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Basic Course Information: CHM 3010
 Course Title (up to 100 characters): Modeling the Fundamentals of Physical
Chemistry
 Units: 3
 C/S Classification # C-2, hybrid-asynchronous or on-line
 Component (select one): Seminar
 Instructional Mode (select all appropriate choices): Web-Assisted or Fully
Asynchronous
 Grading Basis (select one): Graded Only
 Repeat Basis (select one): May be taken only once
 Cross listed Course (if offered with another department):
 Dual Listed Course (If offered as lower/upper division or undergraduate/graduate):
 Major course/Service course/GE Course (Select all appropriate choices): service
course, GE course B5
I. Catalog Description
In this course, students will examine models of thermodynamic properties of chemical species
and mixtures, chemical kinetics, physical properties of molecules. Not a substitute for CHM
3040, CHM 3050, CHM 3110, or CHM 3120. (as with non-GE courses this section is limited to
50 words)
II. Required Coursework and Background
GE courses in areas A1, A2, A3, B1 (in chemistry), B2, B3, B4 (this is the expectation for an
upper division GE Synthesis course in area B5. Lower Division GE courses should have no
prerequisites that are not also GE areas)
III. Expected Outcomes
List the knowledge, skills, or abilities which students should possess upon completing the
course. (one can either include the GE SLOs explicitly or implicitly here. This list should
include outcomes that are very specific to your course and program, too)
On successful completion of this course, students will be able to:
1. Analyze data using a spreadsheet program to create mathematical models describing:
a. the thermodynamic properties of chemicals
b. chemical changes
c. physical changes
d. kinetics (chemical changes over time)
e. electronic spectroscopy of large molecules
2. Use words, equations, charts, and graphs to correctly explain:
a. predictions of how chemicals behave
b. how different quantities in the models indicate how various properties of
chemicals are interrelated
c. how the models can explain everyday phenomena (e.g. why food is refrigerated or
frozen)
3. Use many spreadsheet functions throughout the course while modeling chemical systems.
Explain how the course meets the description of the GE Subarea(s). (this is a very important
section that will need to convince the GE Committee that the course is a General Education
course and that it belongs in the requested GE Area. It is required for ALL GE courses)
Physical Chemistry as a field of study uses the language of mathematics and the laws of physics
to model chemical systems and the relationship of variables used to describe how materials
behave. This course integrates quantitative reasoning and physics to produce models of chemical
systems using spreadsheets. The goal of this non-majors, GE course is to provide students with
an appreciation of what physical chemistry is, how modern models of real systems are developed
and used, how technology is used to facilitate quantitative reasoning, and how these models can
help explain how our bodies and the world around us works.
GUIDELINES FOR GE SYNTHESIS COURSES (this section is required for Area B5 but
is NOT part of the other subareas (i.e. B1, B2, B3, B4)
The major focus of a synthesis course is to integrate and focus fundamental concepts and
issues. Each course in this category shall:
(these headings, taken from the GE Curriculum Guide should be included in your
ECO with your responses below so it is clear to the GE Committee that you have
responded to every section)

Include readings from original primary/historical sources, as opposed to only
secondary sources. (the phrase “primary sources” is not as strictly defined as a
scientist would define a primary source. For example “On The Origin of Species”
or “Silent Spring” could be considered a primary/historical source.
This course includes primary sources such as those listed in Section IV
Instructional Materials; these have been chosen so they are accessible to
non-majors and yet discuss experiments in the topics covered by the course.

Promote original and critical thinking in writing and/or discussion.
Students work in small groups to analyze and explain models and their
implications in both writing and orally.

Focus attention on understanding the interrelationships among the disciplines and
their applications.
See paragraph above for description of physical chemistry.

Examine ideas and issues covered in this area in deeper and/or broader more
integrative ways.
Creating, analyzing, and explaining models allow for examination of ideas and
issues in Area B in different ways that are deeper, broader, and more integrative,
and focuses attention on understanding the interrelationships among the
disciplines and their applications.

