Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: ____CHEMISTRY_____________________COLLEGE: CAS
CONTACT PERSON: ______AMY FLANAGAN JOHNSON_________________________________________________________________
CONTACT PHONE:
7-0426
CONTACT EMAIL:
AJOHNS82@EMICH.EDU
REQUESTED START DATE: TERM_FALL__________YEAR_2015______
A. Rationale/Justification for the Course
This is a new general education course for the Department of Chemistry to expand the options for our nonmajor
students.
B. Course Information
1. Subject Code and Course Number:
CHEM 105
2. Course Title:
Better Living Through Chemistry
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No__x____
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This course serves as an introduction to chemistry for those who have little or no background in chemistry and who
wish to become better-informed citizens and consumers. Course discussions and activities focus on a variety of
fundamental chemistry concepts and their applications in the everyday world. Students will have the opportunity to
explore topics of interest and how they connect to chemistry.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) x
On Campus
b. Fully Online
x
Off Campus
x
x
c. Hybrid/ Web Enhanced x
7. Grading Mode:
Miller, New Course
Sept. 09
Normal (A-E)
x
Credit/No Credit
New Course Form
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
x
College of Education
Yes
No
x
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
x
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates___x____
All graduate students____
Freshperson
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
Miller, New Course
Sept. ‘09
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New Course Form
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
x
x
No
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
x
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
x
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
x
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
x
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
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Sept. ‘09
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New Course Form
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For __________
Against __________
Abstentions __________
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Miller, New Course
Sept. ‘09
Date
Page 4 of 5
New Course Form
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. ‘09
Date
Page 5 of 5
CHEM 105: Better Living Through Chemistry Fall 2015 CRN XXXXX SCI XXX Professor info: Office​: Email: Phone​: Office hours​: Text and Supplies: Computer, printer, and internet access ● All texts and readings will be freely available online. All links will be posted on EMU Online. (Although the readings may vary by semester and instructor, a representative reading list is included at the end of this syllabus.) Course Description: This course serves as an introduction to chemistry for those who have little or no background in chemistry and who wish to become better-­informed citizens and consumers. Course discussions and activities focus on a variety of fundamental chemistry concepts and their applications in the everyday world. Students will have the opportunity to explore topics of interests and how they connect to chemistry. Knowledge of the Disciplines Student Learning Objectives (SLO): SLO How it is assessed in CHEM 105 Attain a basic knowledge of current scientific understanding of the universe and the laws that govern it. ● Demonstrate a core knowledge base of facts and information.* ● Demonstrate a working knowledge of the hierarchical structure of natural science. Daily preparation and participation points based on reading journals for each topic, written and oral discussion questions, and group activities. Become a scientifically literate citizen. ● Acquire and apply an appropriate technical vocabulary. ● Interpret, analyze, and critically evaluate data and reports in Same as above as well as the Resource Evaluation Project, Annotated Bibliography Project, and the media relating to the natural sciences. ● Engage in informed discussions about the validity of the conclusions from reports in the media relating to the natural sciences. ● Employ available resources to find relevant scientific or technical information. ● Make informed decisions about scientific issues in daily life. Apply the scientific method and its assumptions to pose and answer questions. ● Make observations, develop appropriate classifications, and infer trends. ● Gather original data to verify the validity and reliability of accepted scientific principles. ● Analyze and solve a scientific problem by drawing conclusions based on original data gathered using appropriate experimental techniques. ● Use the processes and methods of