General Chemistry III

Course Number:

CH 123

Transcript Title:

General Chemistry III

Created:

Aug 04, 2022

Updated:

Oct 11, 2022

Total Credits:

5

Lecture Hours:

40

Lecture / Lab Hours:

0

Lab Hours:

30

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Major

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Not Addressed

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Major

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Assess the impact of organic and biochemical theory on phenomena encountered in everyday life including the environment, nutrition and human health.

• Acids and Bases
• Aqueous Ionic Equilibrium
• Free Energy and Thermodynamics
• Electrochemistry
• Radioactivity and Nuclear Chemistry
• Organic Chemistry

Outcome #2: 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.

• Acids and Bases
• Aqueous Ionic Equilibrium
• Free Energy and Thermodynamics
• Electrochemistry
• Radioactivity and Nuclear Chemistry
• Organic Chemistry

Outcome #3: Formulate mathematical and chemical models based on quantitative and qualitative reasoning in order to solve problems.

• Acids and Bases
• Aqueous Ionic Equilibrium
• Free Energy and Thermodynamics
• Electrochemistry
• Radioactivity and Nuclear Chemistry
• Organic Chemistry

Outcome #4: Communicate complex scientific concepts and reasoning effectively, both orally and through formal and informal writings and reports.

• Acids and Bases
• Aqueous Ionic Equilibrium
• Free Energy and Thermodynamics
• Electrochemistry
• Radioactivity and Nuclear Chemistry
• Organic Chemistry

Outcome #5: Collaborate effectively with a diverse team to solve complex problems and accomplish tasks effectively.

• Acids and Bases
• Aqueous Ionic Equilibrium
• Free Energy and Thermodynamics
• Electrochemistry
• Radioactivity and Nuclear Chemistry
• Organic Chemistry

Outcome #6: Critically evaluate sources of scientific information to determine the validity of the data.

• Acids and Bases
• Aqueous Ionic Equilibrium
• Free Energy and Thermodynamics
• Electrochemistry
• Radioactivity and Nuclear Chemistry
• Organic Chemistry

Department Notes

Columbia Gorge Community College Science Department stands by the following statement regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science", “Intelligent design” or similar beliefs are not considered legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College, therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.