list of appendices - portland community college · list of appendices ... (see pp....

List of Appendices Appendix 1—Tables……………………………………………………………………..54 Table 1 Courses Taught and Location………………………………….………… 54 Table 2 IIP Grants Since 2004………………………………………….……….…55 Table 3 Faculty Accomplishments………………………………………………...56 Table 4 Improved Access to Lab Equipment Since 2004…………………………63 Table 5 Chemistry Mapping Matrix (see p. 16)…………………………………. .64 Table 6 College Core Outcomes (see pp. 17-20)…………………………………..64 Table 7 Implementation of Distance Learning Courses by Academic Year………64 Table 8 District-Wide Chemistry SFTE (see p. 26)……………………………….64 Table 9 % SFTE Change Across Campuses (see p. 30)…………………………...64 Table 10 % PT IFTE/Total IFTE (see p. 33)……………………………………....64 Table 11 % FT IFTE/Total IFTE (see p. 33)……………………………………....64 Table 12 % of Sections Taught by FT Faculty District-Wide (see p. 34)………....64 Table 13 Job Responsibilities for FT and PT Faculty (see p. 37)………………....64 Table 14 College Core Outcomes (see p. 39)……………………………………...64 Table 15 Tasks Associated with Mentoring and Assessing PT Faculty (see p. 40)……..64 Table 16 Faculty Composition as of Fall 2010……………………………………65 Appendix 2—Articulation Agreements with Oregon University Systems………………65 Section 1 Oregon State University……………………………………………...…67 Section 2 Portland State University…………………………………………….….69 Section 3 University of Oregon……………………………………………………70 Appendix 3—Proposed CCOG’s………………………………………………………..78 Appendix 4—American Chemical Society (ACS) Exam Summary…………………...228 Appendix 5—Weekender Examples……………………………………………………231 Appendix 6—Writing Examples--Lab Reports………………………..….……………232 Appendix 7—Rubric Examples…………………………………………...……………233 Appendix 8—Student Reflection Statement……………………………………………237 Appendix 9—Strategy Analysts Report…………………………………………….…. 239 Appendix 10—Story of Stuff…………………………………………………………...240 Appendix 11—Focus the Nation……………………………………………………….246 Appendix 12—Clickers and Concept Tests…………………………………………….248 Appendix 13—Thinker Buddy Data……………………………………………………250 Appendix 14—Homework Grades vs Exam Grades for Critical Problem Solving…….251 Appendix 15—Example Summary Writing Assignments……………………………...252 Appendix 16—Critical Thinking Assessment Spring 2010………………………….…254 Appendix 17—Demographic Data……………………………………………………..261 Appendix 18—Chemistry Advising Guide……………………………………………..263

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Appendix 1—Tables Table 1. Courses Taught and Location

Course Number Cascade Rock Creek Sylvania CH100 X x X CH100 lab X x X CH100 Lec DL X x X CH100 lab DL X x X CH102 x X CH102 lab x X CH104 X x X CH104 lab X x X CH104 Lec DL X X CH104 lab DL X X CH105 X x X CH105 lab X x X CH105 Lec DL X CH105 lab DL X CH106 X x X CH106 lab X x X CH106 Lec DL X CH106 lab DL X CH211 x CH221 X x X CH221lab X x X CH221 Lec DL x CH222 X x X CH222lab X x X CH222 Lec DL x CH223 X x X CH223lab X x X CH223 Lec DL x CH241 x X CH241 lab x X CH242 x X CH242 lab x X CH243 x X CH243 lab x X

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Table 2 IIP Grants Since 2004

Last Name First Name Quarter Applied Amount Requested Amount Awarded Course Group Notes

Backes Gabriele Summer 2008 $ 1,490.00 $ 1,490.00 CH 106 Lab Found file

Backes Gabriele Winter 2008 $ 4,713.00 $ 1,080.00 CH 222 Lab Karen Radakovich and Tom Quale on spread-sheet-no appl on file

Backes Gabriele Fall 2007 $ 4,713.00 $ 1,080.00 CH 221 Lab Karen Radakovich and Tom Quale on spread-sheet-no appl on file

Backes Gabriele Winter/Spring 2006 $ 2,508.00 $ 752.40 CH 104, CH 105 Lab Irene Camins Found file

Backes Gabriele Fall 2005 $ 2,508.00 $ 752.40 CH 104 Lab Irene Camins on spread-sheet-no appl on file Backes Gabriele Summer/Fall 2003-4 $ 1,920.00 $ 1,920.00 CH 243 Lect/Lab Carol Handy on spread-sheet-no appl on file

Backes Gabriele Summer/Fall 2006 $ 5,267.00 $ 1,003.00 CH 104, CH 105 Lab

David Browne, Danijela Vukic Found file

Backes, et al. Gabriele Spring 2008 $ 4,713.00 $ 1,080.00 CH 223 Lab Karen Radakovich and Tom Quale on spread-sheet-no appl on file

Backes, et al. Gabriele Winter 2007 $ 2,684.00 $ 1,044.00 CHEM 105, 106 Lab

David Browne, Danijela Vukic on spread-sheet-no appl on file

Handy Carol Summer/Fall 2005 $ 752.40 $ 752.40 CH100 DL Lab Kathy Carrigan

Develop Lab Assignments that can be used for online and hybrid classes; Found file

Handy, et al. Carol Fall 2007 $ 1,000.00 ? CH 100 DL Lect/Lab Ninette Lilienthal

Videos on spread-sheet-no appl on file

Holmes Lisa Winter 2010 $ 1,116.40 $ 1,116.40 CH 104 Lab Found file

Jenkins Tristan Winter 2007 $ 1,254.00 $ - CHEM 241 not approved

Jenkins Tristan Spring 2007 $ 1,305.00 $ 920.00 CHEM 242 Lab Green Chemistry on spread-sheet-no appl on file

Lilienthal Ninette Summer/Fall 2006 $ 500.00 CH 100 Videos Funded through CSS & DL

Martinez Carmen Winter/Spring 05/06 $ 2,131.80 $ 1,003.20 CH 104, CH 105, CH 106 Labs Found file

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Table 3 Faculty Accomplishments

Contributions in each category since Fall 2004

Faculty member Teaching Research Community

Professional Meetings

Professional Organization Memberships

FT Gabriele Backes

CH221 series and CH241 series included research into the laboratory curriculum

Student directed Research

Organized Chemistry Conference at Rock Creek in 2007, 2008, 2010; Exhibit Coordinator 2YC3; Tutor 2006 - 2009

• ACS Norm 2006 (Reno)

• 2YC3 Western Regional 2010 (Exhibitor Chair)

• Various ACS Seminars

ACS 2YC3

FT Kathy Carrigan

Developed or directed development for the DL chemistry courses including 30 modules and 30 labs.

Researched distance learning options for chemical education with a focus on the lab activities.

Active member of the High School Band Booster Clubs, providing chaperoning and activity planning support. (2001-2009) Co-planner of the PCC Spring Classic Golf Tournament Fundraiser for the PCC Foundation.

• WCCTA 1999-2010

• ACS National Meeting

• e-learning 2009 • BCCE 2010 • 2YC3 Western

Regional 2010

ACS 2YC3 WCCTA

FT Stacey Fiddler

Revised CH 104 labs for Sylvania Campus. Facilitated teacher workshops on Process Oriented Guided Inquiry Learning (POGIL), 2005-2010.

Intel International Science and Engineering Regional Science Fair Director, 2006-2009

• POGIL National Meeting 2005-10

• BCCE 2006 • WCCTA 2007-8 • Northwest POGIL

Regional Meeting 2010 (Organizer)

• 2YC3 Western Regional 2010

ACS 2YC3

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FT Ken Friedrich

Developed a lab manual for Chem 100, 104, & 221 for Cascade Campus Chemistry

I have had two papers published since being at PCC: BRCA1-associated protein-1 is a tumor suppressor that requires deubiquitinating activity and nuclear localization. Ventii KH, Devi NS, Friedrich KL, Chernova TA, Tighiouart M, Van Meir EG, Wilkinson KD. Cancer Res. 2008 Sep 1;68(17):6953-62. The N-terminal arm of small heat shock proteins is important for both chaperone activity and substrate specificity. Basha E, Friedrich KL, Vierling E J Biol Chem. 2006 Dec 29;281(52):39943-52. Epub 2006 Nov 7.

I am serving as the PCC science liaison to the NAYA charter high school science teachers.

• WCCTA 2008,10 • ACS National

Meeting 2008 • BCCE 2010 • 2YC3 Western

Regional 2010 (Local Arrangements Chair)

ACS 2YC3 WCCTA

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Professional Meetings Professional Organization Memberships

FT Patty Maazouz

• Changed the entire teaching and student-learning format for Organic Chemistry by changing from traditional lectures with some concept tests to adopting a Guided Inquiry Workbook in the Fall 2008 term to implement the Process-Oriented Guided Inquiry Learning method.

• Adopted polling "clickers" in the Spring 2009 term to enhance student participation in lectures

• Revised several CH241, 242, and 243 labs to incorporate the scientific writing heuristic method to improve student analysis of organic chemistry data.

• Initiated a partnership with George Fox University to improve student access to a Nuclear Magnetic Resonance Spectrometer.

• Revised and added new CH221, 222, and 223 labs to improve student-learning of chemistry .

Advise Student-Led Independent Research Projects in CH243

Represented the Physical Sciences as a member of the Teaching Learning Center at Sylvania 2008-2009 Program Chair for the Two-Year College Chemistry Consortium (2YC3) Conference on the Sylvania Campus September 2010 Western Regional Advisory Board Member for 2YC3 since Winter 2009 Volunteer Coordinator for the Intel International Science and Engineering Regional Science Fair, 2008-2009

• ACS National Meeting 2009


• 2YC3 Western Regional 2010 (Program Chair)

• Attended Hands-On Nanofabrication Workshop for Educators 2008

ACS 2YC3 NMR Consortium

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FT Ted Picciotto

Taught a chemistry course for 1st generation, low-income students through the non-profit Oregon Health Career Center in the Summer of 2010. Revised, added and wrote labs for CH 102 and CH 106 Developed new demonstrations for CH 104

Volunteered to help out the Habitat Restoration group in Fall of 2009 remove non-native invasive species and plant native species.

• BCCE 2010 • WCCTA 2010

ACS 2YC3

FT Karen Radakovic

Teaching CH100 DL , Student Centered teaching demonstration at New Faculty Institute 2009 and 2010

Chemistry demos for K and 1st grade classes 2008-2010, Middle school Science Fair judge 2008

ACS 2YC3

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FT Jim Schneider

Created and Developed Guided-Inquiry-based Lab Manual for for CH 221, 222, 223 for Sylvania Campus. Researched and purchased new gas chromatograph (GC) for department, 2004. Awarded grant for purchase of GC accessories and equipment totaling $3000. Researched and purchased Spartan and Odyssey Molecular Modeling Software now used by most classes at Sylvania. Worked with dean to obtain funding for completely outfitting physical science labs with computer workstations at Sylvania.

Publication: POGIL Implementation in Large Classes: Strategies for Planning, Teaching, and Management, Ellen J. Yezierski, Christopher F. Bauer, Sally S. Hunnicutt, David M. Hanson, Katie E. Amaral, and James P. Schneider in Process Oriented Guided Inquiry Learning, American Chemical Society Symposium Series, R. Moog and J. Spencer, ed., 2008

Attend 3 week-long workshops on incorporating nanotechnology in the chemistry curriculum: Penn State 2007, UC-Santa Barbara-2008, Beloit College-2009. Developed and adapted techniques for incorporating these ideas into the curriculum.

Host and chair of National Science Foundation Sponsored Multi-Initiative Dissemination (MID) Project 2-day workshop in conjunction with a POGIL 1-1/2 day workshop at Sylvania. campus, 2004. Program Co-Chair and Conference Mentor for the Two-Year College Chemistry Consortium (2YC3) Conference on the Sylvania Campus September 2010 Serving as Editor for Chemistry Outlook, the newsletter of the Two-Year College Chemistry Consortium (2YC3) - an activity of the Division of Chemical Education, American Chemical Society, 2007-present.

• BCCE 2004 • POGIL National

2005 • POGIL Lab

Writing Workshop 2005

• BCCE 2006 ( multi-day workshop on Science Writing Heuristic)

• 2YC3 o March 2007 o Nov. 2007 o April 2008 o Sept. 2008 o March 2009 o March 2010 o Sept 2010

• National ACS 2009

• Attended Hands-On Nanofabrication Workshop for Educators 2008

ACS 2YC3

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Professional Meetings Professional Organization Memberships

FT Jim Schneider (continued)

Attended workshops and subsequently incorporated experiments in nanotechnology in chem labs. Researched, encouraged and adopted polling "clickers" in the Spring 2009 term to enhance student participation in lectures. Served as department chair of physical sciences 2005-2010.

A member of the Committee on Chemistry in the Two-Year Colleges governing the 2YC3, 2007-present. Liason for Upward Bound summer chemistry programs at Sylvania, 2005-2010.

• Educator Workshop: Designing Courses that Integrate Nanotechnology and Society 2008

• Center for Workshops in the Chemical Sciences: Materials Science and Nanotechnology for Chemists workshop 2009

FT Danijela Vukic

Developed and revised CH 100 labs

Middle School Demostrations 2007 Science Fair Awards Coordinator 2008


• ACS 2009 • 2YC3 2010

ACS 2YC3

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FT David Brackett

• Fragile X Research Foundation Post-doctoral Fellow 2005-8

• Merke Post-doctoral

Fellow in BioInformatics 2008-9

• International Science

Teacher 2009-10

• Fragile X Research Foundation Speaker 2008

Biophysical Society

FT Harry Davis Reviewer for J. Dent.Res.

• Green Chemistry Workshop 2006

• American Association or Dental Research Speaker 2007

• ASC Regional Meeting Speaker 2009

• ACS Regional Meeting Speaker 2010

ACS 2YC3

PT Carol Handy, emeritus

Co-developed CH100 and CH104 DL courses, including at-home labs

A member of the Committee on Chemistry in the Two-Year Colleges governing the 2YC3, until 2007.

ACS 2YC3

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Table 4 Improved Access to Lab Equipment Since 2004

Cascade Rock Creek Sylvania Mel Temps (x3) Mel Temps (x3) Increased access to NMR

through remote/physical access at George Fox U.(W2008)

Molecular Modeling Kits (From Cascadia)

Mini Gas Chromatograph (S2010)

Extensive upgrades to the FTIR Spectrometer (W2008)

Data Acquisition Hardware

Data Acquisition Hardware

Mini Spectrophotometers Diode Array Scanning Spectrophotometers

Increased access to Reed Nuclear Reactor (W2008)

Mini Gas Chromatographs

Increased access to NMR (W2008)

Spartan Molecular Modeling Software Odyssey

Melt Temps (x2)

A. As well, some of our major equipment (an FTIR and a gas chromatograph, for example) are old, outdated and often in need of expensive repair. However, the FTIR at Sylvania underwent an extensive upgrade in the Winter 2009 term that allows for more years of use. In addition, Sylvania and Rock Creek purchased new compact gas chromatographs in the Spring 2010 term.

B. We are lacking adequate UV-Visible spectrophotometers and have no access to mass spectrometers here or at regional colleges as partners.

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Table 5 Chemistry Mapping Matrix (see p.16 )

Table 6 College Core Outcomes (see pp. 17-20)

Table 7 Implementation of Distance Learning Courses by Academic Year

Course 04-05 05-06 06-07 07-08 08-09 09-10

CH 100 SY hybrid, blend

SY hybrid, blend

SY all online

SY all online

SY all online

SY, CA all online

CH 104 CA, SY all online

CA, SY all online

CA, SY all online


CA, SY all online


CH 221 RC hybrid

RC hybrid

RC hybrid

RC Hybrid

RC Hybrid

RC hybrid

CH 222 RC hybrid

RC hybrid

RC hybrid

RC hybrid

RC Hybrid

RC hybrid

CH 223 RC hybrid

RC hybrid

RC hybrid

RC hybrid

RC Hybrid

RC hybrid

Table 8 District-Wide Chemistry SFTE (see p. 26)

Table 9 %SFTE Change Across Campuses (see p.30 )

Table 10 %PT IFTE/Total IFTE (see p. 33)

Table 11 %FT IFTE/Total IFTE (see p. 33)

Table 12 % of Sections Taught by FT Faculty District-Wide (see p. 34)

Table 13 Job Responsibilities for FT and PT Faculty (see p. 37 )

Table 14 College Core Outcomes (see p. 39)

Table 15 Tasks Associated with Mentoring and Assessing PT Faculty (see p. 40)

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Table 16 Faculty Composition as of Fall 2010 Campus Men Women

Cascade 1 1

Rock Creek 2 2

Sylvania 2 3

District 5 6

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Appendix 2—Articulation Agreements with Oregon University Systems

Oregon State Synopsis

The complete transfer agreement is listed in Section 1.

There is no equivalent CH 100 course. i

Oregon State offers general chemistry for science majors and non-science majors. Our 221 series transfers as general chemistry for science majors. However, our 104 series does not transfer as chemistry for non-science majors but only as lower division chemistry credit.

Organic chemistry 241 series transfers with ACS Organic Chemistry exam.ii

Portland State Synopsis


There is no equivalent CH 100 course.iii

Portland State offers general chemistry for science majors and introductory chemistry. Our 221 series is equivalent to their general chemistry series and transfers. Our 104 series is equivalent to their introductory chemistry series and transfers.

Organic chemistry transfers as their organic chemistry 300 series.iv

University of Oregon Synopsis


CH 100 is equivalent to their fundamentals of chemistry course 111 and transfers.

University of Oregon offers general chemistry for science majors onlyv. Our 221 series transfers. However, our 104 series does not have an equivalent course and therefore transfers only as lower division chemistry credit.

Organic chemistry transfers as their organic chemistry 300 series.vi

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Section 1 Oregon State University

https://adminfo.ucsadm.oregonstate.edu/prod/OSU_ADMTAM.P_tcs_splash_page

Portland Com College-Main

Transfer College Name

Subject Course Transfer Course Title Connector OSU Subject

OSU Course

OSU Course Title

Portland Com College-Main CH 100 FUNDAMENTALS FOR

CHEMISTRY CH LDT *PS: FUNDAMENTALS FOR CHEM

Portland Com College-Main CH 101 INORGANIC CHEMISTRY

PRINCIPLES CH LDT *PS: INORGANIC CHEMISTRY PRIN

Portland Com College-Main CH 101AA INORGANIC CHEMISTRY

PRINCIPLES CH LDT *PS:INORGANIC CHEMISTRY PRIN

Portland Com College-Main CH 102 ORGANIC CHEMISTRY

PRINCIPLES CH LDT *PS:ORGANIC CHEMISTRY PRIN

Portland Com College-Main CH 102AA ORGANIC CHEMISTRY

PRINCIPLES CH LDT *PS:ORGANIC CHEMISTRY PRIN

Portland Com College-Main CH 104 GENERAL CHEMISTRY CH LDT *PS:GENERAL

CHEMISTRY

Portland Com College-Main CH 104L GENERAL CHEMISTRY (LAB) CH LDT GENERAL CHEMISTRY

(LAB)


CHEMISTRY


CHEMISTRY

Portland Com College-Main CH 106AA GEN CHEMISTRY (ALLIED

HEALTH) CH LDT GEN CHEMISTRY (ALLIED HEALTH)

Portland Com College-Main CH 110 CHEMEXCEL CH LDT CHEMEXCEL

Portland Com College-Main CH 199 CHEMEXCEL CH LDT CHEMEXCEL

Portland Com College-Main CH 201 GENERAL CHEMISTRY CH LDT GENERAL CHEMISTRY

Portland Com College-Main CH 202 GENERAL CHEMISTRY CH LDT GENERAL CHEMISTRY


CHEMISTRY Portland Com College- CH 204 GENERAL CHEMISTRY CH 221 *GENERAL CHEMISTRY

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Main Portland Com College-Main CH 205 GENERAL CHEMISTRY CH 222 *GENERAL CHEMISTRY Portland Com College-Main CH 206 GENERAL CHEMISTRY CH 223 *GENERAL CHEMISTRY Portland Com College-Main CH 211 INTRO BIOCHEMISTRY CH LDT INTRO BIOCHEMISTRY Portland Com College-Main CH 221 GENERAL CHEMISTRY CH 221 *GENERAL CHEMISTRY Portland Com College-Main CH 222 GENERAL CHEMISTRY CH 222 *GENERAL CHEMISTRY Portland Com College-Main CH 223 GENERAL CHEMISTRY CH 223 *GENERAL CHEMISTRY Portland Com College-Main CH 226 ORGANIC CHEMISTRY CH 331 LD: ORGANIC

CHEMISTRY

Portland Com College-Main CH 227 ORGANIC CHEMISTRY CH 337 LD: ORGANIC

CHEMISTRY LAB


CHEMISTRY


CHEMISTRY


CHEMISTRY LAB


CHEMISTRY

When there is no OSU equivalency, the title and course number of the transferable course will be identified as LDT=lower division transfer and UDT=upper division transfer.

BI LD1* courses are considered to be taught at the nonmajors level at OSU. These courses are similar to OSU's BI 101, 102 and 103 courses though they do not match any single course closely enough to be articulated as such. Any LD1* course will fulfill a Biological Science (with lab) requirement of the Baccalaureate Core - see the Baccalaureate Core list for details. If the lecture and lab are taught as separate courses, both must be completed for a biological science baccalaureate core requirement to be fulfilled. If you have additional questions about how LD1* courses count in a specific major, please contact Brock McLeod, Chief Advisor for Biology, at [email protected].

An asterisk (*) preceding the OSU evauation title indicates the course meets a baccalaureate core requirement. Following is a listing of the bac core areas that you may see on your report.

