Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Proposed Course: CHEM 1103 – Introductory Chemistry
Credit Hours: 3 hours (3-0)
Proposed by: Chemistry Program
Date: 2-15-2013
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 predicting natural
phenomena using the scientific method.
Introductory Chemistry covers the basic concepts of chemistry. The foundations of
chemistry and its connection to our everyday lives are discussed and analyzed.
Content is addressed through lectures, readings, and individual and group projects.
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 will be able…




To use topics of current interest to illustrate chemical principles.
To relate chemical problems to everyday lives.
To have a better appreciation for chemistry as an open-ended learning experience.
To apply the scientific method to the new science and technology being
developed.
 To see, through green chemistry essays and exercises, that better, safer and more
environmentally friendly processes and products are being developed.
 To understand chemical topics better and to find chemistry topics more
interesting than intimidating.
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
Critical thinking skills are developed through course readings, lectures, individual and group
projects. As an example of critical thinking skills development, the specific assessment for critical
thinking in this course is obtained through a Journal Project, in which each student selects
appropriate articles pertaining to the topic of chemistry. Students will base their analysis upon a
minimum of ten articles. The Journal Project (see attachment) will be assessed using an attached
rubric that is based on the AACU Critical Thinking Value Rubric. Students will be expected to
exceed the benchmark (level 0) of the rubric. In all of the rubrics, the point system is an “in-house”
means of giving credit that may enhance the student’s grade in the course.
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Written communication skills will be assessed using the Journal Project mentioned under the
Critical Thinking Core Objective. Ten or more articles will be analyzed and then students will
write a detailed statement on how these issues have increased their awareness of topics in
chemistry. The Journal Project (see attachment) will be assessed using an attached rubric that is
based on the AACU Written Communication Value Rubric and students will be expected to
exceed the benchmark (level 0) of the rubric.
Oral communication skills will also be assessed through preparation and presentation of posters.
The topics will involve group research into a theme chosen by each student group in which issues
are developed concerning a topic related to chemistry from the standpoint of the consumer.
During the poster presentation, students will express their ideas orally, in writing, and visually.
The Chemistry Poster Presentation Project (see attachment) will be assessed using an attached
rubric that is based on the AACU Oral Communication Value Rubric and students will be
expected to exceed the benchmark (level 0) of the rubric.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
The empirical and quantitative skills are a pillar of any physical science and are carried
throughout the course and assessed continually as the course develops. Empirical skills and
quantitative skills are developed throughout the course through test questions, homework, and
assigned readings. The specific assignment used to assess Empirical and Quantitative Skills in
this course are problems embedded in a homework assignment and the first major exam as noted
on the “Proposed Lecture Schedule” of the “Introductory Chemistry Syllabus”. The basic
development of properties and characteristics of matter, manipulation and analysis of quantitative
data of gas properties, serves as an example for the assessment of empirical and quantitative
skills, and a sample of embedded questions used in this assessment is presented as a homework
assignment in which two thirds of the assessment is quantitative and one third is empirical (see
attached Empirical and Quantitative Homework Assessment). The Homework Questions (see
attachment) will be assessed using an attached rubric that is based on the AACU Quantitative
Literacy Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric.
Teamwork - to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
Teamwork skills will be assessed through the Chemistry Poster Presentation Project mentioned
under the Communication Core Objective. Since CHEM 1103 is lecture only with no laboratory
section, students will be arranged in groups to complete this out of class assignment. Therefore,
it is important to have a “self-assessment” component of teamwork, as the instructor will not be
present through much of the teamwork development. Students will each evaluate their perceived
percentage contribution to the poster presentation. The instructor will also evaluate each student’s
contribution to the poster presentation. The Chemistry Poster Presentation Project (see
attachment) will be assessed using an attached rubric that is based on the AACU Teamwork
Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric.
Teamwork skills are developed through group projects in and out of class.
ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion
in the core (optional).