Encourage synthetic-creative thinking in order to identify problems, understand
broader implications and construct original ideas.
See response to GE SLO 1d, below. OR The modeling and data analysis
encourage synthetic-creative thinking in order to identify (and solve) problems,
understand broader implications, and construct original ideas.

Identify and evaluate assumptions and limitations of ideas and models.
Modeling assignments require students to identify and evaluate assumptions and
limitations of ideas and models (e.g. simple vs. more complex models such as
ideal vs. non-ideal gases) which deepens their understanding about the meaning of
the predictive power of models.

Develop written and oral communication skills appropriate for an upper division
course (completion of courses in Area A: Subareas A1, A2, & A3 is required.)
See meaningful writing assignment in section IX of this ECO.

Provide student work for assessment of the student's understanding of the required
educational objectives in this subarea or in this course.
See Section IX of this ECO

The relationship between science, technology, and civilization
Either respond here or refer to first paragraph

The effect science and technology have on culture and human values.
Either respond here or refer to first paragraph

The application and generalization of basic scientific or quantitative knowledge from
the foundational courses to real world or practical problems
Either respond here or refer to first paragraph
Describe how the course meets each of the associated GE Student Learning Outcomes (GE
SLOs) listed below.
These are the Expected SLOs for the selected GE subarea(s): (Be sure to include ALL GE SLOs
that are mapped to your area – use the SLOs as sub-headings and put your responses below
them, as has been done here).
Ia) Write effectively for various audiences.
Students will use written words to describe the meaning of the mathematical models, and
how the models predict the behavior of chemicals, how properties of chemicals are
interrelated, and how models can explain everyday phenomena. (See Course SLO 1, 2
above)
Ib) Speak effectively for various audiences.
Students will use spoken words during small group discussions while figuring out how to
describe the meaning of the mathematical models, and how the models predict the
behavior of chemicals, how properties of chemicals are interrelated, and how models can
explain everyday phenomena. (See Course SLO 1, 2 above) (While it probably is best if
student speaking experiences are in front of the whole class and can be assessed by the
instructor, this is not an absolute necessity. You could have, for example, group
discussions that lead to a group project that can be assessed by a special videotaping at
the time the GE Area is being assessed by the GE Assessment Committee.)
Ic) Find, evaluate, use and share information effectively and ethically.
Instructor discusses data from sources such as the Carl Yaws, Matheson Gas Data Book,
June 25, 2001, McGraw-Hill Professional, New York.”), and students are encouraged to
find as well as cite information to solve problems on assignments and examinations. (See
Course SLO 1, 2 above)
Id) Construct arguments based on sound evidence and reasoning to support an opinion or
conclusion.
Student created mathematical models are based upon data provided, or that students
calculate from other data. Students then use written and oral words to describe the
meaning and implications of those mathematical models, as well as the data. (See Course
SLO 2)
Ie) Apply and communicate quantitative arguments using equations and graphical
representations of data.
Explanations of mathematical models include equations, charts, and graphs. (See Course
SLO 1, 2, 3)
IIa) Apply scientific methods and models to draw quantitative and qualitative conclusions about
the physical and natural world.
Students must apply mathematical models created to explain observed phenomena in the
physical and natural world around us. (See Course SLO 2)
IId) Integrate concepts, examples, and theories from more than one discipline to identify
problems, construct original ideas, and draw conclusions.
Physical Chemistry as a field of study uses the language of mathematics and the laws of
physics to model chemical systems and the relationship of variables used to describe how
materials behave. This course integrates quantitative reasoning and physics to produce
models of chemical systems using technology. (See Course SLO 1, 2, 3)
IV. Instructional Materials
Provide bibliography that includes texts that may be used as the primary source for instruction,
