1
HAWAII PACIFIC UNIVERSITY
FACULTY ASSEMBLY
Gen Ed Curriculum and Assessment
Committee
Recertification of a Gen Ed Course
In Cycle _1__ until Cycle __3__

GECAC RECORD OF CURRICULUM ACTION AND REVIEW
(RCAR FORM)
School/College:
Course Alpha/#: CHEM 1000
Represented by
by:
Category or
Type of UD
course
Program:
CCNS
Title:
Chemistry
Introductory Chemistry
Susan Bolman
E-Mail:
[email protected]
GSA Natural Systems
Outcomes: GS1, 4, 5 R&E 7
1st Reading:
Date: May 23, 2011
Discussion: This is a required class for the nursing program and one that helps students
determine if they are suited to continue on in that major. Some students may lack
adequate preparation and so this course may have higher levels of students who
don’t meet expectations than some others. In the assessment first provided not all
instructors had turned in their results, so the results were based on the sections
Susan Bolman taught. She later redid the assessment using more sections. The
Director of Gen Ed will try to find the second assessment and include those results
in the report. The GECAC appreciated seeing the questions and commended the
attempt to assess all outcomes. Another assessment of two outcomes is currently
underway. Syllabi have generally been correct and complete.
Recommendations: Be sure to break down data by campus and mode in the next assessment. (This was
not done in the first assessment but was done in the follow-up in spring 2009). See
if the current assessment shows any closing of the gap between online and FTF or
MCP and main campus and if not, come up with a plan for addressing the issue.
The GECAC voted to recertify without further review.
Action: Check appropriate box and include further details below as needed
Recertify without further review
Recertify without further review once next cross-section assessment is
submitted (once received GECAC chair to fill in follow-up box below)
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Request resubmission with requested information or evidence once corrective
action is taken or missing assessments are supplied
Partial reapplication needed (changing an outcome)
Full reapplication needed (changing a category—other than from CS, GS, V&C
or WC A or B to C of the same theme.
Other:
Follow up as
Results were added in section 2 for the follow-up assessment using data
needed:
from more courses and instructors.
If more than two readings are needed keep copying the table
Course has been recertified for _______GS A_________________________
Outcomes: _______________ GS1, 4, 5 R&E 7_____________________________
Next due for recertification in Cycle _3___ or after being taught 3 more times whichever
comes second.
__/s/_Catherine Unabia___
GECAC Chair signature
9-4-10/GECAC
____Catherine Unabia____________ _8/20/2011_____
Print name
Date
3
Course:
Chem
Title: Introductory Chemistry
1000
College/dept: CNCS,
Chair: Stephen Allen
Natural
sciences
Faculty member
Susan Bolman
overseeing process
GECAC Member
Jiasong Fang
assigned :
Last calendar sections
students modes
campuses
Year:
2009-2010
18
448
both
both
Classification A
Cycle
1
Last certified: 11-3-06
Statistics
All but one of six identified the category fully. All had the outcomes.
from last
syllabus
review
Status of assessments:
Type A no assessments due this year and previous assessments completed
Type A assessment due this year but previous assessments completed
Type A previous year’s assessment not completed and assessment due this year
Type A previous year’s assessment not completed but no new assessment due this
year
Type B, no cross-section assessment has been done
Type B, cross-section assessment has been done
Type C or D, some participation in gen ed self assessment survey
Type C or D, narrative gen ed self-assessment forms submitted
Type C or D, no gen ed self assessments submitted
Any type, participated in UD assessment
Any type, participated in a cross-theme assessment
Include the following attachments:
1 Recertification questionnaire (if not provided GECAC Rep should contact department
chair to request. Course should not proceed to first reading without questionnaire)
2 Any completed cross-section assessment reports (supplied by Director of General
education)
3 2 current syllabi (Type A or B) or most recent syllabus (type C or D) selected by
GECAC Rep from Campus Pipeline syllabus tool.
4 Additional materials requested by GECAC (usually after initial review) such as copies
of narrative self-assessments, copies of cross-section assessments conducted after initial
review, program or faculty response to GECAC recommendations, and partial or
complete reapplications as needed.
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Item #2.
Report of Learning Assessment
Semesters:
Final report
Fall 2008 Term 1 2009
1 Course: CHEM 1000
2: Designated Person in charge:
Susan Bolman M.D.
3: General education outcome being assessed GS1. Utilize various systems
approaches or theories to comprehend global processes.
4: Brief description of student work to be used. Exams during the course of the semester
and the final exam
5: Number of sections for Fall 08 _5__ FTF main campus __1__FTF MCP
_1__Online main campus
Number of sections for Spring 09 _7__ FTF main campus __1__FTF MCP
_1__Online main campus
Anticipated Method
Specific questions from exams from all students in all sections. Though the questions
may not be identical for all sections, the material covered will be the same for the
questions used in the analysis. (This could not be implemented for Fall ’08, but has
already been implemented for Spring ’09.
E.g. All professors will give the symbol of an element on the periodic table and ask for
the name of that element, even though it may not be the same element.