68

Section 2 Portland State University Portland Community College to Portland State University

CH 100 - FUND FOR CHEMISTRY (Starting 0000 )

CH LD

CH 101 - INORGANIC CHEM PRINC (Starting 0000 )

CH LD

CH 102 - ORGANIC CHEM PRINCIPLES (Starting 0000 )

CH LD

CH 104 (Starting 0000 ) CH 104 - INTRO CHEMISTRY (4 hours) and CH 107 - INTRO CHEM LAB CH 105 (Starting 0000 ) CH 105 - INTRO CHEMISTRY (4 hours) and CH 108 - INTRO CHEM LAB CH 106 (Starting 0000 ) CH 106 - INTRO CHEMISTRY (4 hours) and CH 109 - INTRO CHEM LAB CH 110 - CHEMEXCEL (Starting 0000 ) CH LD CH 199 - SPECIAL STUDIES (Starting 0000 ) CH 199 CH 201 (Ending 2002 Summer) CH 201 - CHEM FOR ENGINEER (3 hours) and CH 227 - GEN CHEM LAB CH 202 (Ending 2002 Summer) CH 202 - CHEM FOR ENGINEER (3 hours) and CH 228 - GEN CHEM LAB CH 203 (Ending 2002 Summer) CH 203 - CHEM FOR ENGINEER (3 hours) and CH 209 - GEN CHEM LAB CH 204 (Ending 1992 Summer) CH 221 - GENERAL CHEMISTRY (4 hours) and CH 227 - GEN CHEM LAB CH 205 (Ending 1992 Summer) CH 222 - GENERAL CHEMISTRY (4 hours) and CH 228 - GEN CHEM LAB CH 206 (Ending 1995 Summer) CH 223 - GENERAL CHEMISTRY (4 hours) and CH 229 - GEN CHEMISTRY LAB CH 211 - INTRO BIOCHEMISTRY (Starting 0000 )

CH LD

CH 221 (Starting 0000 ) CH 221 - GENERAL CHEMISTRY (4 hours) and CH 227 - GEN CHEM LAB CH 222 (Starting 0000 ) CH 222 - GENERAL CHEMISTRY (4 hours) and CH 228 - GEN CHEM LAB CH 223 (Starting 0000 ) CH 223 - GENERAL CHEMISTRY (4 hours) and CH 229 - GEN CHEM LAB CH 241 and CH 242 and CH 243 (Starting 0000 ) Note : OUS POLICY organic chem & 50%+ on ACS exam

CH 331 - ELEM ORGANIC CHEM (EXAM) (4 hours) and CH 332 - ELEM ORGANIC CHEM (EXAM) (4 hours) and CH 328 - ELEM ORG CHEM LAB (EXAM) (2 hours) and CH 327 - ELEM ORG CHEM LAB (EXAM) (2 hours) and CH LD - ORGANIC CHEMISTRY (EXAM)

CH 241 - ORGANIC CHEMISTRY 1 (Starting 0000 )

CH LD


CH LD


CH LD

CH 299 - SPEC CH LD

69

Section 3 University of Oregon

PCC course U of O equivalency

CH 100 Fundamentals for Chemistry CH 111 Intro Chem Principles SCI

CH 101 Inorganic Chemistry Princ CH 120T Science Group SCI

CH 101A Inorganic Chemistry Principles CH 120T Science Group SCI

CH 102 Organic Chemistry Principles CH 120T Science Group SCI

CH 102A Organic Chemistry Principles CH 120T Science Group SCI

CH 104 General Chemistry CH 120T Science Group SCI



CH 110 Chem Excel CH 1AAT CH 100-level course




CH 204 General Chemistry CH 221 General Chemistry SCI

CH 204 General Chemistry CH 227 Gen Chemistry Lab





CH 211 Intro to Biochemistry CH 220T Science Group SCI



CH 221R General Chememistry Recit CH 2AAT CH 200-level course


70




CH 226 Organic Chemistry CH 220T Science Group SCI






CH 95 Laboratory Techniques NT 100T Not Transferable

71

http://www.chemistry.oregonstate.edu/GenChemcourses

General Chemistry Course Information

General Chemistry

General Chemistry for Non-Science Majors

CH 121 Online each term

Fall Winter Summer


Winter Spring Summer


Spring Summer

CH 130 (General Chemistry of Living Systems)

Online F, W, S

General Chemistry for Engineers CH 201 Fall CH 211 recitation

inactive

CH 202 Winter CH 212 recitation

inactive

CH 205 laboratory Winter General Chemistry for Science Majors

CH 221 Fall Winter Summer Session 1

CH 222 Winter Spring Summer Session 2

CH 223 Spring Summer Session 1Summer Session 3

CH 231-E Online (Fall) CH 261-E laboratory (hybrid online/on campus)

Online (Fall)

CH 232-E Online (Winter) CH 262-E laboratory (hybrid online/on campus)

Online (Winter)

CH 233-E Online (Spring

72

CH 263 laboratory (hybrid online/on campus

Online (Spring

Honors General Chemistry CH 224H Fall CH 225H Winter CH 226H Spring 1 Rules and Conditions for Granting Upper Division Credit at OSUfor Organic Chemistry Taken at an Oregon Community College

If a student takes a complete year of organic chemistry with laboratory each term at an Oregon Community College (CH 241, 242, 243) and transfers to OSU, the student normally receives lower credit. The course work may appear on the transcript as various combinations of CH 331, CH 332, CH 337, and unspecified LDT credit (lower division transfer).

In accordance with an OUS (formally OSSHE) memo (August 1, 1995), a student can receive upper division credit (300 level) if they pass the ACS organic exam.

The chemistry department will certify that a student receives upper division credit for an organic chemistry sequence taken at an Oregon community college with the following stipulations and conditions:

1. The student receives a grade of C or better in all three organic chemistry courses.

2. The student takes the ACS organic exam and receives a grade corresponding to the 50th percentile or better. This grade must be verified in writing by the appropriate representative at the community college. In practice, the instructor of the CC organic chemistry sequences who teaches and administers the ACS exam should send a letter by mail or as an e-mail attachment to the head adviser of the OSU chemistry department (contact). The letter should report the student's name, social security number, grades in organic chemistry, and score and percentile on the ACS organic test.

3. The number of upper credits granted can be no more than the number of credits transferred but will not exceed 12, which is the number of credits earned at OSU for the CH 331, 332, & 337 sequence.

NOTE: The rules apply only to students at community colleges in Oregon who transfer to OSU (or another state University). For Oregon private colleges or out-of-state community colleges, colleges, or universities, the question of the level status (lower or upper division credit) of an articulated course in organic chemistry will be based on the level of the course at the original institution and the normal rules of the OSU Admissions office.

last updated 3/10/2010

73

1 Portland State University Bulletin 2009-2010 (Page 99-101) Ch 104, 105, 106 Introductory Chemistry I, II, III (4, 4, 4) A survey of chemistry for students in nursing, in allied health fields such as dental hygiene, in forestry, and in the liberal arts. This course is not intended for science or engineering majors. Must be taken in sequence. Prerequisite for Ch 104: two years of high school algebra or Mth 95.

Ch 107, 108, 109 Introductory Chemistry Laboratory I, II, III (1, 1, 1)

Laboratory work to accompany Ch 104, 105, 106 respectively. Concurrent enrollment in the appropriate lecture course is required. Ch 107, 108; one 2-hour laboratory period. Pass/no pass only. Ch 109: one 3-hour laboratory period.

*Ch 170 Fundamentals of Environmental Chemistry (4)

A course designed to increase the scientific knowledge of the non-science major. The interaction between science and society, the nature of matter and chemical reactions. Energy, radiation, and nuclear power.

Ch 221, 222, 223 General Chemistry (4, 4, 4)

Fundamental basis of chemistry for science, engineering and health professional students (such as predental, premedical, premedical technology and veterinary students). Concurrent enrollment in Ch 227 for Ch 221, Ch 228 for Ch 222, and Ch 229 for Ch 223 is recommended. Prerequisite for Ch 221: 2nd year high school algebra or Mth 111 (or concurrent enrollment), or junior class standing. High school chemistry or equivalent is recommended. Prerequisite for Ch 222: Ch 221; for Ch 223: Ch 222.

Ch 227, 228, 229

General Chemistry Laboratory (1, 1, 1)

Laboratory work to accompany General Chemistry (Ch 221, 222, 223). Completion of or concurrent enrollment in lecture required. One 3-hour laboratory. Pass/no pass only.

Ch 327, 328 Elements of Organic Chemistry Laboratories I, II (2, 2)

Laboratory work to accompany the sequence of

Ch 331, 332. One 4-hour laboratory period.

Recommended prerequisites for Ch 328:

Ch 327. Concurrent enrollment in Ch 331 or

332 respectively is required.

†Ch 331, 332

Elements of Organic Chemistry I, II (4, 4)

74

Chemistry of the carbon compounds, the aliphatics, aromatics, and derivatives. The corresponding laboratory courses are Ch 327, 328. Prerequisites for Ch 331: Ch 223; concurrent enrollment in Ch 337 is recommended. Prerequisites for Ch

332: Ch 331; concurrent enrollment in Ch 338 is recommended.

† Ch 331, 332 duplicate to some extent Ch 334, 335,

336. No more than 12 credits will be allowed in organic chemistry lecture.

†Ch 334, 335, 336

Organic Chemistry I, II, III (4, 4, 4)

A comprehensive study of the chemistry of the compounds of carbon. Meets chemistry and biochemistry major requirements. The corresponding laboratory courses are Ch 337, 339 for chemistry and biochemistry majors, and Ch 337, 338 for non-chemistry majors. Prerequisites: Ch 223. Concurrent enrollment in the laboratory course is recommended.

† Ch 331, 332 duplicate to some extent Ch 334, 335,

336. No more than 12 credits will be allowed in organic chemistry lecture.

Ch 337 Organic Chemistry Laboratory I (2)

Part one of the laboratory work to accompany the sequence of Ch 334, 335, 336. One 4-hour laboratory period. Concurrent enrollment in the lecture course is recommended.

Ch 338 Organic Chemistry Laboratory II (nonmajors) (2)

Part two of the laboratory work to accompany the sequence Ch 334, 335, 336. One 4-hour laboratory period. Not open to chemistry majors. Prerequisites: Ch 337. Concurrent enrollment in the lecture course is recommended.

Ch 339 Organic Chemistry Laboratory II (chem majors) (3)

Part two of the laboratory work to accompany the sequence Ch 334, 335, 336. More extensive laboratory course than Ch 338; required for chemistry and biochemistry majors. Two 4-hour laboratory periods. Prerequisites: Ch 337. Concurrent enrollment in the lecture course is recommended.

1 Oregon University System Direct Transfer: CH 241-243 Organic Chemistry to Chem 331-332 (All OUS Schools). AAOT. ASOT: Business to BS/BA in Business Administration (All OUS Schools). http://library.state.or.us/repository/2009/200905110949001/2007.pdf

1 Undergraduate Chemistry Courses http://pages.uoregon.edu/chem/academics.html?freshman

75

111 Introduction to Chemical Principles (4) Chemical concepts for students in health care, biological applications, and environmental studies. Topics include atomic structure, solutions, acids, bases, stoichiometry, equilibrium, biomolecules, and organic functional groups. Lecture, demonstration. Prereq: MATH 95.

113 The Chemistry of Sustainability (4) Illustrates how chemistry provides innovative materials, processes, and consumer products that support sustainable solutions to problems of energy utilization, global warming, and pollution prevention. Prereq: MATH 95; high school chemistry.

221, 222, 223 General Chemistry (4,4,4) First-year university chemistry: atomic and molecular structure, thermodynamics, equilibrium, physical properties, and the chemical reactions of the elements. Lectures. Prereq for 221: high school chemistry; pre- or coreq: MATH 111. Concurrent CH 227 or 237 recommended. Prereq for 222: CH 221 or 224H; pre- or coreq: MATH 112. Concurrent CH 228 or 238 recommended. Prereq for 223: CH 222 or 225H. Concurrent CH 229 or 239 recommended. Students cannot receive credit for both CH 221-223 and 224-226H.

227, 228, 229 General Chemistry Laboratory (2,2,2) Teaches laboratory skills through chemical reactions and writing equations, phase diagrams, equilibrium constants, acid-base titrations, volumetric analyses, voltaic cells, exercises inkinetics and inorganic chemistry. Pre- or coreq for 227: CH 221 or 224H; MATH 111. Prereq for 228: CH 227 or 237; pre- or coreq: CH 222 or 225H; MATH 112. Prereq for 229: CH 228 or 238; pre- or coreq: CH 223 or 226H.

224, 225, 226 (H) Honors General Chemistry (4,4,4) First-year university chemistry for students with excellent backgrounds in high school chemistry, physics, and mathematics. Chemical structure, equilibrium dynamics, thermodynamics, reactions, and an introduction to quantum chemistry. Prereq for 224H: high school chemistry; MATH 112 or equivalent; pre- or coreq: MATH 241 or 251 or 261. Concurrent CH 237 recommended. Prereq for 225H: CH 221 or 224H; pre- or coreq: MATH 242 or 252 or 262. Concurrent CH 238 recommended. Prereq for 226H: CH 222 or 225H; pre- or coreq: MATH 243 or 253 or 263. Concurrent CH 239 recommended. Limited to selected students; primarily for prospective chemistry and other science majors and for Clark Honors College students. Students cannot receive credit for both CH 221-223 and 224-226H.

237 Advanced General Chemistry Laboratory (2) Experiments in chemistry emphasize gravimetric techniques, periodic relationships, chemical equations, phase diagrams, volumetric and spectrophotometric techniques. Prereq: MATH 112; Pre- or coreq: CH 221 or 224H.

238, 239 Advanced General Chemistry Laboratory (2,2) Experiments in chemistry use spectrophotometric, titrimetric, and electrochemical techniques and culminate in a laboratory research project. Prereq for 238: CH 227 or 237; pre- or coreq: CH 222 or 225H. Prereq for 239: CH 228 or 238; pre- or coreq: CH 223 or 226H.

331 Organic Chemistry I (4) Structure, properties, and bonding of organic molecules. Prereq: CH 223 or 226H. Concurrent CH 337 recommended.

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335 Organic Chemistry II (4) Reactions and mechanisms of organic chemistry. Prereq: CH 331. Concurrent CH 338 recommended.

336 Organic Chemistry III (4) Organic chemistry of biomolecules with a focus on chemical aspects. Prereq: CH 335. Concurrent CH 339 recommended.

1 Oregon University System Direct Transfer: CH 241-243 Organic Chemistry to Chem 331-332 (All OUS Schools). AAOT. ASOT: Business to BS/BA in Business Administration (All OUS Schools). http://library.state.or.us/repository/2009/200905110949001/2007.pdf

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Appendix 3—Proposed CCOG’s The following pages include all the Course Revision Forms and General Education Request Forms that were submitted to the Curriculum Committee in October 2010 for the following courses (in order) Course Course Revision Form General Ed Request Form Page Numbers Page Numbers

CH100 79-82 83-89

CH101 89-92 93-101

CH102 102-105 106-113

CH104 114-117 118-125

CH105 126-129 130-137

CH106 138-140 141-148

CH110 149-151 152-158

CH221 159-162 163-170

CH222 171-174 175-182

CH223 183-186 187-195

CH241 196-199 200-205

CH242 206-209 210-216

CH243 217-220 221-227

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course revision 1

Portland Community College

Course Revision

What do you want to change? Check all that apply- double click on the box to open the task window

course number

title

description

prerequisites and co-requisites

outcomes

Grade option change

Section #1 General Information Department Chemistry Submitter name

Phone Email

Karen Radakovich 7628 [email protected]

Current prefix and number

CH100 Proposed prefix and number

Current course title

Fundamentals for Chemistry Proposed title (60 characters max)

Reason for title change

Proposed transcript title (30 characters max)

COURSE DESCRIPTION: To be used in the catalog and schedule of classes. Begin the course description with an active verb. Avoid using the phrases: This course will and/or students will. Include recommendations in the description. Note: if you are only changing the prerequisites, please skip this section and go directly to requisite section below

Current Description Proposed Description

Covers selected basic chemical principles and computational problems found in first-year, 100-level chemistry courses. For students who have no chemical background and those with minimal problem solving skills. Recommended: Algebra I and II, or equivalent. Students who have completed or are concurrently enrolled in MTH 95 should consider enrolling in CH 104. Prerequisite: WR 115, RD 115 and MTH 20

Fundamentals for Chemistry (CH100) is a one term introductory chemistry class for students, who are interested in the subject or need it for their degree. This course is intended for students, who have no chemical background and minimal problem solving skills. It also helps prepare the student for successful entry to general college chemistry courses. The lecture portion of the course meets three hours per week and presents basic chemical principles, computations and selected topics of interest relating chemistry to the

Save this document as the course prefix and number

Send completed form electronically to [email protected]

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course revision 2

or equivalent placement test scores.

Addendum to Course Description

Chemistry 100 is a one term introductory chemistry class for students who are interested in the subject or need it for their degree. It also helps to prepare the student for successful entry to general college chemistry courses. The lecture portion of the course meets three hours per week and presents basic chemical principles, computations and selected topics of interest relating chemistry to the modern world. The laboratory period meets three hours per week and provides the student with an opportunity to have a hands-on experience of concepts presented in class as well as introduces them to simple laboratory techniques. The course is transferable as general science credit.

Lab B Notes: The lab for this course has been approved as "Lab B". This means that Faculty effort in preparation and evaluation generally occurs outside of scheduled class hours. Class format is a combination of Faculty lectures and demonstrations, guided student interactions and supervised student application of lectures. Students produce written work such as lab notebooks, reports, and responses in writing to assigned questions, and the Instructor is expected to comment on and grade this written work outside of schedule class hours. This evaluation will take place on a regular basis throughout the term.

modern world. The laboratory period meets three hours per week and provides the student with an opportunity to have a hands-on experience of concepts presented in class as well as introduces them to simple laboratory techniques. The course is transferable as general science credit. Recommended: Students who have completed or are concurrently enrolled in MTH 95 should consider enrolling in CH 104. Prerequisite: WR 115, RD 115 and MTH 65

Reason for change

Meet State Gen. Ed.Requirement

LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended See the course outcomes guidelines on the curriculum webpage for more guidance on writing good outcomes.

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course revision 3

Current learning outcomes New learning outcomes

After completion of this course, students will • have an increased curiosity and

appreciation of the surrounding world.

• be able to apply a systematic, logical approach to solve a problem.

• have an increased awareness of the chemistry behind natural and technological phenomena observed in everyday life.

• have an increased capacity to think critically, both qualitatively and quantitatively.

• have strengthened mathematical skills due to the application of mathematics in chemistry.

• have the ability to communicate experimental procedures and results clearly and effectively through a written lab report.

• have an appreciation for the historical advancement of chemistry, and its relation to other disciplines.

• be prepared for future studies in chemistry or related fields.

After completion of this course, students will • Solve problems in a logical manner with the

scientific method. This process will include gathering data, analyzing data, formulating conclusions, sharing conclusion verbally and in writing.

• Work effectively as a member of diverse groups to compare and contrast scientific ideas, models, or experimental results.

• Compare and contrast historical models that lead to the development of the current chemical knowledge and competing theories.

• Critically evaluate sources of information to logically decide the bias of the information concerning the effect of chemicals on the environment.

• Develops chemical concepts and math skills essential for successful completion of future science courses.

Reason for change

Meet State Gen. Ed.Requirement

REQUISITES: Note: If this course has been approved for the Gen Ed list, it will have, as a default the following prerequisites: WR 115, RD 115, and MTH 20 or equivalent placement test scores If the SAC wants to set the RD, WR and/or MTH prerequisites at a lower level, you will need to use the Prerequisite Opt out form.

Current prerequisites, corequisites and concurrent

Standard prerequisites - WR 115, RD 115 and MTH 20 or equivalent placement test scores

Placement into: .

prefix & number: Prerequisite Corequisite pre/con

Prerequisite Corequisite pre/con

Proposed prerequisites, corequisites and concurrent


Placement into: .

prefix & number: WR115, RD115, MTH65 Prerequisite Corequisite pre/con

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course revision 4


Is this course used for related instruction? Please confirm this by reviewing the inventory of related instruction templates.

yes no

If yes. Then check to see if the hours of student learning should be amended in the related instruction template to reflect the revision. This may require a related instruction curriculum revision. Visit the comprehensive related instruction website to for information and guidance.

IMPACT ON OTHER DEPARTMENTS AND CAMPUSES – are there changes being requested that may impact other departments or campuses, such as academic programs that require this course for their program or as a prerequisite for courses or programs? Please provide details, who was contacted and the resolution. Yes No

Implementation term

Next available term after approval Specify term( if AFTER the next available term)

Allow 4-6 months to complete the approval process before scheduling the course. See the timeline for approval for details. www.pcc.edu/curriculum Section # 2 Department Review This proposal has been reviewed at the SAC level and approved for submission.

SAC Chair Email Date Patty Maazouz [email protected] 09/15/2010

SAC Administrative Liaison Email Date Dieterich Steinmetz

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General Education/Discipline Studies List Request Form – Page 1


General Education/Discipline Studies List Request Form

If this request is accompanying a New Course Request, the New Course Request will continue forward separately and the Gen Ed/Discipline Studies request

will be put on hold pending state approval of the new course. Lower Division Collegiate (LDC) courses that apply for General Education/Discipline Studies status must: 1. Be available to all PCC students who meet the prerequisites for the course. 2. Ensure that the appropriate AAOT Discipline Studies outcomes and criteria are reflected in the

course’s outcomes. If you need to revise your course outcomes, you must complete a Course Revision form.

3. Verify Course Transfer Status using the General Education Transferability Status form.

http://www.pcc.edu/resources/academic/eac/curriculum/resources/forms/GenEdTransferability.doc 4. Have the Standard Prerequisites unless the SAC has completed the Prerequisite Opt-Out form and

that request is approved. 5. Be an LDC course that is eligible for the AAOT Discipline Studies List.

Check with the Curriculum Office if you have questions about AAOT eligibility. Note: For additional information on the first five steps above, please refer to the General Education/Discipline Studies List Request Information Sheet available on the curriculum forms download page.

(Please insert link to that form here.) 6. Complete the contact information:

Person Submitting This Request

Name E-mail Address Karen Radakovich

Danijela Vukic [email protected]

[email protected]

SAC Chair Name E-mail Address

Patty Maazouz [email protected]

SAC Admin Liaison Name E-mail Address

Dieterich Steinmetz [email protected]

Once you have completed all nine parts of this form, Save this document as the course prefix and number.


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7. Complete the following Course Information: Course Prefix and Number: CH100 Course Title: Fundamentals for Chemistry

Course Credits: 4 Gen Ed Category: Science, Comp. Sci., and Math

Course Description:

Fundamentals for Chemistry (CH100) is a one term introductory chemistry class for students, who are interested in the subject or need it for their degree. This course is intended for students, who have no chemical background and minimal problem solving skills. It also helps prepare the student for successful entry to general college chemistry courses. The lecture portion of the course meets three hours per week and presents basic chemical principles, computations and selected topics of interest relating chemistry to the modern world. The laboratory period meets three hours per week and provides the student with an opportunity to have a hands-on experience of concepts presented in class as well as introduces them to simple laboratory techniques. The course is transferable as general science credit. Recommended: Students who have completed or are concurrently enrolled in MTH 95 should consider enrolling in CH 104. Prerequisite: WR 115, RD 115 and MTH 65

Course Outcomes:

After completion of this course, students will • Solve problems in a logical manner with scientific method. This

process will include gathering data, analyzing data, revising the model/experiment, formulating conclusions, sharing conclusion verbally and in writing.




• Critically evaluate the strengths and weaknesses of scientific studies and evaluate the impact these studies have on society and the environment.

• Develops chemical concepts and math skills essential for successful completion of future science courses.

8. Address PCC’s General Education Philosophy Statement: The faculty of Portland Community College affirms that a prime mission of the college is to aid in the development of educated citizens. Ideally, such citizens possess: * understanding of their culture and how it relates to other cultures * appreciation of history both from a global perspective and from a personal perspective, including an

awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning

84


* aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in

historical perspective.

A. Understanding of their culture and how it relates to other cultures.

B. Appreciation of history

both from a global perspective and from a personal perspective, including an awareness of the role played by gender and by various cultures.

