[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
Course Syllabus
Penn State University - University Park, Online
MATH 140, Calculus with Analytic Geometry I
GENERAL DESCRIPTION:
MATH 140 is the first course in a two- or three-course calculus sequence for students in science,
engineering and related fields.
Calculus is an important building block in the education of any professional who uses quantitative
analysis. This course introduces and develops the mathematical skills required for analyzing change
and creating mathematical models that replicate real-life phenomena. The goals of our calculus
courses include to develop the students’ knowledge of calculus techniques and to use the calculus
environment to develop critical thinking and problem solving skills.
CATALOG DESCRIPTION: MATH 140
(GQ) CALCULUS WITH ANALTYIC GEOMETRY 1 (4 semester hours)
Functions, limits; analytic geometry; derivatives, differentials, applications; integrals, applications.
Students may only take one course for credit from MATH 110, 140, 140A, 140B, 140E, 140G, and
140H.
PREREQUISITE:
Students enrolling in MATH 140 must have demonstrated proficiency in pre-calculus mathematics, by
1) a satisfactory score on the math proficiency/placement exam, or 2) satisfactory completion of
MATH 022 (College Algebra II) AND MATH 026 (Trigonometry),or 3) satisfactory completion of MATH
041 (College Algebra and Trigonometry).
TEXT:
Required Materials:
1. Textbook:Calculus:  Early  Trancendentals by Jon Rogawski, Colin Adams, and Robert
Franzosat.  4thed.  2019.  MacMillan.
2. Online:
An activated Achieve account.
Options for Purchasing the Required Materials:

The required materials are available in three different forms (you need to purchase only one):
Electronic Package: isbn9781319371883. This option provides access to the ebook version of the
course materials through a single Achieve account.
Print Package: isbn 9781319371869 This option includes a hardback edition of the textbook and
access to the ebook. Note: The print option includes an activation code for the ebook as well, so
anyone who purchases the print option will also have access to the ebook version through their
Achieve account.
Loose-Leaf Package: isbn 9781319371845. This option includes a printed loose-leaf edition of the
textbook and access to the ebook.
Note: As with the Print option he loose-leaf option includes an activation code for the ebook as well,
so anyone who purchases the loose-leaf option will also have access to the ebook version through
their Achieve account.
Where to Purchase the Required Materials:
Electronic: Directly through Achieve. To purchase, you will need the Course ID provided to you on
the first day of class, which you can you then enter on the Achieve Website.
Print & Loose-Leaf:
(i)  Directly through Achieve.  (As with the Electronic Option, you will need the Course ID provided to
you on the first day of class.)
(ii)  The Penn State University Bookstore.
An Important Note:
Please do not purchase or rent any edition of the textbook through any source not listed above.
Currently, only the publisher and the University Bookstore offers the edition of the textbook used in
this class.  Please check with your instructor before buying or renting through another source.
COURSE FORMAT:
This course is an online offering. Each week, short lecture videos will be available to watch and live
sessions will be scheduled; these live sessions will be recorded. Additionally, homework (online and in
text) will be available.  Assessment will occur via weekly online quizzes, two midterm exams, and a
comprehensive final exam.  See Student Responsibilities for additional expectations.
LEARNING OBJECTIVES
Upon successful completion, a student should be able to:
1. Use linear, exponential, and sinusoidal functions, as well as transformations, compositions,
inverses, and piecewise combinations thereof to model real-world scenarios.

2. Calculate or estimate limits of functions given by formulas, graphs, or tables.
3. Determine whether a function given by a graph or formula is continuous at a given point or on a
giveninterval or on its domain.
4. Determine whether a function given by a graph or formula is differentiable at a given point or on a
giveninterval.
5. Distinguish between the average and instantaneous rate of change and interpret the definition of
the derivative graphically.
6. Determine derivatives of some functions using the limit definition of the derivative.
7. Calculate derivatives of polynomial, rational, and common transcendental functions, and
combinations ofthese functions.
8. Calculate derivatives of composite functions.
9. Calculate derivatives of implicitly defined functions and inverse functions.
10. Give examples to illustrate important theorems.(Intermediate Value Thm, Rolle’s Thm, Mean
Value Thm, Extreme Value Thm, Squeeze Thm)
11. Apply the ideas and techniques of derivatives to related rate problems.
12. Apply the ideas and techniques of derivatives to finding local and absolute extrema.
13. Apply the ideas and techniques of derivatives to graphing functions.
14. Apply the ideas and techniques of derivatives to optimization problems.
15. Find linear approximations of functions (differentials).
16. Calculate the Riemann sum for a given function and partition.
17. Describe a definite integral as the limit of a Riemann sum.
18. Determine the antiderivatives of some algebraic functions and transcendental functions.
19. Calculate values of definite integrals using antiderivatives and areas.
20. Use the Fundamental Theorem of Calculus to determine the derivative of an integral.
21. Use the Fundamental Theorem of Calculus to evaluate definite integrals.