science to demonstrate how reproducible experimental observations give rise to fundamental laws and theories. ● Demonstrate an understanding of the ways in which theories may evolve with time. ● Analyze and solve problems by identifying and utilizing appropriate data and methodology. Group Poster Project and Presentation. This SLO is primarily assessed in the lab course CHEM 106. CHEM 105 does, however, include a module on and group activities about experimental design. Formulating an appropriate testable question for a scientific topic based on a literature search is part of the Group Poster Project and Presentation. *While the particular topics covered in a given semester may vary, students will develop a core of foundational chemistry knowledge, including the following topics: introduction to experimental design (hypothesis, independent variable, dependent variable, experimental constants, experimental control, multiple trials), matter, elements and element symbols, the periodic table, atoms, molecules, law of conservation of mass, law of definite proportions, law of multiple proportions, definition and types of chemical reactions, protons, neutrons, electrons, nucleus, isotopes, mass number, atomic mass, atomic number, chemical bonds, and balanced chemical equations and associated symbols Course Content Management System (EMU Online): A variety of content and logistics for the course will be managed through EMU Online. Helpful info about logging in, technical support, and other issues can be found through links on the EMU Online page. You are responsible for the course materials posted there, regardless of whether an announcement is made in class that something new has been added. If you notice that something is not included on the site, let me know as soon as possible. Attendance policy: Absences may be excused ​only​ with official written documentation, such as a doctor’s note stating that you are too ill to attend class or a funeral card. Any work missed during an excused absence will be handled on a case-­by-­case basis. Any work missed during an unexcused absence ​cannot​ be made up. Any work that was due during an unexcused absence must be turned in no later than the next class meeting. After two unexcused absences, your final grade will be deducted by 1% for each additional absence. Tentative Lecture Schedule: ​The schedule below is a representative list of topics that an instructor may elect to cover during the semester.​ ​Actual coverage may vary depending on faculty and student interest. Date Class Topic Assignment Sep 04 R Course overview and introduction. What is chemistry? How do you feel about it? What do you want to learn? Sep 09 T What is chemistry? How do you feel about it? What do you want to learn? cont. Bring questions/topics you’d like to learn about this semester! Sep 11 R Experimental design and scientific processes Readings posted on EMU Online. Prepare reading journal. Sep 16 T Intro to Resource Evaluation Project (REP) Sep 18 R Chemical-­free! Can that be? Readings posted on EMU Online. Prepare reading journal. Sep 23 T Chemical-­free! Can that be? cont. Readings posted on EMU Online. Prepare reading journal. Scan and email both REP articles to me by 11:59 PM. Keep collecting resources for ABP! Sep 25 R Chemical-­free! Can that be? cont. Continue previous discussion. Sep 30 T Chemical-­free! Can that be? cont. Bring good draft of letter to the editor regarding the use of “chemical free” in advertising. Oct 02 R Resource Evaluation Project Turn in REP. Oct 07 T Resource Evaluation Project cont. Oct 09 R Intro to Annotated Bibliography Project (ABP) Read description in syllabus. Oct 14 T Risk Perception Read assigned articles on topic. Prepare reading journal. Oct 16 R Food safety Read assigned articles on topic. Prepare reading journal. Oct 21 T Structure of the atom Read assigned articles on topic. Prepare reading journal. Turn in ABP rough draft of 1 higher and 1 lower quality article. Oct 23 R Nuclear chemistry Read assigned articles on topic. Prepare reading journal. Oct 28 T Nuclear medicine Read assigned articles on topic. Prepare reading journal. Oct 30 R Nuclear weapons and power Read assigned articles on topic. Prepare reading journal. Nov 04 T History and science of plastics Read assigned articles on topic. Prepare reading journal. Nov 06 R Sustainability and plastics Read assigned articles on topic. Prepare reading journal. Nov 11 T Health and plastics Read assigned articles on topic. Prepare reading journal. Nov 13 R The environment and plastics Read assigned articles on topic. Prepare reading journal. Turn in ABP. Nov 18 T Chemical basis of genetics: The molecules of life Read assigned articles on topic. Prepare reading journal. Nov 20 R Chemical basis of genetics: Amino acid modeling Read assigned articles on topic. Prepare