Should answer the following questions what was the

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should answer the following questions: What was the main point of the talk? If the talk was a scientific talk, what kind of chemistry was the speaker discussing? (You may include chemical structures if this is helpful. The text of your summary should still be about half a page long.) 2
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Was any of the chemistry discussed of potential industrial/commercial relevance? If so, explain. (If not, you don’t need to write anything about this.) You can of course address other issues that you think may be relevant. Think about it this way: If it caught your attention, it will likely be interesting to others on the technical staff at your company. The technical staff is the audience you’re writing for. These people probably have some background in chemistry, and are probably exposed to chemistry on a day-to-day basis, but may not all be chemists. Some of them may be, for example, engineers. They won’t have the breadth of chemical education that you have, but they’re not completely ignorant either. Tell yourself when writing these summaries that the typical background for your audience might include 2000-level organic and physical chemistry. Don’t be afraid of technical details, but avoid jargon that would only be known to people who have taken senior-level courses in chemistry. I don’t want people to spend too long writing these summaries, so they will be due at the class immedi- ately following the one at which the presentation was made (i.e. due the following Thursday for a Tuesday presentation, or the following Tuesday following a Thursday presentation). The summaries will be marked equally for content and readability. Spelling, grammar and syntax count since they affect readability. Logical organization also goes to readability. I can’t tell you how many seminars we’re going to have, since people sometimes announce themselves late. I’m in the process of agreeing to times and dates with several speakers. We are all therefore going to have to be flexible with this component of the course. The scheduling of seminars may also force me to push some other deadlines back (i.e. to give you extra time). In no case will deadlines be moved forward. Although I will do my best to avoid this, it is also possible that a heavy seminar load will force me to reduce the amount of work expected in other course components. If so, appropriate announcements will be made in class. Note that the possibility of reducing the amount of graded work in certain areas makes it all the more important that you put your best foot forward early on. 3.3 Ethics case studies Professional chemists, like professionals in any other field, have an obligation to conduct their work in an ethical manner. We will study some of the ways in which ethics comes up in chemical practice, and the obligations that come with the title of “Professional Chemist” (which you are entitled to after completing an accredited chemistry degree such as the University of Lethbridge’s and joining the Association of the Chemical Profession of Alberta). Your evaluation for this unit will be based on three case studies. In each
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  • Fall '06
  • Roussel
  • pH, web site, course web site

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