22. Use the Net Change Theorem to solve accumulation problems.
23. Determine the units and give the practical interpretation of derivatives and definite integrals.
24. Synthesize concepts from two or more separate sections of the text.
This course satisfies the General Education learning objectives Key Literacies and Critical and
Analytical Thinking.
CALCULATORS:
A graphics calculator/plotting program/computation platform is useful as a study and learning tool
when used appropriately, but it is not essential. Calculus is a collection of ideas that is not mastered
through calculator skills. Therefore, NO calculators are allowed on exams.
EXAMINATIONS:
There will be two 90-minute midterms during the semester and a comprehensive two-hour final exam
will be given at the end of the semester. All exams are proctored by HonorLock.

The proctoring software will use your computer's webcam or other technology to monitor and/or
record your activity during exams.  The proctoring software may be listening to you, monitoring your
computer screen, and viewing you and your surroundings.  By enrolling in this course, you consent to
the use of the proctoring software, including but not limited to any audio and/or visual monitoring
which may be recorded.
Exam Windows
When using HonorLock, you can take the exam anytime during the exam window.
Each exam follows the same protocols.
1. Exams are multiple choice, graded solely on a right/wrong scale.  Exams include both
computation and conceptual questions.
2. You will be given 90 minutes to complete the midterm exam, and 120 minutes to complete the final
exam.
STUDENT RESPONSIBILITIES
As a student enrolled in this course your responsibilities include the following:
Abide by Penn State’s policies on Academic Integrity.
Complete assignments on time and keep pace with the course.

Devote sufficient time and diligent effort to completing course work.
(The recommended investment is 10–12 hours a week, and more if you need to review algebra
concepts).
Contribute to the discussion forum, both by asking questions about concepts you struggle with
and by answering questions asked by others.
Participate in the recitation sessions and/or submit questions for recitation and view the recording.
Actively participate by seeking help and asking questions for clarifying concepts you do not fully
understand.
Use the quiz feedback and activity solutions to understand where you have the greatest difficulties
and follow up on resolving these.
COURSE MECHANICS:
Homework. The text will be primarily used to tie ideas to concepts and skills together. This will be
done through assigned readings and suggested problems. Some activities will stem directly from the
text.
Achieve Homework (graded) assignment will be done and evaluated online via Achieve. Access
code required for this online class.
Written Homework (graded) assignments will be done and evaluate via submitted work on Canvas.
Assessments. All quizzes and exams will be administered online via the CANVAS course
management system.
Weekly Canvas Quizzes will be done and evaluated online via Canvas.
The two midterm exams and the final comprehensive exam are proctored exams. The
HonorLock is the proctoring platform.
Live Session. ZOOM will be used for live sessions.
Discussion Forum. CANVAS will be the primary vehicle for discussions. The Canvas Discussions
tool should NOT be reserved for questions that are of a private nature, including specific questions
about problems on quizzes, tests, and exams prior to their due date.
Communication. The CANVAS EMAIL system should be used for direct communication with your
instructor. As per PSU policy, you should expect to wait for a reply to an email 24 - 48 hours.
CANVAS discussion Forum should be used for posting general questions (the type of which you
might ask in a live classroom).
NO LATE ASSIGNMENTS ARE ACCEPTED. NO EXTENSION GRANTED.

COURSE GRADES:
COURSE GRADES: Grades will be assigned on the basis of 700 points, distributed as follows:
Examination I
100
Examination II
100

Homework/Quizzes/Discussion
300
Final Examination
200
TOTAL
700

Your grade will be based EXCLUSIVELY on the midterm examinations, homework and/or quizzes and
final examination.
Final course grades will be assigned as follows:

Percent Score
 A
  93% - 100%
 A-
  90% - 92%
 B+
  87% - 89%
 B
  84% - 86%
 B-
  80% - 83%
 C+
  77% - 79%
 C
  70% - 76%
 D
  60% - 69%
 F
    0% - 59%

DEFERRED GRADES:
Students who are currently passing a course but are unable to complete the course due to illness or
emergency may be granted a deferred grade which will allow the student to complete the course
within ten weeks of the last day of classes. Note that deferred grades are limited to those students
who can verify and document a valid reason for not being able to take the final examination. For more
information see DF grade
 (http://handbook.psu.edu/content/deferred-grade) .
ACADEMIC INTEGRITY:
Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner.
Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State
University, and all members of the University community are expected to act in accordance with this
principle. Consistent with this expectation, the University’s Code of Conduct states that all students
should act with personal integrity, respect other students’ dignity, rights, and property, and help create
and maintain an environment in which all can succeed through the fruits of their efforts.
Academic integrity includes a commitment not to engage in or tolerate acts of falsification,

misrepresentation, or deception. Such acts of dishonesty violate the fundamental ethical principles of
the University community and compromise the worth of work completed by others.Academic
dishonesty includes, but is no limited to, cheating, plagiarizing, […], facilitating acts of academic
dishonesty by others, having unauthorized possession of examinations, submitting work of another
person or work previously used without informing the instructor, or tampering with academic work of
other students. […] A student charged with academic dishonesty will be given oral or written notice of
the charge by the instructor. If students believe that they have been falsely accused, they sho

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

SYLLABUS

American History to 1877

Prof. May
History 151-3  -  Spring 2009

T/Th. 9-10:15

UNIV 319

“Those who cannot remember the past are condemned to repeat it.”

