This is it!

Wow. Hard to believe this is it, the last blog posting for CHEM 1000! It's been an absolutely crazy 8 weeks, and I'll be happy to have my "regular" life back for a bit before I get thrown into the chaos of packing and moving. I think I'm going to miss parts of this class though! More on that in a bit....

The only reading I had to do this week was chapter 14 in Uncle Tungsten, "Lines of Force." He talks about experiments he did that demonstrated electricity, and then goes on to talk about batteries and magnetism and how they link together. As an aside, I have to say that after reading this book I think his parents had remarkable patience. I can't think of too many people who would put up with his experiments, let alone encourage them. Anyway, it was interesting seeing how he "discovered" the activity series through making trees out of the different metals. This chapter ties in to everyday life because our society is so dependent on magnetism, batteries and electricity, and these three in turn depend on each other to function. Experience a power outage and you realize pretty quickly just how much you rely on electricity. Car's battery goes dead? You're in trouble. Camera or phone battery goes dead? You're frustrated. I'm using magnets, batteries and electricity right now sitting here typing this blog post. There's a show that started up last year called "Revolution"; the plot revolves around what could happen in our country if the power grid were to shut down. I watched the first half-season or so and then got too busy to keep up, but it illustrated just how much we depend on electricity. It's actually kind of scary, when you think about it... it makes you think about trying to find ways to not rely on electricity so heavily, just on the slight chance something were to happen!

This week I actually managed to watch all the videos before I did the ALEKS homework. Usually it's the other way around. I was very grateful for the videos on "Calculating pH" and "Calculating pH of Hydronium Concentration" since they showed how to do the problems on the calculator. I also started obsessively checking whether I was dealing with [H3O+] or [OH-] after the end of the video caught me off guard. The two videos on Le Chatlier's principle also made the concept so much simpler than ALEKS made it sound; if you add something to one side, it's going to want to move to the other side. On the other hand, if you take something away from one side, the other side's going to want to move in! Duh! I also liked the videos on "Oxidation States - Ions" and "Oxidation States - Compounds." I thought the "mathematical equation" way of approaching the problems was very easy to remember. Another video that I appreciated was the one on identifying buffers. It also made the concept ridiculously easy. I tend to be a visual person in many respects, so having these videos has made a big difference. I can read a concept and understand it pretty quickly, but seeing it worked out with reassurances of "Look, you see, it's not so hard" really improves my comprehension.

Overall, I think this course is an excellent introduction to chemistry, with emphasis on introduction. Anyone expecting the nitty gritty tiny details of chemistry will be either relieved or disappointed, depending on where you're coming from. (I, for one, was relieved; just an introduction to chemistry provided me with enough nitty gritty details, thankyouverymuch!) I thought the textbook was very good; I like books that have plenty of pictures and real-life examples, and this book provided both. I also liked that it gave lots of extra problems I could work on if I needed more practice with a certain concept. I took chemistry in high school and my memory of the class is pretty dim. However, from what I do recall I would consider this an excellent review. So based on the material covered I would definitely recommend this class to someone either looking to brush up on their high school chemistry or who has never taken chemistry before. However, I would hesitate to recommend it for someone who has a full-time job and/or might be taking other classes at the same time. I had a very flexible schedule this summer and there were stretches where I was barely keeping up. I kind of felt like Wile E. Coyote from this cartoon, alternating between "No sweat, I've got this" and "Aaaaaaahhhhhhhh I'm going to dieeeeee!!!" If I were to recommend this class to someone, I would first let them know that it will take up a lot of time. I think I spent an average of 6 hours a day on chemistry-related work. Perhaps the semester-based class is a bit easier on time; if it is that might be a better fit for the working student or someone with kids. However, if a summer class is your only option, or if you're prepared to spend most of your day on chemistry-related work, then I think this class is a good choice.