6: How will the work be assessed?
The course coordinator (Susan Bolman) will supply all instructors with sample questions
that need to be asked to fulfill the needs of the assessment. The individual instructors
will modify the questions for their exam. E.g. for a math question such as gas laws, they
will ask the same question, but insert different numbers for the starting point.
Each instructor will supply the course coordinator with the number of students correctly
answering the indicated questions.
Examples of the types of questions can be found in the CHEM 1000 - GECS RCAR
Form.
7: Report of the results
This report covers only the sections Susan Bolman taught and represents 65
students for the first exam, 59 students for the second exam and 54 students
for the final exam. I could have chosen questions for GS1 with percentage of
correct answers ranging from 100% to 37%. For Spring ‟09, the analysis will
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cover the exact same questions for multiple sections, and should be more
informative. I don‟t have complete results for the other instructors for Fall ‟08.
88% answered the following question correctly.
How many hydrogens would be required to complete a molecule that contained
two carbon atoms with a triple covalent bond between them?
a. 1
b.2
c.3
d.4
e.5
82% answered the following question correctly.
When you change the number of protons in an atom, you change which _____ it
is.
A) element
B) isotope
C) ion
D) state
58% answered the following question correctly.
What type of bond would be formed between a carbon atom and a hydrogen
atom?
a. ionic b. polar covalent c. non-polar covalent d. these 2 atoms would not
bond
88% answered the following question correctly.
Methane, CH4, has a shape that's know as _____.
a. linear b. planar triangular c. bent d. tetrahedral e. pyramidal
75% answered the following question correctly.
The balanced equation given below means that…..
CH4 + 2O2  CO2 + 2H2O
a. One mole of methane reacts with two grams of oxygen to produce one
gram of carbon dioxide and two grams of water.
b. One gram of methane reacts with two grams of oxygen to produce one
gram of carbon dioxide and two grams of water
c. One molecule of methane reacts with two molecules of oxygen to
produce one molecule of carbon dioxide and two molecules of water.
d. A, B and C are correct
e. A and C are correct
37% answered the following question correctly.
If you have 1 mole of methane gas (CH4 mw 16) at 1 atm and 25 C in a balloon
and you also have 1 mole of ethane gas (C2H5 mw 29) at 1 atm and 25 C in a
balloon, what would the difference in size be?
a. The ethane filled balloon would be about double the size of the
methane
b. The ethane filled balloon would be about half the size of the
methane
c. The two would be the same size
d. There‟s not enough information given to be able to tell
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53% answered the following question correctly.
If you double the volume of a closed container what will happen to the pressure?
(Assume all other variables are constant.)
a. it will double
b. it will be cut in half
c. it will increase, but only a little bit
d. it will decrease, but only a little bit
Report of Learning Assessment
Semesters:
Final report
Fall 2008 Term 1 2009
1 Course: CHEM 1000
2: Designated Person in charge:
Susan Bolman M.D.
3: General education outcome being assessed GS4. Comprehend the global impact
of biological and physical science, technology, and telecommunication
systems.
4: Brief description of student work to be used. Exams during the course of the semester
and the final exam
5: Number of sections for Fall 08 _5__ FTF main campus __1__FTF MCP
_1__Online main campus
Number of sections for Spring 09 _7__ FTF main campus __1__FTF MCP
_1__Online main campus
Anticipated Method
Specific questions from exams from all students in all sections. Though the questions
may not be identical for all sections, the material covered will be the same for the
questions used in the analysis.
E.g. All professors will give the symbol of an element on the periodic table and ask for
the name of that element, even though it may not be the same element.
6: How will the work be assessed?
The course coordinator (Susan Bolman) will supply all instructors with sample questions
that need to be asked to fulfill the needs of the assessment. The individual instructors
will modify the questions for their exam. E.g. for a math question such as gas laws, they
will ask the same question, but insert different numbers for the starting point.
Each instructor will supply the course coordinator with the number of students correctly
answering the indicated questions.
Examples of the types of questions can be found in the CHEM 1000 - GECS RCAR
Form.
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7: Report of the results. (See discussion on GS1 for details of sections and number of
students)
71% answered the following question correctly.
Which statement describes a physical change, not a chemical change?
A) winding an alarm clock
B) turning on a flashlight
C) digesting your lunch
D) burning the morning toast
E) lighting a match
68% answered the following question correctly.
The term for changing a gas to a liquid is
A) boiling
B) condensation
C) sublimation
D) chemical change
E) freezing
71% answered the following question correctly.
In the equation: CO2 + H2O
H+ + HCO3+
Increasing the H would shift the equation to the:
a. right
b. left
c. increase
d. decrease
76% answered the following question correctly.
In the equation: 304.0 kcal + 4 PCl3
P4 + 6 Cl2
Increasing the temperature would shift the equation to the:
a. right
b. left
c. increase
d. decrease
69% answered the following question correctly.