C. Understanding of themselves and their natural and technological environments.

• Work effectively as a member of diverse groups to compare and

contrast scientific ideas, models, or experimental results. • Compare and contrast historical models that lead to the development

of the current chemical knowledge and competing theories. • Critically evaluate sources of information to logically decide the bias

of the information concerning the effect of chemicals on the environment.

The composition and behavior of matter and energy are at the heart of the study of chemistry, and thus are implied in any understanding of individuals and their place in the natural environment and the technological environment, which they create.

D. Ability to reason

qualitatively and quantitatively.

• Solve problems in a logical manner with scientific method. This process will include gathering data, analyzing data, formulating conclusions, sharing conclusion verbally and in writing.

E. Ability to conceptually organize experience and discern its meaning.


The essence of the scientific method is to conceptually organize experience and discern its meaning. Chemistry, as a fundamental natural science, is an endeavor in which experience in the material world, either in the lab setting or in everyday life, is compiled and assessed. The goal then is to elucidate the meaning of the experience (data) and to either apply it to the

85


understanding of the natural world or to utilize it in the development of technology.

F. Aesthetic and artistic

values.

G. Understanding of the ethical and social requirements of responsible citizenship.




Science is a collaborative, human endeavor in which the views, abilities and desires of a number of individuals are necessary to accomplish a goal. As such, it is an ideal opportunity to provide students with a setting in which they must evaluate their actions in the presence of peers. Chemistry also provides a plethora of examples in which chemistry and its applications in the real world can be evaluated through the eyes of a responsible citizen. Common examples include anthropogenic changes to the environment such as climate change, waste management, use of energy resources, water resources, chemical reactions (new materials, application to war and destruction, application to construction, medicine and health, etc. etc.), modern technology and its place in and affects on society.

9. Address the AAOT Discipline Studies Outcomes and Criteria: Complete only the questions for the outcomes and criteria for the category to which category your course belongs - Art and Letters; Social Sciences; Science and Computer Science; or Mathematics.

Science or Computer Science Outcomes: As a result of taking General Education Science or Computer Science courses, a student should be able to:

• Gather, comprehend, and communicate scientific and technical information in order to explore ideas, models, and solutions and generate further questions;

• Apply scientific and technical modes of inquiry, individually, and collaboratively, to critically evaluate existing or alternative explanations, solve problems, and make evidence-based decisions in an ethical manner; and

• Assess the strengths and weaknesses of scientific studies and critically examine the influence of scientific and technical knowledge on human society and the environment.

Criteria: A General Education course in either Science or Computer Science should:

1. Analyze the development, scope, and limitations of fundamental scientific concepts, models, theories, and methods.

2. Engage students in problem-solving and investigation, through the application of scientific and mathematical methods and concepts, and by using evidence to create and test models and draw conclusions. The goal should be to develop analytical thinking that includes evaluation, synthesis, and creative insight.

86


3. Examine relationships with other subject areas, including the ethical application of science in human society and the relevance of science to everyday life.

In addition: 4a. A General Education course in Science should engage students in collaborative, hands-on and/or real-

life activities that develop scientific reasoning and the capacity to apply mathematics and that allow students to experience the exhilaration of discovery.

4b. A General Education course in Computer Science should engage students in the design of algorithms and computer programs that solve problems.

List the course outcome(s) from the course's CCOG that clearly reflect the above outcomes and criteria.*

After completion of this course, students will • Solve problems in a logical manner with scientific method. This

process will include gathering data, analyzing data, formulating conclusions, sharing conclusion verbally and in writing.




*Note: It must be clearly evident that the above outcomes are addressed within the course’s outcomes.

How does the course enable a student to “gather, comprehend, and communicate scientific and technical information in order to explore ideas, models, and solutions and generate further questions”?**

Experiments, interactive Instruction, homework, and various assessments all provide students with the opportunity to gather data, analyze results, develop models, and communicate their findings. For example: lab work includes collaborative work groups coming together to collect, analyze and synthesize data compiling into a lab report. This course entails multiple forms of student interaction and communication. Students have to develop a basic scientific vocabulary (learning the chemical alphabet), then begin to put the terms into conceptual practice (begin forming compounds leading into writing chemical reactions). Throughout the course each students continue to build their scientific knowledge, but are still challenged to gather and comprehend using numerous scientific models (from molecular modeling to modeling quantum mechanics because one cannot see atoms.)

How does the course enable a student to “apply scientific and technical modes of inquiry, individually, and collaboratively, to critically evaluate existing or alternative explanations, solve problems, and make evidence-based decisions in an ethical manner”?**

Laboratory experiments, interactive discussions, homework, and various assessments provide students both individually and collectively the opportunity to collect and analyze data and synthesize a hypothesis. Problem solving techniques are integrated throughout this course from scientific conversions to performing quantitative analysis on chemical reactions. We focus on scientific facts and that enable any student to make evidence-based decisions in everyday life while considering the natural and logical consequences.

How does the course enable a student to “assess the strengths and weaknesses of scientific studies and critically examine the influence of scientific and technical


This course begins the process of teaching basic chemical principles that

87


knowledge on human society and the environment”?**

can be used to evaluate issues that affect the environment and the community. We focus on scientific facts such as the Law of Conservation of Matter that lead any student to make evidence-based decisions with an understanding the chemicals do not simply disappear, and that an individual choices and actions can affect society and the environment. The instructional methods in this course are intended to develop critical thinking skills. Students in this course will use the critical thinking skills developed to address specific sources of information in the context of larger societal issues. Given or having chosen a topic, students will gather information from a variety of sources, including, but not limited to, peer-reviewed scientific papers and journals, popular science magazines and journals, the Internet, television and radio. Students will apply critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues.

**Note: Between your answers to the three outcomes questions above, you need to address all of the first three criteria as well as the appropriate fourth criterion.

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course revision 1


Course Revision


course number

title

description


outcomes

Grade option change


Phone Email

Jim Schneider 4618 [email protected]


CH 101 Proposed prefix and number


Inorganic Chemistry Principles

Proposed title (60 characters max)





Survey of inorganic chemistry with emphasis on solution chemistry. Designed for Allied Health students. Prerequisites: WR 115, RD 115, and MTH 20 or equivalent placement test scores.


The student will receive five credits for three

A survey of basic inorganic chemistry with an emphasis on solution chemistry. Designed to fulfill a basic chemistry requirement for programs such as allied health, engineering technology, and others. Prerequisites: WR 115, RD 115, and MTH 65 or equivalent placement test scores.


The student will receive five credits for three hours of



89

course revision 2

hours of lecture and one recitation in the classroom each week and three hours of laboratory experience each week. The student must supply his own textbook, protective eyewear and laboratory manual and problems manual if required by the instructor. Inorganic Chemistry Principles is a transferable course. It is designed to meet the needs of the medical technology student in general. This course helps the student to develop an understanding of chemical principles and the applications of such principles to the Health Science field. It fulfills the chemistry requirement for the Medical Laboratory Technician at Portland Community College.

lecture and one recitation in the classroom each week and three hours of laboratory experience each week. The student must supply their own textbook, protective eyewear and laboratory manual and problems manual if required by the instructor. Inorganic Chemistry Principles is a transferable course. It is designed to meet the needs of a variety of programs, including medical technology and engineering technology, among others.

Reason for change

Meet State Gen. Ed. Requirement



None After completion of this course, students will: • apply the fundamental principles of

measurement, matter, atomic theory, chemical periodicity, chemical bonding, general chemical reactivity and solution chemistry to subsequent courses in chemistry, biology, physics, geology, engineering, technology, allied health and various other related disicplines that depend upon these principles for successful comprehension.

• develop chemical concepts and math skills

essential for successful completion of future science and applied science and engineering courses.

• solve problems in a logical manner using the

scientific method. This process will include asking a testable question, designing a model/experiment, gathering data, analyzing data, revising the model/experiment, formulating conclusions, sharing conclusion verbally and in writing.

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course revision 3

• work effectively as a member of diverse groups

to compare and contrast scientific ideas, models, or experimental results.

• Critically evaluate sources of scientific

information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.

Reason for change




There are no prerequisite courses for Chemistry 101. However, a student adequately prepared for Chemistry 101 should have successfully completed high school chemistry and high school algebra.

Placement into: .





Placement into:

prefix & number: MTH 65 Prerequisite Corequisite pre/con



yes no


IMPACT ON OTHER DEPARTMENTS AND CAMPUSES – are there changes being requested that may impact other departments or campuses, such as academic programs that require this course for their program or as a prerequisite for courses or programs? Please provide details, who was contacted and the resolution.

91

course revision 4

Yes No

Implementation term



SAC Chair Email Date Patty Maazouz

[email protected]


[email protected]

92













Name E-mail Address Jim Schneider [email protected]







7. Complete the following Course Information:

93


Course Prefix and Number: CH 101 Course Title: Inorganic Chemistry Principles


Course Description:

A survey of basic inorganic chemistry with an emphasis on solution chemistry. Designed to fulfill a basic chemistry requirement for programs such as allied health, engineering technology, and others. Prerequisites: WR 115, RD 115, and MTH 65 or equivalent placement test scores.


The student will receive five credits for three hours of lecture and one recitation in the classroom each week and three hours of laboratory experience each week. The student must supply their own textbook, protective eyewear and laboratory manual and problems manual if required by the instructor. Inorganic Chemistry Principles is a transferable course. It is designed to meet the needs of a variety of programs, including medical technology and engineering technology, among others.

Course Outcomes:

After completion of this course, students will: • apply the fundamental principles of measurement, matter, atomic

theory, chemical periodicity, chemical bonding, general chemical reactivity and solution chemistry to subsequent courses in chemistry, biology, physics, geology, engineering, technology, allied health and various other related disicplines that depend upon these principles for successful comprehension.

• develop chemical concepts and math skills essential for successful

completion of future science and applied science and engineering courses.

• solve problems in a logical manner using the scientific method. This

process will include asking a testable question, designing a model/experiment, gathering data, analyzing data, revising the model/experiment, formulating conclusions, sharing conclusion verbally and in writing.

• work effectively as a member of diverse groups to compare and

contrast scientific ideas, models, or experimental results.

• Critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.

8. Address PCC’s General Education Philosophy Statement:

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The faculty of Portland Community College affirms that a prime mission of the college is to aid in the development of educated citizens. Ideally, such citizens possess: * understanding of their culture and how it relates to other cultures * appreciation of history both from a global perspective and from a personal perspective, including an

awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning * aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in






Students will apply the fundamental principles of measurement, matter, atomic theory, chemical periodicity, chemical bonding, general chemical reactivity and solution chemistry to their understanding of themselves and their natural and technological environments.

Students will develop chemical concepts and math skills essential to solve specific problems encountered in everyday life and professional settings. Chemistry is the direct study of the material composition of and energy transformations in human beings, and the environment in which they exist, both natural and technological. The composition and behaviour of matter and energy are at the heart of the study of chemistry, and thus are implied in any understanding of individuals and their place in the natural environment and the technological environment which they create.

D. Ability to reason qualitatively and quantitatively.

Students will develop chemical concepts and math skills essential to solve specific problems encountered in everyday life and professional settings. Students will solve problems in a logical manner using the scientific method.

95


This process will include asking a testable question, designing a model/experiment, gathering data, analyzing data, revising the model/experiment, formulating conclusions, sharing conclusion verbally and in writing. The heart of the science of chemistry is not limited in any small part to the encyclopedic collection of the facts of the natural world, but also includes the development of quantitative and qualitative reasoning skills. These are developed through application of the so-called “scientific method” as well as rational thought and critical thinking skills. Quantitative accounting and calculation are coupled intimately with qualitative conceptualization of natural chemical phenomena in all aspects of the course.


Students will apply the fundamental principles of measurement, matter, atomic theory, chemical periodicity, chemical bonding, general chemical reactivity and solution chemistry to their understanding of themselves and their natural and technological environments. Students will work effectively as a member of diverse groups to compare and contrast scientific ideas, models, or experimental results. Students will solve problems in a logical manner using the scientific method. This process will include asking a testable question, designing a model/experiment, gathering data, analyzing data, revising the model/experiment, formulating conclusions, sharing conclusion verbally and in writing. The essence of the scientific method is to conceptually organize experience and discern its meaning. Chemistry, as a fundamental natural science, is an endeavor in which experience in the material world, either in the lab setting or in everyday life, is compiled and assessed. Further, the goal then is to elucidate the meaning of the experience (data) and to either apply it to the understanding of the natural world or to utilize it in the development of technology.

F. Aesthetic and artistic values.

Students will apply the fundamental principles of measurement, matter, atomic theory, chemical periodicity, chemical bonding, general chemical reactivity and solution chemistry to their understanding of themselves and their natural and technological environments. The study of chemistry is the study of the natural world and all its aesthetic and artistic values. We live in a world comprised of matter and energy, and chemistry is not only the study and appreciation of the beauty of the material world and nature laid out for us, but also the aesthetic beauty of artistic creation by humans through the utilization of the material world. Chemistry offers examples in both realms. Natural phenomena are in themselves aesthetically pleasing, and through the application of artistry, the creativity of humans in enabled by an understanding of how matter and energy can be manipulated.


Students will critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.

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Students will work effectively as a member of diverse groups to compare and contrast scientific ideas, models, or experimental results. The ethical and social requirements of responsible citizenship require in part the ability to critically assess information, develop logical and rational conclusions based on evidence, and apply those conclusions in a responsible manner. The study of chemistry addresses directly the skills necessary to think critically through the constant acquisition of data and its subsequent analysis. In addition, no chemist works in a vacuum. Science is a collaborative, human endeavor in which the views, abilities and desires of a number of individuals are necessary to accomplish a goal. As such, it is an ideal opportunity to provide students with a setting in which they must evaluate their actions in the presence of peers. Chemistry also provides a plethora of examples in which chemistry and its applications in the real world can be evaluated through the eyes of a responsible citizen. Common examples include global warming and climate change, waste, energy resources, consumption and waste, water resources, chemical reactions (new materials, application to war and destruction, application to construction, medicine and health, etc. etc.), modern technology and its place in and affects on society, and so on.


Science or Computer Science

Outcomes: As a result of taking General Education Science or Computer Science courses, a student should be able to:











97




theory, chemical periodicity, chemical bonding, general chemical reactivity and solution chemistry to subsequent courses in chemistry, biology, physics, geology, engineering, technology, allied health and various other related disicplines that depend upon these principles for successful comprehension.

• develop chemical concepts and math skills essential for successful

completion of future science and applied science and engineering courses.

• solve problems in a logical manner using the scientific method. This

process will include asking a testable question, designing a model/experiment, gathering data, analyzing data, revising the model/experiment, formulating conclusions, sharing conclusion verbally and in writing.

• work effectively as a member of diverse groups to compare and

contrast scientific ideas, models, or experimental results.




At least two of many possible activities in the chemistry courses address this outcome. First is the laboratory component. In this course students are expected to learn laboratory techniques that will enable them to collect data in a variety of situations and for a variety of ends. This process can take various forms. For example, students may be given the goal of an experiment ahead of time, and the goal of data collection is to enable the assessment of the information to verify or elucidate a particular chemical principal, or, further, its implications and applications. An alternative is that students are presented with a series of guiding questions (or may generate their own when prompted) and the final outcome is unknown. Data/information collection is distributed among class members and compiled after collection. Analysis of the data by groups and/or individuals leads to concept invention (claims and evidence), concept revision, the generation of empirical models, and suggestions for further study. Students are asked to generate laboratory reports that range in scope from standard report forms to including written, grammatically correct English sentences in which they must write a claim and defend it with their own evidence, as well as written and conceptual models. A related course component is the inclusion of a variety of individual as well as student-centered active-learning activities in the course design. Course components such as these aim to have students look at pre-generated data and scientific models, and from them critically assess their meaning and implications. This is accomplished in some activities through small-group guided-inquiry discussions, leading ultimately to concept invention, revision and model building based on a student’s individual experience and through the interaction of other students in their group and in the class.

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As such, these two (of many) examples provide two modes of attaining the outcome, and include critical thinking and data analysis, concept invention, model building, and reflection and analysis through both individualized and group-oriented activities.


Similar to the previous outcome, this course is centered around providing the opportunity for students to actively participate in the scientific process. Students are required to not only “receive information” in a lecture, but are required to be engaged with their peers in the critical analysis of data and information, models, and scientific conclusions. One example of this modality (of the many practiced by faculty) is designed to merge the lecture and lab portions of the course into a comprehensive unit. That is, instruction is based on research in learning theory and applies to both the classroom and the lab. In this instructional model, the lab experience mirrors the “lecture” experience, in such a way that students work in small groups with their peers, are presented with or structure a question or problem to be solved, are presented with or collect data, and are guided to develop conclusions based on this. In the end, students must show their individual understanding and application of new knowledge by the construction of claims and evidence based on their own or the presented data, and developed through interactions with their peers. Further, applications of their models and knowledge are often directed toward real-world problems and at times elucidate the implications of their conclusions of their decisions. This modality has as a goal the development of critical thinking skills that can carry over to everyday life in other realms of their existence.

How does the course enable a student to “assess the strengths and weaknesses of scientific studies and critically examine the influence of scientific and technical knowledge on human society and the environment”?**

This course, in addition to exploring the basic fundamental concepts of chemistry, addresses the applications and implications of chemical knowledge and technology in the larger sense of the community. Applied topics such as the chemical basis of global warming, stoichiometry (the accounting of matter in a chemical process) applied to technological, industrial and environmental processes, and an understanding of the atomic nature of matter (including such in modern technological applications, research and environmental implications), among others, are presented in the context of problems in the real world. Discussion of the bases of these problems, in conjunction with critical thinking and analysis, presents an opportunity for students to develop a deeper understanding of the causes and effects of such problems on human society, and encourages students to consider the effects of their actions as a responsible citizen. As noted, the instructional methods in this course intend to develop skills necessary to critically evaluate the value of information in the context of the scientific process and rational reasoning. The repeated practice of evaluating data and supporting claims with evidence is purported to develop and encourage similar skills in individuals when confronted with various and conflicting sources of information in everyday life, such as the internet, television and other forms of media and interactions. Students in this course will use the critical thinking skills developed to address specific sources of information in the context of larger societal issues. Given or having chosen a topic, students will gather information from a variety of sources, including, but not limited to, peer-reviewed scientific

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papers and journals, popular science magazines and journals, the Internet, television and radio. Students will apply critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues.


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Mathematics

Outcomes: As a result of taking General Education Mathematics courses, a student should be able to:

• Use appropriate mathematics to solve problems; and • Recognize which mathematical concepts are applicable to a scenario, apply appropriate mathematics

and technology in its analysis, and then accurately interpret, validate, and communicate the results. Criteria: A collegiate level Mathematics course should require students to:

1. Use the tools of arithmetic and algebra to work with more complex mathematical concepts. 2. Design and follow a multi-step mathematical process through to a logical conclusion and judge the

reasonableness of the results. 3. Create mathematical models, analyze these models, and, when appropriate, find and interpret solutions. 4. Compare a variety of mathematical tools, including technology, to determine an effective method of

analysis. 5. Analyze and communicate both problems and solutions in ways that are useful to themselves and to

others. 6. Use mathematical terminology, notation and symbolic processes appropriately and correctly. 7. Make mathematical connections to, and solve problems from, other disciplines.



How does the course enable a student to “use appropriate mathematics to solve problems”?**

How does the course enable a student to “recognize which mathematical concepts are applicable to a scenario, apply appropriate mathematics and technology in its analysis, and then accurately interpret, validate, and communicate the results”?**

**Note: Between your answers to the two outcomes questions above, you need to address all seven criteria.

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Course Revision


course number

title

description


outcomes

Grade option change


Phone Email

Ted Picciotto 503-977-8290 [email protected]



Same


Principles of Organic Chemistry

Proposed title (60 characters max)

Same





Covers basic organic and biochemistry. Designed for Allied Health students. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores.

Same

Reason for change



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a. assess the impact of chemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit.

b. formulate mathematical and chemical approaches to solve specific problems such as those presented in the homework and on tests, and to reason qualitatively as well as quantitatively.

c. apply critical thinking skills to situations in the real world involving chemical knowledge, evaluating factors such as limitations arising from uncertainty in measurement, and methodology .

d. demonstrate strengthened mathematical skills in chemical contexts.

e. communicate experimental procedures and results clearly and effectively through a written lab report.

f. apply the principles of laboratory safety in chemical experiments, using material safety data sheets to report knowledge of specific chemical hazards.

g. collaborate effectively with fellow students to set up an experiment, collect data, record results, analyze the outcome, and prepare the standard report form.

h. evaluate the cultural and historical impact of chemical discoveries, restate the findings of prominent researchers, recognizing gender and ethnic backgrounds.

i. evaluate his/her own abilities and skills in chemistry, formulating a

A. apply qualitative and quantitative reasoning skills to solve problems in everyday life

B. critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.

C. collaborate effectively to critically analyze organic and biochemical concepts

D. apply fundamental terminology necessary to relate organic principles to real-world applications.

E. be aware of the scientific process and be able to approach problems using the scientific method

F. communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports.

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strategy to increase lifelong learning..

j. prepare for future study in the allied health fields and classes in related disciplines.

Reason for change

To better reflect PCC Core outcomes and meet general education requirements.




Placement into: .




Standard prerequisites -

Placement into: .




yes no



Implementation term


Allow 4-6 months to complete the approval process before scheduling the course. See the timeline for approval for details. www.pcc.edu/curriculum

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Section # 2 Department Review This proposal has been reviewed at the SAC level and approved for submission.

SAC Chair Email Date


SAC Administrative Liaison Email Date


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General Education Request Information 6. Complete the contact information:


Name E-mail Address Ted Picciotto

Gabriel Backes [email protected]

[email protected]







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7. Complete the following Course Information: Course Prefix and Number: CH 102 Course Title: Organic Chemistry Principles


Course Description: Covers basic organic and biochemistry. Designed for Allied Health students. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores.

Course Outcomes:

After completion of this course, students will:

A. apply qualitative and quantitative reasoning skills to solve problems in everyday life

B. critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.



E. apply critical thinking skills and an understanding of the scientific method to make evidence-based decisions on issues that affect the environment and the community and encourage lifelong learning



awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning * aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represents a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models.

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b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in





C. Understanding of

themselves and their natural and technological environments.

Students will apply fundamental terminology necessary to relate organic and biochemical principles to real-world applications that impact their daily life.


Students will apply qualitative and quantitative reasoning skills to solve problems in everyday life


Students will collaborate effectively to critically analyze organic and biochemical concepts and scientific studies in two environments: the laboratory and lecture. In the laboratory students will perform experiments. After the experiments they will be required to organize the results and draw conclusions based on their data. Scientific studies on the topic may be provided to show students what constitutes a good source of information versus a poor source.



Student will use their awareness of organic and biochemistry behind natural phenomena to critically to appraise human responsibility for environmental concerns. The material will also be taught in such a fashion to relate organic and biochemical concepts to day to day life.

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Arts and Letters Outcomes: As a result of taking General Education Arts & Letters courses, a student should be able to:

• Interpret and engage in the Arts & Letters, making use of the creative process to enrich the quality of life; and

• Critically analyze values and ethics within a range of human experience and expression to engage more fully in local and global issues.