reading journal. Nov 25 T No Class -­ Group work time and make up time for groups meeting with me outside of class about their presentation Nov 27 R NO CLASS -­ Thanksgiving☺ Dec 02 T Chemical basis of genetics: Proteins Read assigned articles on topic. Prepare reading journal. Dec 04 R Chemical basis of genetics: Enzymes and chemical reactions Read assigned articles on topic. Prepare reading journal. Dec 09 T Group poster presentations Dec 11 R Group poster presentations Dec 16 T Final Exam Meeting 11-­12:30 Class wrap-­up Grading A A-­ B+ 100 – 92 91 – 90 89 – 88 B B-­ C+ 87 – 82 81 – 80 79 – 78 C C-­ D+ 77 – 70 69 – 68 67 – 66 D D-­ F 65 – 60 59 – 58 57 and below There are no opportunities to earn bonus points/extra credit in this course. All grades will be posted on EMU Online. You should routinely check the accuracy of your grades and report any errors as soon as you notice them. Your grade will be based on the following components: Daily preparedness and participation 25% Resource Evaluation Project 20% Annotated Bibliography Project 25% Group poster and presentation 30% Class preparedness and participation: ​Your daily preparedness and participation (PP) grade will be comprised of two components: your reading journals and your contributions to in-­class activities and discussions. Each will each contribute 50% to your overall PP grade. Your PP grade is worth 25% of your overall grade, or 25 total points. Since there are 25 class days for which I will assign PP grades, each day is worth 1 pt. Active preparation for and participation in all meetings are vital to your success in the course. I expect that you will have read the assigned materials before class and will be prepared to actively contribute to the course activities each day. You have to be here, thinking and participating, in order for you to learn from each other. You are responsible for all information and material discussed in class, whether you were present or not. Reading journals​: Since this course does not utilize exams as assessment tools, your reading journals serve as an important method through which I can assess your understanding of and engagement with the material. Your reading journal must be typed and a hard copy must be turned in at the end of the class period for which it is due. The audience for this reading journal is twofold: you and me. The journal is meant to be a useful tool for you as you learn the course content. The purpose of writing this journal is ​to help you make connections with the material and integrate it into the knowledge you already have​. This process of connection and integration is how we all learn. Also, writing about chemistry is thinking about chemistry and thinking about chemistry often leads to learning about chemistry! Identifying areas of puzzlement allows both you and me to understand where you are having difficulty and to make sure those questions get addressed in a timely manner. I am also your audience for this journal. Your purpose in writing to me is ​to demonstrate your understanding of the facts and terminology presented in the assigned readings​. For each class meeting for which there is a reading assignment, you are to prepare a two-­part reading journal to guide your discussion of the material during class. The first part will entail a detailed summary, outline, and/or graphic organizer (e.g., concept map, flow chart, etc.) that covers all of the key information, data, definitions, etc. from the readings. The purpose of this detailed summary is two-­fold: to prepare a reminder for you of the important parts of the reading and to provide a record for me that you have carefully read and thought about the readings. The second part of the entry will contain your honest questions, puzzlements, uncertainties, etc., both big and small, from the reading. If you do not have any such questions or concerns, then you will instead write ​at minimum​ several thoughtful sentences about how the material specifically links to other parts of this course and/or to other courses you have taken and/or to your life. The puzzlements you have and/or the connections you make after completing the reading will serve as our starting point in the following class. The purpose of this part of the entry is also two-­fold: to encourage you to think carefully and deeply about how the material relates to your life and to provide a record for me that you have done so. Class participation​: This score is based on your verbal and written contributions to your group’s efforts and to discussions of the whole class. If you are in class everyday, contribute consistently and productively to group problem solving efforts, participate consistently and productively in whole class discussions, and turn in your completed group work products, then you will earn all of the participation points. Lack of attendance, lack of consistent and/or productive contributions to your group’s activities, lack of consistent and/or productive participation in class discussions, and/or lack of turning in your group work products will result in you earning less than the total amount of participation points possible. The rubric I will use for evaluating reading journals is as follows: Score Criteria 0 No work submitted. 