The conjugate base of bicarbonate ion is
a. H2CO3
b. HCO3c. CO32d. none of the above, bicarbonate doesn‟t have a conjugate base
72% answered the following question correctly.
Looking at table 10.1, predict the point of equilibrium for a reaction starting with
nitrous acid and water.
a. There will be more reactants at equilibrium
b. There will be more products at equilibrium
c. The amount of reactant and products will be very similar
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59% answered the following question correctly.
The conjugate acid of H2S is
a. H2S
b. HSc. S2d. none of the above, H2S doesn’t have a conjugate acid
Semesters: Fall 2008 Term 1 2009
1 Course: CHEM 1000
2: Designated Person in charge:
Susan Bolman M.D.
3: General education outcome being assessed GS5. Understand the importance of
global environmental systems and the interactions between humans and the
environment.
4: Brief description of student work to be used. Exams during the course of the semester
and the final exam
5: Number of sections for Fall 08 _5__ FTF main campus __1__FTF MCP
_1__Online main campus
Number of sections for Spring 09 _7__ FTF main campus __1__FTF MCP
_1__Online main campus
Anticipated Method
Specific questions from exams from all students in all sections. Though the questions
may not be identical for all sections, the material covered will be the same for the
questions used in the analysis.
E.g. All professors will give the symbol of an element on the periodic table and ask for
the name of that element, even though it may not be the same element.
6: How will the work be assessed?
The course coordinator (Susan Bolman) will supply all instructors with sample questions
that need to be asked to fulfill the needs of the assessment. The individual instructors
will modify the questions for their exam. E.g. for a math question such as gas laws, they
will ask the same question, but insert different numbers for the starting point.
Each instructor will supply the course coordinator with the number of students correctly
answering the indicated questions.
Examples of the types of questions can be found in the CHEM 1000 - GECS RCAR
Form.
7: Report of the results. (See discussion on GS1 for details of sections and number of
students)
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95% answered the following question correctly.
The reaction shown above is a(n)
a. oxidation
b. reduction
c. neither
71% answered the following question correctly.
In the reaction shown above, the ___ have more energy
a. reactants b. products
71% answered the following question correctly.
Which vertical line represents enthalpy change?
a.x b.y c.z d. none of the lines
91% answered the following question correctly.
Will C3H8 be soluble in water?
a. yes
b. no
c. not enough information
54% answered the following question correctly.
If a cell undergoes hemolysis, then it must have been put in a ______ solution.
a. hypotonic
b. hypertonic
c. normotonic
d. isotonic
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56% answered the following question correctly.
Blood pressure causes fluid to move out of the capillaries and osmotic pressure
causes it to move in. The fluid outside blood vessels is _____ to blood plasma.
a. hypotonic
b. hypertonic
c. normotonic
d. isotonic
Report of Learning Assessment
Semesters:
Final report
Fall 2008 Term 1 2009
1 Course: CHEM 1000
2: Designated Person in charge:
Susan Bolman M.D.
3: General education outcome being assessed RE7. Utilize methods and
technologies appropriate to the discipline to investigate research questions,
generate predictions, test hypotheses and/or solve problems.
4: Brief description of student work to be used. Exams during the course of the semester
and the final exam
5: Number of sections for Fall 08 _5__ FTF main campus __1__FTF MCP
_1__Online main campus
Number of sections for Spring 09 _7__ FTF main campus __1__FTF MCP
_1__Online main campus
Anticipated Method
Specific questions from exams from all students in all sections. Though the questions
may not be identical for all sections, the material covered will be the same for the
questions used in the analysis.
E.g. All professors will give the symbol of an element on the periodic table and ask for
the name of that element, even though it may not be the same element.
6: How will the work be assessed?
The course coordinator (Susan Bolman) will supply all instructors with sample questions
that need to be asked to fulfill the needs of the assessment. The individual instructors
will modify the questions for their exam. E.g. for a math question such as gas laws, they
will ask the same question, but insert different numbers for the starting point.
Each instructor will supply the course coordinator with the number of students correctly
answering the indicated questions.
Examples of the types of questions can be found in the CHEM 1000 - GECS RCAR
Form.
7: Report of the results. (See discussion on GS1 for details of sections and number of
students)
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58% answered the following question correctly.
Which of the following measurements has three significant figures?
A) 1,207 g
B) 4.250 g
C) 0.006 g
D) 0.0250 g
E) 0.03750 g
82% answered the following question correctly.
1. What is 2.1 × 10-5 when written in decimal notation?
A) 2,100,000
B) 210,000
D) 0.00021
E) 0.000021
C) 0.0000021
59% answered the following question correctly.
The equilibrium constant for this reaction would be calculated with which of the
following equations?
2 CO (g) + O2 (g)
a.
2 CO2 (g)
[CO 2 ]
[CO] [O 2 ]
[CO 2 ]2
[CO]2 [O 2 ]
[CO][O 2 ]
c.
[CO 2 ]
2[CO 2 ]
d.
2[CO][O 2 ]
b.
e.
[CO]2 [O 2 ]
[CO 2 ]2
58% answered the following question correctly.