George Santayana

“The ‘lessons’ taught by the American past are today not merely

irrelevant but dangerous.”

David Donald

“Historians can rediscover the past only by the relics it has left for

the present....But how reliable are the remains of the past

as clues to what was really there?”

Daniel J. Boorstin

“A Historian...must have neither Religion or Country.”

John Quincy Adams

Hist. 151H/Spring 2009 – 2

I.
COURSE PHILOSOPHY

The object of this course is, in part, the traditional one of most survey courses in history—that is, to provide students
with a basic or "core" knowledge of U.S. History (first "half") sufficient to stand on its own merits or to prepare students
for more advanced courses in the field. But it is also designed with other purposes in mind. For instance, this course is
designed to introduce students to some of the most provocative books published in recent years, as well as trends in
the historical discipline such as the growing emphasis on gender and microcosmic history. I have not assigned a
traditional textbook for the course, because I believe that there are superior means to learn history and retain the
knowledge. This course prioritizes depth over breadth.

Here are some of the assumptions under-girding our course:

(1) That facts can be easily looked up. The real pursuit of history, I believe, attempts to determine why
events occurred (why things happened) and the consequences of human decisions. In other words, interpreting the
past and explaining its significance is more important than merely recounting it.

(2) That history students should study the building blocks of the field—historical documents themselves—rather
than only learn second-hand information filtered by professional historians. No small part of this course revolves
around reading what historians call their "primary sources"—the documents that virtually all history books and articles
utilize to tell their stories. What makes history exciting is the detective work that it demands of its practitioners, as we
try to make sense of what are often very confusing pieces of evidence. I hope to convince you, over the course of the
semester, that studying history is a process of very fascinating detective work that is anything but dull.

(3) That the process of historical inquiry is as important as the results of the inquiry. It is my goal to expose
students to the different tools that historians use to understand the documents that they study. To give an example,
historians sometimes use the methods of other fields—e.g. psychology, anthropology, literary criticism, folklore,
material culture, sociology, statistics, economics—to assist in resolving questions about the past. But sometimes their
methodical innovations come from within the profession. Some historians, for instance, apply comparative approaches,
or "comparative history," to illuminate historical problems. That is, they might compare developments in different
countries, or in different parts of the same country, to make sense out of otherwise mystifying historical problems.

(4) That savvy students can differentiate what is "current" and what is "dated" in their field. Historians, over time,
discard approaches to the past that do not seem to be paying dividends, or that are disproved. Historians keep
applying new "angles" on the past, in order to make better sense of it. History is not a science, but that does not mean
that historians do not take an experimental or empirical approach to their materials, hoping that new methods will
reveal patterns and meanings that escaped prior scholars. This course intends to expose students to some of the most
current "trends" or theories in the field.

(5)
To introduce students to what scholars call "historiography"—the study of how historians engage each other
(often representing different "schools of thought"—e.g. Marxist, feminist) in disputes, especially over interpretations of
the past. This part of the course will especially benefit students considering future enrollment in graduate programs in
history.

Most weeks, students will spend Tuesday classes interpreting historical documents that will be read in advance of the
course meeting. Thursday classes will be mostly devoted, in contrast, to exploring historical problems from different
perspectives and using different methodologies and readings than for the Tuesday classes. The most traditional part of
my teaching has to do with chronology. I believe that history makes the most sense when it is presented in order, from
the past towards the present. Therefore, our exploration of American history will generally proceed chronologically,
starting in the colonial period and ending with the controversial post-Civil War period known as Reconstruction. But
there will necessarily be times when we will need to loop back to pick up strands overlooked in prior class meetings.
Not all history can be neatly confined to exact chronological periods.

Hist. 151H/Spring 2009 –3

II.
RECOMMENDED BOOK PURCHASES

Elliott J. Gorn, Randy Roberts, and Terry D. Bilhartz,

Constructing the American Past, Volume 1, 6th Edition

Pearson/Longman (paperback)

Alfred F. Young, The Shoemaker and the Tea Party: Memory and the American Revolution

Beacon Press (paperback)

Scott Reynolds Nelson,
Steel Drivin' Man: John Henry, The Untold Story of an American Legend
Oxford University Press (paperback)

NOTE:

•
The Gorn, Roberts, and Bilhartz book will be available at University Book Store
and at Follett's.
•
The Young and Nelson books will be available at Von's Book Shop.
•
Most other required readings listed on the syllabus will be available at the
Reserve Book section of the Undergraduate Library
•
Single copies of these books, if owned by the Purdue University

Library system will be placed on reserve at the Undergraduate

Library. In addition, copies of all other readings required

for the course will be on reserve at the Undergraduate Library.
•
Keep in mind regarding any articles required for the course that if the entire
issue of the journal is on reserve rather than just the one article,
you need to ask for the name of the journal, not the title of the article

HIST151H/Spring 2009 –4

III:  COURSE SCHEDULE

Tues., Jan. 13: ORIENTATION

Thurs., Jan. 15: COLONIAL VIRGINIA, ANGLO-INDIAN RELATIONS, AND SLAVERY

Assignment for class:

Read the following pieces and be prepared to discuss them in class. Pay careful attention not only to the information in
this reading about such subjects as indentured servitude, Anglo-Indian relations, the origins of English settlement in
America, and the origins and nature of slavery, but also what this reading teaches you about how historians find out
about things that happened a long time ago.