0.3 Demonstrates little engagement with or understanding of the material in the write-­up and/or the write-­up is missing either the summary or questions/comments. 0.4 Demonstrates adequate preparation: write-­up contains basic facts, but does not show evidence of trying to interpret or analyze the material. 0.5 Demonstrates good preparation: write-­up indicates that the author knows material well, has thought through implications of it, tries to relate current material to other readings, discussions, experiences, etc. The rubric I will use for evaluating class participation is as follows: Score Criteria 0 Absent. 0.3 Responds when called on but does not offer much insight. Demonstrates very infrequent involvement in discussion or activity. 0.4 Demonstrates adequate participation: knows basic facts, but does not show evidence of trying to interpret or analyze the material. Offers straightforward information (e.g., straight from the reading), without elaboration. Does not offer to contribute to discussion or activity, but contributes to a moderate degree when called on. Demonstrates sporadic involvement. 0.5 Demonstrates good participation: knows material well, has thought through implications of it, tries to relate current material to other readings, discussions, experiences, etc. Offers interpretations and analysis of material (more than just facts). Contributes meaningfully to discussion or activity in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way. Demonstrates consistent, ongoing involvement. Rubrics adapted from: http://trc.virginia.edu/Publications/Teaching_Concerns/Spring_1996/TC_Spring_1996_Maznevski.ht Resource Evaluation Project: ​You will select a topic of interest, either from a list provided by me or in consultation with me. You will select one example of what you deem to be a higher quality article on your topic and one that you deem to be a lower quality article about it. Both articles must be predominantly about the same general area in your topic and be taken from popular science resources. At least one of the articles must be from a popular science magazine (e.g., ​Popular Science, Wired, Scientific American, Science News, Science Illustrated, New Scientist, Discover​, or ​BBC Focus​ magazines). The other can also be from a popular science magazine or from sources such as a blog, newspaper (electronic or print), government website, etc. You will not be given any specific guidance about how to differentiate higher quality versus lower quality resources prior to selecting your articles. As such, you must base your decision on the same criteria you would use if you were researching a topic you wanted to know about “in real life.” You will scan and email a copy of both articles to me by the due date in the schedule. I will then distribute a new set of articles to each student. After reading the articles, you will write up a detailed summary of the content and an analysis of the quality of all ​four​ articles (your two plus the two assigned to you), including a determination of which is the higher quality and which is the lower quality article in each set. You will bring your articles and analyses to class and meet with your “article partner.” In pairs, you will discuss the content of the articles, as well as their quality. You will then compile a list of what makes an article a more trustworthy source of information. Each pair will then join another pair to share and discuss their findings. Finally, we will have a whole class discussion about what you’ve learned, both content-­wise and about determining the quality of a resource. We will construct a list of attributes that describe a higher quality resource and talk about why those attributes are important. Annotated Bibliography Project: ​You will continue with the topic selected for the REP and identify a minimum of seven articles (which can include the two from the REP if they are still appropriate to your topic). You will prepare an annotated bibliography for your topic of interest. Two of the resources must be lower quality and five must be higher quality. For each article, you will write ​a complete, correct summary of the main points as well as an analysis of the quality of the article​ using the rubric established during the class discussion of the REP. Hardcopies of the articles must be submitted along with the annotated bibliographies. A rough draft of the