Overall I thought the labs did a good job illustrating the concepts we were learning about. It was a bit overwhelming to get through 2 or so labs per week, and each lab was usually an afternoon-long production. I appreciated the emphasis on using items that are typically around the house. There were no outlandish supplies required; we made lots of trips to the store, but at least everything could be found at an Albertson's or Wal-Mart! That being said, sometimes my results using "homemade" supplies didn't turn out as well. I spent a couple of hours on preparing cabbage pH fluid and testing substances (from my infamous pH experiment debacle) before I realized that it wasn't working, and I had no idea why not. I had pH strips on hand that had been provided by the school with the lab kit, and I was ready to throw my hands in the air and use them. (I felt like someone going from baking using organic ingredients to purchasing pre-packaged processed.) Thank goodness the substitute blueberry pH fluid worked; it is fun to see how natural substances can show these scientific phenomena. However, it took another couple of hours to get the fluid prepped and the experiment underway again. If I were to make any changes to the labs perhaps I would include more specific details on how to prep the "homemade" supplies... for example, "Soak cabbage leaves until water is a dark purple-blue. If the water isn't dark enough that means it is too dilute and your pH strips won't work." The only other aspect of the labs I found challenging was, ironically enough, the worksheets. I think a part of my difficulties with them was due to the fact that I didn't yet have a clear grasp on the concepts. I was ready to tear my hair out after constructing a few gumdrop "molecules." I don't know if there's any way to have "Companion to Lab Experiment ___" videos; I think if I'd had a video showing a couple of examples of gumdrop molecules and how to construct them based on the formulas, it would've helped. Again, the visual talking-it-through is a big bonus for me, and it helped me so much in the homework and lectures, so if there was some way to incorporate that into the lab as well I think it would be fantastic! Overall, though, most of the experiments turned out beautifully and were a lot of fun, so I can't complain too much!

Overall likes and dislikes about this course... well, let's break it down! Likes: first, the discussion boards. I had a great time with this aspect of the course. I liked that they made us think about chemistry in relation to every day life; plus, each person had their own unique take on things, so it was a great way to get to know the other students a bit. I also appreciated that the boards gave us the chance to go behind things like PLA and fuel-cell cars and decide for ourselves whether they're all they are trumpeted to be. Second: the blog. I enjoy writing, and this blog showed me that I could even enjoy writing about chemistry! Plus, I think it's a good way for the instructor to get to know each student and to gain some insight into how the class is going. Third: the accessibility of the instructor. I cannot emphasize how much I appreciated having almost instantaneous help one text away. It's the first time I've been able to get in touch with the instructor so quickly in any online class I've taken, and it made such a huge difference. Now, dislikes. First: how much time I had to spend each day working on assignments. There's really nothing that can be done to change that, since it was an accelerated class, and we were warned before we started the class that it would be time-consuming. I've already touched on this, though, so let's move on. Honestly, the only thing that I really disliked about this class (at times) was ALEKS. In some ways it was fantastic and very effective, but it really became frustrating when I would get stuck in a section and hitting "explain" didn't explain enough. There were a few nights where I would spend two or more hours going in circles in one crummy section. I came to the point where I didn't care about understanding the concept anymore, since I'd just spent several hours trying to understand it and I wasn't getting it; all I cared about was getting the answers right. Ialso did not like that it gave no partial credit. I hated getting 3 out of 4 correct on a chart problem and then having to start all over again on another problem. I think my ideal homwork problem would give partial credit; it would also have an initial "Having Problems With This Concept? Here's a Quick Explanation" explain button, and if that wasn't enough, a "This Concept for Dummies" button that really broke it down and took it through step by step. With videos. Overall though, when I weight everything in the balance the positives of this class far outweighed the negatives.

If I could change anything in the course, it would probably be the way ALEKS operates. I don't know whether that's possible, but I can dream! The only other thing I would change would perhaps be to add a "suggested schedule" section. I know there was a calendar provided, and everyone's schedules are different. Still, I think it might be a good idea to have it broken down a bit further. Maybe something like "Monday - textbook reading, perform experiment, begin ALEKS. Tuesday - Uncle Tungsten. Lab report draft. ALEKS. DB posting." I think a sample schedule to work from would've really helped me personally.

What would I keep the same in the course? Well, I would keep the discussion boards the same. I think those really add to the class. The blog is another thing I would keep going. Overall I would keep the labs the same (with the caveats I talked about above). I would also keep the students' editing each other's papers in the course, though maybe that's better suited to a fall or winter term than an accelerated class. It did take up a lot of time, but I found it very helpful. I would also keep offering the online meetings as an option. I know I was only able to attend one, but if I'd had the time I would have attended more. I know we covered some material while I was on vacation that I would've loved to gone over in a hangout, but the internet connection there was problematic. I would also keep up the utilizaiton of different web programs. I'd never uploaded anything to YouTube or used Google Draw or Google Presentations before; they were royal pains to figure out, but in the end I know how they work, which could come in handy.

