 5th & 7th switches
Shift key turns off 5th switch
00001011 = Return key
LaunchNotepad
Survival• Finding & preserving food
• Finding or building a shelter
• Temperature (warmth or cooling)
• (Safety) Awareness of dangers
• Protection from attack
• Protection from illness
• Preservation of personal energies/monies.
Needed about the 4th week of class.
Center for Teaching and Learning
No one likes tests, even teachers. In the old days, when people learned by apprenticeship, there wasn’t a need for tests because the master knew how the apprentice was doing by watching them and regularly asking them questions. However, in a classroom of 40 students, the instructor may have know idea how much a student has learned, so a test is one way of finding out.
One philosophy of teaching is that instructors are only sure that they have taught the subject if they find out that students have learned the subject. In other words, I must ask you a lot of questions to see if both you and I are doing a good job.
My expectation is that everyone understands everything on the test and gets it 100% right.
Everyone may not get it 100% the first time, but they should get it correct on the 2nd, or 3rd time.
It makes no sense to go on when there is something critical missing. Much of chemistry builds off the previous material.
Of course, a person who takes three tries to get a question right doesn’t deserve the same amount of credit of the person who got it right the first time.
But getting it right the third time still deserves credit.
On problems you missed, you have the opportunity to be retested with a similar problem.
You can get 90% of the score you would have gotten if you got it right the first time. Each time you have to redo it will cost another 10%.
For example, if you miss a 10 point question but get a similar one correct on the retest, you make 9 points, which is much better than losing all 10 points.
You just have to make an extra effort to do it again.
In short, I’m more interested in you learning the material than giving you low grades.
I’m not eager to do extra grading, but I’m willing to do that if you are willing to put in the time to restudy and retest on what you missed.
Final grades are not based on a curve, so students who ace a test the first time shouldn’t worry about the students who retake the test to improve their scores.
I really hate to talk about points for two reasons
First it takes your attention away from the subject.
Second, it implies that grading is accurate down to the last little point. It would be hard to prove that a person with 524 points knows more than someone with 523 points. Mathematically it seems accurate, but in actuality grading is not that accurate. It is accurate to the level of recognizing failing performance, unsatisfactory work, fair work, good work, and outstanding work. In other words, the grades of F, D, C, B, & A can be determined, it’s just the points are only accurate to the nearest grade.
With this said, we can use points because it is easy to work with.
NOTE: People who focus only on learning the subject do better than those who worry about grades. That’s because when you worry about points and grades, you are not thinking about the subject. Listen and learn in class and grades will take care of themselves.
In case you are still interested, here is the breakdown of points that will serve as a guide to your grade
Attendance: 100 points
3 tests: 100 points each totaling 300 points
Final test: 100 points
Poster project: 100 points
Miscellaneous assignments: 100 points
Total Points: 700
I again apologize for this much attention drawn to tests and points. Being aware of them is good, but worrying or being fixated on them will actually take attention away from learning and hurt your grade. Let me worry about this administrative task. The best thing is to get interested in the subject and that motivation will help you do good on any tests that come your way.
If you have any special learning needs, let me know. Deaf students will enjoy the many visuals I use in class. Visually impaired students with some vision can get my PowerPoints so they can view them in the library’s Adaptive Lab. Totally blind students will have a bigger challenge, but I am willing to try some alternatives.
For me to try to accommodate your special learning needs, you need to first visit our Disabilities Resources Office for assessment and for making arrangements for assistance.
Any Questions?
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