Criteria: A course in Arts & Letters should:

1. Introduce the fundamental ideas and practices of the discipline and allow students to apply them. 2. Elicit analytical and critical responses to historical and/or cultural works, such as literature, music,

language, philosophy, religion, and the visual and performing arts. 3. Explore the conventions and techniques of significant forms of human expression. 4. Place the discipline in a historical and cultural context and demonstrate its relationship with other

discipline. 5. Each course should also do at least one of the following:

• Foster creative individual expression via analysis, synthesis, and critical evaluation; • Compare/contrast attitudes and values of specific historical periods or world cultures; and • Examine the origins and influences of ethical or aesthetic traditions.



How does the course enable a student to “interpret and engage in the Arts & Letters, making use of the creative process to enrich the quality of life”?**

How does the course enable a student to “critically analyze values and ethics within a range of human experience and expression to engage more fully in local and global issues”?**

*Note: Between your answers to the two outcomes questions above, you need to address all of the first four criteria as well as at least one of the criteria listed in the second set of three.

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Social Sciences Outcomes: As a result of taking General Education Social Science courses, a student should be able to:

• Apply analytical skills to social phenomena in order to understand human behavior; and • Apply knowledge and experience to foster personal growth and better appreciate the diverse social world

in which we live. Criteria: An introductory course in the Social Sciences should be broad in scope. Courses may focus on specialized or interdisciplinary subjects, but there must be substantial course content locating the subject in the broader context of the discipline(s). Approved courses will help students to:

1. Understand the role of individuals and institutions within the context of society. 2. Assess different theories and concepts and understand the distinctions between empirical and other

methods of inquiry. 3. Utilize appropriate information literacy skills in written and oral communication. 4. Understand the diversity of human experience and thought, individually and collectively. 5. Apply knowledge and skills to contemporary problems and issues.


*Note: It must be clearly evident that the above AAOT outcomes are addressed within the course outcomes.

How does the course enable a student to “apply analytical skills to social phenomena in order to understand human behavior”?**

How does the course enable a student to “apply knowledge and experience to foster personal growth and better appreciate the diverse social world in which we live”?**

**Note: Between your answers to the two outcomes questions above, you need to address all five criteria.

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A. apply qualitative and quantitative reasoning skills to solve problems

in everyday life B. critically evaluate sources of scientific information to logically decide

the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.



E. apply critical thinking skills and an understanding of the scientific method to make evidence-based decisions on issues that affect the environment and the community and encourage lifelong learning



How does the course enable a student to “gather, comprehend, and communicate scientific and technical information in order

• This course entails multiple forms of student interaction that requires comprehension and communication of organic and biochemical principles. Examples include: lab work, POGIL (Process Oriented Guided Inquiry) and questions during lecture.

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to explore ideas, models, and solutions and generate further questions”?**

• Students develop a basic understanding of organic chemistry in the first part of the course. As the course progresses students are required to use the fundamental models of organic chemical reactions and apply them to biological and biochemical topics.


• The scientific method is used in the laboratory to explore organic and biochemical concepts. Students are required to collect data, analyze the results and draw conclusions both individually and collectively.

• Problem solving techniques are integrated throughout this course from interpretation of organic principles to performing analysis of qualitative experimentation. For example: students are required to report the success of an organic chemical synthesis based on the amount of product recovered. They are also expected to draw conclusions from qualitative observation, for example whether a reaction occurred based on a color change.

• We focus on scientific facts and that enable any student to make evidence-based decisions in everyday life while considering the natural and logical consequences.


• This course enables a student to assess weaknesses of scientific studies through examples in which the scientific method failed to show underlying dangers of new chemical compounds. Typical examples used may include the teratogenic effects (birth defects) of Thalidomide, the impact of DDT in the environment. Strengths of scientific studies are often demonstrated by examples of successful discoveries. Typical examples may include: the discovery of the structure of benzene, the development of Markovnikov’s rule and the determination of the structure of DNA.

• In laboratory we will examine the strengths and weaknesses of scientific studies to demonstrate to students what constitutes a reliable source.

• This course begins the process of teaching chemical facts for issues that affect chemicals in the environment. We focus on scientific facts such as the toxicity of organic compounds that can lead any student to make evidence-based decisions on how chemical compounds may impact their health and the environment.


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Mathematics Outcomes: As a result of taking General Education Mathematics courses, a student should be able to:












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Course Revision


course number

x title

x description


x outcomes

Grade option change


Phone Email

Kathy Carrigan 503-978-5374 [email protected]



same


General Chemistry Proposed title (60 characters max)

Allied Health Chemistry I


We have 6 courses with the same name. We would like to be more specific.


Allied Health Chemistry I



Includes general principles of chemistry, including atomic structure, mole concept, chemical reactions, stoichiometry, and gas laws. Designed for students in a health science curriculum leading to a Baccalaureate degree or liberal arts students who need a laboratory science elective. Prerequisite: WR 115 and RD 115 or equivalent placement test scores. Prerequisite/Concurrent: MTH 95

Includes general principles of chemistry, including atomic structure, mole concept, chemical reactions, stoichiometry, and gas laws. Designed for students in a health science program, e.g. Nursing, Medical Laboratory Technician, Vet Tech, or for liberal arts students who need a laboratory science elective. Prerequisite: WR 115 and RD 115 or equivalent placement test scores. Prerequisite/Concurrent: MTH 95.



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Reason for change

Designed for students in a health science program, e.g. nursing, Medical Laboratory Technician, Vet tech, or for liberal arts students who need a laboratory science elective.



a. assess the impact of chemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit.

b. formulate mathematical and chemical approaches to solve specific problems such as those presented in the homework and on tests, and to reason qualitatively as well as quantitatively.

c. apply critical thinking skills to situations in the real world involving chemical knowledge, evaluating factors such as limitations arising from uncertainty in measurement, and methodology .

d. demonstrate strengthened mathematical skills in chemical contexts.

e. communicate experimental procedures and results clearly and effectively through a written lab report.

f. apply the principles of laboratory safety in chemicalexperiments, using material safety data sheets to report knowledge of specificchemical hazards.

g. collaborate effectively with fellow students to set up anexperiment, collect data, record results, analyze the outcome, and prepare the standard report form.

h. evaluate the cultural and historical impact of chemicaldiscoveries,

• Assess the impact of general chemical theory on phenomena encountered in everyday life including the environment and human health.

• Apply critical thinking skills and an understanding of scientific inquiry to make evidence-based decisions on issues that affect the environment and the community and encourage lifelong learning.

• Formulate mathematical and chemical models based on quantitative and qualitative reasoning in order to solve problems.

• Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports.

• Collaborate effectively with a diverse team to solve complex problems and accomplish tasks effectively.

• Critically evaluate sources of scientific information to determine the validity of the data.

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restate the findings of prominent researchers, recognizing gender and ethnic backgrounds.

i. evaluate his/her own abilities and skills in chemistry, fomulating a strategy to increase lifelong learning..

j. prepare for future study in the allied health fields and classes in related disciplines.

Reason for change





Placement into: .





Placement into: .

prefix & number: Math 65 Prerequisite Corequisite pre/con



yes x no


IMPACT ON OTHER DEPARTMENTS AND CAMPUSES – are there changes being requested that may impact other departments or campuses, such as academic programs that require this course for their program or as a prerequisite for courses or programs? Please provide details, who was contacted and the resolution.

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Yes x No

Implementation term

x Next available term after approval Specify term( if AFTER the next available term)






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Name E-mail Address Kathy Carrigan [email protected]








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Course Prefix and Number: CH 104 Course Title: Allied Health Chemistry I

Course Credits: 5 Gen Ed Category: Science

Course Description:

Includes general principles of chemistry, including atomic structure, mole concept, chemical reactions, stoichiometry, and gas laws. Designed for students in a health science program, e.g. Nursing, Medical Laboratory Technician, Vet Tech, or for liberal arts students who need a laboratory science elective. Prerequisite: WR 115 and RD 115 or equivalent placement test scores. Prerequisite/Concurrent: MTH 95.

Course Outcomes:








awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning * aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs.

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c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in





C. Understanding of






E. Ability to conceptually

organize experience and discern its meaning.



values.

G. Understanding of the

ethical and social requirements of responsible citizenship





• Critically analyze values and ethics within a range of human experience and expression to engage more

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fully in local and global issues. Criteria: A course in Arts & Letters should:










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Social Sciences

Outcomes: As a result of taking General Education Social Science courses, a student should be able to:










122






















How does the course enable a student to “gather, comprehend, and communicate scientific and

The scientific method is stressed in both lecture and lab. For example, in POGIL (Process Oriented Guided Inquiry Learning) and other forms of interactive instruction students explore models and analyze data to come to conclusions. Students must develop a basic scientific vocabulary, then begin

123


technical information in order to explore ideas, models, and solutions and generate further questions”?**

to put the terms into conceptual practice. Throughout the course each student continues to build scientific knowledge by gathering and interpreting data using numerous scientific models such as molecular modeling and quantum mechanical modeling. Homework and various forms of assessment require students to gather, comprehend and communicate information to solve problems. Laboratory work includes collaborative work groups coming together to collect, analyze and synthesize data which is then compiled into a written lab report.


In the laboratory students engage in scientific inquiry to answer experimental questions. Lab work includes collaborative work groups coming together to collect, analyze and synthesize data which is then compiled into a written lab report. These experiments explore existing explanations of scientific phenomena; students examine their collected data to determine how well it agrees with accepted explanations. Problem solving techniques are integrated throughout this course. For example, students may learn the steps to complete scientific conversions, and then they are challenged to apply those skills to a real world problem which may look unfamiliar. In classes employing POGIL (Process Oriented Guided Inquiry Learning), students collaborate to explore models and analyze data to solve problems.


Assessing the strengths and weaknesses of scientific studies is inherent in any science course, particularly in the lab portion of the course. Laboratory work generates data which must be analyzed in order to answer the experimental question. Part of this analysis may include considering sources of experimental uncertainty and the quality of the data in order to comment on the reliability of the conclusion. In the lecture portion of the course, students to assess the strengths and weaknesses of scientific studies by examining scientific models and the exceptions to the particular model. For example, the “Octet Rule” only works for a few atoms; there are many exceptions, however we must begin with the model then allow students to see unusual compounds and question that model. In an example from another perspective, homework questions/assignments that require research to answer may also require a citation of the source of information and an assessment of the validity or potential bias of that source.

In this course students learn the chemistry that forms the basis for understanding issues that affect the environment and the community. The scientific knowledge and process skills learned in the course lead students to make evidence-based decisions in everyday life.


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Mathematics













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Course Revision


course number

x title

x description


x outcomes

Grade option change


Phone Email




same



Allied Health Chemistry II




Allied Health Chemistry II



Includes stoichiometry, gases, oxidation-reduction, acid-base concepts, equilibrium, physical and chemical properties of solutions, and nuclear chemistry. Prerequisite: CH 104 and its prerequisite requirements.

Includes stoichiometry, gases, oxidation-reduction, acid-base concepts, equilibrium, physical and chemical properties of solutions, nuclear chemistry, and organic hydrocarbons. Prerequisite: CH 104 and its prerequisite requirements.

Reason for change

To better reflect content (addition of organic chemistry component)



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A. assess the impact of chemical theory on phenomena encountered in everyday life,.

B. formulate mathematical and chemical approaches to solve specific problems such as those presented in the homework and on tests, and to reason qualitatively as well as quantitatively.

C. apply critical thinking skills to situations in the real world involving chemical knowledge, evaluating limitations arising from uncertainty in measurement, and methodology .

D. demonstrate strengthened mathematical skills in chemical contexts.

E. communicate experimental procedures and results clearly and effectively through written work.

F. apply the principles of laboratory safety in chemical experiments, using material safety data sheets to report knowledge of specific chemical hazards.

G. collaborate effectively with fellow students to set up an experiment, collect data, record results, analyze the outcome, and prepare the standard report form.

H. evaluate the cultural and historical impact of chemical discoveries, restate the findings of prominent researchers, recognize gender and ethnic backgrounds.

I. evaluate his/her own abilities and skills in chemistry, fomulating a strategy to increase lifelong learning.

J. prepare for future study in the allied health fields and classes in related disciplines.

• Assess the impact of physical and organic chemical theory on phenomena encountered in everyday life including the environment and human health.






Reason for change


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Placement into: .





Placement into: .




yes x no


IMPACT ON OTHER DEPARTMENTS AND CAMPUSES – are there changes being requested that may impact other departments or campuses, such as academic programs that require this course for their program or as a prerequisite for courses or programs? Please provide details, who was contacted and the resolution. Yes x No

Implementation term






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129





















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Course Prefix and Number: CH 105 Course Title: Allied Health Chemistry II


Course Description:

Includes stoichiometry, gases, oxidation-reduction, acid-base concepts, equilibrium, physical and chemical properties of solutions, nuclear chemistry, and organic hydrocarbons. Prerequisite: CH 104 and its prerequisite requirements.

Course Outcomes:









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A. Understanding of their

culture and how it relates to other cultures.


B. Appreciation of history both from a global perspective and from a personal perspective, including an awareness of the role played by gender and by various cultures.

C. Understanding of










values.







132













133


Social Sciences











134
























135










136


Mathematics













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Course Revision


course number

x title

description


x outcomes

Grade option change


Phone Email




same



Allied Health Chemistry III




Allied Health Chemistry III



Reason for change

LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as



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worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended See the course outcomes guidelines on the curriculum webpage for more guidance on writing good outcomes.


1. assess the impact of chemical theory on phenomena encountered in everyday life,.

2. formulate mathematical and chemical approaches to solve specific problems such as those presented in the homework and on tests, and to reason qualitatively as well as quantitatively.

3. apply critical thinking skills to situations in the real world involving chemical knowledge, evaluating limitations arising from uncertainty in measurement, and methodology .

4. demonstrate strengthened mathematical skills in chemical contexts.

5. communicate experimental procedures and results clearly and effectively through written work.

6. apply the principles of laboratory safety in chemical experiments, using material safety data sheets to report knowledge of specific chemical hazards.

7. collaborate effectively with fellow students to set up an experiment, collect data, record results, analyze the outcome, and prepare the standard report form.

8. evaluate the cultural and historical impact of chemical discoveries, restate the findings of prominent researchers, recognize gender and ethnic backgrounds.

9. evaluate his/her own abilities and skills in chemistry, fomulating a strategy to increase lifelong learning.

10. prepare for future study in the allied health fields and classes in related disciplines.

• Assess the impact of organic and biochemical theory on phenomena encountered in everyday life including the environment, nutrition and human health.






Reason for change


REQUISITES: Note: If this course has been approved for the Gen Ed list, it will have, as a default the following prerequisites: WR 115, RD 115, and MTH 20 or equivalent placement test scores

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If the SAC wants to set the RD, WR and/or MTH prerequisites at a lower level, you will need to use the Prerequisite Opt out form.



Placement into: .





Placement into: .




yes x no


IMPACT ON OTHER DEPARTMENTS AND CAMPUSES – are there changes being requested that may impact other departments or campuses, such as academic programs that require this course for their program or as a prerequisite for courses or programs? Please provide details, who was contacted and the resolution. Yes x No

Implementation term







140





















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Course Prefix and Number: CH 106 Course Title: Allied Health Chemistry III


Course Description: Includes fundamental principles of organic chemistry and biochemical processes. Prerequisite: CH 105 and its prerequisite requirements.

Course Outcomes:










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B. Appreciation of history both from a global perspective and from a personal perspective, including an awareness of the role played by gender and by various cultures.

C. Understanding of










values.









143











144


Social Sciences











145
























146










147


Mathematics













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Course Revision


course number

title

description


outcomes

Grade option change


Phone Email

Jim Schneider 4618 [email protected]




ChemExcel Proposed title (60 characters max)





Reason for change


LEARNING OUTCOMES: Describe what the student will be able to do “out there” (in their life roles as



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worker, family member, community citizen, global citizen or lifelong learners), not in the classroom outcomes. Three to six outcomes are recommended See the course outcomes guidelines on the curriculum webpage for more guidance on writing good outcomes.


After completion of this course, students will have developed

A. enhanced critical thinking skills. B. enhanced collaborative working

skills. C. improved visualization,

communication, and writing skills. D. improved performance on course

learning outcome assessments.

After completion of this course, students will: • apply the fundamental principles of the topics

covered in concurrent general chemistry courses to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of topics covered in concurrent general chemistry courses to their understanding of themselves and their natural and technological environments.

• use enhanced critical thinking skills, both

qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.

• use effective collaborative skills when working with other people to solve complex problems and accomplish tasks effectively and timely in everyday life and professional settings.

• use an understanding of effective written,

visualization, and communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.


Reason for change



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Standard prerequisites - WR 115, RD 115 and MTH 20 or equivalent placement test sc

Placement into: .

prefix & number: Concurrent CH 221, 222, 223 as appropriate





Placement into:

prefix & number: Concurrent CH 221, 222, 223 as appropriate




yes no



Implementation term



SAC Chair Email Date Patty Maazouz

[email protected]


[email protected]

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Course Prefix and Number: CH 110 Course Title: ChemExcel


Course Description:

One-credit optional workshop class taken concurrently with the CH 221, 222, 223 sequence. Provides the opportunity to enhance understanding of general chemistry topics through structured collaborative, active-learning activities (often under the direction of a peer leader), correlated with current lecture topics. NOT an open study/homework session. Concurrent registration with CH 221, 222, or 223 required.

Course Outcomes:

After completion of this course, students will: • apply the fundamental principles of the topics covered in concurrent

general chemistry courses to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.


• use enhanced critical thinking skills, both qualitative and quantitative,

to solve specific problems encountered in everyday life and professional settings.


• use an understanding of effective written, visualization, and

communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.

• Critically evaluate sources of scientific information to logically decide



awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning

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* aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in






Students will apply the fundamental principles of topics covered in concurrent general chemistry courses to their understanding of themselves and their natural and technological environments. Students will use enhanced critical thinking skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.

D. Ability to reason

qualitatively and quantitatively.

Students will use enhanced critical thinking skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.


Students will apply the fundamental principles of topics covered in concurrent general chemistry courses to their understanding of themselves and their natural and technological environments. Students will use an understanding of effective written, visualization, and communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.


Students will apply the fundamental principles of topics covered in concurrent general chemistry courses to their understanding of themselves and their natural and technological environments.

154



Students will critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment. Students will use an understanding of effective written, visualization, and communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.















After completion of this course, students will: • apply the fundamental principles of the topics covered in concurrent

general chemistry courses to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

155



• use enhanced critical thinking skills, both qualitative and quantitative,

to solve specific problems encountered in everyday life and professional settings.


• use an understanding of effective written, visualization, and

communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.





A major course component is the inclusion of a variety of individual as well as student-centered active-learning activities in the course design. Course components such as these aim to have students look at pre-generated data and scientific models, and from them critically assess their meaning and implications. This is accomplished in some activities through small-group guided-inquiry discussions, leading ultimately to concept invention, revision and model building based on a student’s individual experience and through the interaction of other students in their group and in the class.


This course is centered around providing the opportunity for students to actively participate in the scientific process. Studentst are required to be engaged with their peers in the critical analysis of data and information, models, and scientific conclusions. Instruction is based on research in learning theory. In this instructional model students work in small groups with their peers, are presented with or structure a question or problem to be solved, are presented with or collect data, and are guided to develop conclusions based on this and through interactions with their peers. Further, applications of their models and knowledge are often directed toward real-world problems and at times elucidate the implications of their conclusions of their decisions. This modality has as a goal the development of critical thinking skills that can carry over to everyday life in other realms of their existence.


As noted, the instructional methods in this course intend to develop skills necessary to critically evaluate the value of information in the context of the scientific process and rational reasoning. The repeated practice of evaluating data and developing conclusions with evidence is purported to develop and encourage similar skills in individuals when confronted with various and conflicting sources of information in everyday life, such as the

156



internet, television and other forms of media and interactions. Students in this course will use the critical thinking skills developed to address specific sources of information in the context of larger societal issues. Given or having chosen a topic, students will gather information from a variety of sources, including, but not limited to, peer-reviewed scientific papers and journals, popular science magazines and journals, the Internet, television and radio. Students will apply enhanced critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues.


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Phone Email




CH221



General Chemistry I


Change in outcomes Proposed transcript title (30 characters max)



Introduction to chemistry covering measurements, classification and properties of matter, nomenclature, atomic structure and modern atomic theory, periodic table and chemical periodicity, and chemical bonding. Recommended for chemistry and other natural science majors, and pre-professional majors in engineering, medicine and dentistry. Successful completion of high school or college

Chemistry 221 is the first of a three terms, 15-credit hour (5 hours/term), chemistry sequence designed to provide a year of general chemistry to science majors. It will meet transfer school requirements for such science majors as: chemistry, physics, chemical engineering, pre-medicine, and other pre-professional programs. The class consists of lecture, recitation and laboratory. The lecture time is used to provide the student with basic chemical concepts and mathematical applications to chemistry. The recitation



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chemistry class with a lab component (e.g. CH 100) in the last 5 years required. Students who have not taken high school chemistry within the last 5 years are STRONGLY encouraged to take CH 100 before CH 221. Prerequisite: WR 115 and RD 115 or equivalent placement test scores. Prerequisite/concurrent: MTH 111B or MTH 111C.

time is for practicing problem solving in small group settings allowing for greater student-student as well as student-teacher contact and encouraging individual and team development. The laboratory re-enforces concepts presented in lecture and provides the student a hands-on opportunity to explore these. Introduction to chemistry covering measurements, classification and properties of matter, nomenclature, atomic structure and modern atomic theory, periodic table and chemical periodicity, and chemical bonding. Recommended for chemistry and other natural science majors, and pre-professional majors in engineering, medicine and dentistry. Successful completion of high school or college chemistry class with a lab component (e.g. CH 100) in the last 5 years required. Students who have not taken high school chemistry within the last 5 years are STRONGLY encouraged to take CH 100 before CH 221. Prerequisite: WR 115 and RD 115 or equivalent placement test scores. Prerequisite/concurrent: MTH 111B or MTH 111C.

Reason for change




• develop an understanding of the basic concepts of atomic structure and bonding;

• have an appreciation for the historical advancement of chemistry, and its relation to other disciplines;

• have an increased curiosity and appreciation of the surrounding world;

• develop knowledge of basic laws of nature and chemical terms;

• have strengthened mathematical skills due to the application of mathematics in chemistry;

After completion of this course, students will: • apply the fundamental principles of

measurement, matter, atomic theory and chemical bonding to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disciplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of measurement, matter, atomic theory and chemical bonding to their understanding of themselves and their natural and technological environments.

• use mathematical and chemical reasoning

skills, both qualitative and quantitative, to solve

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• develop an awareness of the scientific process and an understanding of the way scientists work;

• have an increased appreciation for the integration of chemistry into the global society;

• enhance their written and verbal communication kills;

• have an increased capacity to think critically both qualitatively and quantitatively; and,

• be prepared for future studies in chemistry or related fields.

specific problems encountered in everyday life and professional settings.


• use an understanding of effective written

communication skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.

