St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Michael Dvorak
Phone: × 2015
Proposal Number:
Email: madvorak@stcloudstate.edu
2.
Requesting Unit: Chemistry
3.
Department, Course Number, Title: CHEM 210, General Chemistry 1
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.
7.
Course bulletin description, including credits and semesters to be offered:
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
+CHEM 210. General Chemistry 1 (3,3)
General chemistry principles. Stoichiometry, solutions, bonding, quantum chemistry,
thermochemistry, properties of solids, liquids and gases. Lab. Prereq.: High school advanced algebra
or MATH 072; High school chemistry and a passing grade on the CHEM 210 placement exam, or a C
or higher in CHEM 160. 4 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.
This course can be used to fulfill needs beyond general education. The course is intended to serve
the needs of other departments within COSE.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
none
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.
none
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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.
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 include,
 Acquire a basic knowledge of fundamental aspects of chemistry
 Use chemical principles to evaluate and understand the impact of our chemical world on ourselves and our
physical surroundings.
 Understand how experimental inquiry leads to discovery of scientific themes and principles in the chemical
world.
 Consider historical and contemporary aspects of chemistry that demonstrate how chemistry impacts the
economy, individuals’ welfare, and societal change.
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.)
1. Knowledge related to general chemistry including the art and science of measurements, structure of
the atom, stoichiometry, reaction types, quantum mechanics, bonding and structure of molecules,
thermodynamics, gas laws, intermolecular interactions, and structure of solids is presented.
12/11/2009
2. As part of the laboratory experience students are required to observe changes and record data and
observations. There is nominally fifteen laboratory experiments (one per week) undertaken. Data is
collected both visually and with instrumentation. Students must at times design their approach to
experimental setup, data collection, and presentation of results via tables and graphs.
3. Students are required to undertake a formal lab report in which the accuracy and precision of three
different volumetric devices are determined. The student must formulate a personal hypothesis which
ranks these metrics. Outcomes from the experiment are assessed with respect to the initial
hypothesis. Students must either validate their outcomes or explain why their hypothesis failed.
4. The interplay between basic and applied science is brought out in lectures, in-class demonstrations,
and reading of chemical phenomenon. For example, chemistry readily lends itself to real-world
examples such as the study of ideal gas laws, their deviation from ideality, and the impact this has on
the cohesive nature of matter. Measurements of this phenomenon are made by the measuring of
boiling points and the heat energy required to vaporize a series of homologous volatile compounds
(done in lab).
5. Chemistry 210 relates various theories related to chemistry (e.g. theories of the atom, electron
behavior) throughout recent history and how they have been accepted or rejected, modified, and
extended. Various historical figures from chemistry are discussed in light of their discoveries and
their impact on the nature and meaning of science. How Einstein’s and Planck’s curiosity over the
discrete energy of photons lead to modern quantum theory and sophistical models for molecular
bonding is an example of this situation.
6. Societal issues such as global warming, increasing soil fertility, and refinement of nuclear materials
(for example) are evaluated from a science perspective by discussing either their cause or status
based on society’s practices and goals. How science can help these issues or cause greater harm is
discussed and related to current practices and future trends.
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”.
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
Below is a list of titles of current, weekly 3 hour laboratory exercises available for Chemistry 210
instruction. The majority of these labs require hands-on application chemistry equipment and
analysis of resulting data. Each of these labs requires a written report to be handed-in for grading and
evaluation.
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17.
Chemical Safety Report
Names and Formulas of Chemical Compounds
Excel Exercise
Accuracy and Precision
A Series of Chemical Changes
The Eight bottle Experiment
The Activity Series
Determination of Acetic Acid Content in Vinegar by Acid-Base Titration
Determination of the Concentration of a Solution (spectrophotometry)
The Geometrical Structure of Molecules
Molar Mass Determination by the Vapor Density Method
Properties of Solutions: Electrolytes and Non-Electrolytes
Pressure, Volume, and Temperature Changes in a Gaseous System
Evaporation and Intermolecular Attractions
Vapor Pressure of Liquids
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.
1. The Nature of Chemistry
2. Atoms and Elements
3. Chemical Compounds
4. Quantities of Reactants and Products
5. Chemical Reactions
6. Energy and Chemical Reactions
7. Electron Configurations and the Periodic Table
8. Covalent Bonding
9. Molecular Structures
10. Gases and the Atmosphere
11. Liquids, Solids, and Materials
5%
5%
10%
10%
15%
15%
10%
10%
10%
5%
5%
Student outcomes quoted above (especially 4-6) are dependent upon the individual professor’s
presentation of the material (see discussion on ‘outcomes’). Each of these subject areas is sufficiently
broad at the Chem 210 level to present issues of concern in the student learning outcomes.
Laboratory, on-line, and in-class activity exercises cover numbers 2-11 in the outline.
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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 210, General Chemistry 1
Jack F. McKenna
Department or Unit Chair Signature
2/1/10
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