and other appropriate reference materials to be used in instruction. The reference list should be
current, arranged alphabetically by author and the materials should be listed in accepted
bibliographic form. (If you include more than a possible textboook as reference materials in
this section, group them as intended for different uses such as primary reading for students,
background reading for other instructors. Again, for primary resources an example could be
important historical materials such as “On The Origin of Species” or “Silent Spring”).
Faculty are encouraged to make all materials accessible. Indicate with an asterisk those items
that have had accessibility (ATI/Section 508) reviewed. For more
information, http://www.cpp.edu/~accessibility
Texts may vary with instructor and over time. Examples of possible texts include:
Raymond Chang, “Physical Chemistry for the Biosciences”, University Science Books, 2005 or
CHEMWiki at http://chemwiki.ucdavis.edu/Physical_Chemistry
Primary resources might include:
1. Connelly, P.R., et.al, PNAS (1994), 91, 1964-1968 (Enthalpy of hydrogen bond formation in a
protein-ligand binding reaction)
2. Guisbiers, G., and Buchaillot, L., J. Phys. Chem., C 2009, 113, 3566-3568 (Modeling the
Melting Enthalpy of Nanomaterials)
3. Kebe, M., Renard, M.C.G., Amani, G.N.G., and Maingonnat, J.-F., J. Agric. Food Chem.,
2014, 62, 9841-9847 (Kinetics of Apply Polyphenol Diffusion in Solutions with Different
Osmotic Strengths)
Lectures, lecture notes, and current papers on the diverse topics will also be made available on
BlackBoard by the instructor*.
V. Minimum Student Material
List any materials, supplies, equipment, etc., which students must provide, such as notebooks,
computers, internet access, special clothing or uniforms, safety equipment, lockers, sports
equipment, etc. Note that materials that require the assessment of a fee may not be included
unless the fee has been approved according to University procedures.
Calculator and flash drive and/or cloud storage account and access to: computer, Internet service,
e-mail, Microsoft Office or equivalent
VI. Minimum College Facilities
List the university facilities/equipment that will be required in order to offer this class, such as
gymnastic equipment, special classroom, technological equipment, laboratories, etc.
External Support
Library Services
Information Technology (IT) Services
Classroom Management System (e.g. BB)
scanner
Physical Space & Major Equipment
computer laboratory with 24-36 stations and seating for 24-36 students
smart classroom (computer/projector)
overhead screen
white board/dry erase markers
adjustable lighting
sufficient plug-ins to support numerous electrical devices
 If taught on campus: students each need a computer, so either a computer laboratory or wifi
infrastructure to accommodate student computer internet access. Blackboard or other LMS
is also required.
 If taught wholly on-line, faculty computer with internet access, Blackboard or other LMS
that includes the ability of students to remotely work in groups to collaborate and submit
group assignments.
VII. Course Outline
Describe specifically what will be included in the course content. This should not be a repetition
of the course description but an expansion that provides information on specific material to be
included in the class, e.g. lecture topics, skills to be taught, etc. This should not be a week-byweek guide unless all instructors are expected to follow that schedule.
This course integrates ideas from physics and mathematics to model chemical systems using
computer based methods. Students learn how to use many of the functions in Excel
throughout the course while modeling chemical systems. Applications should focus upon real
world phenomena familiar to the students in the course.
The thermodynamics portion of the course includes topics such as:
 modeling of real gases
 heat capacity as a function of temperature
 how heat capacity is related to heat, enthalpy, and entropy
 how chemical equilibria is related to the Gibbs energy change of a reaction
 how vapor pressure varies with temperature, and
 colligative properties.
The kinetics portion of the course includes topics such as:
 Analysis of kinetic data
 Modeling of mechanisms
The spectroscopy portion of the course includes topics such as:
 1-Dimension particle-in-a-box as a model for why compounds are colored
 Light-matter interactions (e.g. fluorescence, phosphorescence, photochromism)
This course is not intended to satisfy the requirement of Physical Chemistry for chemistry
majors.
VIII. Instructional Methods
Describe the type(s) of method(s) that are required or recommended for the instruction of this