entries for one higher quality and one lower quality resource will be due so that feedback can be provided before the final product is due. Group poster presentation: ​Small groups of students with similar areas of interest will work together to produce a presentation about their shared topic. Information from the higher quality resources identified from the annotated bibliography assignment, as well as any additional information that the group determines is necessary, will be incorporated into an informational presentation for the general public. In addition to the information from each student’s particular area of interest, the group will write a conclusion about the topic based on their research thus far. They will also generate a list of testable questions along with experimental variables for their topic based on their research to date. Academic Originality and Integrity Students have the responsibility to know and observe the academic dishonesty portion of the EMU Student Conduct Code (​http://www.emich.edu/policies/policy.php?id=124&term=student%20conduct​). Academic dishonesty, including all forms of cheating, fabrication or falsification of information, and/or plagiarism, will not be tolerated in this class. Infractions of this Code will be handled on a case-­by-­case basis, but be aware that the standard punishment for a first-­offense is failure of the course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. Classroom Management Students are expected to abide by the Student Conduct Code and assist in creating an environment that is conducive to learning and protects the rights of all members of the University community. Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the Office of Student Judicial Services for discipline. Examples of inappropriate classroom conduct include repeatedly arriving late to class, using a cell phone, or talking while others are speaking. Special Needs Accommodations If you wish to be accommodated for your disability, EMU Board of Regents policy 8.3 requires that you first register with the Disability Resource Center (DRC) in room 240 Student Center, telephone (734) 487-­2470. Students with disabilities are encouraged to register with the DRC promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible. Rationale for Inclusion in the General Education Program CHEM 105: Better Living Through Chemistry is a course designed specifically for non-­science majors who are interested in learning more about the multitude of ways that chemistry impacts their daily lives. When combined with its associated lab course, CHEM 106: How Chemistry Works, students actively participate in a well-­rounded set of experiences to help them discover and apply fundamental chemistry topics and practices in the everyday world. Through both courses, students develop the skills to find and interpret quality resources that allow them to investigate topics of interest to them and how those topics relate to chemistry. In this manner, CHEM 105 and 106 CHEM meet the Natural Science requirements in the Knowledge of the Disciplines portion of the General Education program. Religious Holidays Current University policy recognizes the rights of students to observe religious holidays without penalty to the student. Students are to provide advance notice to the instructor in order to make up work, including examinations that they miss as a result of their absence from class due to observance of religious holidays. Student and Exchange Visitor Statement (SEVIS) SEVIS requires F and J students to report the following to the Office of International Students (OIS), 244 Student Center, within 10 days of the following events: changes in your name, local address, major field of study, or source of funding;; changes in your degree-­completion date;; changes in your degree-­level (ex. Bachelors to Masters);; and/or intent to transfer to another school. ​Prior​ permission from OIS is needed for the following: dropping ALL courses as well as carrying or dropping BELOW minimum credit hours;; employment on or off-­campus;; registering for more than one ONLINE course per term (F-­visa only);; and/or endorsing I-­20 or DS-­2019 for re-­entry into the USA. Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact OIS at 487-­3116. Family Educational Rights and Privacy Act (FERPA) FERPA is a Federal law designated to protect the privacy of a student’s education records and academic work. All files, records, and academic work completed within this course are considered educational records and are protected under FERPA. It is your right, as a student in this course, to expect that any materials you submit in this course, as well as your name and other identifying information, will not be viewable by guests or other individuals permitted access to the course. Representative reading list ● What are you afraid of?: http://www.rsc.org/chemistryworld/2013/10/chemophobia ● Rebranding "Chemical Free": http://sciencegeist.net/my-­chemically-­fueled-­life/ ● "Chemical-­free nonsense": http://articles.latimes.com/2012/jan/22/opinion/la-­oe-­blum-­chemicals-­20120122 ● A comprehensive overview of chemical-­free consumer products: http://blogs.nature.com/thescepticalchymist/2014/06/a-­chemical-­free-­paper.html ● £1million bounty offered for UK's first chemical-­free product: http://www.rsc.org/AboutUs/News/PressReleases/2010/CTPA100ChemicalFree.asp ● Five myths about the chemicals you breathe, eat, and drink: http://theconversation.com/five-­myths-­about-­the-­chemicals-­you-­breathe-­eat-­and-­drink-­26849 ● Fear and Loathing: http://www.rsc.org/chemistryworld/2013/06/rcog-­pregnant-­women-­chemical-­exposure-­chemophobia ● How We Perceive Risk: ​https://cosmosmagazine.com/society/how-­we-­perceive-­risk-­gmos ● Perception of Risk: ​http://www.uns.ethz.ch/edu/teach/0.pdf ● Overview of Food Ingredients, Additives & Colors: http://www.fda.gov/Food/IngredientsPackagingLabeling/FoodAdditivesIngredients/ucm094211.htm ● Dietary Supplements: http://www.fda.gov/Food/DietarySupplements/default.htm ● Q&A on Dietary Supplements: http://www.fda.gov/Food/DietarySupplements/QADietarySupplements/default.htm ● Food Makers to Revamp Additive Safety Process: http://cen.acs.org/articles/92/i38/Food-­Makers-­Revamp-­Additive-­Safety.html ● Nuclear Chemistry: Crash Course Chemistry #38: https://www.youtube.com/watch?v=KWAsz59F8gA ● Medical Radioisotopes and Applications: http://www.radiochemistry.org/nuclearmedicine/frames/medical_radioisotopes/index.html ● Nuclear Chemistry Part 2: Crash Course Chemistry #39: https://www.youtube.com/watch?v=FU6y1XIADdg ● How to Make a Superheavy Element: https://cosmosmagazine.com/physical-­sciences/how-­make-­superheavy-­element ● General Nuclear Medicine: http://www.radiologyinfo.org/en/info.cfm?pg=gennuclear ● Medical Uses of Radioisotopes: http://www.nuclearconnect.org/wp-­content/uploads/2014/08/Medical_Use_of_Radioisotopes_web.pdf ● The Medical Testing Crisis: http://www.nature.com/news/radioisotopes-­the-­medical-­testing-­crisis-­1.14325 ● How Nuclear Power Works: http://science.howstuffworks.com/nuclear-­power.htm ● Is Lockheed’s Fusion Project Breaking New Ground? https://cosmosmagazine.com/technology/lockheed%E2%80%99s-­fusion-­project-­breaking-­new-­ground?ut
m_source=This+Week+in+Cosmos&utm_campaign=ab86a333c6-­This_week_in_Cosmos_27_October_2
01410_27_2014&utm_medium=email&utm_term=0_1df827744a-­ab86a333c6-­179442005&mc_cid=ab86
a333c6&mc_eid=a548b1113e ● How Nuclear Bombs Work: ​http://science.howstuffworks.com/nuclear-­bomb1.htm ● The History and Future of Plastics: http://www.chemheritage.org/Downloads/Conflicts-­in-­Chemistry/History-­of-­Plastics.pdf ● The Science of Plastics: http://www.chemheritage.org/Downloads/Conflicts-­in-­Chemistry/Science-­of-­Plastics.pdf ● Crash Course Chemistry #45 Polymers: https://www.youtube.com/watch?v=rHxxLYzJ8Sw ● Biobased Polymers: ​http://cen.acs.org/articles/92/i43/Biobased-­Polymers.html ● Companies Pick Up Used Packaging, and Recycling’s Cost http://www.nytimes.com/2012/03/24/business/companies-­pick-­up-­used-­packaging-­and-­recyclings-­cost.ht
ml?pagewanted=all&_r=1& ● An interview with Paul Anastas, a founder of Green Chemistry: http://vimeo.com/63758553 ● Health and environment: A closer look at plastics: http://www.sciencedaily.com/releases/2013/01/130123133928.htm ● Breaking the Plastic Bag Habit: http://cen.acs.org/articles/92/i37/Breaking-­Plastic-­Bag-­Habit.html ● The Fatal Shore, Awash in Plastic: http://rendezvous.blogs.nytimes.com/2012/08/23/the-­fatal-­shore-­awash-­in-­plastic/ ● Great Pacific Garbage Patch: http://education.nationalgeographic.com/education/encyclopedia/great-­pacific-­garbage-­patch/?ar_a=1 ● Crash Course Biology #3: Biological Molecules -­ You Are What You Eat: https://www.youtube.com/watch?v=H8WJ2KENlK0&list=PL3EED4C1D684D3ADF&index=3 ● Biomolecules: Proteins: Amino Acids http://www.chem.wisc.edu/deptfiles/genchem/netorial/modules/biomolecules/modules/protein1/prot12.htm ● Biomolecules: Proteins: Formation of Peptide Bonds: http://www.chem.wisc.edu/deptfiles/genchem/netorial/modules/biomolecules/modules/protein1/prot15.htm ●
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Protein Science: ​http://askabiologist.asu.edu/venom/what-­are-­proteins What are proteins and what do they do?: ​http://ghr.nlm.nih.gov/handbook/howgeneswork/protein Amino Acid Structures: ​http://www.callutheran.edu/BioDev/omm/jsmol/aa/aa.htm Enzymes -­ A Fun Introduction: https://www.youtube.com/watch?v=XTUm-­75-­PL4 Five Major Chemical Reactions: https://www.youtube.com/watch?v=tE4668aarck Notes, graphs, data, illustrations, etc. to supplement the above readings