An equilibrium constant of 1e24 means that:
a. At equilibrium, the vast majority of the molecules present are the
reactants.
b. At equilibrium, the vast majority of the molecules present are the
products.
c. It is likely that the reaction will occur very quickly.
d. It is likely that the reaction will occur very slowly.
e. Both b and c are correct.
83% answered the following question correctly.
In the reaction shown, what is the conversion factor that would be used to
determine the number of moles of oxygen needed to react with 3.2 moles of
C4H10?
2 C4H10 + 13 O2 → 8 CO2 + 10 H2O
a.
2 moles C 4 HH10
13 moles O 2
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12
b.
3.2 moles C 4 H10
13 moles O 2
c.
2 moles C 4 H10
3.2 moles O 2
d.
13 moles O 2
2 moles C 4 H10
e.
13 moles O 2
3.2 moles C 4 H10
83% answered the following question correctly. (Average of the 3
questions)
If you are excited and hyperventilating, what lab results will you have?
a. increased pH
b. decreased pH
a. increased [CO2] b. decreased [CO2]
a. increased [H+]
b. decreased [H+]
67% answered the following question correctly.
A high pH indicates that you have
a. a high [H+]
b. a low [H+]
c. The two values are not correlated
61% answered the following question correctly.
If you increase the amount of carbon dioxide in a solution (say, the ocean), what
will that do to the pH of the solution?
a. increase it
b. decrease it
c. have no effect on the pH
Results from follow-up assessment in spring 2009 and summer 2009 that
included more sections and instructors.
(A detailed spreadsheet was given with breakdowns for each question
and instructor. Averages are below)
GS4
GS1
GS5
R&E7
main
60.54761905
68.4
63.89285714
62.7
MCP
50
56.25
27.8333
31.625
FTF
58.22222222
62.575
53.91388889
53.3875
online
62.25
79.8
75.8
75.1
All
59.22917
66.88125
59.38542
58.81563
Online was stronger than face to face and main was stronger than MCP especially
on GS5 and R&E7
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An assessment is currently underway.
Report of Learning Assessment for large multi-section courses
Semesters covered: Spring 2011 and MCP Term __3_____2011
Chose either MCP term 2, 2011 or Term 3, 2011.
Return this form to [email protected]
Answers to questions 1-6 Feb. 25, 2011
Answer to question 7 added Sept. 23, 2011
Answer to question 8 added Oct.21, 2011
1 Course: CHEM 1000
2: Designated Person in charge:
Susan Bolman M.D.
3: General education outcomes being assessed
GS4 and RE7
4: Brief description of student work to be used:
Multiple choice questions on exams
5: Number of sections taught in targeted semesters ___4__ FTF main campus
__1_FTF MCP _2__Online main campus _0__Online MCP
FTF means face to face; “main campus” refers to either DT, Hawaii Loa, or online
offerings in a main campus term; MCP refers to a course taught in a military term.
Anticipated Method
_x__ work from all students in all sections (assessment takes place as part of course)
___ work from all students in a subset of sections (assessment takes place by teams of
faculty after the course is over)
___work of ___ randomly selected students from each section (assessment takes place
by teams of faculty after the course is over)
___work of ___ randomly selected students from a subset of sections (assessment takes
place by teams of faculty after the course is over)
If using a subset of sections makes sure the various campuses and formats are included. If
using a random sampling method, choose the number of randomly selected students so
that at least 10-15% of students taking the course are included. Please track your results
by mode and campus as well as overall.
6: How will the work be assessed? Attach rubric, criteria sheet etc. and explain what
standard will be used to determine if the results show satisfactory achievement. If using
exam questions and each instructor creates his or her own, how will faculty determine
which questions meet which outcome(s)?
Percentage of students answering the selected questions correctly. Each professor writes
their own exam but all include the subset of questions being used for this evaluation.
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See attached excel document for questions.
7: Report the results including percent of students meeting established standard for all
sections, main campus sections, MCP sections, FTF sections and OL sections.
8: After program faculty meet to discuss the results, report on whether it was determined
that any changes were needed and what actions are to be taken, if any. Has the
assessment sparked any ideas for improvement of the course or indicated any areas to be
targeted in future assessments?
ITEM #3 SYLLABI
The most recent assessment of CHEM 1000 syllabi was done in Spring 2011 where 4 out
of 5 syllabi received a perfect score. The one syllabus was missing the gen ed category
and theme on the first page.
Course No. and Name:
CHEM 1000- General Chemistry
Credits:
3
Faculty:
James Le Marchant Lawrence L.Ac., MAOM
Email: via WebCT‟s email service (ONLY if WebCT is
down, use [email protected] )
Office Hours: By appointment 9.15 - 10.30
Wednesdays & Fridays Room 311C (opposite end of
the hall from 309) or via chat on webCT.