Constructing the American Past, Chapter 2, 21-42

James West Davidson and Mark Hamilton Lytle,

After the Fact: The Art of Historical Detection, 6th ed., Vol. 1, 1-23.

•
Note: I have put two copies of After the Fact on reserve at the Undergraduate Library. However,
students have permission to read earlier editions of this book, if convenient. You need to read chapter 1
about Colonial Virginia. Although the editors update their material in each edition, this chapter is mostly
the same as in prior editions.

Tues., Jan. 20: THE PURITANS OF NEW ENGLAND AND WITCHES

Assignment for class:

One of the most interesting groups to study, historically, is the Puritans of early colonial New England. Who were the
Puritans? What did they believe in? Would it be accurate to call them religious fanatics? What explains the Salem
Witch trials, which occurred under their auspices? What did your readings for this class teach you about how historians
draw upon other disciplines to uncover the past? Do you admire the Puritans or find them repulsive? What do your
readings teach you about "historiography"—debates about the past among modern historians?

Constructing the American Past, Chapter 3, 43-64

James West Davidson and Mark Hamilton Lytle,

After the Fact: The Art of Historical Detection, 6th ed., Vol. 1, 24-48

Hist. 151H/Spring 2009 –5

Thurs., Jan. 22: THE BORDERLANDS AND "MIDDLE-GROUND" THEORY

Assignment for class:

For much of American history, historians treated their national experience, insofar as it related to the frontier, as one of
conquest and displacement. That is, white settlers of English birth or descent from the Atlantic seaboard constantly
moved westward, conquering and displacing Indian tribes and taking over former Spanish and French possessions on
their borders.

But it is hardly so simple. For most of the colonial period, the Spanish ruled what is today Florida and Texas. For part
of the colonial period, Spain also ruled much of the Mississippi River Valley: after the French and Indian War (1754-
61), the Spanish crown, in the settlement following the conflict, gained possession of New Orleans and Louisiana west
of the Mississippi River. Meanwhile, the French controlled the Mississippi River Valley and the Gulf Coast before the
Spanish did, and ruled most of today's Canada until their defeat in the French and Indian War. Spain temporarily gave
up Florida to the British after the French and Indian War, but regained it in the settlement ending the American
Revolution and continued in control of much of Florida until 1819, when it signed a treaty with the United States selling
Florida for U.S. assumption of claims against Spain amounting to $5 million. French influence and culture persisted in
much of its former territory long after the United States acquired the Louisiana Purchase in 1803. In fact, throughout
the border areas marking the divide between English and then U.S. territory with Spanish and French territory, a
remarkably polyglot population resided, including many different Indian tribes. Several dozen Indian nations inhabited
the Louisiana Purchase territory, for example, at the time the U.S. acquired it from France.

To make sense of the interactions of cultures in these areas, some historians have developed a theory and an
approach that has become known as the "middle ground." Your assignment for class is, first, to figure out exactly what
"middle-ground" theory alludes to. Then, explain how this middle ground actually operated. What happened on the
middle ground? Does your reading for class seem to confirm or contradict the theory? What proof does your reading
provide for its argument?

Assignment for class:

•
Read Davidson and Lytle, After the Fact, Vol. I, bottom of p. 117 to the middle of page 119 for a
convenient synopsis of middle ground theory
•
Also read an article or book chapter:

If your last name begins with the letters A-G, read Daniel E. Herman, "Romance
on the Middle Ground," Journal of the Early Republic 19 (Summer 1999): 279-91

If your last name begins with the letters H-P, read Frank Lawrence Owsley Jr.
and Gene A. Smith, "A Leftover of War: Negro Fort," in Owsley and Smith,
Filibusters and Expansionists: Jeffersonian Manifest Destiny, 1800-1821
(Tuscaloosa, Ala., 1997), 103-17

If your last name begins with the letters Q-Z, read Jeremy Adelman
and Stephen Aron, "From Borderlands to Borders: Empires, Nation States,
and Peoples in Between in North American History," American Historical Review
104 (June 1999): 814-41

(Another interesting journal piece that addresses the borderlands issue is Gerald E

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

<TITLE>GOVT 310L</TITLE>

GOVT 310L

Information

Instructor

Syllabus

Assignments

Resources

Bulletin Board

Syllabus for PSCI 310L:

A Weekly Course Outline and Reading List.

