St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Michael Jeannot
Phone: 2046
Proposal Number:
Email: mjeannot@stcloudstate.edu
2.
Requesting Unit: Chemistry
3.
Department, Course Number, Title: CHEM 105, Chemistry and the Environment
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
Area 10 – Environmental Issues
7.
Course bulletin description, including credits and semesters to be offered:
+105. Chemistry and the Environment (3,0)
Basic chemistry concepts in the context of the environment, global warming,
ozone depletion, air, water and soil pollution. 3 Cr. F, S, SUM.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
General education only.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None. (Course is currently offered online.)
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
N/A
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12/11/2009
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 3: Natural & Physical Sciences
Explore scientific knowledge of the natural world. Understand the central concepts and principles of
science; experience the process of scientific inquiry; comprehend science as a human endeavor and
understand the impact of science on individuals and on society.
The overall course goals (consistent with the above statement), as stated on the syllabus, are to:
 Acquire a basic knowledge of some fundamental aspects of chemistry in the context of the environment.
 Use chemical principles (and scientific principles in general) to evaluate and understand the impact of human
activities on the environment.
 Appreciate the role of chemistry and science in making informed decisions about the environment.
 Consider changes that you as an individual and society as a whole can make in order to minimize our impact on the
environment.
14. In order for a course to be designated as fulfilling Goal Area 3, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and
imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a scientist's
personal identity on the scientific process.
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
Students will read and study course material including the course text and supplemental materials
provided on D2L. Discussion will take place via an online discussion forum on D2L which will be
moderated by the instructor. Learning outcomes will be assessed through graded open-ended
homework assignments (conceptual questions or data-based modeling and predictions) and D2L
quizzes, and through regular course examinations. The detailed, specific learning outcomes shown
in the following section show where each GE outcome above is being met (by number reference).
16.
Courses satisfying Goal Area 3: Natural & Physical Sciences must have either a “traditional lab course or a lab-like
experience”. Check which of these apply and supply a brief explanation of how the course is either a laboratory
course or incorporates a “lab-like experience”.
12/11/2009
Course includes:
Laboratory
Lab-like experience
The following quote from a National Research Council subcommittee report may help to identify a course with a
laboratory. ”Laboratory experiences provide opportunities for students to interact directly with the material world
(or with data drawn from the material world), using the tools, data collection techniques, models, and theories of
science.” America's Lab Report: Investigations in High School Science (Free Executive Summary)
http://www.nap.edu/catalog/11311.html
CHEM 105 will incorporate a “lab-like experience” where students will use case studies (or real scientific data
and models) to make predictions in areas such as chemical bonding and reactions (particularly with regard to
atmospheric gases), nuclear reactions, movement of toxins in the environment, energy production and efficiency,
generation and remediation of air and water pollution, and climate change.
17.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Background to Science and the Environment (7%) GE Outcomes 1, 4-6.
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Relate the development of modern society to modern environmental problems.
Describe the scientific method.
Distinguish between science and technology.
Explore the interrelationships between science, the environment, value judgments and public policy.
Define different types of matter (elements, compounds and mixtures) and develop the law of conservation of matter.
Distinguish between energy and entropy, and apply these concepts in the first and second laws of thermodynamics.
Basics of Chemistry (13%) GE outcomes 1, 3, 4.
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Describe the structure of the atom and periodic properties.
Relate atomic and molecular masses to measurable gram quantities through the mole “counting” concept.
Appreciate the immensely small scale of atoms and molecules.
Use chemical symbols to define elements, compounds and reactions of these.
Distinguish between ionic and covalent bonding.
Recognize and describe the properties of acids and bases and their reactions. Distinguish between strong and weak
acids and bases and use the pH scale to describe acidity.
Recognize and predict precipitation reactions.
Use definitions of oxidation and reduction to recognize and predict oxidation-reduction reactions.
Recognize some basic organic chemistry structures.
Write nuclear reactions involving alpha, beta and gamma emission.
Describe nuclear fission and fusion.
Element Cycles & Environmental Toxicology (13%) GE Outcomes 1, 3-6.
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Use concept of environmental “compartments” to describe the cycling of the following elements in the environment:
o carbon
o oxygen
o hydrogen
o nitrogen
o phosphorus
o sulfur
Explain dose-response relationship in toxicity, and describe toxicity measurements such as LD 50.
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Differentiate routes of exposure of toxins.
Describe chemicals that behave as respiratory toxins.
Describe how some chemicals (metabolic toxins), including heavy metals, interfere with biological catalysts
(enzymes).
Describe the action of neurotoxins, endocrine disruptors and allergens.
Distinguish among carcinogens, mutagens and teratogens.
Describe the transport, accumulation and degradation of toxins in the environment.
Energy and Modern Society (15%) GE Outcomes 1, 3-6.