• Critically evaluate sources of scientific

information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.

Reason for change




Placement into: .

prefix & number: Mth 111B Prerequisite Corequisite pre/con

prefix & number: Mth 111C Prerequisite Corequisite pre/con



Placement into: .

prefix & number: Mth 111B Prerequisite Corequisite pre/con

prefix & number: Mth 111C Prerequisite Corequisite pre/con


yes no

If yes. Then check to see if the hours of student learning should be amended in the related instruction

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template to reflect the revision. This may require a related instruction curriculum revision. Visit the comprehensive related instruction website to for information and guidance.


Implementation term



SAC Chair Email Date Patty Maazouz [email protected] 09/15/2010


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Course Prefix and Number: CH 221 Course Title: General Chemistry


Course Description:

Course Outcomes:


theory and chemical bonding to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.


• use mathematical and chemical reasoning skills, both qualitative and

quantitative, to solve specific problems encountered in everyday life and professional settings.


• use an understanding of effective written communiction skills to

effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.




awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning * aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process.

164


General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in






Students will apply the fundamental principles of measurement, matter, atomic theory and chemical bonding to their understanding of themselves and their natural and technological environments. Students will use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings. Chemistry is the direct study of the material composition of and energy transformations in human beings, and the environment in which they exist, both natural and technological. The composition and behaviour of matter and energy are at the heart of the study of chemistry, and thus are implied in any understanding of individuals and their place in the natural environment and the technological environment which they create.


Students will use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings. The heart of the science of chemistry is not limited in any small part to the encyclopedic collection of the facts of the natural world, but also includes the development of quantitative and qualitative reasoning skills. These are developed through application of the so-called “scientific method” as well as rational thought and critical thinking skills. Quantitative accounting and calculation are coupled intimately with qualitative conceptualization of natural chemical phenomena in all aspects of the course.


Students will apply the fundamental principles of measurement, matter, atomic theory and chemical bonding to their understanding of themselves and their natural and technological environments.

165


Students will use an understanding of effective written communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner. The essence of the scientific method is to conceptually organize experience and discern its meaning. Chemistry, as a fundamental natural science, is an endeavor in which experience in the material world, either in the lab setting or in everyday life, is compiled and assessed. Further, the goal then is to elucidate the meaning of the experience (data) and to either apply it to the understanding of the natural world or to utilize it in the development of technology.


Students will apply the fundamental principles of measurement, matter, atomic theory and chemical bonding to their understanding of themselves and their natural and technological environments. The study of chemistry is the study of the natural world and all its aesthetic and artistic values. We live in a world comprised of matter and energy, and chemistry is not only the study and appreciation of the beauty of the material world and nature laid out for us, but also the aesthetic beauty of artistic creation by humans through the utilization of the material world. Chemistry offers examples in both realms. Natural phenomena are in themselves aesthetically pleasing, and through the application of artistry, the creativity of humans in enabled by an understanding of how matter and energy can be manipulated.


Students will critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment. The ethical and social requirements of responsible citizenship require in part the ability to critically assess information, develop logical and rational conclusions based on evidence, and apply those conclusions in a responsible manner. The study of chemistry addresses directly the skills necessary to think critically through the constant acquisition of data and its subsequent analysis. In addition, no chemist works in a vacuum. Science is a collaborative, human endeavor in which the views, abilities and desires of a number of individuals are necessary to accomplish a goal. As such, it is an ideal opportunity to provide students with a setting in which they must evaluate their actions in the presence of peers. Chemistry also provides a plethora of examples in which chemistry and its applications in the real world can be evaluated through the eyes of a responsible citizen. Common examples include global warming and climate change, waste, energy resources, consumption and waste, water resources, chemical reactions (new materials, application to war and destruction, application to construction, medicine and health, etc. etc.), modern technology and its place in and affects on society, and so on.

9. Address the AAOT Discipline Studies Outcomes and Criteria: Complete only the questions for the outcomes and criteria for the category to which category your course belongs - Art and Letters; Social Sciences; Science and Computer Science; or

166


Mathematics.














theory and chemical bonding to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.








167





At least two of many possible activities in the chemistry courses address this outcome. First is the laboratory component. In this course students are expected to learn laboratory techniques that will enable them to collect data in a variety of situations and for a variety of ends. This process can take various forms. For example, students may be given the goal of an experiment ahead of time, and the goal of data collection is to enable the assessment of the information to verify or elucidate a particular chemical principal, or, further, its implications and applications. An alternative is that students are presented with a series of guiding questions (or may generate their own when prompted) and the final outcome is unknown. Data/information collection is distributed among class members and compiled after collection. Analysis of the data by groups and/or individuals leads to concept invention (claims and evidence), concept revision, the generation of empirical models, and suggestions for further study. Students are asked to generate laboratory reports that range in scope from standard report forms to including written, grammatically correct English sentences in which they must write a claim and defend it with their own evidence, as well as written and conceptual models. A related course component is the inclusion of a variety of individual as well as student-centered active-learning activities in the course design. Course components such as these aim to have students look at pre-generated data and scientific models, and from them critically assess their meaning and implications. This is accomplished in some activities through small-group guided-inquiry discussions, leading ultimately to concept invention, revision and model building based on a student’s individual experience and through the interaction of other students in their group and in the class. As such, these two (of many) examples provide two modes of attaining the outcome, and include critical thinking and data analysis, concept invention, model building, and reflection and analysis through both individualized and group-oriented activities.


Similar to the previous outcome, this course is centered around providing the opportunity for students to actively participate in the scientific process. Students are required to not only “receive information” in a lecture, but are required to be engaged with their peers in the critical analysis of data and information, models, and scientific conclusions. One example of this modality (of the many practiced by faculty) is designed to merge the lecture and lab portions of the course into a comprehensive unit. That is, instruction is based on research in learning theory and applies to both the classroom and the lab. In this instructional model, the lab experience mirrors the “lecture” experience, in such a way that students work in small groups with their peers, are presented with or structure a question or problem to be solved, are presented with or collect data, and are guided to develop conclusions based on this. In the end, students must show their individual understanding and application of new knowledge by the construction of claims and evidence based on their own or the presented

168


data, and developed through interactions with their peers. Further, applications of their models and knowledge are often directed toward real-world problems and at times elucidate the implications of their conclusions of their decisions. This modality has as a goal the development of critical thinking skills that can carry over to everyday life in other realms of their existence.


This course, in addition to exploring the basic fundamental concepts of chemistry, addresses the applications and implications of chemical knowledge and technology in the larger sense of the community. Applied topics such as the chemical basis of global warming, stoichiometry (the accounting of matter in a chemical process) applied to technological, industrial and environmental processes, and an understanding of the atomic nature of matter (including such in modern technological applications, research and environmental implications), among others, are presented in the context of problems in the real world. Discussion of the bases of these problems, in conjunction with critical thinking and analysis, presents an opportunity for students to develop a deeper understanding of the causes and effects of such problems on human society, and encourages students to consider the effects of their actions as a responsible citizen. As noted, the instructional methods in this course intend to develop skills necessary to critically evaluate the value of information in the context of the scientific process and rational reasoning. The repeated practice of evaluating data and supporting claims with evidence is purported to develop and encourage similar skills in individuals when confronted with various and conflicting sources of information in everyday life, such as the internet, television and other forms of media and interactions. Students in this course will use the critical thinking skills developed to address specific sources of information in the context of larger societal issues. Given or having chosen a topic as part of an assignment or of their own interest in their personal lives, students will gather information from a variety of sources, including, but not limited to, peer-reviewed scientific papers and journals, popular science magazines and journals, the Internet, television and radio. Students will apply critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues.


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Mathematics













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Course Revision


course number

title

description


outcomes

Grade option change


Phone Email




CH222



General Chemistry II





Topics include: stoichiometry; chemical reactions and equations; thermochemistry; physical states of matter including properties of gases, liquids, solids and solutions; and, an introduction to organic chemistry. Special topics will be included as time and interest allows. Prerequisites: Successful completion of CH 221 and its prerequisite requirements.

Chemistry 222 is the second of a three terms, 15-credit hour (5 hours/term), chemistry sequence designed to provide a year of general chemistry to science majors. It will meet transfer school requirements for such science majors as: chemistry, physics, chemical engineering, pre-medicine, and other pre-professional programs. The class consists of lecture, recitation and laboratory. The lecture time is used to provide the student with basic chemical concepts and mathematical applications to chemistry. The recitation



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Chemistry 222 is the second of a three terms, 15-credit hour (5 hours/term), chemistry sequence designed to provide a year of general chemistry to science majors. It will meet transfer school requirements for such science majors as: chemistry, physics, chemical engineering, pre-medicine, and other pre-professional programs. The class consists of lecture, recitation and laboratory. The lecture time is used to provide the student with basic chemical concepts and mathematical applications to chemistry. The recitation time is for practicing problem solving in small group settings allowing for greater student-student as well as student-teacher contact and encouraging individual and team development. The laboratory re-enforces concepts presented in lecture and provides the student a hands-on opportunity to explore these.

time is for practicing problem solving in small group settings allowing for greater student-student as well as student-teacher contact and encouraging individual and team development. The laboratory re-enforces concepts presented in lecture and provides the student a hands-on opportunity to explore these. Topics include: stoichiometry; chemical reactions and equations; thermochemistry; physical states of matter including properties of gases, liquids, solids and solutions; and, an introduction to organic chemistry. Special topics will be included as time and interest allows. Prerequisites: Successful completion of CH 221 and its prerequisite requirements.

Reason for change



After completion of this course, students will: apply concepts of atomic and molecular structure to interpret chemical and physical phenomena; have an appreciation for the historical advancement of chemistry, and its relation to other disciplines; have an increased curiosity and appreciation of the surrounding world; develop knowledge of basic laws of nature and chemical terms; have strengthened mathematical skills due to the application of mathematics in chemistry; develop an awareness of the scientific process and an understanding of the way scientists work; have an increased appreciation for the integration of chemistry into the global

After completion of this course, students will: • apply the fundamental principles of chemical

reactions and stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemical kinetics to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of chemical reactions and stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemical kinetics to to their understanding of themselves and their natural and technological environments.


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society; enhance their written and verbal communication kills; have an increased capacity to think critically both qualitatively and quantitatively; and, be prepared for future studies in chemistry or related fields.

skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.


• use an understanding of effective written communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.


Reason for change




Placement into: .

prefix & number: CH221 Prerequisite Corequisite pre/con




Placement into: .




yes no

If yes. Then check to see if the hours of student learning should be amended in the related instruction

173

course revision 4

template to reflect the revision. This may require a related instruction curriculum revision. Visit the comprehensive related instruction website to for information and guidance.


Implementation term



SAC Chair Email Date Patty Maazouz [email protected]

SAC Administrative Liaison Email Date Dieterich Steinmetz [email protected]

174





















175




Course Description:

Course Outcomes:

After completion of this course, students will: • apply the fundamental principles of chemical reactions and

stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemical kinetics to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of chemical reactions and stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemical kinetics to their understanding of themselves and their natural and technological environments.

• use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.





awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning * aesthetic and artistic values

176


* understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in






Students will apply the fundamental principles of chemical reactions and stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemcial kinetics to their understanding of themselves and their natural and technological environments. Students will use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings. Chemistry is the direct study of the material composition of and energy transformations in human beings, and the environment in which they exist, both natural and technological. The composition and behaviour of matter and energy are at the heart of the study of chemistry, and thus are implied in any understanding of individuals and their place in the natural environment and the technological environment which they create.


Students will use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings. The heart of the science of chemistry is not limited in any small part to the encyclopedic collection of the facts of the natural world, but also includes the development of quantitative and qualitative reasoning skills. These are developed through application of the so-called “scientific method” as well as rational thought and critical thinking skills. Quantitative accounting and calculation are coupled intimately with qualitative conceptualization of natural chemical phenomena in all aspects of the course.

177



Students will apply the fundamental principles of measurement, matter, atomic theory and chemical bonding to their understanding of themselves and their natural and technological environments. Students will use an understanding of effective written communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner. The essence of the scientific method is to conceptually organize experience and discern its meaning. Chemistry, as a fundamental natural science, is an endeavor in which experience in the material world, either in the lab setting or in everyday life, is compiled and assessed. Further, the goal then is to elucidate the meaning of the experience (data) and to either apply it to the understanding of the natural world or to utilize it in the development of technology.




Students will critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment. The ethical and social requirements of responsible citizenship require in part the ability to critically assess information, develop logical and rational conclusions based on evidence, and apply those conclusions in a responsible manner. The study of chemistry addresses directly the skills necessary to think critically through the constant acquisition of data and its subsequent analysis. In addition, no chemist works in a vacuum. Science is a collaborative, human endeavor in which the views, abilities and desires of a number of individuals are necessary to accomplish a goal. As such, it is an ideal opportunity to provide students with a setting in which they must evaluate their actions in the presence of peers. Chemistry also provides a plethora of examples in which chemistry and its applications in the real world can be evaluated through the eyes of a responsible citizen. Common examples include global warming and climate change, waste, energy resources, consumption and waste, water resources, chemical reactions (new materials, application to war and destruction, application to construction, medicine and health, etc. etc.), modern technology and its place in and affects on society, and so on.

178


9. Address the AAOT Discipline Studies Outcomes and Criteria:

Complete only the questions for the outcomes and criteria for the category to which category your course belongs - Art and Letters; Social Sciences; Science and Computer Science; or Mathematics.














After completion of this course, students will: • apply the fundamental principles of chemical reactions and

stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemical kinetics to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of chemical reactions and stoichiometry, the states of matter, molecular and ionic structures and interactions, intermolecular forces, thermochemistry, and chemical kinetics to to their understanding of themselves and their natural and technological environments.

• use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.


179








How does the course enable a student to “apply scientific and technical modes of inquiry, individually, and collaboratively, to critically evaluate existing or alternative explanations, solve problems, and make evidence-based decisions in

Similar to the previous outcome, this course is centered around providing the opportunity for students to actively participate in the scientific process. Students are required to not only “receive information” in a lecture, but are required to be engaged with their peers in the critical analysis of data and information, models, and scientific conclusions. One example of this modality (of the many practiced by faculty) is designed to merge the lecture and lab portions of the course into a comprehensive unit. That is, instruction is based on research in learning theory and applies

180


an ethical manner”?** to both the classroom and the lab. In this instructional model, the lab experience mirrors the “lecture” experience, in such a way that students work in small groups with their peers, are presented with or structure a question or problem to be solved, are presented with or collect data, and are guided to develop conclusions based on this. In the end, students must show their individual understanding and application of new knowledge by the construction of claims and evidence based on their own or the presented data, and developed through interactions with their peers. Further, applications of their models and knowledge are often directed toward real-world problems and at times elucidate the implications of their conclusions of their decisions. This modality has as a goal the development of critical thinking skills that can carry over to everyday life in other realms of their existence.


This course, in addition to exploring the basic fundamental concepts of chemistry, addresses the applications and implications of chemical knowledge and technology in the larger sense of the community. Applied topics such as the the history and development of the thermochemistry of fuels, both historical and those under development, as well as the more recent development of solid state chemistry and nanotechnology, applied to technological, industrial and environmental processes, and an understanding of the atomic nature of matter (including such in modern technological applications, research and environmental implications), among others, are presented in the context of problems in the real world. Discussion of the bases of these problems, in conjunction with critical thinking and analysis, presents an opportunity for students to develop a deeper understanding of the causes and effects of such problems on human society, and encourages students to consider the effects of their actions as a responsible citizen. As noted, the instructional methods in this course intend to develop skills necessary to critically evaluate the value of information in the context of the scientific process and rational reasoning. The repeated practice of evaluating data and supporting claims with evidence is purported to develop and encourage similar skills in individuals when confronted with various and conflicting sources of information in everyday life, such as the internet, television and other forms of media and interactions. Students in this course will use the critical thinking skills developed to address specific sources of information in the context of larger societal issues. Given or having chosen a topic as part of an assignment or of their own interest in their personal lives, students will gather information from a variety of sources, including, but not limited to, peer-reviewed scientific papers and journals, popular science magazines and journals, the Internet, television and radio. Students will apply critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues.


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Course Revision


course number

title

description


outcomes

Grade option change


Phone Email




CH223



General Chemistry III





Topics include: chemical kinetics and ionic equilibria; electrochemistry; nuclear chemistry; thermodynamics; and descriptive chemistry topics. Special topics will be included as time and interest allows. Prerequisites: CH 222 and its prerequisite requirements. Special topics will be included as time and interest allows. Special topics may include:

Chemistry 223 is the third of a three terms, 15-credit hour (5 hours/term), chemistry sequence designed to provide a year of general chemistry to science majors. It will meet transfer school requirements for such science majors as: chemistry, physics, chemical engineering, pre-medicine, and other pre-professional programs. The class consists of lecture, recitation and laboratory. The lecture time is used to provide the student with basic chemical concepts and mathematical applications to chemistry. The recitation



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acid rain, bioenergetics industrial processes, kinetics of cellular metabolism, alternative fuels and the use of elements in nature and industry. Recommended for chemistry and other natural science majors, pre-professional majors in engineering, medicine and dentistry. Chemistry 223 is the third of a three terms, 15-credit hour (5 hours/term), chemistry sequence designed to provide a year of general chemistry to science majors. It will meet transfer school requirements for such science majors as: chemistry, physics, chemical engineering, pre-medicine, and other pre-professional programs. The class consists of lecture, recitation and laboratory. The lecture time is used to provide the student with basic chemical concepts and mathematical applications to chemistry. The recitation time is for practicing problem solving in small group settings allowing for greater student-student as well as student-teacher contact and encouraging individual and team development. The laboratory re-enforces concepts presented in lecture and provides the student a hands-on opportunity to explore these.

time is for practicing problem solving in small group settings allowing for greater student-student as well as student-teacher contact and encouraging individual and team development. The laboratory re-enforces concepts presented in lecture and provides the student a hands-on opportunity to explore these. Topics include: chemical kinetics and ionic equilibria; electrochemistry; nuclear chemistry; thermodynamics; and descriptive chemistry topics. Special topics will be included as time and interest allows. Prerequisites: CH 222 and its prerequisite requirements.

Reason for change




A. further develop and apply basic chemical concepts in industrial and research settings;

B. have an appreciation for the historical advancement of chemistry, and its relation to other disciplines;

C. have an increased curiosity and appreciation of the surrounding world;

After completion of this course, students will: • apply the fundamental principles of chemical

equilibrium as applied to solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disciplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of chemical

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D. develop knowledge of basic laws of nature and chemical terms;

E. have strengthened mathematical skills due to the application of mathematics in chemistry;

F. develop an awareness of the scientific process and an understanding of the way scientists work;

G. have an increased appreciation for the integration of chemistry into the global society;

H. enhance their written and verbal communication kills;

I. have an increased capacity to think critically both qualitatively and quantitatively; and,

J. be prepared for future studies in chemistry or related fields.

equilibrium as applied to solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to the evaluation of information obtained in everyday life in order to make evidence-based decisions.


skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings.


• use an understanding of effective written communication skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner.


Reason for change




Placement into: .





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Placement into: .




yes no



Implementation term



SAC Chair Email Date Patty Maazouz [email protected]

SAC Administrative Liaison Email Date Dieterich Steinmetz [email protected]

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Course Description:

Course Outcomes:

After completion of this course, students will: • apply the fundamental principles of chemical equilibrium as applied to

solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of chemical equilibrium as applied to solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to the evaluation of information obtained in everyday life in order to make evidence-based decisions.







awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively

188


* ability to conceptually organize experience and discern its meaning * aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in






Students will apply the fundamental principles of chemical equilibrium as applied to solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to their understanding of themselves and their natural and technological environments. Students will use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings. Chemistry is the direct study of the material composition of and energy transformations in human beings, and the environment in which they exist, both natural and technological. The composition and behaviour of matter and energy are at the heart of the study of chemistry, and thus are implied in any understanding of individuals and their place in the natural environment and the technological environment which they create.


Students will use mathematical and chemical reasoning skills, both qualitative and quantitative, to solve specific problems encountered in everyday life and professional settings. The heart of the science of chemistry is not limited in any small part to the encyclopedic collection of the facts of the natural world, but also includes the development of quantitative and qualitative reasoning skills. These are developed through application of the so-called “scientific method” as well as rational thought and critical thinking skills. Quantitative accounting and

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calculation are coupled intimately with qualitative conceptualization of natural chemical phenomena in all aspects of the course.


Students will apply the fundamental principles of measurement, matter, atomic theory and chemical bonding to their understanding of themselves and their natural and technological environments. Students will use an understanding of effective written communiction skills to effectively communicate complex scientific and technological ideas, models and conclusions through the generation of informal and formal writings and reports in a scientifically acceptable manner. The essence of the scientific method is to conceptually organize experience and discern its meaning. Chemistry, as a fundamental natural science, is an endeavor in which experience in the material world, either in the lab setting or in everyday life, is compiled and assessed. Further, the goal then is to elucidate the meaning of the experience (data) and to either apply it to the understanding of the natural world or to utilize it in the development of technology.




Students will critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment. The ethical and social requirements of responsible citizenship require in part the ability to critically assess information, develop logical and rational conclusions based on evidence, and apply those conclusions in a responsible manner. The study of chemistry addresses directly the skills necessary to think critically through the constant acquisition of data and its subsequent analysis. In addition, no chemist works in a vacuum. Science is a collaborative, human endeavor in which the views, abilities and desires of a number of individuals are necessary to accomplish a goal. As such, it is an ideal opportunity to provide students with a setting in which they must evaluate their actions in the presence of peers. Chemistry also provides a plethora of examples in which chemistry and its applications in the real world can be evaluated through the eyes of a responsible citizen. Common examples include global warming and climate change, waste, energy resources, consumption and waste, water resources, chemical reactions (new materials, application to war and destruction, application to

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construction, medicine and health, etc. etc.), modern technology and its place in and affects on society, and so on.















After completion of this course, students will: • apply the fundamental principles of chemical equilibrium as applied to

solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to subsequent courses in chemistry, biology, physics, geology, engineering and various other related disicplines that depend upon these principles for successful comprehension.

• apply the fundamental principles of chemical equilibrium as applied to solubility, acids and bases, oxidation and reduction and electrochemistry, and other reactive species, as well as thermodynamics and nuclear chemistry to the evaluation of information obtained in everyday life in order to make evidence-based decisions.


quantitative, to solve specific problems encountered in everyday life

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and professional settings.







How does the course enable a student to “apply scientific and technical modes of inquiry, individually, and

Similar to the previous outcome, this course is centered around providing the opportunity for students to actively participate in the scientific process. Students are required to not only “receive information” in a lecture, but are required to be engaged with their peers in the critical analysis of data and

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collaboratively, to critically evaluate existing or alternative explanations, solve problems, and make evidence-based decisions in an ethical manner”?**

information, models, and scientific conclusions. One example of this modality (of the many practiced by faculty) is designed to merge the lecture and lab portions of the course into a comprehensive unit. That is, instruction is based on research in learning theory and applies to both the classroom and the lab. In this instructional model, the lab experience mirrors the “lecture” experience, in such a way that students work in small groups with their peers, are presented with or structure a question or problem to be solved, are presented with or collect data, and are guided to develop conclusions based on this. In the end, students must show their individual understanding and application of new knowledge by the construction of claims and evidence based on their own or the presented data, and developed through interactions with their peers. Further, applications of their models and knowledge are often directed toward real-world problems and at times elucidate the implications of their conclusions of their decisions. This modality has as a goal the development of critical thinking skills that can carry over to everyday life in other realms of their existence.