Week

  1
  2
  3
  4
  5
  6
  7
  8

  9
  10
  11
  12
  13
  14
  15
  16

Week 1 - Democracy and American Government

Barbour & Wright, Chapter 1

CLICK HERE: Keeping the Republic. (Edition 4E) -- Chapter 1

Paul Light (Brookings Institution):

Government's Greatest Achievements (PDF)

Paul Light (Brookings Institution):

Government's Highest Priorities (PDF)

Week 2 - The US Constitution and the Founding Period

Barbour & Wright, Chapter 3

Texas Politics: The Constitution

...also see:

Declaration of Independence

US Constitution

Bill
of Rights

Federalist
Papers (read #10 and #51)

Week 3 - Federalism

Barbour & Wright, Chapter 4

McCulloch v. Maryland

Week 4 - Structure

Barbour & Wright, Chapter 2

CLICK HERE: Keeping the Republic. (Edition 4E) -- Chapter 2

Texas Politics: Political Culture

Week 5 - Public Opinion

Barbour & Wright, Chapter 11

Texas Politics: Polling

Week 6

****************************************

************ MIDTERM EXAM I ***********

***********  Monday February 21st  **********

****************************************

Week 7 - The Media

Barbour & Wright, Chapter 15

Week 8 - Social Movements & Interest Groups

Barbour & Wright, Chapter 13

Texas Politics: Interest Groups

SPRING BREAK (March 14th - March 18th)

Week 9 - Political Parties

Barbour & Wright, Chapter 12

Texas Politics: Political Parties

************************************<cr>

************ PAPER I DUE ***********

*********** Monday, March 7th ***********

************************************<cr>

Week 10 - Voting & Participation

Texas Politics: Voting, Campaigns & Elections (sections 4 & 5)

Week 11 - Campaigns & Elections

Barbour & Wright, Chapter 14

Texas Politics: Voting, Campaigns & Elections (except sections 4 & 5)

****************************************

************ MIDTERM EXAM II **********

**************  Friday, April 1st  *************

****************************************

Week 12 - The American President

Barbour & Wright, Chapter 8

Texas Politics: The Executive Branch

Week 13 - The Federal Bureaucracy &

Barbour & Wright, Chapter 9

Texas Politics: The Bureaucracy

Week 14 - Congress

Barbour & Wright, Chapter 7

Texas Politics: The Legislative Branch

***********************************<cr>

*********** PAPER II DUE ***********

**************  April 20th ************

***********************************
<cr>

Week 15 - The US Supreme Court

Barbour & Wright, Chapter 10

Texas Politics: Justice System

<blink>FINAL EXAMINATION: Friday, May 13th 2:00PM-5:00PM</blink>

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:
1

CHEMISTRY 103 Lecture 1, Spring 2014
Lecture 1, Spring 2014

General Chemistry 103

4 credit hours
Lectures
2:25– 3:15 PM M, W, F 1351Chemistry
Lecturer
Dr. Oana M. Martin
Office
Room 2132 Chemistry
Office Hours
TBA
Email
omartin@chem.wisc.edu
Website
Learn@UW

Chemistry 103 is the first semester course in a two-semester General Chemistry sequence. The second
semester course is Chemistry 104. Students who take Chemistry 103 should also plan to take Chemistry
104. Chemistry 103 and 104 provide a general background concerning the principles and factual basis
of chemistry. The 103-104 sequence serves as a prerequisite for advanced courses such as Organic
Chemistry (341 or 343), Analytical Chemistry (327 or 329), and Inorganic Chemistry (311). Students in
Chemistry 103 should have placed into Math 114 or higher.

Required Materials

1. Textbook: Chemistry the Central Science, Brown, Lemay, Bursten, Murphy and Woodword, 12
edition. Pearson

2. Lab Manual: Chemistry 103 Laboratory Manual, Spring 2014, Chemistry Department, University
of Wisconsin-Madison; available in the chemistry building lobby from Alpha Chi Sigma, sold (cash
only) during the first two weeks of class.

3. Lab Notebook: Carbonless laboratory notebook with duplicate pages available from Alpha Chi
Sigma or local bookstores.

4. Safety Goggles: Industrial quality eye protection is required at all times when you are in the lab.
Safety goggles that completely seal around the eyes and fit over regular glasses can be
purchased from local bookstores.

5. An electronic RF “clicker”. The lectures will make extensive use of student “voting” on concept
tests, surveys, and other questions. You will need to buy an I-Clicker radio-frequency clicker and
bring it to every lecture. These can be purchased at the University Bookstore.

6. Calculator: An inexpensive calculator is required. It should have capabilities for square roots,
logarithms and exponentiation (antilogarithms), and exponential (scientific) notation operations.
The calculator will be used on homework assignments, quizzes, exams, and in the lab. Any
programmable calculator may be used so long as 1) it is allowable for both the ACT and SAT
exams and 2) it is only used for simple mathematical calculations and not used to store information
such as chemical formulas or equations.

2

7. A Mastering Chemistry account for access to on-line homework. This is bundled with your
new textbook for no additional charge. Instructions for registering are given on the course
homepage on Learn@UW. If you purchased a used textbook or received one from another
student, you must purchase your own access to the Mastering Chemistry system online at:
http://www.masteringchemistry.com.

