Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Proposed Course: CHEM 1143 General Chemistry, CHEM 1141 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 of the atom, understanding chemical structures, types of reactions,
thermochemistry, bonding and molecular shapes, states of matter, periodic law, and material
related to chemical reactions and stoichiometry.
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 types and states of matter
- 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
-
Using critical thinking skills to identify, organize and solve chemical problems using
knowledge of the scientific method and calculation skills.
Students will be tested on all concepts listed above by various methods including
written evaluation of laws, concepts, and theories.
Core Course Review Documentation
-
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.
-
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).
-
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
-
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.
-
POGIL (process oriented guided inquiry learning (Hanson, SUNY)) to facilitate group
work, thought, and inquiry learning. Three assignments each semester under this
format.
-
In lab, students will use molecular models to explore types of bonding and shapes of
molecules as a group collaborative. Evaluations will be done through oral and visual
communication.
-
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
Core Course Review Documentation
learning objectives.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
-
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.
-
Learn to calculate amounts of substances and equipment needed for experimentation.
-
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
-
Students will work in groups to construct and present types of bonding and molecules.
Students will be grouped by random selection to develop fair, unbiased groupings of
students.
-
POGIL work
-
Students will each evaluate their perceived percentage contribution to the project 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).
-
Students will work in groups while performing observations Laboratory teaching
assistants will observe students’ group performance over the course of the semester
and subjectively assess that performance based on 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).
Core Course Review Documentation
-
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 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
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
1.
2.
3.
4.
5.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Teamwork