CHEM 2304 -- New Course

Wed Feb 1 15:25:28 2012

Approvals Received:
on 01-20-12
by Nancy Thao
Approvals Pending: College/Dean  > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1129 - Fall 2012
Course: CHEM 2304
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11098 - Chemistry
Course Title Short: Elem Org Chem II: Life Sci
Course Title Long: Elementary Organic Chemistry II for the Life Sciences
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
Second semester of organic chemistry, designed for life sciences majors.Covers conjugation, aromaticity, chemistry of carbonyls and amines,carbohydrates, amino acids, proteins, enzyme mechanisms, lipids, and nucleic acids. Differs from CHEM 2302 in that it focuses on biological significance of organic molecules and mechanisms.
Print in Catalog?: Yes
CCE Catalog
<no text provided>
Grading Basis: Stdnt Opt
Topics Course: No
Honors Course: No
Delivery Mode(s): Classroom
Contact Hours:
3.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Fall, Spring
Component 1: LEC (with final exam)
Progress Units:
Not allowed to bypass limits.
3.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
3.0 credit(s)
Repetition of
Repetition not allowed.
for Catalog:
prereq Grade of at least C- in 2301
CHEM 2302/2332H
No required consent
(course-based or
No prerequisites
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
Prof. David Blank, DUGS in Chemistry
Sponsor E-mail Address:
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.

This course is the second semester of a two semester sequence in organic chemistry. It is designed to provide an understanding of organic chemistry for students majoring in the life sciences. The first half of the course will cover conjugation, aromaticity, carbonyl and amine chemistry. The second half will cover carbohydrates amino acids, proteins, lipids and nucleic acids. This course differs from 2302 in that it retains a mechanistic approach but the focus is less on synthetic transformations and more on biologically relevant properties and reactions.

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, 4 mid-terms and a final exam will determine this outcome. Homework projects are assigned and students are encouraged to ask questions.

Liberal Education
this course fulfills:
Other requirement
this course fulfills:
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:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

<no text provided>
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:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.

<no text provided>
Writing Intensive
Propose this course
as Writing Intensive
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>
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>
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>
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>
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>
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>
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.)

Chemistry 23XX
Elementary Organic Chemistry for the Life Sciences
Text:  Organic Chemistry, 3ed., Janice G. Smith
Hour Exams:  20% x 3 (4 total with one drop) = 60%
Homework Projects:  5 x 2% = 5%
Final Exam:  30%

Tentative Course Outline

A. Conjugation and Aromatic Systems
        Benzene and Aromatic Systems
        Aromatic Subtitution Reactions

B. Carbonyl Chemistry
        Carboxylic Acids
        Aldehydes and Ketones-Nucleophilic Addition
        Carboxylic Acid Derivatives
        Enolate Chemistry
        Carbonyl Condensation Reactions
C. Amines
        Physical Properties
        Preparation of Amines
        Reactions of Amines
D. Carbohydrates

E. Amino Acids and Proteins
        Properties of Amino Acids
        Stereochemistry of Amino Acids
        Peptide Sequencing
        Peptide Synthesis
        Protein Structure
        Enzymatic Catalysis
F. Lipids
        Fatty Acids

G. Nucleic Acids
        DNA Sequencing

H. Cofactor Chemistry
        B6 Reactions
        TPP Reactions
I. Chemistry of Metabolic Pathways
        Analysis of the Chemical Reactions in Metabolic Pathways

Strategic Objectives & Consultation
Name of Department Chair
<no text provided>
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

<no text provided>
Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

<no text provided>
Strategic Objectives -
Consultation with Other
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>