Gen Chem I Syllabus and Class Notes

Instructor Background and Teaching Philosophy

• Instructor introduces self as Gen Chem I teacher; aims for a supportive, student-centered class culture.
• Personal background shared to contextualize approach: from Augusta, GA; undergrad at University of Tampa (BS in Biochemistry); PhD in peptide chemistry at USF with cancer drug discovery work; collaboration with Moffitt Cancer Center.
• Family context shared: two kids (a four-year-old son who passed away in August of a given year; a daughter born December prior). Explains sleep challenges affecting energy, but commitment to attendance and teaching quality remains.
• Also coaches a swim team; teaching is the primary job; coaching is secondary.
• Emphasizes lifelong learning, resilience, and staying engaged with students during tough times.
• Personal interests: big sports fan (Bucks, Philadelphia fans mentioned); light-hearted trash talk is acceptable if students are agreeable.

Course Context and Implementation Plan

• Syllabus and course expectations presented on day one; no new content today beyond administrative overview.
• First substantive content starts on Thursday with Chapter 1.
• Class size around sixty; emphasis on maintaining a respectful, focused learning environment.
• Instructor aims to be available and accessible (office in Grand Center 152, door always open). Contact primarily via email: Prmurray@ut.edu; office hours are flexible if not aligned with posted times.
• In-class dynamic: old-school board writing with color-coding to slow down and enhance comprehension; writing by hand believed to aid retention more than rapid PowerPoint slides.
• Encourages students to bring a nonprogrammable scientific calculator daily; math-heavy course requiring calculation practice.

Textbook, Online Resources, and Access

• Textbook: Trove, 6th edition (Gen Chem I + Gen Chem II coverage). Both hard copy and online versions may be available; policy favors whichever format is cheapest for the student.
• Mastering Chemistry: online homework platform; login credentials provided. May be sold as a bundled package with the textbook or separately.
• Mastering Chemistry access is valid for a full year, aligning with the two-semester Gen Chem sequence (Gen Chem I and II).
• The first homework set goes live on Thursday (Chapter 1) and remains open until $4$ PM the night before a quiz. Early start is optional.
• Homework is a practice resource, not just graded work; emphasis on completion rather than perfect scoring.
• Instructor will post PowerPoints on Canvas (Pages tab) for additional study material alongside in-class cues.

Canvas, Homework, and Online Workflow

• Canvas used for postings and grade updates; grades pushed to Canvas to ensure alignment with the gradebook.
• Mastering Chemistry login information posted on Canvas (Pages tab).
• Homework sets: about $11$ chapters, but $13$ homework sets due to some chapters split into two sets.
• Each homework set goes live at the start of its corresponding chapter and is kept open until $4{ ext{PM}}$ the night before the quiz.
• Unlimited attempts allowed after 4 PM to practice problems (re-entries, re-words, etc.).
• Homework is graded by completion: full completion yields $1$ point per completed set; there are $13$ sets in total.
• Reminder: some MasteringChem platforms may mark answers as incorrect due to input quirks; the grade depends on completion rather than perfect correctness.

Attendance, Quizzes, and Examinations

• Attendance policy: no formal attendance enforcement; students are adults and should decide their own attendance based on learning needs. Correlation observed between attendance and performance.
• In-person quizzes and exams: strictly enforced entry times and exam protocols.
• Exam start time: 10:00 AM; exams last up to $80$ minutes. Exiting early from an exam room prevents entry for others to begin the exam.
• Non-programmable calculators required for all exams and quizzes (no TI-80x or graphing calculators). Acceptable models include TI-30-series. Bring to class every session.
• Exam format: non-programmable calculators; Scantron with #2 pencils and razors.
• Quizzes: occur during the class period immediately following the completion of each chapter (unless noted otherwise); duration up to $30$ minutes; non-programmable calculators required.
• Quizzes are low-stakes (each worth $12$ points); you may drop your three lowest quiz scores (top $8$ quizzes count toward the quiz portion).
• Final exam: ACS standardized exam; cumulative; non-programmable calculator; no changes to schedule; the final is a key accreditation-based assessment.
• Midterms: two midterm exams; each midterm contributes equally to the exam portion of the final grade.
• Exam and quiz dates: Fall schedule includes a first midterm on or around October 14 (covering chapters 1–6) and a second on December 2 (covering chapters 7–11); final after Thanksgiving week (ACS final). Final date is fixed; hurricane and scheduling changes considered but not expected.

Grading Structure and Policies

• Quizzes: $11$ quizzes total; top $8$ count toward the final grade; each quiz is worth $12$ points; can drop the bottom three quizzes.
• Exams: two midterms plus a final; all exams have equal weight in their category (i.e., midterms equal to each other, final separate as ACS but forms part of overall grade).
• Homework: completion-based scoring; serves as an ongoing practice resource and potential extra credit to help with borderline letter grades.
• Grading scale: a C cutoff is $65$ (i.e., a final percentage of at least 65% is required for a C).
• Overall course design emphasizes mastering concepts and the ability to problem-solve rather than rote memorization.
• ACS accreditation context: department-wide ACS-accredited final exams used to certify competence across Gen Chem I, Gen Chem II, Organic, etc.; final is designed to be a comprehensive assessment that aligns with accreditation standards.