This course, in addition to exploring the basic fundamental concepts of chemistry, addresses the applications and implications of chemical knowledge and technology in the larger sense of the community. Applied topics such as the thermodyamics of biological systems, acids and bases in pharaceuticals, electrochemical and fuel cells, among others, are presented in the context of problems in the real world. Discussion of the bases of these problems, in conjunction with critical thinking and analysis, presents an opportunity for students to develop a deeper understanding of the causes and effects of such problems on human society, and encourages students to consider the effects of their actions as a responsible citizen. In addition, a number of topics in this course present an ideal opportunity to study and discuss critically a variety of scientific studies. An example is the study of the history and development of modern drugs and pharaceuticals based on naturally occuring and synthesized acidic and basic compounds. This example is rich in claims that are/have been presented, rejected, modified, and accepted, all based on an analysis of increasingly more detailed and insightful knowledge and theory. The study of equilibrium systems and the implications for the behavior of matter include another set of varied examples of opportunities to assess scientific studies, especially as they relate to applied chemistry (that is, chemistry applied to other disciplines, such as biology, engineering, geology, medicine, etc). As alluded to earlier, the study of the thermodynamics of chemical systems is fundamental to the cost-benefit analysis of fuels, environmental systems, and even biological and medical systems. These complex societal issues depend intimately on their specific chemistry and reactivity. Pharaceuticals represent an increasing presence in the medical field and everyday life. The public is bombarded with claims for more and more drugs. While not necessarily always addressed specifically in detail in this course, through critical study of the chemical fundamental topics, students are enabled to more effectively assess the strengths and weaknesses of such studies. The instructional methods in this course intend to develop skills necessary to critically evaluate the value of information in the context of the scientific process and rational reasoning. The repeated practice of evaluating data and supporting claims with evidence is purported to develop and encourage

193


similar skills in individuals when confronted with various and conflicting sources of information in everyday life, such as the internet, television and other forms of media and interactions. Students in this course will use the critical thinking skills developed to address specific sources of information in the context of larger societal issues. Given or having chosen a topic as part of an assignment or of their own interest in their personal lives, students will gather information from a variety of sources, including, but not limited to, peer-reviewed scientific papers and journals, popular science magazines and journals, the Internet, television and radio. Students will apply critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues.


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Mathematics













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Course Revision


course number

title

description


outcomes

Grade option change


Phone Email

Patty Maazouz 971-722-8209 [email protected]



same


Organic Chemistry Proposed title (60 characters max)





Includes fundamentals of organic chemistry, bonding, hydrocarbons, alkyl halides, alcohols, nucleophilic and radical reactions, stereochemistry and spectroscopy. Recommended for chemistry and other laboratory science majors, and pre-professional students (medical, dental, pharmacy, physical therapy, veterinary, chiropractic, etc.) Recommended: CH 106, CH 223 or equivalent. Prerequisite: WR

The course covers aspects of each of the following: An Introduction to Functional Groups, Nomenclature, Structure and Chemistry of Alkanes, Alkenes, and Alkynes, Conjugation in Alkenes, Concerted Reactions (Diels Alder), IR Spectroscopy, Stereochemistry, and Reaction Mechanisms. Special topics are included as time and interest permits. Recommended for chemistry and other laboratory science majors, and pre-professional students (medical, dental, pharmacy, physical therapy, veterinary, chiropractic, etc.)



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115, RD 115 and MTH 20 or equivalent placement test scores.

Prerequisites: One year of a general chemistry sequence, CH221, 222, 223 or CH104, 105, 106, or equivalent

Reason for change

The current description includes some topics covered in CH242 and other topics that are omitted. In addition, the current description suggests that CH106 or CH223 are recommended courses. However, successful students in CH241 must complete a full year of General Chemistry as a prerequisite.



After completion of this course, students will • Develop a basic knowledge of the

bonding, reactivity, and function of organic functional groups as outlined in the course description.

• Have an appreciation for the historical advancement of chemistry, and its relationship to other disciplines

• Apply the same chemical principles when confronted with similar situations in the real world taking into account factors such as reasonable approximation and limitation due to simplified molecular models.

• Enhance their written and verbal communication skills

• Be prepared for future studies in a field of science and related disciplines.

• Apply critical thinking skills to situations in the real world involving chemical knowledge.

• Collaborate effectively with fellow students to set up an experiment, collect data, record results, analyze the outcome, and prepare a report in form of a science paper.

• Be able to evaluate his/her own abilities and skills in chemistry, formulating strategy to increase lifelong learning.

• Read, understand, and analyze scientific articles relating to organic chemistry.

• Assess the impact of chemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit.

• Apply critical thinking skills to situations in the real world involving chemical principles of organic chemistry to evaluate factors such as the limitations arising from the complexity of reaction mechanisms.

• Use knowledge of the organic chemistry language, concepts, and mechanisms to reason effectively qualitatively and quantitatively.

• Implement green chemistry principles in practice and as resources. Use sustainability ideas to expand skills and recognize tools in identifying and assisting green chemistry innovation.

• Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports, which includes the ability to locate reliable peer-reviewed sources of information in organic chemistry.

• Collaborate effectively with a diverse team to collect, analyze, and effectively communicate organic chemistry data in the laboratory to formulate models and generate further inquiry using the scientific method.

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Reason for change





Placement into: .

prefix & number: CH106, CH223, or equivalent Prerequisite Corequisite pre/con




Placement into: .

prefix & number: One year of a general chemistry sequence, CH221, 222, 223 or CH104, 105, 106 or equivalent




yes no



Implementation term




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Patty Maazouz [email protected] 10/15/2010



199













Name E-mail Address Gabriele Backes [email protected]




Dietrich Steinmetz [email protected]


7. Complete the following Course Information: Course Prefix and Number: CH 241 Course Title: Organic Chemistry


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Course Description:

The course covers aspects of each of the following: An Introduction to Functional Groups, Nomenclature, Structure and Chemistry of Alkanes, Alkenes, and Alkynes, Conjugation in Alkenes, Concerted Reactions (Diels Alder), IR Spectroscopy, Stereochemistry, and Reaction Mechanisms. Special topics are included as time and interest permits. Recommended for chemistry and other laboratory science majors, and pre-professional students (medical, dental, pharmacy, physical therapy, veterinary, chiropractic, etc.) Prerequisites: One year of a general chemistry sequence, CH221, 222, 223 or CH104, 105, 106, or equivalent

Course Outcomes:


• Use knowledge of the organic chemistry language, concepts, and mechanisms to reason qualitatively and quantitatively.

• Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports, including the ability to locate reliable peer-reviewed sources of information in organic chemistry.






201








Assess the impact of chemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit. This is completed through literature projects that require students to relate topics discussed in the lecture and laboratory to specific topics related to the natural and technological environments. Moreover, in the laboratory students are required to identify the waste generated for each experiment and the proper disposal required to protect the environment.


Use knowledge of the organic chemistry language, concepts, and mechanisms to reason qualitatively and quantitatively.

Students practice reasoning qualitatively through the practice in-class problems, independent homework assignments that require critical thinking, and analysis of data collected in the laboratory. Moreover, students perform quantitative calculations and analyses in the laboratory to identify the factors that affect particular lab techniques and reaction outcomes.


Apply critical thinking skills to situations in the real world involving chemical principles of organic chemistry to evaluate factors such as the limitations arising from the complexity of reaction mechanisms.

Collaborate effectively with a diverse team to collect, analyze, and effectively communicate organic chemistry data in the laboratory to formulate models and generate further inquiry using the scientific method.


values.

202



Implement green chemistry principles in practice and as resources. Use sustainability ideas to expand skills and recognize tools in identifying and assisting green chemistry innovation. Students learn the proper techniques for recording scientific data in an appropriate and ethical manner. In addition, the implementation of green chemistry principles includes the proper disposal of and the minimization of organic chemistry waste.

9. Address the AAOT Discipline Studies Outcomes and Criteria:

Complete only the questions for the outcomes and criteria for the category to which category your course belongs - Art and Letters; Social Sciences; Science and Computer Science; or Mathematics.














• Use knowledge of the organic chemistry language, concepts, and mechanisms to reason qualitatively and quantitatively.

• Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports, including the ability to locate reliable peer-reviewed sources of information in organic chemistry.

203







This course promotes different types of learning: active, collaborative, and independent learning. The lectures are designed to stimulate interest in the subject, introduce fundamental organic chemistry terminology, and practice solving skill-building and more complex problems. In the recitation portion of the class, students work in small groups to solve complex organic chemistry problems. For example, when the Process Oriented Guided Inquiry Learning (POGIL) method is utilized in the lectures the students are required to analyze scientific models, to answer critical thinking questions about the model, and to apply this new information to more complex problems that usually relate to real-world situations. The students communicate organic chemistry concepts through oral communication in their groups, independently reading various sources related to the discussed concepts, and through writing homework assignments that reinforce these newly learned concepts. Instructors utilize quizzes and exams to evaluate if the students accurately comprehend and communicate these fundamental organic chemistry principles. In the laboratory students apply the scientific method to collect, analyze, and critically evaluate organic chemistry data. The students prepare written reports that require students to generate further questions about the concepts explored in their experiments.


In the organic chemistry lecture, students independently complete weekly homework assignments and prepare for quizzes and exams. In the lectures students frequently work in small groups to examine models and answer a series of critical thinking questions to further understand and apply the concepts presented in the model. In the organic chemistry laboratory students collect, analyze, and share experimental results with the class to make evidence-based decisions. Students are required to utilize a lab notebook to record and follow ethical guidelines for collecting experimental data. The students utilize microscale lab equipment and modern analytical instrumentation to learn the fundamental organic chemistry laboratory techniques necessary to successfully synthesize and analyze many new compounds in the lab. In the lab reports students critically evaluate their experimental results by providing evidence and explanations about how their results support or refute current models in organic chemistry. Furthermore, students identify the limitations to these models. Students also investigate the world of organic chemistry through a literature research project that is presented either as a formal

204


report, a poster presentation, or an oral presentation.


This course begins the process of teaching fundamental language and reactivity of organic compounds as they affect the environment and the community. Instructors focus on scientific facts such as the Pathway of Organic Reactions that can guide any student to make evidence-based decisions. In the lectures students examine organic chemistry models, including reaction mechanisms, and critically examine how the experimental data supports or refutes these models. Students frequently identify the limitations of each model by identifying sets of organic molecules that do not support the discussed reaction pathway. This course enables a student to “assess the strengths and weaknesses” of scientific studies by introducing synthetic pathways and applications to natural pathways. For example, the hydroboration reaction of alkynes produces a single result and can be presented by a simple reaction. However, the pathway is complex, and not well-understood. In the laboratory students are introduced to searching the scientific literature to find peer-reviewed sources of information through pre-lab assignments and a literature search project. The students learn how to access and understand Material Safety Data Sheets (MSDS) for the compounds utilized in their experiments. In addition, prior to each experiment students are required to record in their lab notebooks the physical properties of all reagents utilized in the laboratory. Instructors direct students to reliable sources of information and identify weak sources that are not supported with reliable data. The students in the laboratory are also introduced to the concepts of minimizing organic waste and proper disposal techniques. For example, students may be required to identify the proper waste containers for all compounds utilized and synthesized in the lab prior to completing the experiment. This greatly impacts the students’ awareness of how chemical compounds affect the environment and how this waste can impact human society.


205

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Course Revision


course number

title

description


outcomes

Grade option change


Phone Email










Includes conjugation, aromaticity, arene chemistry, aldehydes, ketones and spectroscopy. Prerequisite: CH 241 and its prerequisite requirements.

The course covers aspects of each of the following: Radical reactions, Substitution and Elimination Reaction Mechanisms, Structure and Chemistry of Alcohols, Ethers, Epoxides and Their Sulfur Analogues, Introduction to Organometallic Compounds, Arenes and Aromaticity, Structure and Chemistry of Aromatic Compounds, NMR, UV-VIS and Mass Spectroscopy. Special topics are included as time and interest permits. Prerequisite: Successful completion of Chemistry 241



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and its prerequisites.

Reason for change

The current description includes some topics covered in CH241 and other topics covered in CH243. These were changed to reflect the content that is taught in the CH242 course.



After completion of this course, students will • Develop a basic knowledge of the

bonding, reactivity, and function of organic functional groups as outlined in the course description.

• Have an appreciation for the historical advancement of chemistry, and its relationship to other disciplines

• Apply the same chemical principles when confronted with similar situations in the real world taking into account factors such as reasonable approximation and limitation due to simplified molecular models.

• Enhance their written and verbal communication skills

• Be prepared for future studies in a field of science and related disciplines.

• Apply critical thinking skills to situations in the real world involving chemical knowledge.

• Collaborate effectively with fellow students to set up an experiment, collect data, record results, analyze the outcome, and prepare a report in form of a science paper.

• Be able to evaluate his/her own abilities and skills in chemistry, formulating strategy to increase lifelong learning.

• Read, understand, and analyze scientific articles relating to organic chemistry.


• Use knowledge of organic chemistry reactions, mechanisms, and spectroscopy techniques to reason qualitatively and quantitatively.

• Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports, including the ability to locate reliable peer-reviewed sources of information, especially when related to spectroscopy and complex reaction pathways.




207

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Reason for change





Placement into: .

prefix & number: CH241 and its prerequisite requirements





Placement into: .




yes no



Implementation term




208

course revision 4




209





















210


Course Description:

The course covers aspects of each of the following: Radical reactions, Substitution and Elimination Reaction Mechanisms, Structure and Chemistry of Alcohols, Ethers, Epoxides and Their Sulfur Analogues, Introduction to Organometallic Compounds, Arenes and Aromaticity, Structure and Chemistry of Aromatic Compounds, NMR, UV-VIS and Mass Spectroscopy. Special topics are included as time and interest permits. Prerequisite: Successful completion of Chemistry 241 and its prerequisites.

Course Outcomes:








awareness of the role played by gender and by various cultures * understanding of themselves and their natural and technological environments * ability to reason qualitatively and quantitatively * ability to conceptually organize experience and discern its meaning * aesthetic and artistic values * understanding of the ethical and social requirements of responsible citizenship Such endeavors are a lifelong undertaking. The General Education component of the associate degree programs represent a major part of the college's commitment to that process. General Education/Discipline Studies courses address, to some degree, all elements of PCC’s Philosophy Statement. To be considered for the PCC General Education/Discipline Studies List, at least four elements of the Philosophy Statement must be addressed in depth. The Curriculum/General Education Committee

211


members will use the following criteria when evaluating the request: a. The course includes a wide spectrum of concepts and/or a variety of theoretical models. b. The course attempts an examination or analysis of the discipline to which it belongs. c. The course explores questions related to values, ethics and belief within the human experience. d. The course examines the relationship of its material to other disciplines and attempts to place it in






Assess the impact of chemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit. This is completed through literature projects that require students to relate topics discussed in the lecture and laboratory to specific topics related to the natural and technological environments. Moreover, in the laboratory students are required to identify the waste generated for each experiment and the proper disposal required to protect the environment.


Use knowledge of organic chemistry reactions, mechanisms, and spectroscopy techniques to reason qualitatively and quantitatively.

Students practice reasoning qualitatively through in-class problems, independent homework assignments, and analysis of data collected in the laboratory. Moreover, students perform quantitative calculations and analyses in the laboratory to identify the factors that affect particular lab techniques and reaction outcomes.


Apply critical thinking skills to situations in the real world involving chemical principles of organic chemistry to evaluate factors such as the limitations arising from the complexity of reaction mechanisms.

Collaborate effectively with a diverse team to collect, analyze, and effectively communicate organic chemistry data in the laboratory to formulate models, especially about reaction mechanisms, and to generate further inquiry using the scientific method.


values.

212





213






















214



This course promotes different types of learning: active, collaborative, and independent learning. The lectures are designed to stimulate interest in the subject, understand complex reaction pathways, analyze spectroscopic data, and practice solving skill-building and more complex problems. In the recitation portion of the class, students work in small groups to solve complex organic chemistry problems. For example, when the Process Oriented Guided Inquiry Learning (POGIL) method is utilized in the lectures the students are required to analyze scientific models, to answer critical thinking questions about the model, and to apply this new information to more complex problems that usually relate to real-world situations. The students communicate organic chemistry concepts through oral communication in their groups, independently reading various sources related to the discussed concepts, and through writing homework assignments that reinforce these newly learned concepts. Instructors utilize quizzes and exams to evaluate if the students accurately comprehend and communicate these fundamental organic chemistry principles. In the laboratory students apply the scientific method to collect, analyze, and critically evaluate organic chemistry data, especially when utilizing spectroscopic techniques. The students prepare written reports that require students to generate further questions about the concepts explored in their experiments.


In the organic chemistry lecture, students independently complete weekly homework assignments and prepare for quizzes and exams. In the lectures students frequently work in small groups to examine models and answer a series of critical thinking questions to further understand and apply the concepts presented in the model. In the organic chemistry laboratory students collect, analyze, and share experimental results with the class to make evidence-based decisions. Students are required to utilize a lab notebook to record and follow ethical guidelines for collecting experimental data. The students utilize microscale lab equipment and modern analytical instrumentation to learn the fundamental organic chemistry laboratory techniques necessary to successfully synthesize and analyze many new compounds in the lab. In the lab reports students critically evaluate their experimental results by providing evidence and explanations about how their results support or refute current models in organic chemistry. Furthermore, students identify the limitations to these models. Students also investigate how the concepts and reaction pathways in this organic chemistry relate to real-world applications through a literature research project that is presented either as a formal report, a poster presentation, or an oral presentation.


This course continues to apply the fundamental organic chemistry language to the reactivity of organic compounds as they apply to the environment and biological systems and how they impact the community. Instructors focus on organic reaction mechanisms and the spectroscopy of organic compounds that can guide students to make evidence-based decisions. In the lectures students examine organic chemistry models, including reaction mechanisms, and critically examine how the experimental data supports or refutes these models. Students frequently identify the limitations

215


of each model by identifying sets of organic molecules that do not support the discussed reaction pathway. This course enables a student to “assess the strengths and weaknesses” of scientific studies by introducing synthetic pathways and applications to natural pathways. For example, organometallic reactions are ubiquitous, but the reaction mechanisms are complex and not-well understood. In the laboratory students continue to search the scientific literature to find peer-reviewed sources of information through pre-lab assignments and a literature research project. The students continue to access and understand Material Safety Data Sheets (MSDS) for the compounds utilized in their experiments. In addition, prior to each experiment students are required to record in their lab notebooks the physical properties of all reagents utilized in the laboratory. Instructors direct students to reliable sources of information and identify weak sources that are not supported with reliable data. The students in the laboratory are also introduced to the concepts of minimizing organic waste and proper disposal techniques. For example, students may be required to identify the proper waste containers for all compounds utilized and synthesized in the lab prior to completing the experiment. This greatly impacts the students’ awareness of how chemical compounds affect the environment and how this waste can impact human society.


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course number

title

description


outcomes

Grade option change


Phone Email










Includes carboxylic acids, amines, carbohydrates, amino acids, proteins, lipids, nucleic acids, heterocyclic compounds, spectroscopy and selected topics. Prerequisite: CH 242 and its prerequisite requirements.

Includes carboxylic acids, carboxylic acid derivatives, amines, carbohydrates, amino acids, proteins, lipids, nucleic acids, heterocyclic compounds, spectroscopy and selected topics. The aim of the year long course is to bring a realistic approach to the study of mechanisms and functional group chemistry, and to provide an emphasis on the biological environment and medical applications of organic chemistry. Prerequisite: CH 242 and its prerequisite



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requirements. An agreement made with the State Universities in Oregon will allow students to receive upper division credit for Organic Chemistry 241, 242, and 243, upon successful completion of the ACS Organic Exam in CH 243.

Reason for change

The current description for CH243 does not contain a statement about the transferability of the CH241 series to the State Universities in Oregon. The addition of this statement will help prevent much confusion for many students requiring this course to transfer.



After completion of this course, students will

A. Develop a basic knowledge of the bonding, reactivity, and function of organic functional groups as outlined in the course description.

B. Have an appreciation for the historical advancement of chemistry, and its relationship to other disciplines

C. Apply the same chemical principles when confronted with similar situations in the real world taking into account factors such as reasonable approximation and limitation due to uncertainty.

D. Enhance their written and verbal communication skills

E. Be prepared for future studies in a field of science and related disciplines.

F. Apply critical thinking skills to situations in the real world involving chemical knowledge.

G. Collaborate effectively with fellow students to set up an experiment, collect data, record results, analyze the outcome, and prepare a report in form of a science paper.

H. Be able to evaluate his/her own abilities and skills in chemistry, formulating strategy to increase lifelong learning.

I. Read, understand, and analyze scientific articles relating to organic chemistry.



• Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports, including the ability to locate reliable peer-reviewed sources of information, especially when related to organic chemistry principles, spectroscopy, and biochemical reaction pathways.

• Apply critical thinking skills to situations in the real world involving biochemical principles of organic chemistry to evaluate factors such as the limitations arising from the complexity of reaction mechanisms.

• Assess the impact of biochemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit.


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Reason for change





Placement into: .

prefix & number: CH242 and its prerequisite requirements





Placement into: .




yes no



Implementation term




219

course revision 4




220





















221


Course Description:

Includes carboxylic acids, carboxylic acid derivatives, amines, carbohydrates, amino acids, proteins, lipids, nucleic acids, heterocyclic compounds, spectroscopy and selected topics. The aim of the year long course is to bring a realistic approach to the study of mechanisms and functional group chemistry, and to provide an emphasis on the biological environment and medical applications of organic chemistry. Prerequisite: CH 242 and its prerequisite requirements. An agreement made with the State Universities in Oregon will allow students to receive upper division credit for Organic Chemistry 241, 242, and 243, upon successful completion of the ACS Organic Exam in CH 243.

Course Outcomes:









222








Assess the impact of biochemical theory on phenomena encountered in everyday life, including an appraisal of human responsibility for the preservation of the natural world in balance with the constructed environments we inhabit. This is completed through independent research projects that require students to relate topics discussed in the lecture and laboratory to specific topics related to the natural and technological environments. Moreover, in the laboratory students are required to identify the waste generated for each experiment and the proper disposal required to protect the environment.


Use knowledge of organic chemistry reactions, mechanisms, and spectroscopy techniques to reason qualitatively and quantitatively.

Students practice reasoning qualitatively through in-class problems, independent homework assignments, and analysis of data collected in the laboratory. Moreover, students perform quantitative calculations and analyses in the laboratory to identify the factors that affect particular lab techniques and reaction outcomes.


Apply critical thinking skills to situations in the real world involving biochemical principles of organic chemistry to evaluate factors such as the limitations arising from the complexity of reaction mechanisms.

