This is the first of a two-semester chemistry course for science majors. It is designed to help the student learn the fundamental principles of some important areas of chemistry. It is the same in fundamentals to courses that have been taught at many other universities for several years. If the work seems overwhelming at times, take heart there have been many of us who have survived and become successful afterwards. I hope you find this course hard but enjoyable. Please feel free to discuss any aspect of the course with me during office hours.

A serious student will read the textbook and work problems at the end of each chapter-spending about ten hours per week on these. Problem solving is a very important part of learning in any science course. If a student intends to pass this course, (s)he will spend a lot of time solving the problems at the end of the chapter so that (s)he can understand the intent of each problem. Usually, the problems start out being reasonably easy. Make sure you work some of these and then move on to the section listed as "General Problems", which are more challenging especially if the other problems seem quite easy. Many of "A" students in the past have worked all of the problems at the end of the chapter. We will work problems in class after each chapter, if time permits. The student should be prepared to work problems on the board. When the student finds that (s)he cannot work certain problems or understand certain concepts, the student is urged to contact seek help with the tutors or me during office hours. I feel the instructor's duty is to assist the student in the learning process. Thus, when the student comes for help, I will expect the student to demonstrate that a reasonable effort has been made to understand the concepts. The student is not expected to have wasted hours on a problem, however, before coming to me. I will be more than glad to provide any help that I can as long as I feel that you are putting forth a reasonable effort. I would suggest that you buy a spiral notebook for working problems; then when you come to me for help we can easily try to understand where you are having difficulty. I will expect to see some evidence of previous effort and this will be good evidence of effort.

The most successful students will make use of many learning aids. This person will discuss difficulties with fellow students, will read the text and other books, will work problems at the end of the chapter and be active in class- asking and answering questions. The student must take responsibility for the learning process and work at finding every possible way to learn the CONCEPTS. The lecture is nothing more than a learning aid and does not control how much you learn - you do. Instead, it is the instructor's duty to clarify concepts that students do not understand and to provide a fair way to evaluate the student's progress. The course is outlined in the lecture syllabus. Anything in those chapters may be on the tests. Summaries of methodology will often be presented on overheads.

A student, who finds it necessary to miss an examination, must notify me as soon as possible before or immediately after the examination and bring in documented proof of the problem. Otherwise the student will receive a zero for the missed examination. Non-programmable calculators (such as the TI-30) are allowed for examinations, but small computers are not. Use of a large calculator or small computer will be considered an honor code violation.  In the event that there is a bomb scare, class will not necessarily be cancelled. Instead, all of the class should assemble outside the front entrance to the building until I have dismissed it. Otherwise the student will receive a zero for missed work. Students, who have more than one final examination scheduled at the same time, should bring proof of the conflict before it can be rescheduled. The final grade will be determined as indicated below: The grading scale for the homework and examinations will be curved.