OVERVIEW:
This course is intended for students wishing to enter a health related field such as the
nursing program. The student is assumed to have an understanding of high school
algebra. The material covered should provide the student with a sound scientific
understanding of fundamentals of the principles of chemistry and allow him/her to make
rational, informed decisions related to chemically relevant issues in their workplace and
community. These concepts are crucial to being able to understand organic and
biochemistry (Chem 2030), many current health care topics (e.g. blood pH, blood gasses
and blood electrolytes), as well as to being able to deal with the rapidly changing world
of health care that more and more is depending on knowledge of biochemistry.
Chemistry‟s relevance to global systems is also stressed (e.g. acid rain, effect of CO2 on
pH of the oceans, effects on temperature on the solubility of CO2).
COURSE OBJECTIVES:
1. Develop a basic understanding of general chemical principles.
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2. Improve your problem solving skills and critical thinking ability.
3. Learn how to use correct mathematical expressions to solve chemistry problems.
This style of solving problems is used extensively in many fields, including health.
4. Develop a basic understanding of the relationships of chemical principles and the
function of the world and body. (All of life depends on the interactions between
atoms and molecules.) The content is this course is needed for Chemistry 2030 –
Organic and Biochemistry, which is required for students majoring in Nursing.
5. Increasing the understanding of how chemistry complements other disciplines
and is irreversibly woven into the fabric of society. Particular emphasis is placed
on how chemistry relates to the health sciences.
General Education Requirement: This course is classified under the Global Systems
Theme and meets the requirement for a course in Global Systems A: Natural Systems.
This course emphasizes provides students with opportunities to achieve the following
related general education student learning outcomes.
GS1 – Students will utilize various systems approaches or theories to comprehend
natural global processes. Many aspects of communicating chemistry are system
approaches (elements, symbols, chemical equations, metric units, etc…). Topics
covering the structure of an atom, especially electrons, rely on modern atomic theory.
GS4 - Students will comprehend the global impact of physical science systems.
Recognizing how matter is classified is a key way of comprehending the impact of
chemistry on the world. Also, certain topics in kinetics, gases, equilibrium, pH, and
radioactivity also address global impact.
GS5 - Students will understand the importance of global environmental systems and the
interactions between humans and the environment. Topics in chemical reactions,
solution processes, equilibrium, and radioactivity all address how humans and the
environment are impacted by these topics in chemistry and stress their importance.
The course also addresses the Research and Epistemology Theme by providing
students with opportunities to achieve the following related general education student
learning outcome:
RE-7 Students will utilize methods and technologies appropriate to the discipline to
investigate research questions, generate predictions, test hypotheses and/or solve
problems. Many aspects in this course are related to analogy, recognition, and
problem-solving. The most pervasive methodology used is the factor-label method to
solve many types of chemistry-related problems. Recognizing how equilibria are
affected by outside factors, how acids and bases function, and how nuclear reactions
occur all require the student to predict how a situation will respond under a given set of
conditions.
Student Learning Outcomes for CHEM 1000 Introductory Chemistry (Study Guide)
By the end of this CHEM 1000 course, each student should be able to:
CHAPTER 1
1. Recognize the interdisciplinary nature of chemistry.
2. Define matter.
3. Identify the three states of matter.
4. Differentiate between the physical properties and chemical properties of matter.
5. Differentiate between a physical change and a chemical change.
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6. Differentiate between elements, compounds, and mixtures.
7. Differentiate between metals and non-metals.
8. Name the symbols for common elements given in the periodic table.
CHAPTER 2
9. Define and use metric units of measurement.
10. Do conversions between the metric and British systems of measurement.
11. Express numbers in scientific notation.
12. Define and use significant figures in calculations.
13. Use the factor-label method (dimensional analysis) to solve problems.
14. Define density and perform calculations involving density.
CHAPTER 3
15. Differentiate between protons, neutrons, electrons, atoms, molecules.
16. Define isotope.
17. Determine the atomic weight or molecular weight (molar mass) of a compound using
its chemical formula and the periodic table.
18. Discuss Bohr's Theory of the Hydrogen Atom in simple and general terms.
19. Describe the simple structure of an atom, including the nucleus and electron orbitals
or clouds.
CHAPTER 4
20. Recognize how positive and negative ions are formed.
21. Predict the charge on ions of common elements.
22. Predict the formula for and name ionic compounds.
23. Recognize and name chemical formulas for simple compounds (ionic and molecular)
and ions.
CHAPTER 5
24. Differentiate between covalent bonds and ionic bonds.
25. Draw Lewis electron dot structures for atoms, ions, and simple covalent compounds.
26. Determine the formal charge for each atom in a compound based on the Lewis
electron dot structure.
27. Define polarity and predict the polarity of chemical bonds.
28. Use the Valence Shell Electron Pair Repulsion Theory to predict the shape of
molecules and ions.
29. Predict the polarity of a molecule.
CHAPTER 6
30. Write and balance chemical equations for chemical reactions.
31. Define mole and Avogadro's number.
32. Convert between atoms or molecules, moles, and grams of a substance.
33. Determine the amount of reactants needed and the amount of products formed (yield)
in a chemical reaction using appropriate data.