course (lectures, demonstrations, etc.). Include any method that is essential to the course, such as
the use of particular tools or software.
Lecture
problem-solving
discussion
seminar
small-group activities
laboratory exercises/hands on practice
review, evaluation, critique
project (by individual, group, and/or class)
case studies
simulations
online tutorials
inquiry-based learning
project-based learning
assigned readings (textbook, journals, primary reading etc.)
journaling
modeling
The use of a spreadsheet has intentionally been chosen for this course to make the course
materials and assignments as widely accessible as possible.
IX. Evaluation of Outcomes
Describe the methods to be used to evaluate students’ learning, i.e. written exams, term papers,
projects, participation, quizzes, attendance, etc.
(In this section be sure to describe the students ‘work products’ including the nature of these
assignments)
Students’ learning of course content is evaluated via individual models, group constructed
explanations of the results of the modeling assignments, homework assignments,
midterm(s), final exam, and possibly a project. Suggested weighting in grade calculations is
45% models, 15% homework, 10% each midterm, and 20% final exam.
A modeling assignment consists of analyzing a set of data using spreadsheets and mathematics;
small group discussions to explain the results and implications of the model; small group writing
assignments about what the results mean and how the results apply to real world phenomena; and
journaling individually about the assignment.
The exams (midterms and final) are take-home assignments that require students to apply the
knowledge gained in class to explain real world phenomena. The instructions encourage students
to search published materials (including the internet) for inspiration, but all sources of
information must be cited on the exams.
The homework assignments include problems in the textbook that ask students to practice using
spreadsheets, applying knowledge to explain an observed phenomenon, predict the value of a
property, etc. These assignments build off of the modeling assignments and provide students
with practice that will help them succeed on the examinations.
Primary readings will be discussed in class and then summarized via a writing assignment,
possibly as additional evidence in a module or an application of a module topic.
Describe the meaningful writing assignments to be included.
(To meet the expectations of GE as ‘meaningful’ the writing assignment must be critiqued by
the instructor and either returned for revision & re-submission OR explicitly lead to
improvements in future assignments. The assignment can be for one specific type of audience
such as another scientist. A single course need not include writing for multiple audiences.
Student’s writing is assessed via the explanations of the models. During the course, students
submit at least 12 models. Each submission is responded to with detailed instructor comments
which are returned to the student in a timely fashion. This enables students to use the feedback to
improve their technical writing.
A culminating writing assignment will be used to provide a summative writing assessment. One
possible assignment is to create an entry for the CHEMWiki
(http://chemwiki.ucdavis.edu/Physical_Chemistry) on a topic from the course. These
assignments are pair or small group assignments that have students delving more deeply into one
topic of the course. This assignment has multiple submissions that have peer reviews and faculty
input based upon a provided rubric.
Describe how these evaluation methods align to the course and program outcomes, as
appropriate. (Alignment with the Program is OPTIONAL at this time.)
Alternatively, you may use a matrix to align the methods to the outcomes.
Matrix indicating how assessment methods align to course learning outcomes.
Assessment Methods
Modeling
Data analysis
Constructing explanation
Journaling
Homework
Examinations
Internet search
Course SLO 1:
Analyze Data
Course SLO 2:
Explaining
X
X
X
X
X
X
X
X
X
X
X
X
X
Course SLO 3:
Spreadsheet
X
X
X
X
X
Describe how these evaluation methods align to the associated GE Learning Outcomes listed below.
Alternatively, you may use a matrix to align the methods to the outcomes. (A matrix is totally
acceptable)
These are the Evaluated Learning Outcomes for the GE choices:
Assessment Method
Ia Ib Ic Id Ie IIa IId
Modeling
x x
x x x
Data analysis
x x x x x
Constructing explanation x x
x x x x
Journaling
x
x
Homework
x
x x x x x
Examinations
x
x x x x x
Internet search
x
x