It's kind of hard for me to say how my term has gone because I haven't been taking any other classes (thank goodness). In terms of this particular class, though, I'd say overall it's gone pretty well! I'm going to be seeing if I can get a couple more classes to transfer to Sheridan so I can apply for the dental hygiene program next year. I took this class thinking my other classes would be a slam dunk to transfer and this would be the last requirement I'd need. Now it looks like the microbiology might be a little dicey. I took pathophysiology through Weber State and I'm really really really hoping that's close enough to microbiology that I can get credit for it. I honestly don't want to take another class this year... I doubt I'll have the time or budget for it once I move. It would be too bad if that one class would stop me from being able to get in, especially after I've taken this one! I've heard really good things about the Sheridan program, and good things about the town itself, so I'm hoping it will be an option along with Weber State. Speaking of moving, that's my next big step. I got a job as a dental assistant, which absolutely blew my mind; I was prepared to waitress, work as a receptionist, at a daycare, anything that would cover my expenses. Instead, in a small town with kind of limited options, I end up with a job that prepares me for my long-term goal of dental hygiene! What are the odds?

I'm actually considering tweaking the name of my blog and keeping it up once I move. Like I said, I enjoy writing. I think it would be a fun way to keep my friends and family up to date on what I'm doing. I also enjoy photography (very casually; one of these days I'd like to take some classes, but for now I'm strictly amateur) so I could use the blog as a way to share the pictures for everyone to enjoy. I also enjoy cooking and baking, which I could incorporate in the blog as well. We'll see how it goes... Once I start working I might think "Blog??? Who has time for that?????" For now, though, I'll be keeping the blog. I probably won't be posting to it anytime soon, but I'd like to have it there in case I am able to do something with it!

I took my final exam this morning and wasn't thrilled with my results. I spent all yesterday afternoon and evening reviewing the lecture notes and videos, and I felt like I had a really good grasp on most of the material. It's frustrating when you feel like you've come away with more from a course than what your final exam grade shows (that's been the story of much of my academic career). I should know by now that the stuff I feel "just OK" about is the stuff that will pop up on the exam... it's just Murphy's law. I had to laugh because last night before I went to bed I was reading from Helen Keller's autobiography and this passage jumped out at me: "But the examinations are the chief bugbears of my college life... the days before these ordeals take place are spent in cramming your mind with mystic formulae and indigestible dates - unpalatable diets, until you wish that books and science and you were buried in the depths of the sea. At last the dreaded hour arrives, and you are a favoured being indeed if you feel prepared, and are able at the right time to call to your standard thoughts that will aid you in that supreme effort. It happens too often that your trumpet call is unheeded. It is most perplexing and exasperating that just at the moment when you need your memory and a nice sense of discrimination, these faculties take to themselves wings and fly away. The facts you have garnered with such infinite trouble invariably fail you at a pinch. 'Give a brief account of Huss and his work.' Huss? Who was he and what did he do? The name looks strangely familiar. You ransack your budget of historic facts much as you would hunt for a bit of silk in a rag-bag. You are sure it is somewhere in your mind near the top... But where is it now? You fish out all manner of odds and ends of knowledge.... but Huss, where is he? You are amazed at all the things you know which are not on the examination paper... Just then the proctor informs you that the time is up. With a feeling of intense disgust you... go home, your head full of revolutionary schemes to abolish the divine right of professors to ask questions without the consent of the questioned." (Helen Keller, The Story of My Life, chapter 20.) After 4 years at a liberal arts college and 3 years of online classes, I think I can say I've experienced almost the exact same feelings at each exam. I remember one final my junior year of college... it was the "lab" final, which is code for the science class. I had been up until 2 AM before my brain just gave out. I knew all the main bullet points and 95% of the little "detail" points. I was ready. Then the final was handed out (the majority of our finals were comprised of essay questions, though in math and lab we might be asked to demonstrate some theorems or propositions)... it had 3 parts... and part 3 was an essay question on one of the teeny tiny "detail" points on the review guide that I had figured needed no more than 2 sentences or so. I realized that I wasn't going to be able to answer the question. Freshman year I probably would've cried. Junior year was a bit different. I sat there for a second staring at it, thought "Hm, that's not good," and then decided to write a substitute essay on something I did understand. I was beyond caring that my grade would be awful, I just wanted to show that yes, I HAD been paying attention in class, even if I couldn't answer this one question! Sure enough, my grade wasn't good, but I didn't fail the class. When life gives you lemons, make lemonade.

On that "it's funny because it's true" note... I think it's about time to wrap this blog up (the chemistry part of it, anyway). It's going to be strange not sitting down every Sunday to talk about my week! A big thank you to my instructor for being so patient and encouraging with me. It's been a wild ride, but I've enjoyed it.