St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Lakshmaiah Sreerama
Phone: 308-2080
Email: lsreerama@stcloudstate.edu
2.
Requesting Unit: CHEMISTRY
3.
Department, Course Number, Title: CHEM 131 – Introductory Chemistry for Health Sciences
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 131. Introductory Chemistry for Health Sciences (3, 2)
Introductory course for health sciences students who have had no high school chemistry or those who do
not have a passing score on the CHEM 141 placement exam. Preparatory course for 141. Scientific
method, measurements and basic chemical principles applied to biological systems. Lab. Prereq.: high
school advanced algebra. 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.
Students requiring general education science course with laboratory component.
Pre-nursing other health science majors
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None; An existing course and offered every semester
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.
This is a new course in the general education curriculum. The content and concepts covered in this
course are not covered elsewhere by a different department.
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
12/11/2009
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 course has balanced perspective in which it allows the students pursue knowledge and skills of chemistry on its
own as well as demonstrates the importance of academic knowledge in a broader frame work. The course further
offers a balanced perspective of basic concepts of chemistry in health sciences. It also allows hands on experience
of the application of chemistry concepts via laboratory exercises.
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. Students will demonstrate their knowledge in concepts of basic chemistry, theories and principles via
quizzes, assignments, tests and common comprehensive departmental final exam (both in the classroom
as well as laboratory).
2. Students will carry out experiments, make observations, collect and analyze data and interpret the data to
support and/or disprove experimental hypothesis.
3. Students will formulate questions and test hypothesis via open ended laboratory exercises.
Examples: 1. The students perform hypothesis driven discovery based experiments such as “egg-floating”
based on the concept of density to determine how old are eggs. 2. Students study the hypothesis driven
concept of “stoichiometry” (chemical calculations) using over the counter Alka-Seltzer tablets in their
experiments. Additionally they also determine strength of over the counter antacids via the use of titration
concept. 3. Students separate various chemical components of over the counter pain killers and
determine the possible brand names of these medications. Students perform computer- aided online
activities (dry labs) with regard to the chemical formula writing, nomenclature, predicting shapes of
molecules, etc. These exercises are built on java platform and incorporated into D2L.
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4. The students will utilize computer and other pedagogical technologies in this course. They will also
explore interdependence of chemistry concepts in health sciences.
5. Most of the issues covered in this course have a profound impact on humanity in that the students will
explore the basic chemical concepts involved in examination of human health and values. Concepts
learned will include intermolecular forces and their importance anesthesia (gases, liquids and solids),
concept of chemical bonds and energy storage and measurements of caloric values of foods, relationship
between solubility of salts, osmotic pressure and kidney dialysis, and electrolytes and their relation to
dehydration, and other bodily functions. Topics of related to curiosity, creativity and imagination include
discovery of atoms and atomic structure via Dalton’s atomic theory, and Rutherford’s experiments; the
theory behind the arrangement of elements in periodic table and prediction of unknown elements, etc.
6. Students will learn about scientific methods used to analyze issues related to environment and health
sciences. The concepts covered include database searches to find Material Safety Data Sheets for
various chemicals they use in their experiments and their possible environmental and health risks; proper
waste disposal procedures and the impact of improper waste disposal procedures, proper chemical
handling procedures, etc. Additional activities students perform include reading assignments of general
topics and use of case studies that link environment and health. Further the students are also learn about
branded drugs versus generic drugs, mercury poisoning and difference in energy produced from different
food groups (carbohydrates, fats and proteins) via the calculation of their caloric values.
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
In the laboratory students perform 11-12 experiments. The experiments deal with basic concepts of chemistry
and allow students apply various chemistry techniques in the laboratory. The laboratory work involves formulation
of hypothesis, testing hypothesis through experimentation, data analysis and drawing conclusions.
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.
1. Chemistry: An Introduction (10%); SLOs: 1-6.
 Chemistry and Applications of Chemistry/Areas of Chemistry; Scientific Method: Solving problems using
scientific approach; Observations, hypothesis, theory and Law); Measurements: Metric system, Fundamental
units, Uncertainty of measurement and Significant figures, Accuracy and Precision, Rounding-off numbers,
Scientific notation, Derived units (eg: density), Temperature Conversions, Dimensional analysis.