Web-Based Course Materials and Class Emails
To access Web-based materials, you must have activated your UW-Madison NetID so you have an ID
and password. You probably have already done this. If not, activate your NetID by going to
http://my.wisc.edu, clicking on Activate your NetID, and following the directions. You may also change
your NetID password at this same Web site.  Much information about this course will be transmitted via
email, using an automated email list based on registration in the course. It is best to use your @wisc.edu
email for UW-Madison communications. You can tell your other email accounts to forward to your
@wisc.edu email account, or vice versa.

Course Organization and Expectations
This course has been designed and organized to help you learn chemistry, but no course or instructor
can learn for you. Learning is something only you can do. For that reason you are the most important
feature of the course. This means that you will need to devote considerable out-of-class time to studying
the subject. The rest of this syllabus outlines the features of the course than will help you learn.
The amount of time you should expect to put into this course ranges from 8-12 hours of out-side of class
studying per week. The precise amount will depend on your academic background, native ability, and
desired success level. In order to keep up, it is essential that you work on improving your studying and
time management skills. A recommended study strategy for this course is: 1) read the assigned material
in the text before each whole class session, 2) attend class and take your own notes, 3) having read the
Chapter as soon as possible begin to work homework problems. When you encounter problems that you
cannot solve, refer to the text, your notes, a tutorial, or your fellow students. Forming a study group to
work through problems is an excellent way to learn chemistry.
Throughout this course emphasis will be placed on understanding chemistry and learning to think
effectively in solving problems. Successful problem solving requires a basic knowledge of principles, facts
and terms: a vocabulary of chemistry. This course includes a range of activities that are aimed at
facilitating the learning process. These activities are described below.
Lectures
You are expected to attend all lectures. During lectures we will discuss principles, outline goals, and
present illustrations and demonstrations. We will make frequent use of in-class “ConcepTests” for which
you will use your electronic clickers to vote for answers and, following discussions with your neighbors,
revise your votes. A lecture is not intended to describe or explain everything you should learn; rather, it
will indicate what topics it is important to study and should provide some insight into those topics. Lecture
will also give you an opportunity to think about these topics and see if you understand them. You should
take notes during lecture, but this ought not be a passive, unthinking process. Your notes should reflect
your understanding of what you heard and saw, not just a repetition of what the lecturer said or wrote on
the chalkboard. Sample lecture notes taken by a TA will be posted on Learn@UW shortly after each
lecture. Occasionally Powerpoint will be used and the slides will be available to download from the course
web page.
Lecture Demonstrations. Many chemical reactions and other phenomena are sufficiently dangerous or
expensive that it is not practical for all students to experience them first hand. Nevertheless such

3

reactions may illustrate important principles or show important facts that will be useful later on in
chemistry and other science courses, or in everyday life. The UW-Madison Chemistry Department has a
tradition of using lecture demonstrations to help students understand chemistry. When a demonstration
is done in class, make careful observations of what happens and make certain that you understand the
principles the demonstration is designed to illustrate. All demonstrations are important, and questions
about observations or principles that have been presented via demonstrations can occur on
examinations.
Textbook. The textbook supplements the lectures. It provides background material for the lectures and
also works out many relevant examples. In addition, at the end of each chapter are a number of problems,
and in the appendices are answers to selected problems. For an understanding of the material in this
course it is important to solve as many of these problems as possible. Plan to buy your own textbook. A
reference copy of the textbook is available for consultation in the Chemistry library.
Discussion/Laboratory Sections A group of 22 or fewer students constitutes a discussion/laboratory
section supervised by one Teaching Assistant (TA). Discussion sections are for questions, help, review,
and problem solving relevant to recent lectures, homework, laboratory experiments and other assigned
material. You should be prepared when you come to the discussion class and ask specific questions.
Your TA may also discuss material relevant to the laboratory in discussion section.
On Line Homework. There are 15 on-line “Mastering Chemistry” homework assignments. All
assignments except for the last one (HW 15) are due on Sunday evenings (at 11 PM). See the course
schedule for all the due dates. You need to register on the Mastering Chemistry website to gain access
to the assignments (see instructions on Learn@UW). The answers should be entered online before 11
pm on the day of the assignment. There is a 55 minute grace period after which no uncompleted problems
can be accepted. Additional problems from the book will be assigned as practice, but not graded.
Chemistry is a problem solving science, and the importance of working these problems cannot be
understated. We encourage you to work in groups and not attempt to work on the questions at the last
minute. All questions regarding the “Mastering Chemistry” homework should be sent to
chem103hw@chem.wisc.edu.
Weekly Quizzes. A quiz will be given in the second discussion section each week, except for the first
week of classes and the weeks when there are scheduled exams. Quizzes will be 15-20 minutes long,
will be pencil-and-paper, and will consist of questions more challenging than some of the online
homework: questions that combine two or more concepts or require more thought to answer. There are
no makeup quizzes. To account for a possible absence the best 10 out of 11 quiz scores will be used to
calculate your grade.

