Thu Sep 29 15:11:28 2011
Approvals Received: |
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Approvals Pending: | College/Dean > LE > Catalog > CCE Catalog > PeopleSoft Manual Entry | |
Effective Status: | Active | |
Effective Term: | 1129 - Fall 2012 | |
Course: | CHEM 1062 | |
Institution: Campus: |
UMNTC - Twin Cities UMNTC - Twin Cities |
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Career: | UGRD | |
College: | TIOT - College of Science and Engineering | |
Department: | 11098 - Chemistry | |
General | ||
Course Title Short: | Chem Prin II | |
Course Title Long: | Chemical Principles II | |
Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
Catalog Description: |
Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. Applications to environmental | |
Print in Catalog?: | Yes | |
CCE Catalog Description: |
Only include CCE Catalog Description in CCE Catalog. Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. Applications to environmental |
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Grading Basis: | Stdnt Opt | |
Topics Course: | No | |
Honors Course: | No | |
Delivery Mode(s): | Classroom | |
Instructor Contact Hours: |
3.0 hours per week | |
Years most frequently offered: |
Every academic year | |
Term(s) most frequently offered: |
Fall, Spring, Summer | |
Component 1: |
LEC (with final exam) |
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Auto-Enroll Course: |
No | |
Graded Component: |
LEC | |
Academic Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Financial Aid Progress Units: |
Not allowed to bypass limits. 3.0 credit(s) |
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Repetition of Course: |
Repetition not allowed. | |
Course Prerequisites for Catalog: |
Grade of at least C- in 1061 or equiv; &1066 | |
Course Equivalency: |
CHEM 1062/CHEM 1072H | |
Consent Requirement: |
No required consent | |
Enforced Prerequisites: (course-based or non-course-based) |
&1066 | |
Editor Comments: | 9/29/11-Copy of CHEM 1022 lecture | |
Proposal Changes: | <no text provided> | |
History Information: | <no text provided> | |
Faculty Sponsor Name: |
Professor David Blank, DUGS Chemistry | |
Faculty Sponsor E-mail Address: |
blank@umn.edu | |
Student Learning Outcomes | ||
Student Learning Outcomes: |
* Student in the course:
- Can identify, define, and solve problems
Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome. Chemical kinetics. Radioactive decay. Chemical equilibrium. Solutions. Acids/bases. Solubility. Second law of thermodynamics. Electrochemistry/corrosion. Descriptive chemistry of elements. Coordination chemistry. Biochemistry. Applications to environmental problems. How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated. To assess the students' learning, 3 mid-terms and a final exam will determine this outcome. Students participate in laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Weekly homework problems are assigned and students are encouraged to ask questions. |
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Liberal Education | ||
Requirement this course fulfills: |
PHYS - PHYS Physical Sciences | |
Other requirement this course fulfills: |
None | |
Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
Students will gain essential basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Students will gain experience in experimental design (for example, considering chemical limitations in selecting chemicals for use in various experiments), data collection and treatment (graphing, calculations, interpretation), discussion of errors, and the proper treatment of hazardous wastes. Laboratory sections are limited to 25 students. The Chemistry Department must often hire temporary instructors to help cover the demand for introductory courses, including Chemistry 1061 and 1062. Our department has an administrative structure in place to train and supervise these instructors to maintain a high level of quality and consistency between sections of the same course. The Director of General Chemistry is charged with the task of meeting new instructors and providing them with the department approved syllabus, problem assignments, the course text, the laboratory schedule & manual, departmental grading distributions, and departmental expectations. Each instructor's syllabus is proofed and approved prior to the semester start. The instructors are also provided with copies of several previous midterm exams from which they can design their own appropriate exams. Lectures, midterm exams, and exam score statistics are monitored throughout the semester. This course will meet the following student learning outcomes: -Can identify, define, and solve problems -Have mastered a body of knowledge and a mode of inquiry The student learning outcomes that will result from the successful completion of this course are listed above. This course inherently requires students to identify and solve problems of many different types as well as master a body of chemical knowledge using both lecture and lab experiences. |
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Criteria for Theme Courses: |
Describe how the course meets the specific bullet points for the proposed theme
requirement. Give concrete and detailed examples for the course syllabus, detailed outline,
laboratory material, student projects, or other instructional materials or methods. Theme courses have the common goal of cultivating in students a number of habits of mind:
<no text provided> |
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Writing Intensive | ||
Propose this course as Writing Intensive curriculum: |
No | |
Question 1 (see CWB Requirement 1): |
How do writing assignments and writing instruction further the learning objectives
of this course and how is writing integrated into the course? Note that the syllabus must
reflect the critical role that writing plays in the course. <no text provided> |
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Question 2 (see CWB Requirement 2): |
What types of writing (e.g., research papers, problem sets, presentations,
technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these
assignments meet the requirement that writing be a significant part of the course work, including
details about multi-authored assignments, if any. Include the required length for each writing
assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will
be met. <no text provided> |
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Question 3 (see CWB Requirement 3): |
How will students' final course grade depend on their writing performance?
What percentage of the course grade will depend on the quality and level of the student's writing
compared to the percentage of the grade that depends on the course content? Note that this information
must also be on the syllabus. <no text provided> |
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Question 4 (see CWB Requirement 4): |
Indicate which assignment(s) students will be required to revise and resubmit after
feedback from the instructor. Indicate who will be providing the feedback. Include an example of the
assignment instructions you are likely to use for this assignment or assignments. <no text provided> |
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Question 5 (see CWB Requirement 5): |
What types of writing instruction will be experienced by students? How much class
time will be devoted to explicit writing instruction and at what points in the semester? What types of
writing support and resources will be provided to students? <no text provided> |
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Question 6 (see CWB Requirement 6): |
If teaching assistants will participate in writing assessment and writing instruction,
explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will
they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone
directed studies course), explain how every faculty mentor will ensure that their students will receive
a writing intensive experience. <no text provided> |
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Readme link.
Course Syllabus requirement section begins below
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Course Syllabus | ||
Course Syllabus: |
For new courses and courses in which changes in content and/or description and/or credits
are proposed, please provide a syllabus that includes the following information: course goals
and description; format;structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be covered; scope and
nature of assigned readings (text, authors, frequency, amount per week); required course
assignments; nature of any student projects; and how students will be
evaluated. The University "Syllabi Policy" can be
found here
The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester. (Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.) <no text provided> |
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Readme link.
Strategic Objectives & Consultation section begins below
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Strategic Objectives & Consultation | ||
Name of Department Chair Approver: |
<no text provided> | |
Strategic Objectives - Curricular Objectives: |
How does adding this course improve the overall curricular objectives ofthe unit? <no text provided> |
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Strategic Objectives - Core Curriculum: |
Does the unit consider this course to be part of its core curriculum? <no text provided> |
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Strategic Objectives - Consultation with Other Units: |
In order to prevent course overlap and to inform other departments of new
curriculum, circulate proposal to chairs in relevant units and follow-up with direct
consultation. Please summarize response from units consulted and include correspondence. By
consultation with other units, the information about a new course is more widely disseminated
and can have a positive impact on enrollments. The consultation can be as simple as an
email to the department chair informing them of the course and asking for any feedback
from the faculty. <no text provided> |
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