34. Define the stoichiometry of a chemical reaction.
35. Identify some common types of chemical reactions.
36. Recognize oxidation and reduction reactions.
CHAPTER 7
37. Define and discuss kinetics and rate of reaction in simple terms.
38. Explain the relationship between reaction rates for each component and
stoichiometry of a reaction.
39. Discuss factors that affect the rate of a reaction.
40. Define activation energy.
41. Qualitatively discuss a reaction diagram (energy versus reaction progress) and
explain how it relates to a chemical reaction.
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42. Define catalysis and catalyst, and describe how and why a catalyst affects the rate of
a reaction.
43. Give examples of catalysts and catalytic processes.
44. Define and discuss and equilibrium system.
45. Calculate the equilibrium constant for a reaction.
46. Identify ways of expressing the equilibrium constant for different types of reactions.
47. Predict the direction of a reaction to reach equilibrium.
48. Identify and discuss factors that affect equilibrium concentration and the equilibrium
constant.
49. Understand and apply the effect of LeChâtelier's Principle to equilibrium systems.
50. Understand energy changes in a chemical reaction.
51. Define the terms exothermic and endothermic.
CHAPTER 8
52. Understand and apply the gas laws involving pressure, volume, temperature, and
amount of a gas.
53. State the ideal gas law and perform calculations involving the ideal gas law.
54. Discuss the Kinetic Molecular Theory of Gases.
55. Identify and discuss intermolecular forces.
CHAPTER 9
56. Discuss factors that affect the solubility of a substance in solution.
57. Define solution and molarity.
58. Perform calculations involving the molarity of a solution.
59. Perform calculations involving weight/volume percent, parts per million and parts per
billion.
60. Perform calculations involving dilution of solutions.
61. Perform calculations involving equivalents and milliequivalents.
62. Define and discuss colligative properties of a solution (boiling point elevation,
freezing point depression, vapor pressure lowering).
63. Discuss osmosis including osmotic pressure, tonicity of a solution, hemolysis and
crenation.
64. Discuss dialysis in terms of osmosis.
CHAPTER 10
65. Define acid and base using several definitions.
66. Determine conjugate acid-base pairs in a reaction.
67. Discuss the acid-base properties of water.
68. Define the ion product (Kw) for water.
69. Define pH and discuss how it measures the strengths of acids and bases.
70. Distinguish strong acids, strong bases, weak acids, and weak bases.
71. Calculate the pH for aqueous solutions of strong acids and strong bases.
72. Discuss the acid-base properties of salts.
73. Identify polyprotic acids.
74. Define and identify a buffer solution.
CHAPTER 11
75. Define and discuss electromagnetic radiation (waves) and its properties.
76. Discuss the nature of nuclear reactions.
77. Balance nuclear equations.
78. Discuss radioactive decay.
79. Distinguish between and discuss nuclear fission and nuclear fusion.
80. Discuss applications for the use of radioactive isotopes in science.
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Required Text:
McMurry, Castellion, Ballantine Fundamentals of Organic and Biological Chemistry, 6thth
Edition, Prentice Hall. ISBN 0-13-605450-1
All textbook information (pricing, ISBN #, ebooks) for this course can be found on the HPU
Bookstore website: hpu.edu/bookstore
If you have any questions regarding textbooks, please contact the HPU Bookstore at:
Phone:
808-544-9347
Or email :
[email protected]
[email protected]
EVALUATION METHODS:
Quizzes and discussion
16 %
Three exams
28 % each
There will be no extra credit projects. Grades are given on the basis of exam and quiz
scores only. If you do not have a passing grade (D) on the average of the three exams,
you cannot pass the course, even if your quiz grade brings you above passing. The only
legitimate excuses for missing exams are illness (documented by a doctor‟s note),
military obligation or death in the immediate family. If you miss an exam for a legitimate
excuse, e-mail me the day of or the day after the exam so we can arrange a time to
make it up. Since you have 5 days to complete quizzes, the only times you will be
allowed to make up a late quiz without penalties are for longer term emergencies like
hospitalization and military obligation that takes you away from on-line access. If there
are interruptions in webCT or campus pipeline, I will automatically add time to the quiz
once I can get on-line.
GRADING SCALE:
A=
93% - 100%, A- =
B+ = 87% – 89%, B =
C+ = 77% - 79%, C =
D+ = 67% - 69%, D =
F=
Less than 60%
90% - 92%
83% - 86%,
73% - 76%,
60% - 66%
B- =
C- =
80% - 82%
70% - 72%
The instructor reserves the right to determine the final grade, regardless of scoring.
Extra credit projects will NOT be assigned.
METHODS OF COURSE INSTRUCTION:
Course content will be delivered through reading the text and Powerpoint lectures on
WebCT and discussion of the information in class time. Content will be reinforced on the
discussion board and chat. WebCT will also contain frequent quizzes. While you can
work on the course at any time of the day or night, you must stick to the quiz and exam
deadlines. Students must read and post in the discussion forum. Chat is optional but
has been of great help to students in the past.
