Core Course Review Documentation Foundational Component Area: life & physical sciences component Area Option?



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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


Your assignment is to write a journal entry analyzing and answering the following questions:

      1. What is the event, issue or concern?

      2. Is it a treatment, condition, diagnostic test, or a combination?

      3. Describe the impact on the consumer or environment.

      4. Is the science (or chemical process) presented?

      5. References

      6. 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

2

1

0

TOTAL

ISSUES

Issue/event/problem

stated with clarification

or description


Issue/event/problem stated without clarification or description

Issue/event/problem not stated




EVIDENCE

Information is taken from source(s) with enough interpretation/evaluative

to develop an analysis or synthesis; viewpoints are questioned



Information is taken from source(s) with some interpretation/

evaluation



Information listed

without interpretation or evaluation






CONCLUSIONS/

OUTCOMES


Conclusions logically tied to a range of information; outcomes identified

clearly


Conclusions/out-comes tied to information (chosen to fit); some outcomes are identified

Conclusions/outcomes

not tied to information; outcomes are oversimplified















SCORE



WRITTEN COMMUNICATION RUBRIC – 4 POINTS POSSIBLE



POINTS

2

1

0

TOTAL

CONTEXT

AND PURPOSE



Demonstrates thorough attention to context, purpose,

and assigned task



Demonstrates adequate attention to context, purpose, and assigned

task


Demonstrates minimal attention to context, purpose, and assigned

task





DISCIPLINARY CONVENTIONS

Uses all required organizational and presentation

elements


Minimally uses required organizational and presentation elements

Fails to use required organizational and presentation elements













SCORE



CHEMISTRY POSTER PRESENTATION PROJECT





  • Your assignment

  1. Select a topic in Chemistry of interest to your group.

  2. Identify the chemically related issue that created the negative or positive impact on everyday life.

  3. Research literature online and/or in the library to develop your topic.

  4. Identify and promote alternative responses that would reduce negative effects or increase positive effects

  5. 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

1

0

TOTAL

ORGANIZATION

All required elements are addressed

3-4 required elements are addressed

Fewer than 2 required elements are addressed




SUPPORTING MATERIALS

Examples/statistics/

explanations make

references that significantly support credibility of presentation


Examples/statistics/

explanations make references that partially support credibility of presentation



Examples/statistics/

explanations make references that minimally support credibility of presentation






CENTRAL MESSAGE

Compelling

Not memorable

Not explicitly stated













SCORE



TEAMWORK RUBRIC - 4 POINTS POSSIBLE



POINTS

2

1

0

TOTAL

CONTRIBUTES TO TEAM MEETINGS

(student evals)



Offers alterative solutions

or course of action that

build on the ideas of others


Offers new suggestions

to advance work of the group



Listens to ideas but does not advance

work of the group






INDIVIDUAL CONTRIBUTIONS OUTSIDE OF TEAM MEETINGS (Teacher Evals)

Proactively helps other

team members complete

their assigned tasks to a similar level of excellence.


Completes assigned

tasks by deadline; work advances project



Fails to complete assigned tasks













SCORE





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

2

1

0

TOTAL

CALCULATION

Calculations attempted are successful and elegantly presented

Only a portion of the attempted calculation solve the problem

Calculations are unsuccessful and not comprehensive




APPLICATION/

ANALYSIS


Deep and thoughtful judgments; insightful conclusions

Ordinary, “workmanlike” judgments; plausible conclusions

Tentative judgments; uncertain conclusions













SCORE




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.

Recommended: Students Solutions Manual (highly recommended)


Grading Procedure (Assessment):

Quizzes & Online Homework 10%

Exams 55%

Group Activity 10%

Individual Project 10%

Final Exam 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 ActivityOne 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)

Chapters

Topic

Jan. 14-18

1,2

Chemistry, Atoms

Jan. 22-25

2,3

Atoms, Atomic Structure

Jan. 28-Feb. 1

3,4

Chemical bonds

Feb. 4-8

4,5

Chemical accounting

Feb. 11-15

5,6

Gases, Liquids, Solids

Feb. 18-22

6,7

Intermolecular Forces

Feb. 25-29

7,8

Acids and Bases

Feb. 28th

Test 1

Midterm

March 3-7

8,9

Oxidation and Reduction

March 10-14

9,10

Polymers

March 17-21

 

Spring Break

March 24-28

11,12

Nuclear Chemistry

Mar. 31-April 4

12,13

Chemistry of Earth

April 7-11

13,14

Air

April 14-18

14,15

Water, Energy

April 21-25

15,16

Biochemistry

April 28-May 2

17,18

Food, Drugs

May 5-9

Test 2

May 8th, 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.



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