I. ASCRC General Education Form
Group
XI. Natural Sciences
Dept/Program
Chemistry and
Course #
Biochemistry
Course Title
General and Inorganic Chemistry
Prerequisite
None
Credits
CHEM 151
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Garon C. Smith
243-5606
garon.smith@umontana.edu
Program Chair
Marc Cracolice
Dean
Jerry Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Instructor
Phone / Email
CHEM 151N is aimed at students who require a working knowledge of chemistry for
careers in fields such as forestry, resource management, wildlife biology, botany,
zoology, nursing, medical technology, physical therapy, athletic training, exercise
physiology and environmental studies. It provides a foundation of chemical principles
illustrated through their application to "real world" examples, especially those with
environmental or medical implications. Real world examples include an examination of
the Smurfit-Stone Pulp Mill and its impacts on the community, air pollution in the
Missoula Valley and its primary sources, cyanide heap leaching, diesel contamination
of the Missoula aquifer, and conditioning honey bees to find buried landmines and
hidden explosives.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
The course systematically develops
Courses explore a discipline in the
skills in fundamental chemistry - atomic
natural sciences and demonstrate how
and molecular theory, nuclear chemistry,
the scientific method is used within the
chemical bonding, chemical reactions
discipline to draw scientific conclusions. (precipitation, acid/base and redox),
states of matter, and aqueous solution
chemistry. In many instances, students
are presented with historical data that
led to “Aha-Insight!” moments in the
field. They’re then challenged to “see
the Eureka!” themselves. One example
of this is uncovering number patterns in
the quantum nature of electron energy
levels.
Courses address the concept of analytic
uncertainty and the rigorous process
required to take an idea to a hypothesis
and then to a validated scientific theory.
Lab courses engage students in inquirybased learning activities where they
formulate a hypothesis, design an
experiment to test the hypothesis, and
collect, interpret, and present the data to
support their conclusions.
Instead of simply relating what
scientists discovered in the past, the
class is regularly invited to look at real
data and find the patterns in it for
themselves. (See an example of this
in the Student Learning Goals section
below.)
Not a lab course although I run many
demos as a simulation of the scientific
method, i.e., challenge them to debunk
my “magical prowess” with a testable
hypothesis. I often refuse to explain
how my “tricks” work until they
systematically divine its underlying
principle through observations and
testing.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
understand the general principles
associated with the discipline(s) studied;
I have systematically developed and
refined a wealth of very detailed
course materials that seem effective in
reaching virtually the entire spectrum
of my course audience. Among my
most valuable tools are embedded
remedial mathematics tutorials to help
those who are quantitatively
challenged. These are available
online as part of the Mansfield
Library’s electronic reserve. I
regularly teach workshops on their
design and construction at a summer
National Science Foundation institute.
understand the methodology and
activities scientists use to gather, validate
and interpret data related to natural
processes;
detect patterns, draw conclusions,
develop conjectures and hypotheses, and
test them by appropriate means and
experiments
understand how scientific laws and
theories are verified by quantitative
measurement, scientific observation, and
logical/critical reasoning; and understand
the means by which analytic uncertainty
is quantified and expressed in the natural
sciences.
I provide detailed accounts of
instrumental methods and laboratory
protocols used to acquire data. Many
are historical accounts of how
discoveries were made. This is done
primarily in environmental
applications with air and water quality
issues or with public health, areas in
which I am actively engaged in as
funded research or professional
activities.
As an example of this, I present 10
years worth of hydrogen sulfide data
from the Frenchtown pulp mill in
graphical form and ask the students to
tell me what they see. Most find both
a seasonal trend and a diurnal trend
once “noise” has been suppressed
with an averaging strategy. I
subsequently present meteorological
data that are completely consistent
with the hypothesis to which they are
inevitably drawn and relate how the
Montana DEQ eventually ruled on
this question.
As Chair of the Missoula City-County
Health, Air and Water Boards, I share
with them current health and
environmental issues that are under
debate in the local community. I
present them with the data and
arguments on both sides of the
question. I later disclose how the
question played out during the public
hearings, which data and explanations
held merit and how the Board
ultimately voted.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
CHEM 151N – FALL 2008
GENERAL & INORGANIC CHEMISTRY
INSTRUCTOR: Dr. Garon C. Smith
e-mail: garon.smith@umontana.edu
Office: Chemistry 002
Phone: 243-5606 (voice mail)
Laboratories: Chemistry 003 & 004
OFFICE HRS:
1:10-2:00 M; 10:10-11:30 T, Th, F; other times by appointment.
Office hours will be met in Chemistry 002. Periodically, I have
meetings or off-campus duties that conflict with class or office hours.
When possible, I will notify you in advance about these times.
TEXT:
Introduction to General, Organic, and Biochemistry. 8th Edition
by Frederick A. Bettelheim, William H. Brown, Mary K. Campbell and
Shawn O. Farrell, 2007, Harcourt College Publishers, 804 p. plus
appendices
-Inserted in an envelope inside the text is the Introduction to
General, Organic and Biochemistry Interactive CD-ROM, 8th
Edition.
-When you purchase a new book you also get a molecular model kit
and answers to the even-numbered exercises. You also get a rebate
coupon for a Responsive Innovations personal “clicker”.