2. Matter and Energy (5%); SLOs: 1, 2, 4-6.
 Definition of matter; Classification: elements and compounds; mixtures and pure substances; Properties:
physical and chemical properties; extensive and intensive properties; physical and chemical changes; Energy:
Types of energy (kinetic energy and potential energy) and energy changes (general); Specific heat.
3. The Periodic Table (5%); SLOs: 1, 2, 4.
 History: Introduction to periodic table and natural states of elements; Symbols; Periods and groups; Metals,
non-metals and metalloids.
4. Atoms, Molecules and Compounds (4%); SLOs: 1, 2.
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 Sub-atomic particles; Atomic mass; Isotopes and radioisotopes/radioactivity and applications; Law of
conservation of mass; Law of multiple proportions; Law of constant composition; Dalton’s atomic theory;
Formulas of compounds (define and interpret formulas).
5. Nomenclature (8%); SLOs: 1, 2, 4, 5.
 Differentiate ionic and covalent bonding; Ions (anions and cations) and naming ions; Compounds and naming
compounds (naming type I and type II ionic compounds); Naming covalent molecular species; Polyatomic ions
and naming compounds containing polyatomic ions; Naming acids and bases; Writing formulas and names;
classical naming (ferrous/ferric).
6. Types of Reactions (6%); SLOs: 1, 2.
 Evidence for a chemical reaction and chemical equation; Writing and balancing chemical reactions; Dissolution
of compounds; Acid-Base reactions; Classification/recognizing of chemical reactions: combination,
decomposition (optional).
7. Chemical Composition and Chemical Quantities (5%); SLOs: 1, 2, 4, 5.
 Counting by weighing: Atomic mass (counting atoms by weighing); The Mole concept: Molar mass; percent
composition; Formulas of compounds (Formula Masses, Percent Composition; Understanding Empirical and
Molecular formulas; Information given by a chemical equation; Mole-mole calculations and concept of limiting
reagents.
8. Electronic Configuration (5%): SLOs: 1, 2
 Bohr theory of structure of an atom; Modern concept of atomic structure: subshells and orbitals, shapes of
orbitals; Electronic configurations; Periodic Variation of Electronic Configuration.
9. Chemical Bonding (10%): SLOs: 1, 2, 4-6
 Chemical formulas and types of chemical bonds; Ionic Bonding: stable electronic configurations and charges
on ions; ionic bonding and structure of ionic compounds; ionic solids; Covalent Bonding; double and triple
bonds; Electronegativity and bond polarities and dipole moments; Electron dot diagrams: Lewis formulas for
atoms, molecules, ions and polyatomic ions; formal charg; Molecular structure and VSEPR model.
10. Gases (8%): SLOs: 1, 2, 4-6.
 Kinetic molecular theory of gases; Gas Pressure; Pressure to volume relationship (Boyle’s Law); Volume to
temperature relationship (Charles’s Law); Volume to mole relationship (Avogadro’s Law); Relationship
between P, V and T and amount of substance (Ideal Gas Law); relational concepts; Dalton's Law of Partial
Pressures: Mixtures of gases and partial pressures (relate to anesthesia used in hospitals).
11. Solution Chemistry (8%): SLOs: 1-6.
 Solubility of substances; Solution composition: mass percent, molarity, normality; Solution Stoichiometry;
Dilution of Solutions; Neutralization reactions and Molarities of Ions (use as many biochemical examples as
possible); Electrolytes: Properties of Ionic Compounds in Aqueous Solution; Osmosis and dialysis.
12. Liquids and Solids (10%): SLOs: 1-6.
 Changes in states of matter and energy requirements; Properties of Water; biological applications; Molecular
polarity and Intermolecular forces (IMF); Dissolution of substances in water and types forces involved;
Evaporation and vapor pressure (applications).
13. Acids and Bases (10%): SLOs: 1-6.
 Definition of acids and bases; Strength of an acid or base; Water as an acid and base; pH scale; Calculating pH
of strong acid/strong base solutions; Buffers and importance of buffer solutions in sustaining life.
14. Energy and Energy Changes in Chemical Reactions (6%): SLOs: 1-6
 Concept of energy and units of energy; joules, Calories, calories; Temperature changes and molecular/atomic
motions and heat capacity; Specific heat of substances; Concept of chemical energy; Energy changes in
chemical reactions and conservation of energy; Measurements of energy and its importance in life; Nutritional
energy.
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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 131 – Introductory Chemistry for Health Sciences
Jack F. McKenna
Department or Unit Chair Signature
2/17/10
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