Laboratory
The laboratory is extremely important to an understanding and appreciation of chemistry. In laboratory
you will have the opportunity to do chemistry and to apply experimental techniques to solving chemical
problems. You should prepare in advance for each laboratory exercise by writing up an introduction and
procedural outline in your lab notebook. Optional pre-lab quizzes are available on the course website and
they will help your understanding of the most important information. The scores for these quizzes will not
be added to your total course score. During the lab period you will carry out the experiment, take notes,
and complete your data analysis. All your work must be turned in at the end of the period in the form of
the duplicate pages from your lab notebook. Occasionally you will be asked to write lab reports, these
are due at a time specified by your TA. Please note that late laboratory reports are not graded. You will
be graded on your in-lab experimental technique and data analysis, and on your note taking skills. The
schedule of labs is given in the course schedule provided. Italicized labs are computer labs which you
will compete outside of the laboratory on your own time.  In some cases you will need to work with other
students in your lab to devise an experimental procedure to solve a problem. We encourage you to
discuss your work with your fellow students and TA while doing the experiment. However, your lab write-

4

up must be done as indicated in the lab manual, which often means an individual write-up. A more
detailed description of how lab work will be carried out is provided in the lab manual.
Safety Quiz The Safety Quiz must be passed with a perfect score before you can begin lab work.
Therefore you should study the safety information in your laboratory manual and take the Safety Quiz as
soon as possible. You must complete the Safety Quiz by Sunday February 2. You can take the Safety
Quiz as many times as necessary to attain a perfect score.
Resources. Your best source of information is your teaching assistant. They understand what it takes to
succeed in this course and are trained professionals who can help you navigate this semester. The
Greater University Tutoring Service (GUTS) offers free assistance to any student in this class via a variety
of programs. These include study group tutoring, individual tutoring, study skills counseling. The
chemistry fraternity AXE also provides free tutoring. You can

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[System] You extract structured syllabus data from university course documents. Return valid JSON only, matching the requested schema exactly.

[User]
Extract structured syllabus information from the following document.
Return JSON with keys: document_id, source_url, course_codes, instructors, emails, section_names, assignments, readings, grading_weights, due_dates, course_dates, concepts, study_plan, text_field, entities.
The study_plan value must be a JSON array of objects, one per syllabus section region, each with section_heading (string) and the same list-of-strings fields as the top level (course_codes, readings, assignments, due_dates, course_dates, concepts, grading_weights, instructors, emails), grouping items that fall under that section.

Document text:

Syllabus for Math 220, Spring 2021

Instructor: Sarka Petrickova, petrckv2@illinois.edu
Virtual Office Hours: TBA
Course webpage: https://learn.illinois.edu/ (moodle)

Students will need to purchase WebAssign. Please read the following paragraph carefully:
Homework & Book:   Homework will be on the online system WebAssign, which automatically comes
with the eBook that we will be using, Stewart's Calculus, Early Transcendentals, 8th edition. (You will
NOT need to purchase a physical copy of the textbook.) Access to WebAssign and the eBook will be free
during the first two weeks of the semester. After that, you will need the access code, which can be
purchased at the University Webstore at
https://webstore.illinois.edu/shop/search.aspx?keyword=stewart. There are basically two purchase
options: multi-semester ($109) and 1-semester ($76.50). It is up to you which one you choose. The same
system (and the same eBook) is used in Calculus I,II,III, so if you plan to take Calc II, it is probably worth
your while to purchase the multi-semester option. Note that other classes that use Webassign (Diff Eq,
Linear Algebra) use a different book and your calculus access will not transfer to those other classes. If
you have several classes this semester that use WebAssign, you might want to look into Cengage
Unlimited. For more details see http://go.illinois.edu/CalculusBookInfo.

Course Description:
This is a standard first course in Calculus. Topics for this course include functions, limits, continuity, the
derivative, differentiation of algebraic and trigonometric functions with applications including curve
sketching, anti-differentiation and applications of integrals, the Riemann sum, and the Fundamental
Theorem of Calculus. More info about the course here: https://math.illinois.edu/resources/department-
resources/syllabus-math-220
Grades:
The final grade will be computed based on these percentages:
•
WebAssign 15% (Lecture-quizzes 5% + Homework 10%)
•
Participation in discussion sections: 10%
•
6 Midterm Exams: 50% (Highest five scores:  10% each.)
•
Final Exam:  25%
Grade cutoffs:
A+ above 97, A above 93, A- above 90
B+ above 87, B above 83, B- above 80
C+ above 77, C above 73, C- above 70
D+ above 67, D above 63, D- above 60
F below 60