Collaborate effectively with a diverse team to collect, analyze, and effectively communicate organic chemistry data in the laboratory to formulate models and generate further inquiry using the scientific method.


values.

223





224






















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This course promotes different types of learning: active, collaborative, and independent learning. The lectures are designed to stimulate interest in the subject, especially as it relates to biochemical applications, to understand complex reaction pathways, to analyze spectroscopic data, and to practice solving skill-building and more complex problems. In the recitation portion of the class, students work in small groups to solve complex organic chemistry problems. For example, when the Process Oriented Guided Inquiry Learning (POGIL) method is utilized in the lectures the students are required to analyze scientific models, to answer critical thinking questions about the model, and to apply this new information to more complex problems that usually relate to real-world situations. The students communicate organic chemistry concepts through oral communication in their groups, independently reading various sources related to the discussed concepts, and through writing homework assignments that reinforce these newly learned concepts. Instructors utilize quizzes and exams to evaluate if the students accurately comprehend and communicate these fundamental organic chemistry principles. In the laboratory students apply the scientific method to collect, analyze, and critically evaluate organic chemistry data, especially when utilizing spectroscopic techniques. Students complete an extensive independent research project that usually relates either to real-world applications or to green chemistry principles. The students prepare oral presentations and written reports that require students to generate further questions about the concepts explored in their experiments.


In the organic chemistry lecture, students independently complete weekly homework assignments and prepare for quizzes and exams. In the lectures students frequently work in small groups to examine models and answer a series of critical thinking questions to further understand and apply the concepts presented in the model. In the organic chemistry laboratory students collect, analyze, and share experimental results with the class to make evidence-based decisions. Students are required to utilize a lab notebook to record and follow ethical guidelines for collecting experimental data. The students utilize microscale lab equipment and modern analytical instrumentation to learn the fundamental organic chemistry laboratory techniques necessary to successfully synthesize and analyze many new compounds in the lab. In the lab reports students critically evaluate their experimental results by providing evidence and explanations about how their results support or refute current models in organic chemistry. Furthermore, students identify the limitations to these models. Students also investigate how the concepts and reaction pathways in this organic chemistry relate to real-world applications through an independent lab research project that is presented either as a formal report, a poster presentation, or an oral presentation.


This course teaches fundamental reactivity of organic compounds as they apply to biological systems and affect the community. Instructors focus on organic reaction mechanisms and the spectroscopy of organic compounds that can guide students to make evidence-based decisions. In the lectures students examine organic chemistry models, including

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reaction mechanisms, and critically examine how the experimental data supports or refutes these models. Students frequently identify the limitations of each model by identifying sets of organic molecules that do not support the discussed reaction pathway. This course enables a student to “assess the strengths and weaknesses” of scientific studies by introducing man-made and biochemical pathways of organic reactions and comparing these in terms of efficiency. For example, a synthetic pathway might be efficient in a lab setting, but be entirely inefficient in a complex organism. In the laboratory students utilize organic chemistry scientific literature to find peer-reviewed sources of information for pre-lab assignments and an independent research project. Students determine the feasibility of their research projects through references to Material Safety Data Sheets (MSDS) and other pertinent information located in reliable chemistry sources. In addition, prior to each experiment students are required to record in their lab notebooks the physical properties of all reagents utilized and products synthesized in the laboratory. Instructors direct students to reliable sources of information and identify weak sources that are not supported with reliable data. The students in the laboratory are also introduced to the concepts of minimizing organic waste and proper disposal techniques. For example, students may be required to identify the proper waste containers for all compounds utilized and synthesized in the lab prior to completing the experiment. This greatly impacts the students’ awareness of how chemical compounds affect the environment and how this waste can impact human society.


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Appendix 4—American Chemical Society (ACS) Exam Summary

The ACS National Standardized Exam is a comprehensive exam that is generated by the American Chemical Society, Division of Chemical Education, Examination Institute. The Institute has been creating exams for 75 years since 1932. Exams are produced for many chemistry courses and in particular the General Chemistry and Organic Chemistry courses that are taught here at PCC. The institute collects data on the performance of students in equivalent classes across the nation at institutions of higher education, including 2-year colleges and 4-year colleges and universities. The ACS compiles results and presents national norms.

At PCC, campuses that offer General Chemistry and Organic Chemistry administer the ACS final

exam at the end of the year-long course. Exam results allow the instructor to measure student’s performance in the course relative to students across the nation.

Data have been collected over the past few years to evaluate student outcome and performance.

Please note: The different campuses use different standardized nationally normed exams. The faculty feels that with the variety of test instrument options available from the ACS, there is thus some freedom to accommodate different teaching styles when administering these tests. However, since the ACS exams are normalized over thousands of students over many years, it is accepted that any exam will provide a reliable measure of student performance compared to similar students across the United States. Presented below, therefore, are histograms of student scores and averages as compared to the national norm for that particular exam used at that campus. Regardless of the exam, the Chemistry faculty feel that these scores provide one measure of our student’s performance and accomplishment.

The first set of data below is a histogram showing data from the end of the Spring term 2009 and

2010 for a General Chemistry course sequence at Sylvania. As can be seen, the combined raw class average for Sylvania was 28.1/50, compared to the national average of 24.77/50 (STD = 7.1), which puts Sylvania students in the 69th percentile rank nationally, with the national mean normalized to the 50th percentile rank.

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The histogram below shows similar results for a similar exam given at Cascade campus. The average raw score for 30 students is 38.2/70, compared to a national average of 35.45/70 (STD = 11.5) which puts them in the 62nd percentile rank nationally.

The histogram below shows the results for 211 General Chemistry students at Rock Creek campus.

The average raw score for these students is 38.2/70 compared to a national norm of 39.4/70 (STD 11.6) which puts them in the 41st percentile rank nationally.

It can be seen that our general chemistry students perform near or above the national norms on these

standardized exams.

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The second data set below is from an Organic Chemistry Course. The data clearly show that each year most of our students pass the national Organic Chemistry test. Many of our students do extremely well. Exam scores are significantly higher than the national average. Students taking this exam at PCC are averaging about 57%, whereas the national average is about 20% lower at 39.3%.

Higher exam scores can be attributed to small class environment, student-teacher ratio, and their

preparedness for this test. The data show that our students perform extremely well, are critical thinkers, competitive, and are well prepared for future studies.

Table1: The table shows data from all students at PCC who have completed the year-long series in Organic Chemistry

2007 2008 2009 2010 Total # of students

having taken the exam 16 30 46 44 Average PCC score on

the exam 69.4% 57% 57% 60% Average national score

on the exam 39.2% 39.2% 39.5% 39.5% % of PCC students

passing the ACS exam* 100% 83% 79% 75% * Passing rate = 50%

Sample Data from one class

The graph below shows scores of students from the one Spring 2010 CH 243 class at Rock Creek.

Student ID

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Appendix 5--Weekender Examples Example 1:

I. Process Skills 1. Identify one strength in the performance of your group this week and why you consider it to be a

strength. 2. Identify one thing that you personally will do during group work next week that will help your

group work together better.

II. Metacognition: Reflection on Learning 1. Identify 2 main new things you learned about the concepts covered this week. 2. “Muddiest Points” – Identify 2 concepts you are still unclear about.

Example 2:

I. Process Skills 1. Plan an exam study session with at least one other person. Report the names, date, time and

location you will meet for your study session. 2. Explain your plan for studying for the first exam. For example, what materials will you study?

(i.e. Concept Tests, Quiz, Homework, etc). What priority will you give to each? When will you study for the exam?

II. Metacognition: Reflection on Learning 1. As you study for the upcoming exam, I want you to answer this conceptually. What do you think

are the 2 most important concepts about all the material we have studied so far? 2. “Muddiest Points” – Identify the 2 main concepts you are still unclear about (can be conceptual or

mathematical/algorithmical in origin). That is, what will you have to study the most to do well on the exam?

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Appendix 6 Writing Examples – Lab reports

Lab reports are an essential part of all 200-level laboratory courses at PCC. Each week, students are asked to report their data, and write an analysis of their data in form of a lab report.

The lab report forces students to think analytically and critically. Students need to organize their data

and present them in a logical way. The lab report teaches students how to logically formulate their data and how to present their results in a scientific way.

Creating a lab report requires a great deal of organization and writing skill. The following abstract shows what is expected of students when writing their weekly discussion

section. “The discussion of your report is the most important part of your lab. The discussion section is

where you interpret your results and draw conclusions. Refer to your tables, diagrams, and yields obtained in the lab. You should be comparing your results to expected values (calculated or from the literature) -- this often means doing some research in the library. If you obtained poor results, the discussion section is your opportunity to hypothesize as to why. For instance, indicate the amount of purified compound that you obtained and how the purity and identity of the compound was assessed. Be sure to always compare and analyze physical and spectroscopic data. Include and discuss instrument printouts, such as TLC and IR spectra. Always provide reference data to be used in comparison and identification.

Discuss any changes that you have made to the experiment and how these have affected your outcome. For example, discuss any unusual low/high yields in a preparative experiment and then evaluate what errors may have led to the observed disagreement. Likewise, in a technique experiment, discuss any difficulties you may have encountered and anything that you would do different if you were to perform the experiment again.

Always include a thorough error analysis and any reasons why your results may differ from what was expected. Systematic errors are consistent errors that can be detected and corrected. Random errors result from limitations in our ability to make physical measurements.”

Data were collected for 4 different lab reports and from 24 students. The data below shows the

average score for weekly lab reports.

Title of Lab Average Score Lab #1 Introduction to Distillation 90.6% Lab #2 Introduction to Recrystallization 89.3% Lab #3 Extraction of Analgesics from

Excedrin 89.3%

Lab #4 Steam Distillation of Lemongrass Oil

86.0%

The rubric (for Lab#1) below shows that 50% of the lab report requires students to communicate their

findings and thought in writing.

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Rubric for Grading Lab Reports

Grading Criteria Comments Points (%)

SEC

TIO

N I

NAME, DATE, EXPERIMENT TITLE

3

PURPOSE

4

TABLE OF PHYSICAL PROPERTIES Chemical structures Appropriate entries (b.p., density, safety concerns, disposal, etc. …) Table Format

10

PROCEDURE Outline and Organization

9

SEC

TIO

N II

Instructor Approval of Section I BEFORE starting the lab. No signature means 50% deduction taken for each section not completed

Yes ☺

No

FOCUS QUESTION 5 CONDUCT AND SAFETY This is based on your instructor's evaluation of individual actions as safety, technique, punctuality, preparation, proper classroom decorum and performance of your clean-up duties.

8

RESULTS Completeness of observations Purity of product Graphs of boiling point versus distillate for each distillation – properly labeled Neatness and completeness of data/tables

16

SEC

TIO

N II

I

DISCUSSION Comparison to prediction and theory discussed Detailed discussion of each graph Discussion of simple vs. fractional distillation and its effectiveness

16

ERROR ANALYSIS showing two reasonable sources of error and discussing systematic vs. random errors.

6

CONCLUSION Your analysis of the purpose is well-reasoned, based on your data

8

POSTLAB QUESTIONS

12

ORGANIZATION Overall composition and writing style

3

Total for Lab Report 100% = 30pts

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A different example of the emphasis on writing and critical thinking skills is illustrated below from a lab report by a student in Chemistry 223-General Chemistry at Sylvania. The students in these labs are required to synthesize their data and draw conclusions based upon it in the form of generating a claim and supporting it with evidence from their data. A careful study of this particular student’s writing shows they have presented a concise claim based on an evaluation of their data (the claim is in response to answering a “Question of the Day” from the introduction to the lab), followed by a detailed supporting Evidence section. This student exemplifies the expectation that students support their claims with data they collected in the lab, and also present it in a semi-professional style by referencing the data in their own data section, and then explaining the relevance of that data in support of the claim. (Please note, this particular example would not be considered excellent English writing skills. This student is a non-native speaker. Regardless, it does exemplify the quality of the critical thinking skills required of each student in these labs.)

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Appendix 7—Rubric Example Name of Judge

Name of Presenter(s)

Poster Title

Poster Number Class

KEY: 1 = poor (D), 2 = average (C), 3 = good (B) , 4 = very good (A) , 5 = outstanding (A+) Please start all posters with a “2”, and reserve a “5” for absolutely outstanding posters!

Grading Rubric Score

Poster Layout/Content

The main points on the poster are presented clearly; the poster has a clear focus.

1 2 3 4 5

The poster is thought provoking – it sparked my interest in this topic

1 2 3 4 5

The topic has clear chemical focus/connection

1 2 3 4 5

I can see the pride and effort that went into the making of this poster.

1 2 3 4 5

Visuals

Visual aids are used to present the main ideas but are not overwhelmingly present or excessive in detail

1 2 3 4 5

Graphics, figures, and images are explained and labeled (Appropriate title, headings, font size)

1 2 3 4 5

Overall quality of the poster

1 2 3 4 5

Performance/Involvement

Answers knowledgably questions from judge 1 2 3 4 5

Engages the evaluator in the topic and is excited about work done

1 2 3 4 5

Quality of handout 1 2 3 4 5

Total / 50 Comments:

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Appendix 8 Student Reflection Statement

You will be able to type directly on this document. Use as much space as you need. Remember to save the finished document as an” rtf file” and attach.

Student's Name

Date of Experiment 01 Oct 2009 ________ Date Report Submitted ___03 Oct 2009 __________

Conclusion and Reflection (3 pts) Based on the information in your data sheet, what conclusions can you make about “Observations of Chemical Changes”? Be complete! This may be your first introduction to chemical changes in the laboratory. Write about chemical changes you have observed in nature.

At the beginning of this lab I thought that you’d simply put a couple of chemicals together and watch for a color change. Now after completing this lab I’ve learned that no matter what you expect to happen, it’s not always the case. The first two chemicals, Sodium Bicarbonate and HCl mixed together makes bubbles, or better yet produced a gas. I also took a toothpick and stirred it slightly, and with that agitation the bubbles increased. I also learned that many acids react to certain chemicals, and bases react differently with others. The use of acids and bases in my eyes are key to knowing a possible out come from an experiment. I also learned that once you mix two or more chemicals you have to observe them. Not for the immediate reaction, but for a possible reaction that comes after time. Very good! I did notice that when I mixed NaOCI and blue dye it turned green. Then added HCI to the mix and the color changed to yellow, so on my form I documented the change from green to yellow. After doing several other chemical mixes I came back to it and the colors had almost disappeared. So in a slight confusion I’m not sure how to document that. Do you document that the colors change. Or do you wait and see and document the final result. Note all changes just as you did. So I know for future reference I will make sure to double check after I’ve completed a lab, to see if I notice any further changes. The other change that I noticed was using the small droppers and mixing small amounts in each well was difficult at times. I know exact measurements are required, so close observation is needed. Along the same lines I did notice that I almost missed the change when adding CuSO4 to NH4OH. I did notice the immediate change of color, but if I hadn’t gone back with a tooth pick and stirred it a little, I would have never noticed it formed a gel/solid. Looking down on fluid in each well was difficult to tell change other then a color change.

I know that many chemical changes happen daily in nature, but I also know that we don’t see most of them. I think after this experiment I will observe things differently. I know that when I mix my creamer in coffee I get a color change, but that’s not all that important of a chemical change if any or is it that the color change is due to the white mixing with the brown, almost can’t wait for morning now…. I do know that by mixing certain chemicals you can produce certain gases. A good example of this is certain cleaners are toxic when mixed together. I think a simple observation I notice daily is the use of my tooth paste. When mixed with the moisture in your mouth it has a tendency to foam up. Not to mention if you use the tooth paste

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with baking soda. Too bitter and bubbly for me though. Chemical changes happen daily and like I said before are rarely noticed. I think one of the most over looked is when the car takes off in front of you and you notice smoke, fumes and/or heat waves out of the exhaust. Little do people think of that chemical change that is taking place inside the cars they drive. I do know that by burning something, it almost always goes into some form of chemical change. What I don’t know is what is being produced by burning certain items. We will discuss just this toward the end of the term. The reason I ponder this, is because here in Iraq right now they burn all trash. They have a large burn pit that sits about 800 meters from where I live, work, eat and sleep. I just wonder what kinds of chemicals are being released into the air from all the chemical changes that are taking place. You should be very concerned about what is being released from the products that are burned. Right now I am more aware of chemical changes then I think most people are that live in the U.S. I just hope that these chemical changes are not as dangerous, as I know so many can be. This is an excellent report, and I enjoyed reading your reflection!

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Appendix 9 Strategy Analyst’s Report

Strategy Analyst’s Report Group Number______ Date: In this table, the Strategy Analyst should enter the LAST and first names of the team members present in class

today, award 1 point for attendance, and 0 , 1 or 2 points for participation. Responsibili

ty Last Name First Name Atten-dance

Partici-pation

Manager

Recorder

Spokesperson

Strategy Analyst

Manager: Actively participates; interacts with the instructor; keeps team on task and resolves conflicts; distributes work and responsibilities; monitors progress and time remaining for completing the tasks; and assures that all team members participate, understand, and are having fun.

Recorder: Actively participates, keeps a record of work, and prepares a report of the work accomplished in consultation with the team.

Spokesperson: Actively participates, presents reports of the team's work to the class, and responds to questions from other teams and the instructor.

Strategy Analyst: Actively participates; reflects on the team's performance by identifying strengths and why they are effective, areas for improvement and strategies for improving. Periodically reports to the Manager, Instructor, and class on team performance; and completes the Strategy Analyst’s Report in consultation with the team.

Assessment – Process Skills Identify one strength in your team's performance today and why you consider it to be a strength. Identify one way your team could improve its performance at the next meeting.

Did everyone in your team contribute to the activities today? If so, explain how, If not, identify what individuals need to do to assure participation by all in the next session.

Reflection on Learning - Metacognition Identify 2 main new things your team learned about the concepts in today’s ChemActivity. 1. 2. “Muddiest points” - Identify 2 concepts your team is still unclear about. 1. 2.

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Appendix 10 Story of Stuff

Section 1: The Assignment

Video: The Story of Stuff Purpose: To reflect on the role of chemists an those who study chemistry in society

1. In your own words (correct grammar and spelling of course) define the following terms as used in the video: (5 pts) a. Extraction – b. Production – c. Distribution – d. Consumption – e. Disposal –

2. The video makes many statements, such as “only 1 % of consumer goods are still used after 6

months.” Find three “facts” presented in the video and investigate the validity of these “facts.” Make sure your research is valid and current and list the resources you used. (3 pts)

3. Have you ever been influenced by perceived obsolescence when making a purchase? If so,

please give specific examples. If not, please explain how you make purchases. (1 pt) 4. Now that you have studied chemistry, please give your definition of “green chemistry.” (1

pt) 5. Many of you are studying for future employment in the health science, but even if you are

not, please answer the following question. How does the medical community fit in “The Story of Stuff?” (1 pt)

6. Make a list of things you can change in your life right now to help the environment. Include

how this will help the environment. Prepare this list even if you think that the environment needs no help. (1 pts)

7. Identify one thing you can do for your community to help improve your community right

now or in the future (even if you think it is not necessary to be concerned about your community). Describe exactly what you will do and explain how this will help your community and ultimately the world at large. The next step is to actually do it. Document and date what you did and how it affected the people who were involved. Verify that you have done it by providing a signed document from an official (teacher, governmental personal, community activist, etc.). (6 pts)

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8. Conclusion: This is the first time we have included the video as a laboratory exercise. Do you feel that this is a useful exercise in a chemistry class? Why or why not. Have you learned something that you did not know before? Please explain. (2 pts)

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Section 2: An Example Student Report

Video: The Story of Stuff

Purpose: To reflect on the role of chemists and those who study chemistry in society

9. In your own words (correct grammar and spelling of course) define the following terms as used in the video: (5 pts) a. Extraction – This the collection of natural resources from the earth. b. Production – Taking the resources and producing a product. When a lot chemicals are

introduced. c. Distribution – This when the product is being put on the shelf for sale. Made available. d. Consumption – This is when we are using a product. e. Disposal – This is when we throw it out, and then have to dispose of it.

10. The video makes many statements, such as “only 1 % of consumer goods are still used after 6

months.” Find three “facts” presented in the video and investigate the validity of these “facts.” Make sure your research is valid and current and list the resources you used. (3 pts) -1

One of the facts that fascinated me was the 4.6 lbs of garbage a day each person produced. I think that is an amazing number. I found on the internet list resource a webpage that talks about it, and found out that we only recycle about a quarter of that. On average out of that 4.6 lbs we could of have recycled about 70%.

Another fact I researched was that the government spends %50 of our taxes on the military. So with a little research on the internet is your resource valid? I found that actually 54% is going towards past and current military. Meaning that current military and the war funds is 36% and 18% going to past military, which is veterans. Sentence? This was based off a pie graph done in 2008 for the 2009 budget. This accounts for about $1,449 billion dollars in taxes goes to the military.

The other fact that I researched on the internet just because it is on the internet, does not make it true. was that the U.S. uses more resources then most. I found one study that stated the average United States citizen consumes more than three times the global average of 37 kilos per person per year. Africans consume less than half the global average, and South Asians consume the least, at under 6 kilos per person per year. Very interesting isn’t it?

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11. Have you ever been influenced by perceived obsolescence when making a purchase? If so, please give specific examples. If not, please explain how you make purchases. (1 pt)

I personally don’t feel like I’ve been influenced by perceived obsolescence. Mainly because I have never been someone that is interested in what everyone else has, or the new thing on the market. I usually buy items based on a need of the item, not because a new one came out or because everyone else has one. I also really try to utilize what I have before buying something new. But are there any item you own that may be obsolete before it “wears” out?

12. Now that you have studied chemistry, please give your definition of “green chemistry.” (1

pt)

Green chemistry to me means that we are trying to eliminate or minimize the use of harmful chemicals. So by developing things don’t use toxic chemicals we will decrease the amount of toxins released when disposing of something.

13. Many of you are studying for future employment in the health science, but even if you are

not, please answer the following question. How does the medical community fit in “The Story of Stuff?” (1 pt)

Well the medical field fit in majorly. Starting out with extraction, by cutting down the rain forest and other natural resources, we are taking the risk of destroying habitats that could be carrying the cure for cancer or something. Not to mention the destruction of natural resource plays a huge part of animal survival. Then in the production phase, we see that a lot of people that are exposed to these chemicals are in much greater need of medical attention. Plus these companies are trying to save by cutting medical insurance. The Distribution phase, the medical field gets involved, because to sell items we have to advertise, and by advertising we are causing people to buy more thus working more. A great example was the wheel on the video. This also goes a long the line with consumption phase too. The disposal phase links us to great environmental dangers and health risk dangers. Thus bringing the medical community back into it. So really every phase medicine is involved in one way or another.

14. Make a list of things you can change in your life right now to help the environment. Include

how this will help the environment. Prepare this list even if you think that the environment needs no help. (1 pts)

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Well being in Iraq right now there isn’t a lot I could do to help the environment. One thing our unit has done since arriving here is get the environmental agency involved with how the military is allowing everything to be burned here, and exposing people to it. We recently wrote letters to our state reps. explaining the burn pit. The other thing that I have done is talk to others so they are aware of the environment and recycling. I think other things I could do is by watching what I buy, if I don’t need it don’t buy. Maybe even research items before buying them to find out if they are made safely or non toxic. Very good!