COURSE POLICIES:
Important administrative information will be posted in announcements in webCT.
You are responsible for all the material in the announcements and this syllabus.
I will not repeat information given on those sites. Ignorance of this information is
not an excuse for not doing/knowing what it says.
Discussion posts about class topics will be counted towards your quiz grades
twice during the semester. Zero to fifteen points will be allocated depending on
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the number of posts written. Put only one question in each post. If you have a
number of quiz questions, write multiple posts. Put the TOPIC of the question in
the subject line (not just a question code). If asking about a quiz question, in
addition to putting the question code, please cut and paste the question so we
don‟t have to look it up to be able to answer the question. Though it is polite to
thank someone for an answer, please do not. It gives everyone more that they
must read, and will be deleted. Answer other student‟s posts when you are able
to, being sure to explain WHY the answer you chose was right. Answers without
explanations will be deleted. If the question has already been answered, write a
post ONLY if you have additional information to add. I will monitor the discussion
board daily and only insert an answer if someone posts incorrect information.
I will be available for chat any time I am on-line. If you click on the „Who‟s online‟ button on the left of the home page, you can send a chat invitation to anyone
on-line. After requesting a chat session, please go to the chat room where
multiple people can be involved and molecules can be drawn.
In addition to posted office hours (see 1st page), I will be on-line much of the
time. If you see my name in „Who‟s Online‟ send me an invitation and I‟ll be glad
to help you out.
Homework assignments: a list of questions from the end of each chapter can
be found on Web CT. You do NOT have to turn in anything to me. Answers to
the even questions are in the back of the book. A book with explanations to the
answers to all questions is on reserve in the Atherton library on the third floor of
the Hawaii Loa building. This is a new version of this text and may have errors in
the answers. Get one free quiz point by being the first to post the question, the
correct answer and your explanation on the discussion board. (No explanation,
no point.)
On-line exams and quizzes will be a combination of multiple-choice and fill in
the blank and short answer questions. (Ten words or less.) They will not be
cumulative, though material from previous sections is usually necessary to
answer current sections. At least 75% (often as much as 90%) of the questions
will come from definitions of vocabulary and questions in and at the end of each
chapter.
Timing of quizzes will be announced in class and posted on Web CT. We will
have quizzes one to two times weekly. You may take each quiz twice (and are
encouraged to do so even if you get 100% the first time.) The higher of the two
scores will count towards your grade. There is a pool of questions from which
you will be assigned a certain number of questions randomly, so you will
probably get some different questions the second time. Even if the question
appears the same at first, read it carefully. There is a time limit for each quiz.
The computer will continue accepting answers after the time limit. I will
individually assess small penalties for those who don‟t finish in time. You must
wait 60 minutes between finishing your first and starting second attempt. (The
hope is that you will study your mistakes and learn from them.) If you finish your
first attempt 59 minutes before the deadline, you will not be able to take the quiz
a second time. Whenever discussing a quiz question in discussion or e-mail,
ALWAYS use the question code. An example would be 2a.4c. As the questions
are assigned randomly, “question number 4” is unhelpful.
If you are having difficulty understanding a concept, PLEASE chat with me, see
the tutor in the Atherton Library and/or come to office hours. This course relies
on understanding, not just memorizing.
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If you have problems with understanding how the course is run or the content of the
lectures or quizzes you can ask me via webCT e-mail or post a question anonymously
on the discussion board.
If you have any technical trouble or problems with the functioning of the web site,
please call the IT help desk at 566-2411 or email [email protected] . If you have
trouble with individual quizzes, e-mail me.
FIRST ASSIGNMENT: go to http://www.vark-learn.com and take the quiz. Click on the
learning style(s) for which you scored highest and read the learning suggestions for
your learning style. Send me an email via webCT (not my HPU address) that states
your learning style AND which of the suggestions you intend to adopt. I want a narrative
paragraph, NOT a cut and paste of the suggestions. Note: you need to get to the
learning suggestions, not just the quiz results.
Additional early assignment: please post a short description of yourself on the
„introductions‟ part of the discussion board. If possible, attach a photo. Include in the
description how long you have been at HPU, what other things you do (work, family),
and a favorite hobby/pass-time. If you are not a nursing major, tell us what your major is.
ACADEMIC HONESTY POLICY
Honesty and integrity are expected from students at all times. General guidelines
regarding academic honesty are outlined in HPU's Academic Honesty Policies and
Procedures in the student handbook. You are allowed to give and receive help for
homework, quizzes and discussion posts. You are not allowed to have any help, books
or notes during exams.
INSTRUCTOR’S EXPECTATIONS OF STUDENT PERFORMANCE
The instructor‟s expectations are based on the premise that learning is most effective
and meaningful when students actively participate in the process. Students must at
least:
1. Come to class prepared. This includes reading ahead in the text (lightly).
2. Being prepared also includes reviewing both old and upcoming vocabulary
before class.
3. Read for understanding after the material is presented in lecture. This may
require reading the same sentence or paragraph 3 or 4 times before moving on.