PLEASE ATTACH THE FOLLOWING
1. Syllabus
2. Assessment for Critical Thinking Skills
3. Assessment for Communication Skills
4. Assessment for Empirical & Quantitative Skills
5. Assessment for Teamwork
JOURNAL PROJECT
1.
2.
3.
4.
5.
6.
Your assignment is to write a journal entry analyzing and answering the following questions:
What is the event, issue or concern?
Is it a treatment, condition, diagnostic test, or a combination?
Describe the impact on the consumer or environment.
Is the science (or chemical process) presented?
References
After 10 or more articles have been analyzed write a statement on how these issues have increased
your awareness of topics in chemistry.
ASSESSMENT
Project will be assessed on two separate skills
1. Critical Thinking – 6 possible points
2. Written Communication – 4 possible points
CRITICAL THINKING RUBRIC – 6 POINTS POSSIBLE
POINTS
ISSUES
2
Issue/event/problem
stated with clarification
or description
1
Issue/event/problem
stated without
clarification or
description
EVIDENCE
Information is taken from Information is taken
source(s) with enough
from source(s) with
interpretation/evaluative some interpretation/
to develop an analysis or evaluation
synthesis; viewpoints are
questioned
CONCLUSIONS/ Conclusions logically tied Conclusions/outOUTCOMES
to a range of information; comes tied to
outcomes identified
information (chosen
clearly
to fit); some
outcomes are
identified
0
Issue/event/problem not
stated
TOTAL
Information listed
without interpretation or
evaluation
Conclusions/outcomes
not tied to information;
outcomes are
oversimplified
SCORE
WRITTEN COMMUNICATION RUBRIC – 4 POINTS POSSIBLE
POINTS
CONTEXT
AND PURPOSE
DISCIPLINARY
CONVENTIONS
2
Demonstrates
thorough attention to
context, purpose,
and assigned task
Uses all required
organizational and
presentation
elements
1
Demonstrates adequate
attention to context,
purpose, and assigned
task
Minimally uses required
organizational and
presentation elements
0
Demonstrates minimal
attention to context,
purpose, and assigned
task
Fails to use required
organizational and
presentation elements
SCORE
TOTAL
CHEMISTRY POSTER PRESENTATION PROJECT

1.
2.
3.
4.
5.
Your assignment
Select a topic in Chemistry of interest to your group.
Identify the chemically related issue that created the negative or positive impact on everyday life.
Research literature online and/or in the library to develop your topic.
Identify and promote alternative responses that would reduce negative effects or increase positive
effects
References
ASSESSMENT
Project will be assessed on two separate skills
1. Communication – 6 points
2. Teamwork (self-assessment) – 4 points
ORAL COMMUNICATION RUBRIC – 6 POINTS POSSIBLE
POINTS
2
ORGANIZATION All required elements are
addressed
SUPPORTING
Examples/statistics/
MATERIALS
explanations make
references that significantly
support credibility of
presentation
1
3-4 required elements are
addressed
Examples/statistics/
explanations make
references that partially
support credibility of
presentation
CENTRAL
MESSAGE
Not memorable
Compelling
0
Fewer than 2 required
elements are addressed
Examples/statistics/
explanations make
references that
minimally support
credibility of
presentation
Not explicitly stated
TOTAL
SCORE
TEAMWORK RUBRIC - 4 POINTS POSSIBLE
POINTS
CONTRIBUTES TO
TEAM MEETINGS
(student evals)
INDIVIDUAL
CONTRIBUTIONS
OUTSIDE OF TEAM
MEETINGS (Teacher
Evals)
2
Offers alterative solutions
or course of action that
build on the ideas of others
Proactively helps other
team members complete
their assigned tasks to a
similar level of excellence.
1
Offers new suggestions
to advance work of the
group
Completes assigned
tasks by deadline; work
advances project
0
Listens to ideas but
does not advance
work of the group
Fails to complete
assigned tasks
SCORE
TOTAL
Empirical and Quantitative Homework Assessment:
1.
