St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number:
1.
Prepared by: Rebecca Krystyniak and Tamara Leenay
Phone: 308-2024
Email: rakrystyniak@stcloudstate.edu;
tleenay@stcloudstate.edu
2.
Requesting Unit: Chemistry
3.
Department, Course Number, Title: CHEM 160, Preparatory Chemistry
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.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
7.
Course bulletin description, including credits and semesters to be offered:
Introductory course for students who have had no high school chemistry or those who do not have a
passing score on the 210 placement exam. Preparatory course for 210. Scientific method, measurements, basic
chemical principles and chemical calculations. This fulfills the laboratory science general education requirement
for nonmajors. 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.
1.
Students who lack adequate high school chemistry background, or earned a placement score
lower than that to allow entrance into CHEM 210.
2. Students take this course as a laboratory general education course.
3. This course is required for other majors on campus.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
NONE – already is a general education course offered by the department 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.
N/A
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.
This course investigates the basic concepts of chemistry, and explores the processes of chemistry and
scientific inquiry through the laboratory experience. Chemistry concepts are related to real-life student
experiences and students engage with the material through hands-on activities.
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 demonstrate knowledge of chemistry concepts, principles and theory via assessments
including in-class quizzes, on-line tutorials and quizzes, in class activities, laboratory activities and inclass exams.
2. Students engage in a 2-hour lab session weekly and carry-out scientific investigations that relate to and
expand on the information addressed in class. Many of the labs include an inquiry component where
students have control over designing part of the investigation.
3. See #2
4. Students utilize mathematics and technology to explain and demonstrate chemistry concepts both in
class and in the laboratory session.
6. Students investigate the history of chemistry discoveries to identify the use of modeling in science, and
the effects on society and technology. The use of scientific knowledge to make decisions about societal
issues (eg. irradiation of food and the use of tanning beds) is discussed in class, and students engage in
critical thinking activities to examine these issues.
12/11/2009
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
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.
CHEM 160
Topics
Percentage
1. Chemistry: An Introduction (GE 1-4)
 What is chemistry
 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
10%
2. Matter and Energy (GE 1-3, 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)
 Heat capacity and specific heat
3. The Periodic Table (GE 1-3)
12/11/2009
5%
 History: Introduction to periodic table and Natural states of
elements
 Symbols
 Periods and groups
 Metals, Non-metals and metalloids
3%
4. Atomic Structure (GE 1-4, 6)
 Sub-atomic particles
 Atomic mass
 Isotopes
 Law of conservation of mass
 Law of Multiple proportions
 Law of Constant composition
 Daltons atomic theory
 Formulas of compounds (define and interpret formulas)
5%
5. Nomenclature (GE 1,2)
 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
 Differentiate ionic and covalent bonding
8%
6. Types of Reactions (GE 1-4, 6)
 Evidence for a chemical reaction and chemical equation
 Interpreting chemical equations
 Writing and balancing chemical reactions
 Solubility rules
 Precipitation reactions; describing and predicting reactions in
aqueous solutions
 Writing ionic and net ionic equations.
 Acid-Base reactions; strengths of acids and bases
 Identify redox reactions (metals and nonmetals)
 (Optional: Classification of chem.. reactions: combination, decomp.
7. Chemical Composition and Chemical Quantities (GE 1-4)
12/11/2009
9%
 Counting by weighing: Atomic mass (counting atoms by weighing)
 The Mole concept: Molar mass
 Formulas of compounds; formula Masses
 Empirical and Molecular formulas (Derivation of EF/MF optional)
 Information given by a chemical equation
 Mole-mole relationships; g to g calculations
 Limiting reagents and % yield.
11%
8. Electronic Configuration (GE 1, 4)
 Electromagnetic spectrum; properties of light
 Bohr theory; structure of an atom.
 Modern concept of atomic structure; subshells and orbitals, shapes
of orbitals
 Optional: Quantum numbers
 Relative energies of electrons, energy level diagrams
 Electronic configurations
 Periodic variation of electronic configuration
 Periodic properties
 Quantum mechanical model of the atom
9. Chemical Bonding and Intermolecular Forces (GE 1-3)
 Chemical formulas and types of chemical bonds
 Ionic Bonding: stable electronic configurations and charges on ions;
ionic bonding and structure of ionic compounds
 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
 Molecular structure and VSEPR model
 Molecular polarity
 Intermolecular forces (IMF)
 Water as molecules of life
11%
16%
10. Gases (GE 1-4, 6)







Kinetic molecular theory of gases
Gas Pressure
Pressure to volume relationship (Boyle’s Law)
Volume to temperature relationship (Charles’ Law)
Combined gas law
Volume to mole relationship (Avogadro’s Law)
Relationship between pressure, volume, temperature and amount
of substance (Ideal gas law)
 Dalton's Law of Partial Pressures: Mixtures of gases and partial
pressures
12/11/2009
9%
11. Solution Chemistry (GE 1, 2, 4)
 Solution composition: mass percent, molarity and uses of molarity
 Molarity of ions
 Dilution of Solutions:
 Solubility of substances
 Dissolution of substances in water and types of forces involved
 Neutralization reactions
 Solution stoichiometry
12. Liquids and Solids (GE 1)
 Changes in states of matter and energy requirements
 Evaporation and vapor pressure (applications)
 Types of solids and bonding in solids (Ionic solids; molecular solids;
atomic solids)
5%
3%
13. Energy and Energy Changes in Chemical Reactions (GE 1-4, 6)
 Concept of energy and units of energy
 Temperature changes and molecular/atomic motions
 Concept of Chemical energy and caloric values
 Energy changes in chemical reactions and conservation of energy
 Measurements of energy and its importance in life
12/11/2009
5%
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 160, Preparatory Chemistry
Jack F. McKenna
Department or Unit Chair Signature
1/18/10
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