15. Identify one thing you can do for your community to help improve your community right

now or in the future (even if you think it is not necessary to be concerned about your community). Describe exactly what you will do and explain how this will help your community and ultimately the world at large. The next step is to actually do it. Document and date what you did and how it affected the people who were involved. Verify that you have done it by providing a signed document from an official (teacher, governmental personal, community activist, etc.). (6 pts)

Once again I’m not sure how I could affect my community right now in Iraq. What you are doing simply be being there is helping you community! The military makes decisions and that is pretty much how things are run. I couldn’t even set up a recycling center because there is no where to recycle anything. The military wouldn’t allow one anyways. So one thing I did do was in my computer class that I’m taking, I watched a video on E-waste. It was very interesting to me about how the computers we throw out are disposed of. Many are shipped to 3rd world countries where they are tore apart and parts are melted down for their metals. People do this with usually an open flame, releasing all the chemicals into the air. The items they can’t melt down are then burnt, releasing even more toxins into the air. The problem with this is two things, first our disposal of electronics is growing at an alarming rate, second most of the recycling centers for electronics are actually the ones shipping the items to these 3rd world countries. The video I watched said that they caught 42 recycling centers shipping electronics to China to be “recycled” by burning them. So for me, being stuck in Iraq right now I felt passionate about this and posted the website on my facebook account to all my family and friends could watch it. Hopefully by doing this I was able to educate others about the problem. I also plan on taking this video and posting it to my facebook. I think with this it will educate more people on the growing problems that we face. I also recommended that they do the same after watching it, that way in hopes it will reach out to more and more people.

16. Conclusion: This is the first time we have included the video as a laboratory exercise. Do

you feel that this is a useful exercise in a chemistry class? Why or why not. Have you learned something that you did not know before? Please explain. (2 pts)

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I really enjoyed the video, it was something different that really caught my attention. I feel that this video was priceless and should be viewed by as many people as possible. I think in America we like to live in denial or just pure stupidity. A lot of people know the environment is in danger, but I don’t think many realize that it’s caused by the over consumption of products. I never knew that the government is who really wanted us to spend and buy more. I would recommend that you show this video in future classes. I found it very informative and helpful. Thanks for making it part of the class.

Good work ! It is essential that you document any resources you used to present any new facts.

The html works. Were you able to ascertain if your resource was valid? 19/20

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Appendix 11—Focus the Nation Project

Focus the Nation Project

Focus the Nation is a national initiative aimed at educating people about global warming solutions. This teach-

in on January 31 involves over a thousand colleges, universities, high schools, middle schools, faith groups, civic

organizations and businesses.

PCC Sylvania is participating in this event, and there will be numerous events taking place January 28-31.

Links to Focus the Nation activities at each campus are available on PCC’s sustainability web page at

www.pcc.edu/sustainability.

In CH 242, we will start making connections between chemistry and global warming. In this project, you will

keep a journal throughout the term with at least one entry per week. Each week you will choose a media report on

some aspect of global warming and write in your journal about it using the guidelines below.

Project Goals

• Recognize the relevance of chemical and scientific concepts and methods in the world and in your life. • Critically evaluate science-related materials encountered in your everyday life. • Interpret graphical, pictorial, and verbal presentations of scientific data or concepts. • Explain the chemical principles related to global warming. • Make a change in your life that will decrease your carbon footprint and thus decrease global warming. Guidelines

• Purchase a small notebook or journal specifically for use on this project. • You must make one journal entry each week on a media report discussing some aspect of global warming.

Each entry must include the following. – Date of journal entry – Cite your source, including the date of the media report.

From www.focusthenation.org

JANUARY 31ST 2008, Focus the Nation is a national teach-in engaging millions of students and

citizens with political leaders and decision makers about Global Warming Solutions.

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– Write a brief summary of the article. – In one grammatically correct English paragraph, explain how this article relates to chemistry. This may be

anything you learn in class or already know, such as chemical concepts, lab techniques, data presentation and analysis, how the scientific method is employed, etc. The following questions are provided as a guide for you. Choose only one each week

How does the article relate to concept(s) discussed in class? How does the article relate to lab techniques in chemistry? How is the scientific method employed? Are the claims in the report supported with accurate data? Is the data presented in an accurate manner? How could it be improved? How do/will the concepts in the report impact your life? Do you agree/disagree with the claims in the report? • Any media source may be used, including newspaper, radio, television, podcast, current web site, or

magazine article, but the report must be less than two weeks old. • Over the term you must use at least one newspaper article, one radio/TV report, one magazine article, and

one internet source. • Journals will be handed in at the beginning of Monday lecture and returned at Wednesday lecture. • Be prepared to discuss your weekly article with your group during the first few minutes of Monday lecture.

Groups may be called upon to report out to the class on articles of interest (report out will be limited to two minutes). Each person in the class must present an article at least once during the term.

• Special assignments may be made periodically as we go through the term. You will be informed about those assignments in lecture as they come up.

• The journal entries are worth 5 points per week and the group discussions are worth 5 points per week. You must arrive to class on time to fully participate in the group discussion.

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Appendix 12 Clickers and Concept Tests (Appendix 15 also contains clicker data)

Concept tests are an invaluable method for instructors to obtain immediate feedback on

student comprehension of new material. A concept test is either a true/false question or multiple choice question that is projected for all students to answer. Several methods can be utilized to answer these questions—poll the class by raising hands, utilizing colored cards, etc. These methods usually cause the less confident students to either look around the class for the most popular answer, or to not participate in answering these questions. Therefore, in the Spring 2009 term some chemistry courses on the Sylvania campus adopted electronic clickers that allow near 100% participation by students.

Students purchase electronic clickers to allow for anonymous voting on concept tests during

each lecture. This provides immediate feedback to the instructor to determine if the students understand the new concepts introduced. When a significant percentage of students answer a concept test incorrectly, the students discuss the concepts in groups to explain to their peers why they voted for a particular answer. The students vote again on the same question after this brief discussion, and the instructor obtains immediate feedback to determine if the students now understand the concept.

Below is an example of a “ConcepTest” from a Chemistry 223 class at Sylvania. Careful examination of the sequence of slides show the effect of using ConcepTests in a course. After a brief lesson on a concept (a small digestible chunk of the larger lesson of the day), students are presented with a multiple choice question that “tests” their understanding of the new concept. The first image shows the initial class poll result taken before students are allowed to openly discuss the question with their peers.

As can be seen in this particular example, there is a spread in the responses, with most students choosing D and E. (The Correct/Incorrect notation in the image is not relevant because the polling session was not set up with correct answers entered). At this point the instructor realizes that the class as a whole has not grasped the concept, presumably because they have not had a chance

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to “work with it”. So, students are given 30-60 seconds to turn to their neighbor and discuss the question, trying to convince them that their answer is correct. In doing so students must verbalize and explain the concept, which requires higher order thinking skills. Finally, the class votes again on the question. The result was as follows. The correct answer is E.

As can be seen, without any instructor intervention, the class score on this concept went from 33% to 92% correct! Situations such as this are typical throughout the class session, and demonstrate the power of this interactive mode of instruction.

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Appendix 13 Thinker Buddy Data

Thinker Buddy is a clip-art image that is used in PowerPoint presentations during on-campus classes to inform students that it is there turn to interact with the material on their own or in a group. After a determined period of time the class then discusses the answers to the question that they came up with. This same concept is used for the online CH 106 course. The students watch a Camtasia® recording of these PowerPoint presentations and are able to “pause” the presentation to complete the question posed on the thinker buddy slide. We hope to expand the use of this through out the DL courses.

Ethers

A compound containing an oxygen atom bonded to two carbon atoms

Create a definition for ethers based on the following structures.

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Appendix 14 Homework Grades versus Exam Grades for Critical Problem Solving

The graph below shows the correlation between the on-line homework grades of a CH 221 course and the 2 mid term exams. The correlation between completing the homework rises between the first and second exam.

The data is from Ken Friedrich’s Fall 2009 CH 221 course.

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Appendix 15 Example Summary Writing Assignments

Example 1 Summary Writing Exercise From CH221 ChemInquiry 6 Who Gets the Electron

1. Making the Connection: Relationship to Atomic Structure. Provide an hypothesis that explains your claim for Reactivity Trends with the atomic/electronic structure of the halogen atoms. Address the following points: • Get down to the subatomic level: What is happening to electrons (or electron clouds) in

these atoms to cause the reactivity pattern? (To simplify the question, you can consider the halogens as separate neutral atoms; e.g., Br2 as 2Br.)

• Develop an explanation for the difference in reactivity of the elements in the halogen group.

• In your explanation, you must include the concepts of core charge and electron shells.

Write in grammatically correct English sentences, with neat handwriting and correct spelling. You will lose points for poor writing and sloppy paragraphs.

2. Mental Model: Illustrate your explanation. That is, symbolize your ideas

of what is happening to electrons by drawing comparative pictures of electrons, protons, and nuclei in different species as the reactions occur.

Example 2 Summary Writing Assignment From CH222 ChemInquiry 5 Precipitates Please complete the Summary Writing Assignment on a separate piece of paper (you may use your lab notebook) and attach to your report after the Data Analysis section. (See lab report guidelines on next page.)

Claim #1: Write a claim for this experiment that summarizes the Question of the Day “What is the reaction between Co(NO3)2 and Na3PO4?” Evidence: Using actual data from this experiment, provide evidence that supports the claim you wrote (Claim #1) concerning the chemical reaction between Co(NO3)2 and Na3PO4 in aqueous solution. In addition, explain how calculations involving weight data can be used as evidence for or against a reaction idea. (In other words, how were weight data used to predict the results you actually saw?). You may reference questions answered in the Data Analysis, but be sure to note exactly which question (by letter or number) or data table you are referring to, as well as the page on which they are located. It may be necessary to add in further explanation for any data you reference.

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Claim #2: Write a claim for this experiment that summarizes the Question of the Day “Are all of each reactant consumed in a reaction?” Evidence: Using actual data from this experiment, provide evidence that supports the claim you wrote concerning limiting and excess reagents (Claim #2). You may reference questions answered in the Data Analysis, but be sure to note exactly which question (by letter or number) or data table you are referring to, as well as the page on which they are located. It may be necessary to add in further explanation for any data you reference. Example 3 Summary Writing Assignment From CH223 ChemInquiry 2 What Factors Affect Reactions?

Write a paragraph that summarizes what you have learned in this experiment. Specifically, answer

the four Questions of the Day at the beginning of this lab, using complete grammatically correct

English sentences. Justify your claims (the answers to the Questions of the Day) by supporting them

with data you collected in the experiment. Be sure to reference appropriate copies of your lab notebook

pages. Do this by referencing the page where the supporting data can be found, and then explain how that

data supports your claim.

Questions of the Day • What is the nature of the reaction between NH4SCN and Fe(NO3)3? • How does temperature affect the outcome of this reaction? • How do other reagents affect the outcome of this reaction? • How can we shift reactions backwards and forwards?

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Appendix 16 Critical Thinking Assessment Spring 2010

Section 1: Submitted Critical Thinking Assessment Learning Assessment of Core Outcomes

Focus 2009‐2010: Critical Thinking and Problem Solving

Critical Thinking Rubric Applied to CH243 Posters PCC Sylvania Patty Maazouz 503‐977‐8209 [email protected] When your project is completed, please describe the method(s) you used: Two different chemistry instructors used the WSU Math Rubric (modified for chemistry) to analyze the Critical Thinking Outcome for five CH243 Organic Chemistry Research Posters. The assignment for the students was to present a poster of the results of their 3‐ week independent research project that involved either a two‐step synthesis or an extraction of an organic compound. Students were required to prove if their synthesis or extraction was successful by calculating the percent yield of product and using at least one of several analysis techniques available in the lab (melting point, gas chromatography, Fourier Transform Infrared Spectroscopy, or Nuclear Magnetic Resonance Spectroscopy). The results of our analysis for these 5 posters are summarized below:

CH243 PosterResultsPoster Number #1 #2 #3 #4 #5 Average

Grading Rubric Analysis1. Identifies the Specific Situation, Problem, or Question 5 3 6 5 6 5

2. Identifies (and notes) the Chemical Properties 4 6 6 6 4 5.2Applicable to the Specific Situation, Problem, or Question

3. Demonstrates How the Chemical Properties Apply To 6 6 6 6 5 5.8This Specific Situation, Problem, or Question

4. Identifies (and notes) the Chemical Definitions and 6 6 6 6 5 5.8Notations Applicable to the Specific Situation, Problem,or Question5. Demonstrates How These Definitions And Notations 6 6 6 6 4 5.6Apply to the Specific Situation, Problem, or Question

6. Synthesizes the Information Above Into A Chemically 3.5 6 6 5 5 5.1Consistent Solution to the Specific Situation, Problem, or Question.

Overall Average 5.4 NOTE: 1 corresponds to improvement needed and a 6 corresponds to Mastery of the skill. What did you learn?

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We anticipated that the last term of organic chemistry students would demonstrate a high level of critical thinking skills. Applying the Critical Thinking grading rubric to these posters revealed that these students are very good at critical thinking skills with an overall average of 5.4 out of 6, where a score of 6 indicates Mastery of the specific skill. Students will need more instruction throughout the course about how to identify the organic chemistry problem or question for their project. Moreover, some students were not clear about which chemical properties need to be applied to their problem. Finally, many students were not sure how to synthesize the information into a chemically consistent solution. However, applying this one rubric to one assignment does not indicate if these students learned these critical thinking skills from taking CH243 at PCC, or if these skills were learned in other courses. In order to address this concern, the same critical thinking rubric needs to be applied to the posters presented by the CH241 students. Another bias for this data is that most of the organic chemistry students are extremely motivated to enter graduate programs, professional programs (Medical School, Pharmacy School, etc.), so these groups of students are very high achievers, as reflected in the high quality of all the posters presented this year. What is your plan? In order to assess if the students are learning critical thinking skills as a result of taking organic chemistry, a baseline analysis of student work will be needed. Since a poster presentation for a literature research project is assigned in CH241, the same rubric should be applied to these posters. Then a direct comparison can be made for the first term posters compared to the third term posters to accurately measure if the students are improving in the application of their critical thinking skills for a research project. Additional improvements to students’ critical thinking skills can be implemented in future research projects in this course, through the instructor providing additional guidance about how to identify the organic chemistry problem or question for their project. Giving feedback to students on weekly written lab reports also help to improve these critical thinking skills. PCC Cascade

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Critical Thinking Rubric Applied to CH106 Labs PCC Cascade Carrigan, Kathleen 503‐978‐5374 [email protected] When your project is completed, please describe the method(s) you used: We used the WSU Math Rubric to analyze the Critical Thinking Outcome for Chemistry Labs. We reviewed the same question from 6 student labs from chem 106. The question was: Review your lab notes to list any possible experimental errors you observed while performing this lab, and explain how they might lead to an increase or decrease in your result. What did you learn? We learned that although we “feel” that we are teaching critical thinking in all of our lab experiments, our student may not be mastering the outcome. We learned that some students may have understood the concept, that they may not be able to apply the skill effectively. We learned that some students do learn to identify the problem and are able to demonstrate their skill effectively. We learned that this was actually a useful exercise to use the CT Rubric to assess our student development in this area. We are professional chemists and not trained teachers. We can use the Rubric to build assignments to both better teach critical thinking skill and to better assess student development in this area. Our courses are heavily concept based courses, and in light of teaching so many difficult concepts we can easily lose sight of focusing on teaching and on correctly evaluating student development for this core outcome. What is your plan? Our plan is to review and rewrite all of our lab questions relating to critical thinking starting with the first term in chem 104. We feel that the question we asked is good, but that we need to better guide students through the process in smaller steps in each lab through consistent incrementally increasing the degree of difficulty. We will provide redundancy from lab to lab with similar questions so that students are not only better able to identify the problem using critical thinking, but that they are also developing a mastery level in applying this critical thinking skills. 1) Explain potential experimental errors when reviewing data and observations: Rubrick: 1) Identifies the specific situation, problem or question: 2, 4, 6, 6, 4 2) Identifies the chemical properties applicable to the specific situation, problem or question: 3, 4, 5, 6, 2 3) Demonstrates how the chemical properties apply to the specific situation, problem or question:

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2, 3, 6, 4,1 4) Identifies the chemical definitions and notations applicable to the specific situation, problem or question: 1, 4, 6, 6, 1 5) Demonstrates how these chemical definitions and notations applicable to the specific situation, problem or question: 1, 3, 5, 4, 1 6) Synthesizes the information above into a chemically consistent solution to the specific situation, problem or question: 1, 4, 6, 5, 2

Critical Thinking in Chemistry Concept Tests PCC Sylvania Stacey Fiddler 503‐977‐4145 [email protected] When your project is completed, please describe the method(s) you used: Personal response system (clickers) used in conjunction with conceptual questions provide students an opportunity to test their critical thinking skills and provide instructors a method for assessing students’ critical thinking skills in the classroom. During lecture, concept tests are shown overhead, and then students anonymously answer the question via clickers. It is common to ask 2 – 10 concept tests per lecture. This is done in several different chemistry courses. Example 1 Students are first reminded of previous foundational concepts, than asked to respond individually with clicker to the following concept test:

Which of the following polar molecules would have the strongest intermolecular forces of attraction? (Remember, IMFs mean forces of attraction between molecules of the same type in a pure sample) A. HF B. HCl C. HBr D. HI

Results shown as a bar graph to the right indicate that students successfully applied the concepts of polarity and Coulomb’s law to unanimously determine the correct answer. Example 2 Students were asked to review balancing chemical equations outside class. They were presented with the following question, which asks them to balance a chemical equation based on a particle level diagram and general symbols instead of real elements. They have not seen this combination in this course before.

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The reaction between reactant A (blue spheres) and reactant B (red spheres) is shown in the following diagram. Which chemical equation best describes the reaction?

A. 4A2 + 4B 4A2B B. A + B2 AB2 C. A2 + B A2B D. 2 A + B4 2 AB2 E. A2 + 4 B 2 AB2

Results show that there were some misconceptions, and though students correctly interpreted the number of particles, half of them did not make the step to showing the lowest whole number ratio.

Students were then asked to talk to their group and convince each other of their answer. Then they re‐voted, and results show that most of them corrected their critical thinking errors – 80% answered correctly. Example 3 Students were told that breaking bonds or overcoming any force of attraction takes energy (endothermic) and forming bonds releases energy (exothermic). They were then asked to interpret that concept using the following concept test. Which of the following reactions is most likely to be exothermic? (a) Mg (s) → Mg (g) (b) Mg (g) → Mg2+ (g) + 2 e– (c) MgCl2 (s) → Mg2+ (g) + 2 Cl‐ (g) (d) H2 (g) → 2 H (g) (e) 2 F (g) → F2 (g) (f) all these reactions give off energy Results show that 70% were successful in their critical thinking of that problem. What did you learn? While this is just a sampling of responses, we can see that concept tests can be an effective way to assess students’ critical thinking skills during class. This type of in‐class assessment gives the instructor the opportunity to directly intervene on critical thinking errors when appropriate. What is your plan?

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• For meaningful results, instructors must consider the students’ assumed background knowledge, wording of the conceptual questions, and choice of common incorrect answers.

• To get a more accurate picture of critical thinking processes, students may be asked to explain their reasoning.

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Section 2: Feedback from College Core Outcome Review Name of SAC: Chemistry

1. What kind of evidence did the SAC use to inquire about Critical Thinking/Problem Solving? Was there both indirect and direct evidence? They used direct evidence applying a rubric to student research posters and lab results and through using a clicker in class to assess student understanding and application of concepts.

2. What did the SAC learn about student learning in its discipline/program? • Students learn difficult concepts in chemistry and demonstrate problem solving by applying

these to new learning. • Students are demonstrating learning and critical thinking but they could be more successful with

more guidance. • Students may have gotten this knowledge from sources other than their courses. • The instructors need to shift from chemists to teachers. • The assessment tools were helpful with demonstrating learning and with informing future

teaching.

3. Briefly list improvements or recommendations resulting. • Assess students at earlier levels and not just at the end of the program. • Instructors learned that they need to provide more scaffolding by rewriting lab questions so that

they can increase them in difficulty as students learn concepts and apply critical thinking skills. • They need to consider students’ background knowledge. • Ask students to explain their reasoning.

4. Do you have any comments or suggestions to offer to this SAC for next year’s plan? • A synthesis from the SAC on the program level would help with clarity • Could there be one critical thinking/problem solving assessment tool used that could be applied

to any chemistry course? • Include more students at different levels to sample • Use same faculty assessors for all projects irrespective of content taught • Include students more in the assessment process with self-assessment (could be with a survey) • Include qualitative results as well

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Appendix 17 Demographic Data

Characteristics of Students in 2008-09 (Note: distributions based on known/nonmissing data)

Race/Ethnicity Distribution

African American

Asian/ Pacific

Islander

American Ind/Alaska

Native

Hispanic White Non-

Hispanic

Chemistry 4.2% 15.3% 1.3% 5.0% 74.2% All Credit Students 5.9% 10.5% 1.6% 8.3% 73.8% Career/Tech/Professional Courses (Excludes Math) 6.0% 9.7% 1.6% 7.7% 75.1% Lower Division Transfer Students 5.9% 11.1% 1.6% 8.2% 73.3%

Gender Distribution Female Male

Chemistry 53.6% 46.4

% All Credit Students 53.9% 46.1% Career/Tech/Professional Courses (Excludes Math) 50.2% 49.8% Lower Division Transfer Students 56.5% 43.5%

Age Distribution 14-17 18-20 21-25 26-30 31-40 41-50 51-60 61+

Chemistry 1.1% 18.1% 31.4% 24.0% 18.8% 4.7% 1.5% 0.4% All Credit Students 5.4% 19.7% 25.7% 17.4% 17.6% 8.4% 4.5% 1.2% Career/Tech/Professional Courses (Excludes Math) 6.5% 14.3% 21.2% 17.9% 21.0% 11.5% 6.5% 1.2% Lower Division Transfer Students 4.0% 21.3% 28.5% 18.2% 16.7% 7.0% 3.3% 1.0%

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Enrolled Number of Credits at PCC (in all

coursework)*

Full Time Student:

12+ credits

Half Time Student:

6-11 credits

Part Time Student:

< 6 credits


% 0.3% All Credit Students 41.4% 33.6% 25.1% Career/Tech/Professional Courses (Excludes Math) 46.0% 31.2% 22.8% Lower Division Transfer Students 46.0% 34.6% 19.4% *Fall term only. Degree Seeking Status* Degree

Seeking Student

Non-Degree Seeking Student


% All Credit Students 79.8% 20.2% Career/Tech/Professional Courses (Excludes Math) 80.8% 19.3% Lower Division Transfer Students 83.1% 16.9% *Self-declared on student application. *Lower Division Transfer Students SOURCE: http://www.pcc.edu/ir/program_profiles/index.htm

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Appendix 18—Advising Guide

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