Core Course Review Documentation Foundational Component Area: life & physical sciences component Area Option?
|
Download 384,72 Kb.
|
| Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES Component Area Option? No Proposed Course: CHEM 1103 – Introductory Chemistry Credit Hours: 3 hours (3-0) Proposed by: Chemistry Program Date: 2-15-2013 Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.) Content: Courses in this category focus on describing, explaining, and predicting natural phenomena using the scientific method. Introductory Chemistry covers the basic concepts of chemistry. The foundations of chemistry and its connection to our everyday lives are discussed and analyzed. Content is addressed through lectures, readings, and individual and group projects. SKILLS: Courses involve the understanding of interactions among natural phenomena and the implications of scientific principles on the physical world and on human experiences. Students will be able… To use topics of current interest to illustrate chemical principles. To relate chemical problems to everyday lives. To have a better appreciation for chemistry as an open-ended learning experience. To apply the scientific method to the new science and technology being developed. To see, through green chemistry essays and exercises, that better, safer and more environmentally friendly processes and products are being developed. To understand chemical topics better and to find chemistry topics more interesting than intimidating. ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct. The following four Core Objectives must be addressed in each course approved to fulfill this category requirement: Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information Critical thinking skills are developed through course readings, lectures, individual and group projects. As an example of critical thinking skills development, the specific assessment for critical thinking in this course is obtained through a Journal Project, in which each student selects appropriate articles pertaining to the topic of chemistry. Students will base their analysis upon a minimum of ten articles. The Journal Project (see attachment) will be assessed using an attached rubric that is based on the AACU Critical Thinking Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric. In all of the rubrics, the point system is an “in-house” means of giving credit that may enhance the student’s grade in the course. Communication Skills - to include effective development, interpretation and expression of ideas through written, oral, and visual communication Written communication skills will be assessed using the Journal Project mentioned under the Critical Thinking Core Objective. Ten or more articles will be analyzed and then students will write a detailed statement on how these issues have increased their awareness of topics in chemistry. The Journal Project (see attachment) will be assessed using an attached rubric that is based on the AACU Written Communication Value Rubric and students will be expected to exceed the benchmark (level 0) of the rubric. Oral communication skills will also be assessed through preparation and presentation of posters. The topics will involve group research into a theme chosen by each student group in which issues are developed concerning a topic related to chemistry from the standpoint of the consumer. During the poster presentation, students will express their ideas orally, in writing, and visually. The Chemistry Poster Presentation Project (see attachment) will be assessed using an attached rubric that is based on the AACU Oral Communication Value Rubric and students will be expected to exceed the benchmark (level 0) of the rubric. Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions The empirical and quantitative skills are a pillar of any physical science and are carried throughout the course and assessed continually as the course develops. Empirical skills and quantitative skills are developed throughout the course through test questions, homework, and assigned readings. The specific assignment used to assess Empirical and Quantitative Skills in this course are problems embedded in a homework assignment and the first major exam as noted on the “Proposed Lecture Schedule” of the “Introductory Chemistry Syllabus”. The basic development of properties and characteristics of matter, manipulation and analysis of quantitative data of gas properties, serves as an example for the assessment of empirical and quantitative skills, and a sample of embedded questions used in this assessment is presented as a homework assignment in which two thirds of the assessment is quantitative and one third is empirical (see attached Empirical and Quantitative Homework Assessment). The Homework Questions (see attachment) will be assessed using an attached rubric that is based on the AACU Quantitative Literacy Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric. Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal Teamwork skills will be assessed through the Chemistry Poster Presentation Project mentioned under the Communication Core Objective. Since CHEM 1103 is lecture only with no laboratory section, students will be arranged in groups to complete this out of class assignment. Therefore, it is important to have a “self-assessment” component of teamwork, as the instructor will not be present through much of the teamwork development. Students will each evaluate their perceived percentage contribution to the poster presentation. The instructor will also evaluate each student’s contribution to the poster presentation. The Chemistry Poster Presentation Project (see attachment) will be assessed using an attached rubric that is based on the AACU Teamwork Value Rubric. Students will be expected to exceed the benchmark (level 0) of the rubric. Teamwork skills are developed through group projects in and out of class. ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion in the core (optional). PLEASE ATTACH THE FOLLOWING Syllabus Assessment for Critical Thinking Skills Assessment for Communication Skills Assessment for Empirical & Quantitative Skills Assessment for Teamwork JOURNAL PROJECT Your assignment is to write a journal entry analyzing and answering the following questions: What is the event, issue or concern? Is it a treatment, condition, diagnostic test, or a combination? Describe the impact on the consumer or environment. Is the science (or chemical process) presented? References After 10 or more articles have been analyzed write a statement on how these issues have increased your awareness of topics in chemistry. ASSESSMENT Project will be assessed on two separate skills
Critical Thinking – 6 possible points Written Communication – 4 possible points CRITICAL THINKING RUBRIC – 6 POINTS POSSIBLE
WRITTEN COMMUNICATION RUBRIC – 4 POINTS POSSIBLE
CHEMISTRY POSTER PRESENTATION PROJECT Your assignment Select a topic in Chemistry of interest to your group. Identify the chemically related issue that created the negative or positive impact on everyday life. Research literature online and/or in the library to develop your topic. Identify and promote alternative responses that would reduce negative effects or increase positive effects References ASSESSMENT Project will be assessed on two separate skills
Communication – 6 points Teamwork (self-assessment) – 4 points ORAL COMMUNICATION RUBRIC – 6 POINTS POSSIBLE
TEAMWORK RUBRIC - 4 POINTS POSSIBLE
E  mpirical and Quantitative Homework Assessment:
1. 2.
4  .
5.
6. ASSESSMENT Project will be assessed on Empirical and Quantitative skills
CHEM 1103-01 – Introductory ChemistrySpring 2012 Instructor: Dr. C.A. Hansen Phone, Office, Email: (940) 397-4285 Bolin Science Hall, 307G chris.hansen@mwsu.edu Office Hours: MWF 9:00-11:00 M 3:00-4:30 R 1:30-4:00
Recommended: Students Solutions Manual (highly recommended) Grading Procedure (Assessment): Quizzes & Online Homework 10% Exams 55% Group Activity 10% Individual Project 10% Final Exam 15% Quizzes – to be given periodically covering assigned material and previous class lectures (may or may not be announced).1 Homework – To be posted on the “SaplingLearning” class site. Late homework will not be accepted.1 Major Exams – see "Proposed Schedule" on class website (available when announced in class). Group Activity – One group activity that will be completed and presented in poster format. (10% of class grade) If you miss the day that your group does one of these, you will do one on your own and present it during my office hours. Individual Project –An individual project will comprise the keeping of a journal of newspaper or journal articles about the chemistry in the health sciences with comments and self assessment of your new perspectives (weekly journal with 10 entries required). (10% of class grade) Final Exam – see "Proposed Schedule" on class website. Attendance Policy: Attendance is expected as stated in the Student Handbook. General Education Statement: Students in this course must demonstrate their competency in written, communication, some fundamental math skills, and basic use of computers through exams, presentation, group projects, and written reports. Course Content: This course provides an introduction to chemical principles and concepts, environmental chemistry, nuclear chemistry, and other topics. Additional Course Information: Proposed Lecture Schedule:
*This is a tentative schedule and is subject to change if necessary **To receive an extra credit of 10 pts toward your quiz grade you may attend a chemistry seminar, take notes at the seminar, and turn it in BEFORE YOU LEAVE**. (please do not come late or leave early) Please title the seminar notes with your name, date, and your course number and hand into the instructor at the seminar. |