4. Do (or be able to do) all of the assigned questions at the back of the chapter,
preferably before taking the quiz.
5. Study the material before taking the quiz the first time, so you can assess your
level of knowledge when you think you are prepared, but before it is a huge part
of your grade (the midterm). Take the quiz for the first time within 1-2 days of the
lecture. Study areas of knowledge in which there were errors before taking the
quiz the second time.
6. Finish the quizzes on time (within 5 days of presentation of the material.)
7. Use the advice given below in „learning suggestions.‟
8. Contact the instructor directly via e-mail or on the discussion post with questions
when a concept is not understood after BOTH reading the material and hearing
about it in lecture.
9. Seek help from the tutor or the instructor during office hours and chat early rather
that letting the confusion grow.
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10. Have for your motivation for doing well in the course be „being a good nurse‟, not
„getting a good enough grade to get into the nursing courses.‟
LEARNING SUGGESTIONS:
Though I am responsible for teaching, what matters at the end of the day is what is in
your head. It‟s not easy to get things in there! (I know from experience.) You will have
to make an effort. Showing up to all classes is, by itself, NOT enough to ensure a good
grade. That might have worked in high school, but not in college. Here are some things
that will help.
1. Read the material for that day‟s class BEFORE you come to class. You only need to
spend about a half an hour doing this. You almost never learn something the first
time you encounter it. If you listen first, and then read, you will find you‟re confused
when you read things. If you read them first, you may be confused when you read
them, but will be able to sort things out in your head better in lecture. This course
covers a LOT of material and goes quickly. Each part can only be understood if you
understood the previous part. If you get lost and fall behind, you‟re sunk. Ask my
previous students. Those who read ahead got A‟s, and those who didn‟t got C‟s, D‟s
and F‟s.
2. Write and draw structures and reactions and try to be visual about the processes.
The more you write, the more it will help you to understand the concepts of organic
and biochemistry on a deeper level It‟s like learning another language, if you can‟t
recognize the alphabets or don‟t have vocabulary, you can‟t learn to read.
3. You might think why do you have to study chemistry? It is relevant for two reasons.
Firstly, because it makes the basis for biochemistry. If you don‟t understand the
concepts of general chemistry, you can not truly understand biochemistry, which is
the basis for pharmacology, pathophysiology and all future discoveries in medicine.
More importantly, general chemistry requires critical thinking skills, which are
essential in life and death decision making that a nurse is often involved in as well as
math skills that will be used when administering medications.
4. At the college level, for each hour of class time, you‟re expected to put in an average
of three hour of studying. Some classes take more (hint). The course is extremely
intense and extremely rapid. Should you fall behind by even a few days, you will
have great difficulty catching up. If you have taken on to many responsibilities (other
classes, families, job), you will find it very difficult to pass. You should assess your
priorities and, if you‟ve taken on to much, decide what can be cut out now before you
waste a lot of time, energy and money.
5. STUDY IN GROUPS! Don‟t be shy. If you don‟t know anyone, approach one or
more of your neighbors and ask if they want to study together. Studies on the
mainland have shown that the recent Asian arrivals that do so very well in school
study together and when they force other ethnic groups to form study groups it
improves their grades. Don‟t wait till the weekend before the exam to do this.
Others will already have established groups and will not want to disrupt them. The
class is not graded on a curve. I‟d love to give everyone an A, but you have to really
understand the material (not just read it over once. This is college.)
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6. Get a full night‟s sleep after you study and before you take the exams. Again,
studies show that you remember things better if you sleep AFTER studying. Don‟t
pull an all-nighter before the exam. First, you will not remember anything you put in
your brain (so, why are you here if not to learn to be better nurses?), and secondly,
you will be fuddled during the exam and not do as well as you could if you were
thinking clearly. You need to be sharp for the exams!
Chemistry 1000 Schedule
Spring 2011 – James Le Marchant Lawrence
Week
Date
Chapter
Topic
1
2
3
4
5
6
6, 7
Jan 26, 28
Feb 2, 4
Feb 9, 11
Feb 16, 18
Feb 23, 25
Wed Mar 2
Mar 4, 9, 11
1
2
3
4
5
Exam 1
6
8,10
9
10, 11
12
12, 13
13
14
14, 15
15
Final
Exam
Mar 16, 18, 30
Mar 23, 25
Apr 1, 6, 8
Wed Apr 13
Apr 15, 20
Apr 22
Apr 27
Apr 29, May 4
May 6
Wed May 11
7:30-9:45
7
No Class
8
Exam 2
9
No class
9
10
11
Exam 3
Intro to class and Matter
Math
Atoms and the Periodic Table
Ionic Compounds
Molecular Compounds
Ch 1-5
Reactions, Balancing and
Math
Reactions, Rates, Equilibrium
Spring Break
Gases, Liquids, Solids
Ch 6-8
Solutions
Good Friday
Solutions
Acids and Bases
Nuclear Chemistry
Ch 9-11
9-4-10/GECAC