DV

CHEM 104 Intro and Logistics Notes (Condensed)

Course Audience and Delivery

  • Designed to help students approach chemistry with fewer barriers; aims to make chemistry accessible for pre-health and non-chemistry/biochemistry majors by focusing on applications.
  • Delivery aligned with CHEM 104 (lecture) while CHEM 106 is the lab course; CHEM 107/108 paths are not interchangeable mid-sequence.
  • The learning objectives for CHEM 007.008 are the same as CHEM 104, but delivered in a way that supports the CHEM 1 sequence.
  • The CHEM 104/105/106 sequence is the standard progression; if you start 104, you must continue with 105 and 106 rather than switching to 108 or other numbers.
  • A passing grade in CHEM 104 and CHEM 105 allows entry into upper‑level organic chemistry courses.
  • Section size and scale:
    • This section: around 220 students.
    • Five sections in this course line, totaling over 1000 students in CHEM 104.

Course Logistics and Communication

  • Use the dedicated course email (e.g., the CHEM 104 course email) for all logistical questions to avoid missing messages in instructors’ personal inboxes.
  • Expect responses within 24 business hours; business hours exclude holidays and weekends.
  • Do not rely on personal emails for course inquiries; email the course account for reliable handling.
  • Email etiquette: use proper format; expect responses within the stated window.
  • Lecture slides are posted before each lecture; this helps with preparation.

Learning Platforms and Assessment Tools

  • ALEKS (adaptive learning platform) for homework:
    • Access is provided to all registered CHEM 104 students; modules are tied to units.
    • Modules are due in the week of the related learning assessment (LA) as practice/preparation.
    • Progress tracking: ALEKS shows which learning objectives you have completed and which remain, helping identify topics you already mastered (e.g., from high school chemistry) and topics that still need work.
  • Progress tracking and unit linkage:
    • The progress indicator (often referred to as PIPE in the transcript) is not tied to specific units; completing learning objectives advances overall progress.
    • As you complete objectives, more objectives from the total set unlock.
  • ABC (Assessment and Background Chemistry): a non‑in‑person online activity used to gauge readiness for the course.
    • It opens at 05:30 and remains open until the deadline (you have an hour window to complete it; it is not a major study burden).
    • It includes some practice problems (not a graded exam in the traditional sense).
    • Completing ABC yields 5 automatic points toward your first weekly challenge.
    • It’s intended to help gauge readiness and identify available resources; does not substitute for the summer readiness assessment (long cap) that some students may have taken.
    • The class roster has been updated to Long Kappa; you should see CHEM 104 in your list.
  • 103 vs 104 bridging for students with prior chemistry:
    • Students with high school chemistry may be enrolled in CHEM 103 in addition to CHEM 104.
    • CHEM 103 runs on a Sunday/Monday/Tuesday schedule; you choose the time that best fits your calendar.
  • In‑class attendance and participation: iClicker system
    • iClicker is used throughout the semester for attendance and participation.
    • The first iClicker session will occur on Monday; details on subscription will be discussed (you’ll need a subscription).
    • iClicker can be purchased as a bookstore option (6‑month or 12‑month) or through other means; there are longer options (2‑year, 4‑year) depending on your plan.
    • Some programs (e.g., Organic Chemistry) currently use iClicker, but this may vary by course.
  • In‑class group work: WICS (a group learning activity)
    • Points from WICS contribute to the in‑class participation total (out of 150 points).
    • The exact percentage of WICS contributions to the 150 points will be determined and applied to the overall grade.
  • What counts toward your grade overall:
    • All in‑class participation and iClicker points are aggregated over the semester and contribute to the total grade.
    • Getting questions wrong on certain tasks does not automatically penalize the grade if you complete the learning objectives by their deadlines.

Grading and Scoring Structure

  • Overall grading framework:
    • All course points total to 1000 points.
    • Grades are calculated as a percentage of the total points earned.
  • Grade thresholds discussed:
    • A: ext{≥ } 92igackslash% ig
    • B range: approximately 80 o 83.9igackslash% ig (the upper end of the B range is not rounded up beyond the decimal shown).
    • D: 50igackslash% ig to pass; a grade of 50% is explicitly stated as passing for D-level outcomes.
  • Important nuance about rounding:
    • If you have a score like 83.9igackslash%, it does not round up to 84.0igackslash% (no automatic rounding up).

Assessments and Testing Style

  • Learning Assessments (LAs): all multiple‑choice questions.
    • Mix of conceptual and calculation questions.
    • Includes a range of difficulty: easy, medium, and hard questions.
    • Some questions will be application-based to test real‑world understanding.
  • Weekly challenges and resource use:
    • The ABC and ALEKS progress helps prepare for LAs; practice and exposure ahead of time improve in‑class comprehension and performance.

Textbook, Calculators, and Tools

  • Textbook: No required physical textbook; there is an online textbook used for the course.
  • Calculators: A non‑programmable, non‑graphing scientific calculator is sufficient.
    • The specific model examples shown in the slide deck are illustrative; any non‑programmable scientific calculator will do.
  • iClicker: Licenses and subscriptions are treatmentable as described above (6 months, 12 months, or longer options), depending on purchase method.

Study Strategy and Expectations

  • Do not leave topics to the last minute; topics will accumulate (e.g., 43 topics in the review module; then module 1 with topics from units 1 and 2).
  • Practice and exposure before lectures make in‑class learning more meaningful than trying to learn everything during lecture.
  • After lectures, review and consolidate what was learned before continuing to new material.
  • Preparation guidance emphasizes active practice and timely completion of ALEKS modules to support progression through units.

Accessibility and Accommodations

  • If you had accommodations in high school, they do not automatically apply to this course each term.
  • You must apply for accommodations through Services for Students with Disabilities each semester to have them active in the course.

Quick Reminders and Next Steps

  • Tomorrow’s online activity (ABC) is not in-person and is designed to assess readiness; it is not a major study load.
  • The roster/sectioning updates (Long Kappa) may affect how you access CHEM 104 in your course list.
  • If you have questions, use the course email for logistical inquiries; the instructors will respond within the stated 24 business hours window.
  • Be mindful of the 104/105/106 sequence rules and the implication that performance in 104 and 105 affects progression into upper‑level organic chemistry.

Key Takeaways to Prepare for the Exam

  • Understand the course structure, progression requirements, and why the sequence matters for advancement into organic chemistry.
  • Memorize the major policy points: use the course email, response times, and the role of ABC and ALEKS.
  • Know the grading framework, especially the thresholds for A, B, and D, and the fact that rounding does not occur at the upper edge of ranges.
  • Be prepared to explain how iClicker, WICS, and ALEKS contribute to the grade and how practice beforehand supports learning outcomes.
  • Review the testing style (MCQs, conceptual/calculation balance, and application questions) to tailor study strategies accordingly.