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Relate the first law of thermodynamics to the concepts of primary and secondary energy sources.
Describe ways that electricity is generated and reasons why it is a preferred energy source.
Explain how the second law of thermodynamics limits the efficiency of coal-fired power plants in producing
electricity (an “ordered” form of energy).
Describe importance and limitations of various fossil fuels (oil, natural gas, coal).
Describe importance and limitations of waterpower.
Describe how energy is obtained through fission of U-235 in nuclear reactors, the nuclear fuel cycle and how
reactors are constructed.
Compare the advantages and disadvantages of nuclear power with conventional sources.
Describe advantages and disadvantages of combustion of biomass compared to fossil fuels.
Differentiate among passive, active and photovoltaic solar energy applications.
Describe advantages and disadvantages of wind power.
Describe advantages and disadvantages of geothermal energy.
Explain why hydrogen (H2) as an energy source is ideal yet presently impractical.
Describe some ways to reduce energy consumption.
Weather and Climate (7%) GE outcomes 1, 3, 4.
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Describe the temperature gradients in the 4 layers of the atmosphere.
Describe how uneven heating of the earth results in weather phenomena. Describe the effects of the angle of the
sun’s radiation, water, albedo and clouds.
Explain how vertical mixing in the atmosphere results in high and low pressure, winds and global air circulation.
Describe the formation of an inversion layer.
Describe natural climate change in terms of general glaciation cycles, glacial and interglacial periods and shorterterm climate variations.
Air Pollution (outdoor & indoor) (12%) GE Outcomes 1, 3-6.
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Distinguish between primary and secondary pollutants.
Explain the chemical processes leading to industrial smog.
Explain the chemical processes leading to photochemical smog.
Describe the formation and effects of ozone pollution.
Identify the source, chemical processes and effects of acid rain.
Describe how legislation such as the Clean Air Act reduces air pollution in the United States.
Show how the catalytic converter removes NOx, CO and unburnt hydrocarbons from automobile exhaust.
Explain why indoor air pollution is more of an issue recently.
Identify and describe the major categories of indoor air pollution: respiratory gases, products of combustion
(including tobacco smoke), VOCs, particulates (such as asbestos), odorous compounds and radioactive substances
(radon).
Explain how it is difficult to simultaneously solve energy conservation and indoor air pollution problems.
Global Atmospheric Change (7%) GE Outcomes 1, 3-6.
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Explain how sunlight is absorbed and re-emitted on earth, and how greenhouse gases function in the atmosphere.
Recognize and identify the source of the major greenhouse gases (CO2, CH4, CFCs, N2O).
Describe the change in atmospheric CO2 concentrations over the past 1000 years.
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Compare observed recent rates of global temperature change with historical fluctuations, and examine various
computer models of future global temperature increases compared with historical changes.
Describe some of the negative consequences of global warming, and international agreements to combat this
problem.
Describe why the ozone layer in the stratosphere is important for us, and how it is destroyed catalytically by small
amounts of CFCs.
Water & Water Pollution (14%) GE Outcomes 1, 3-6.
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Describe some of the unique and important properties of water.
Describe the main compartments where water can be found (including oceans, ice/snow, groundwater, surface
water, atmosphere)
Distinguish between water consumption and water withdrawl.
Explain the consequences of groundwater depletion, including subsidence and saltwater intrusion.
Describe the problems associated with both desalinization and diverting freshwater to drier locations.
Describe strategies for water conservation.
Explain the concepts of biological oxygen demand (BOD) and dissolved oxygen (DO), how they relate to the
amount of dissolved organic matter (pollution), and how they affect the chemistry of the aquatic environment.
Explain the process of eutrophication and its relationship to plant nutrients (fertilizer runoff).
Describe sources and problems associated with contamination by salinity, heavy metals, acids and sediments.
Describe the various sources of surface water, ocean and groundwater pollution.
Distinguish between on-site and centralized treatment of sewage.
Describe the physical, biological and chemical processes in primary, secondary and tertiary treatment of sewage,
and the problems associated with sludge.
Solid Wastes & Hazardous Wastes (12%) GE Outcomes 1, 3-6.
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Describe the sources of solid waste, and the composition of household solid waste.
Describe advantages and disadvantages of the open dump, sanitary landfill and incineration.
Explain specifically how recycling of each different type of material (paper, glass, metal and some plastics)
conserves energy, resources or both.
Explain how reuse and no-use options are preferable even over recycling.
Describe the history of the “Love canal” in New York state.
Define characteristics of hazardous waste (ignitability, corrosivity, reactivity and toxicity).
Identify household hazardous wastes.
Describe and discuss problems with some common ways that have been used to manage hazardous waste.
Identify solutions for storage of radioactive wastes.
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Chemistry
Course or Course(s): CHEM 105, Environmental Chemistry
Jack F. McKenna
Department or Unit Chair Signature
1/14/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date