Course Objectives and Learning Outcomes

• Course objectives emphasize development of critical thinking and problem-solving skills through coursework.
• Emphasis on independent study skills and the ability to learn autonomously beyond the classroom.
• Acknowledges that many students are not chemistry majors; goal is to build a transferable scientific foundation and analytical thinking applicable to future coursework.
• Central theme: know the why behind concepts, not just rote memorization; understanding drives problem solving and exam performance.
• The course aims to build a knowledge base that prepares students for Gen Chem II, organic chemistry, analytical, inorganic, etc. and ultimately for other science courses.

Study Habits, Practice, and Student Support

• Study philosophy: "Don't practice till you get it right; practice till you can't get it wrong". Emphasizes deliberate practice and mastery through repetition.
• Encourages students to connect book reading, note-taking, and homework with classroom learning to create a multilayered understanding.
• Suggests students read Chapter 1 before Thursday’s class (approximately 15 pages). Goal: to have a productive class discussion and a better grasp of the material from multiple angles.
• After-class study routine: re-write notes for 10–15 minutes to reinforce understanding; integrate reading, note-taking, and problem-solving into a steady routine.
• Students should bring a pen and paper to take notes; writing by hand improves retention and slow-down; helps in following along with the board and color-coding.
• Emphasizes ownership of education; students are responsible for their own learning; emphasizes avoiding reliance on external solutions (e.g., ChatGPT) for learning in place of understanding.
• Discusses the value of peer tutoring but cautions about quality and integrity; offers vetted tutor contacts if needed; emphasizes that tutoring should supplement, not replace student work.
• ADA/Academic Success Center information provided for accessibility and support; address any accommodations or accessibility needs.

Academic Integrity and Ethical Considerations

• Emphasizes ownership of learning; avoid using unapproved technology during quizzes/exams; using cell phones or non-approved devices during assessments triggers severe consequences up to failing the course.
• Discusses pitfalls of relying on external AI tools to generate answers during exams or quizzes; explains real-world implications of not understanding foundational material (e.g., marine science student’s hypothetical scenario about ChatGPT on a boat).
• Encourages honest work and personal accountability; highlights that the goal is to build knowledge and not to rely on shortcuts, as this undermines long-term success.

Communication, Accessibility, and Institutional Resources

• Canvas: course materials, pages, and grade postings; use the Pages tab to access Mastering Chemistry login and other resources.
• Office hours: posted hours; open-door policy; can arrange alternate times as needed; email remains the best initial contact.
• Academic Success Center and ADA compliance support referenced for students needing tutoring or accessibility accommodations; staff changes are acknowledged and students encouraged to seek support.
• Emphasis on avoiding class disruption and maintaining a respectful learning environment; policy on phones and devices designed to minimize distractions and protect fairness for all students.

Practical Implications and Real-World Relevance

• Gen Chem I is a prerequisite for Gen Chem II and many other science courses; mastery in Gen Chem I is foundational for future success in chemistry-heavy disciplines.
• ACS accreditation informs curriculum and assessment standards; the ACS final exam provides a standardized benchmark across institutions.
• The course design mirrors real-world scientific practice: iterative learning, frequent feedback, and progressive building of complex knowledge from simple components.
• Emphasis on critical thinking, problem-solving, and independent learning mirrors professional scientific workflows where understanding “why” guides method and interpretation.

Emergency Preparedness and Contingency Planning

• Acknowledges potential weather-related or scheduling disruptions (e.g., hurricanes); instructor commits to keeping students informed of cancellations or changes.
• Historically, some terms experienced cancellations; the instructor notes preparedness and flexibility as key traits for students.

Suggested Pre-Thursday Preparations

• Read Chapter 1 in the textbook before Thursday (approx. 15 pages).
• Bring a nonprogrammable calculator to class; be ready to practice calculations during the lecture.
• Review Mastering Chemistry for Chapter 1; ensure access credentials are functioning and understand how to navigate the platform.
• If you anticipate conflicts with office hours or other commitments, email the instructor to arrange alternate times.

Quick Reference: Key Dates and Numbers

• Class duration: $1 ext{ hour }15 ext{ minutes}$; class starts at $10:00$ AM.
• Quizzes: $11$ total; top $8$ counted; $12$ points each; three drops allowed.
• Homework: $13$ sets; live from chapter start; open until $4$ PM the night before a quiz; unlimited retakes after 4 PM; completion-based scoring yielding up to $1$ point per completed set.
• Chapters covered for midterms: Chapters $1–6$ for Midterm 1 (scheduled on or around Oct 14); Chapters $7–11$ for Midterm 2 (scheduled on Dec 2).
• Final exam: ACS standardized, cumulative; date fixed post-Thanksgiving; non-programmable calculator required.
• Final course grading: top $8$ quizzes counted; two midterms plus final; homework adds potential extra credit; C cutoff set at 65 ext{%}.

Final Thoughts and Encouragement

• The instructor emphasizes a supportive, growth-oriented mindset: failure is reframing as an opportunity to grow, not a definitive verdict on ability.
• The classroom is viewed as a collaborative space where instructor and students work together to build knowledge and skills for continued success in science.
• Students are encouraged to actively participate, ask questions, and communicate any concerns early so adjustments can be made to support learning.
• The primary aim is to prepare students for the next level of study, including Gen Chem II, organic chemistry, and other science courses, with a solid analytical foundation and problem-solving toolkit.

Questions to Consider for the Next Class

• What topics from Chapter 1 would benefit from additional in-class practice or alternative explanations?
• Are there students who need tutoring support or accommodations that require coordination with Academic Success Center or ADA resources?
• Which concepts feel most challenging when reading Chapter 1, and how might the instructor’s board-work approach help comprehension?