OBJECTIVE:
CHEM 151N is aimed at students who require a working knowledge of
chemistry for careers in fields such as forestry, resource management,
wildlife biology, botany, zoology, nursing, medical technology, physical
therapy, athletic training, exercise physiology and environmental
studies. It provides a foundation of chemical principles illustrated
through their application to "real world" examples, especially those
with environmental or medical implications. The course systematically
develops skills in fundamental chemistry - atomic and molecular
theory, nuclear chemistry, chemical bonding, chemical reactions
(precipitation, acid/base and redox), states of matter, and aqueous
solution chemistry. In addition, you will gain experience with analytical
thinking and quantitative problem solving. The last two weeks
introduce organic chemistry – the study of carbon-containing
compounds.
GRADING:
CHEM 151 can be taken for traditional grades only (A, B, C, D, F).
Pluses and minuses are awarded as appropriate. The Credit/No
Credit option is not available. Grades for CHEM 151 will be
determined through a combination of weekly quizzes, hour exams and
a comprehensive final exam. Representative questions and practice
problems will be assigned from each chapter in the text. Because of
class size, it is impractical to collect and grade these as homework.
You should thoroughly understand these exercises since good
performance on the quizzes and tests relies on being able to complete
similar tasks on the exams/quizzes in a timely manner.
Persons who miss an exam or quiz due to sudden illness or other
extenuating circumstances should contact me in person, leave a voice
mail message at (406) 243-5606 or send me an e-mail no later than
48 hours after the test time. I will then make appropriate
arrangements. Arrangements after the 48-hour notification period
has expired are at the instructor’s discretion. All lecture materials
are available on electronic reserve at http://eres.lib.umt.edu
Password: CHEM151.
If you find errors in grading or wish to have exam/quiz questions regraded, write your comments on your exam/quiz and return it to me
within two working days of the date on which graded exams were first
available for pick up. Grades adjusted beyond this time period are
at the instructor’s discretion.
Averages for the course will be computed according to the following
weighting scheme:
10 quizzes (drop one)
25%
4 hour exams (drop one)
50%
Final exam
25%
Total
100%
All students must practice academic honesty. Academic misconduct is
subject to an academic penalty by the course instructor and/or a
disciplinary sanction by the University. All students need to be familiar
with the Student conduct Code. The Code is available for review
online at
http://life.umt.edu/SA/documents/fromWeb/StudentConductCode1.pdf
.
OTHER DATES: Last day to drop/add classes by CyberBear and receive full refund is
Monday, September 15th; “W” after this date on transcript. It’s also
the last day to choose an audit option. The last day to drop/add
courses, change sections or change grading option with instructor and
advisor signatures on drop/add form is Monday, October 6th, $10 fee.
“WP” or “WF” after this date on transcript with petition, $10 fee.
COURTESY:
This is a very large class and can get noisy at times. Please respect
those who want to hear by not participating in disruptive conversation,
by not allowing cell phones to ring or by making derogatory remarks to
others.
Fall 2008 Tentative Lecture Schedule
8/26-9/2
9/3-9/10
9/11-9/18
9/19-10/3
10/7-10/16
10/17-10/28
10/29-11/7
11/11-11/14
11/18-11/21
11/25
12/3-12/4
12/5
Chapter 1 - Matter, Energy and Measurement
Chapter 2 - Atoms
Chapter 3 - Nuclear Chemistry
Chapter 4 - Chemical Bonds
Chapter 5 - Chemical Reactions
Chapter 6 - Gases, Liquids and Solids
Chapter 7 - Solutions and Colloids
Chapter 8 - Reaction Rates and Chemical Equilibrium
Chapter 9 - Acids and Bases
Chapter 10 - Organic Chemistry
Chapter 11 – Alkanes
Chapter 12 – Alkenes and Alkynes
pp. 1-28
pp. 29-62
pp. 63-92
pp. 93-128
pp. 129-159
pp. 160-191
pp. 192-222
pp. 223-250
pp. 251-284
pp. 285-301
pp. 302-329
pp. 330-357
Tentative Recitation/Quiz/Exam Schedule
Fri, Aug 29
Mon, Sept 1
Mon, Sept 8
Mon, Sept 15
Mon, Sept 22
Tue, Sept 23
Mon, Sept 29
Mon, Oct 6
Mon, Oct 13
Tue, Oct 14
Mon, Oct 20
Mon, Oct 27
Mon, Nov 3
Tue, Nov 4
Wed, Nov 5
Mon, Nov 10
Tue, Nov 11
Mon, Nov 17
Mon, Nov 24
Wed, Nov 26
Mon, Dec 1
Tues, Dec 2
Mon, Dec 8
Quiz #1
Labor Day, no classes!
Quiz #2
Quiz #3
Review for Exam #1
Exam #1
Quiz #4
Quiz #5
Review for Exam #2
Exam #2
Quiz #6
Quiz #7
Review for Exam #3
Election Day, vote!
Exam #3
Quiz #8
Veteran’s Day, no classes!
Quiz #9
Quiz #10
Thanksgiving travel day, no classes!
Review for Exam #4
Exam #4
Final exam (8:00 am or 1:10 pm)
Ch 1
Ch 2
Ch 2(end) – Ch 3(Start)
Ch 1-3
Ch 4(start)
Ch 4(end)
Ch 4 – Ch 5(start)
Ch 5 (end)
Ch 6 (start)
Ch 5(end) – 7(start)
Ch 7(end)
Ch 8
Ch 9
Ch 7(end) - 10
Ch 1 – Ch 12
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.