Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Proposed Course: CHEM 1243 General Chemistry, CHEM 1241 General Chemistry
Laboratory
Credit Hours: 3 + 1
Proposed by: Department of Chemistry
Date: September 28, 2012
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content: Courses in this category focus on describing, explaining, and evaluating chemical
phenomena using the scientific method.
This course involves the study intermolecular forces, phase changes, acid-base equilibria,
thermochemistry, Laws and Theories, Electrochemistry, and Nuclear Chemistry.
SKILLS: Courses involve the understanding of interactions among natural phenomena and the
implications of scientific principles on the physical world and on human experiences.
Students in this course will:
- Learn to identify forces that hold substances together and relevance to bonding and phase
changes.
- Learn about the chemistry of materials and solutions; and industrial, environmental
applications
- Learn to evaluate and solve problems according to the scientific method
- Learn to use critical thinking and organizational skills when solving problems.
- Learn to interpret data and its relevance to problem solving
- Learn to collect and evaluate data, and use them to interpret results
- Learn to apply knowledge to “real world” issues and discussions
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
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Using critical thinking skills to identify, organize and solve chemical problems using
knowledge of the scientific method and calculation skills.
Core Course Review Documentation
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Students will be tested on all concepts listed above by various methods including
written evaluation of laws, concepts, and theories.
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Using terminology and knowledge in chemistry to write a paper about an industrial
chemical or chemical process by identifying and evaluating microscale concepts of
atoms/molecules. Students will also identify and evaluate the practical use of this
chemical or process.
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The Ideal Gas Law Assignment (attached) is a sample of the 3 – 4 assignments that
guide students through the critical thinking learning process. The very outline of the
assignment guides and teaches the students through a teaching activity using critical
thinking skills. The main idea and basic information is given; then the students are
asked a series of “basic understanding” types of questions that lead to computations
and equation derivation from concepts (deriving equations that are known, but not
necessarily known to the student). Students are then asked to apply the concepts
learned and equations to simple problems and then to more difficult application
questions. These packets are done in class so that the instructor at any point can aid
students through the process and do a “mini-lecture” over parts of the material where
the class as a whole is having difficulty or misconceptions. This assignment will be
assessed using the AACU Value Rubric for Critical Thinking (attached).
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Using POGIL (process oriented guided inquiry learning (Hanson, SUNY)) to facilitate
group work, thought, and inquiry learning. Three assignments each semester under
this format.
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
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Using terminology and knowledge in chemistry to write a paper about an industrial
chemical or chemical process by identifying and evaluating microscale concepts of
atoms/molecules. Students will also identify and evaluate the practical use of this
chemical or process.
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In lab, students will choose a topic or area in chemistry to give an oral presentation and
poster using skills in the scientific method and group collaboration.
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These assessment tools will be used to determine if a student has exceeded the
“benchmark” status of written, oral, and visual communication as set by the AACU in
their Written and Oral Communication VALUE rubrics (attached). This includes
numerous aspects of these objectives such as organization, use of sources as support,
use of proper scientific language, informative writing, etc. This is the level of
expectation of achievement in the sciences for a freshman core class concerning these
learning objectives.
Core Course Review Documentation
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Using POGIL (process oriented guided inquiry learning (Hanson, SUNY)) to facilitate
group work, thought, and inquiry learning. Three assignments each semester under
this format.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
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Students will perform exercises involving metric conversions, measurements and
calculations of quantitative data while incorporating the scientific method. Grading of
the exercise will be used for assessment.
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Learn to calculate amounts of substances and equipment needed for experimentation.
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This exercise will be used to determine if a student has demonstrated at least the
“benchmark” status of quantitative skills as set by the AACU in their Quantitative
Literacy VALUE rubric (attached). This includes ability to calculate, interpret numerical
data, convert, represent, and communicate numerical data through tables and graphs,
and use numerical data to make and support a point. This is the level of expectation of
achievement for a freshman core class concerning this learning objective.
Teamwork - to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
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Students will work in groups to construct and present posters. Students will be
grouped by random selection to develop fair, unbiased groupings of students.
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Students will each evaluate their perceived percentage contribution to the poster by
each student in their group as well as themselves. Students will also assess the quality
of contribution to the poster by each student in their group as well as themselves. This
will incorporate a “self-assessment” component of teamwork (attachment: Student
Evaluation of Contribution to Poster Presentation). This individual assessment for
teamwork will be incorporated into the grading rubric for poster presentations
(attachment: Student Evaluation of Contribution to Poster Presentation).
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Students will work in groups while performing observations on several labs.
Laboratory teaching assistants will observe students’ group performance over the
course of the semester and subjectively assess that performance based on
Core Course Review Documentation
observations of the students to assign a grade for teamwork at the end of the semester
(attachment: TA Evaluation of Student Teamwork in a Course).
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These assessment tools will be used to determine if a student has demonstrated at
least the “benchmark” status of teamwork as set by the AACU in their Teamwork
VALUE rubric (attached). This includes sharing ideas, exhibiting collegiality, and
showing responsibility in completing a task by deadline within a group. This is the
level of expectation of achievement for a freshman core class concerning this learning
objective.
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
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Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Teamwork