2.
3.
4.
5.
6.
ASSESSMENT
Project will be assessed on Empirical and Quantitative skills
QUANTITATIVE LITERACY RUBRIC - 4 POINTS POSSIBLE
POINTS
CALCULATION
APPLICATION/
ANALYSIS
2
Calculations attempted are
successful and elegantly
presented
Deep and thoughtful
judgments; insightful
conclusions
1
Only a portion of the
attempted calculation
solve the problem
Ordinary, “workmanlike”
judgments; plausible
conclusions
0
Calculations are
unsuccessful and not
comprehensive
Tentative judgments;
uncertain conclusions
SCORE
TOTAL
CHEM 1103-01 – Introductory Chemistry
Spring 2012
Instructor:
Dr. C.A. Hansen
Phone, Office, Email:
(940) 397-4285
Bolin Science Hall, 307G
chris.hansen@mwsu.edu
Office Hours:
MWF 9:00-11:00
M 3:00-4:30
R 1:30-4:00
Text(s): Required:
Chemistry for Changing Times, 12th ed. J.W. Hill, T.W.
McCreary, D.K. Kolb, Prentice Hill, 2010.
Students Solutions Manual (highly recommended)
Recommended:
Grading Procedure (Assessment):
Quizzes & Online Homework
Exams
Group Activity
Individual Project
Final Exam
10%
55%
10%
10%
15%
Quizzes – to be given periodically covering assigned material and previous class lectures (may or may
not be announced).1
Homework – To be posted on the “SaplingLearning” class site. Late homework will not be accepted.1
Major Exams – see "Proposed Schedule" on class website (available when announced in class).
Group Activity – One group activity that will be completed and presented in poster format. (10% of
class grade) If you miss the day that your group does one of these, you will do one on your own and
present it during my office hours.
Individual Project –An individual project will comprise the keeping of a journal of newspaper or
journal articles about the chemistry in the health sciences with comments and self assessment of your
new perspectives (weekly journal with 10 entries required). (10% of class grade)
Final Exam – see "Proposed Schedule" on class website.
Attendance Policy:
Attendance is expected as stated in the Student Handbook.
General Education Statement:
Students in this course must demonstrate their competency in
written, communication, some fundamental math skills, and basic
use of computers through exams, presentation, group projects,
and written reports.
Course Content:
This course provides an introduction to chemical principles and
concepts, environmental chemistry, nuclear chemistry, and other
topics.
Additional Course Information:
Proposed Lecture Schedule:
Date(s)
Jan. 14-18
Jan. 22-25
Jan. 28-Feb. 1
Feb. 4-8
Feb. 11-15
Feb. 18-22
Feb. 25-29
Feb. 28th
March 3-7
March 10-14
March 17-21
March 24-28
Mar. 31-April 4
April 7-11
April 14-18
April 21-25
April 28-May 2
May 5-9
Chapters
1,2
2,3
3,4
4,5
5,6
6,7
7,8
Test 1
8,9
9,10
11,12
12,13
13,14
14,15
15,16
17,18
Test 2
Topic
Chemistry, Atoms
Atoms, Atomic Structure
Chemical bonds
Chemical accounting
Gases, Liquids, Solids
Intermolecular Forces
Acids and Bases
Midterm
Oxidation and Reduction
Polymers
Spring Break
Nuclear Chemistry
Chemistry of Earth
Air
Water, Energy
Biochemistry
Food, Drugs
th
May 8 , 8:00-10:30 a.m.
*This is a tentative schedule and is subject to change if necessary
**To receive an extra credit of 10 pts toward your quiz grade you may attend a chemistry
seminar, take notes at the seminar, and turn it in BEFORE YOU LEAVE**.
(please do not come late or leave early)
Please title the seminar notes with your name, date, and your course
number and hand into the instructor at the seminar.