WebAssign (15%)
Lecture-quizzes (5%): You will be asked to watch prerecorded videos and answer simple questions every
Monday, Wednesday, Friday. We really want students to complete these lecture-quizzes on the day of
the lecture because the material will be in the worksheet the next day (Tuesday and Thursday). To
encourage students to start working early, there will be extra credit for lecture-quiz questions finished
on or before the day of the lecture.
Homework (10%): Homework will be assigned for each lecture.
You should always try to finish the homework before the next lecture. The hard deadline will however
be two lectures after it was assigned:
Lecture-quiz* and Homework from Monday's lecture will be due Friday 11:59pm, Illinois Time.
Lecture-quiz* and Homework from Wednesday's lecture will be due Monday 11:59pm, Illinois Time.
Lecture-quiz* and Homework from Friday's lecture will be due Wednesday 11:59pm, Illinois Time.
(* 10% Extra credit for Lecture-quiz questions finished on or before the day of the lecture.)
All assignments for the week will be released by Sunday 8am, so you can start working on them early.
There are NO EXTENSIONS (no late homework will be accepted). Your 2 lowest Lecture-quiz scores and 2
lowest homework scores will be dropped at the end of the semester.
To access WebAssign, login here using your U of I netid and password:
•
https://www.webassign.net/uiuc/login.html
To ensure your HW scores are correctly recorded, you should always use the above link to access
WebAssign. You may need to wait 24-48 hours after registering for the course to be able to log in to
WebAssign. For technical problems, contact WebAssign student support.

Participation (10%)

Active participation in the online learning environment is vital to your success in this course.
Discussion sections on Tuesday/Thursday will be mostly be Live via Zoom. Links to Zoom meetings will
be available on the course webpage in the tab called 'Zoom'. These will be run by a graduate Teaching
Assistant (TA). The TA will break you into small groups (3-4 students) where you will work on a
worksheet focused on the topics you learned in lecture videos from the previous day. Worksheets will
be graded for effort and participation with emphasis on working together as a group. Missing a
worksheet results in a score of zero, but the lowest 2 scores in this category will be dropped. You must
be on time and stay for the whole discussion section to obtain any participation points.
Your 2 lowest worksheet scores will be dropped at the end of the semester.

Midterm Exams (50%)
We will have six short midterm exams, first one during the third week and then every two weeks. All our
midterm exams will be on Thursdays 7pm- 7:50pm. The conflict exams will likely be: the same evening
(Thursday 8pm-8:50pm) and the morning after (Friday 8 AM-8:50 AM).
•
All our exams will be online on PrairieLearn and will be proctored through the Computer Based
Testing Facility (CBTF online).
•
No books, no notes, no calculators.
Tentative exam schedule (will be confirmed by January 25):
Exam
Date
Material Covered
Midterm 1
February 11
Weeks 1--3
Midterm 2
February 25
Weeks 3--5
Midterm 3
March 11
Weeks 5--7
Midterm 4
March 25
Weeks 7--9
Midterm 5
April 8
Weeks 9--11
Midterm 6
April 22
Weeks 11-13
Every Midterm Exam will contain one problem from a lecture, one problem from a worksheet, and one
problem from a WebAssign homework.

Final Exam (25%)
This will cover all class material.
Regular time:  TBA
Conflict times: TBA

Netiquette:
Write clearly and professionally. In any course-related communication (emails, chats, discussions), use
standard proper English with correct grammar. Stay on topic. Whether you are writing a discussion post
or a message to your instructor, stay focused on the topic. In an online course, most communication is
done through written messages either in private posts or public discussions. It is important that students
in online courses be especially sensitive to how messages and sentiment are communicated and
received. Remember you are communicating with real people.  Be kind and ethical. Do not belittle other
students or the TAs or the instructor. You may disagree with what someone says, but focus on the issue,
not the person. Instead, be overly kind. Thank people for their response. Let them know you appreciate
their time, how quickly they responded, etc. Behave online as you would in person. Be forgiving of the
mistakes of others. Thank you!

Academic integrity
Violations of academic integrity will be taken seriously, and will be handled under the procedures of
Article I, Part 4 of the student code.

Resources for students with disabilities:
To obtain disability-related academic adjustments or auxiliary aids, students with disabilities should
contact the course instructor and Disability Resources and Educational Services (DRES).
To contact DRES, you may visit 1207 S. Oak St., Champaign, call 333-4603, e-mail disability@illinois.edu
or go to the DRES website.

Support resources and supporting fellow students in distress
As members of the Illinois community, we each have a responsibility to express care and concern for
one another. If you come across a classmate whose behavior concerns you, whether in regards to their
well-being or yours, we encourage you to refer this behavior to the Student Assistance Center (333-
0050) or online at odos.illinois.edu/community-of-care/referral/. Based upon your report, staff in the
Student Assistance Center reaches out to students to make sure they have the support they need to be
healthy and safe.

 Further, we understand the impact that struggles with mental health can have on your experience at
Illinois; significant stress, strained relationships, anxiety, excessive worry, alcohol/drug problems, a loss
of motivation, or problems with eating and/or sleeping can all interfere with optimal academic
performance. We encourage all students to reach out to talk with someone, and want to make sure you
are aware that you can access mental health support at the Counseling Center
(counselingcenter.illinois.edu) or McKinley Health Center (mckinley.illinois.edu). For mental health
emergencies, you can call 911 or walk-in to the Counseling Center, no appointment needed.

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