Fri Feb 3 11:36:05 2012
| Approvals Received: |
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| Approvals Pending: | College/Dean > Honors > Catalog > PeopleSoft Manual Entry | |
| Effective Status: | Active | |
| Effective Term: | 1133 - Spring 2013 | |
| Course: | CHEM 2332H | |
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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: | Honors Elem Org Chem II | |
| Course Title Long: | Honors Elementary Organic Chemistry II | |
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Max-Min Credits for Course: |
3.0 to 3.0 credit(s) | |
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Catalog Description: |
Continuation of 2331H. Advanced introduction of reactions, synthesis, and spectroscopic characterization of organic compounds, organic polymers, and their role in biologically important classes of organic molecules such as lipids, carbohydrates, amino acids, peptides, proteins, and nucleic acids. | |
| Print in Catalog?: | Yes | |
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CCE Catalog Description: |
<no text provided> | |
| Grading Basis: | A-F only | |
| Topics Course: | No | |
| Honors Course: | Yes | |
| Delivery Mode(s): | Classroom | |
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Instructor Contact Hours: |
3.0 hours per week | |
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Years most frequently offered: |
Every academic year | |
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Term(s) most frequently offered: |
Spring | |
| Component 1: |
LEC (with final exam) |
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Auto-Enroll Course: |
No | |
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Graded Component: |
LEC | |
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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. | |
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Course Prerequisites for Catalog: |
At least C- in 2331H, UHP Student | |
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Course Equivalency: |
01923 - Chem 2302/Chem 2332H | |
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Consent Requirement: |
No required consent | |
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Enforced Prerequisites: (course-based or non-course-based) |
CHEM 2331H | |
| Editor Comments: | equiv 0193 needs Chem 2304 added | |
| Proposal Changes: | <no text provided> | |
| History Information: | <no text provided> | |
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Faculty Sponsor Name: |
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Faculty Sponsor E-mail Address: |
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| 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. Continuation of 2331H. Advanced introduction of reactions, synthesis, and spectroscopic characterization of organic compounds, organic polymers, and their role in biologically important classes of organic molecules such as lipids, carbohydrates, amino acids, peptides, proteins, and nucleic acids. 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, 2 group projects and 3 mid-term exams and a final will determine this outcome. | |
| Liberal Education | ||
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Requirement this course fulfills: |
None | |
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Other requirement this course fulfills: |
None | |
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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:
<no text provided> |
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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 | ||
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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.) Chemistry 2332, Honors Organic Chemistry II Spring Semester 2013 Instructor: Professor Jane E. Wissinger, Kolthoff 455, 612-625-9586, jwiss@umn.edu Office Hours: Mon. 10:30-11:30 a.m. Wed. 3:30-4:30 p.m., Thurs., 1:30-2:30 and by appointment. Class Website: Moodle Text: Janet Gorzynski Smith, Organic Chemistry, Third Edition, McGraw-Hill Companies, Inc. Study Guide to book and molecular model set suggested. Packaged with Connect Plus. McGraw-Hill Connect Chemistry Text WebSite: http://connect.mcgraw-hill.com/class/j_wissinger_spring_2013_mwf_9-10_am See instructions below. Examinations: Three 60-minute midterm examinations along with a cumulative final examination will be given. Special Projects: Two group projects will be assigned and due week 7 and week 14. Grading: Projects (2 x 25 pts) 50 pts 9.1 % Mid-semester exams (3 x 100 pts) 300 pts 54.5 % Cumulative Final Exam (200 pts) 200 pts 36.4 % 550 pts Welcome to the second semester of Honors Organic Chemistry. Through this course, we will continue to explore syntheses, reactions, mechanisms, and analyses of organic molecules as well as biomolecules and polymers. Expectations are that students will learn basic concepts quickly from the textbook readings and condensed lecture presentations so that class time can be devoted to special topics and in-class group problem solving assignments. Students will have the opportunity to learn about emerging technologies in the fields of pharmaceutical chemistry, Green chemistry and renewable resource polymers as well as select topics in catalysis, spectroscopy, and bio-organic chemistry. I hope you enjoy the challenge and diversity of the course. Connect Chemistry: The Smith textbook⿿s Connect website features many useful learning tools. For example, accessing this site gives you the entire textbook online (e-book) that can be viewed on a computer or other mobile device. There is also a LearnSmart Module that is great for reviewing chapters in a ⿿gaming manner that is fun and interactive. In order to have access to the assignments you will need to activate your McGraw-Hill Connect Account by registering using the link for our class below (or on the Moodle course website). The Connect platform uses a structure drawing tool called ChemDraw for the many mechanism and syntheses problems which requires download of a plug-in. To download this plug-in to your personal computer go to: http://www.mhhe.com/sem/chemdraw/. As a special note, the Walter Library computer lab, Room 103, already has the required ChemDraw plug-ins downloaded and ready to use on all of the PCs. http://connect.mcgraw-hill.com/class/j_wissinger_spring_2013_mwf_9-10_am Policy on Missed Midterm Exams: All midterm examinations will count towards a student⿿s final grade. That is, no midterm grade will be dropped. In general, no make-up exams will be given. A student can be excused from one midterm exam for a true emergency or serious illness, or University-related activity. In these circumstances contact me as soon as possible and supply documentation of the reason for missing the exam. If, and only if, the nature of the emergency is deemed an acceptable reason for missing the exam, the un-weighted average score of the other two midterm exams and the final examination will be used in place of the missed exam. If circumstances LEAD TO a student MISSING more than one midterm exam, the student should immediately schedule a meeting with me to discuss if any options are available. Policy for "I" Grades: In accordance with department policy, an Incomplete grade will only be considered when the final exam cannot be taken and if work completed to that date (at least two midterms must have been taken and an approved reason for missing a third) is satisfactory (C- or better). The instructor and student will then sign a contract stating that the student will take a regularly scheduled 2302 final exam during the subsequent regular academic semester. If the student fails to take the scheduled final exam and the work in the course completed prior to that date does not satisfy the requirements of the course, an F or N grade will be assigned. Exam Regrade Policy: Regrade requests will only be accepted for exams written in ink. If you have a complaint about the grading of your exam, complete a ⿿Request for Regrade form (available outside my office door or on our class WebVista site) and staple it to your exam. DO NOT WRITE ON YOUR EXAM. . Regrades are to be submitted by the end of the class period two weeks after the exam was returned. When an exam is submitted for regrade, the entire exam will be reviewed and the grade changed higher or lower, accordingly. Therefore, be sure to check all of your answers before submitting the exam for reevaluation. Note: Altering an exam and submitting it for regrade is an act of scholastic dishonesty and I will treat these situations seriously with a ⿿0 recorded for the exam and documentation of the event submitted to the Office for Student Conduct and Academic Integrity. How To Do Well In This Class 1. Come to class and read the assigned sections that will be studied each day. Be prepared to ask questions you had from the reading and engage in class problem solving sessions. 2. Do the problems assigned in the book! The only way to learn organic chemistry is to write it on paper. Work the suggested chapter problems as you go through the text to reinforce ideas, and then use the end-of-chapter problems to test your comprehensive knowledge. Again, do not just do the problems in your head or read the Solutions Manual. You must be able to properly draw the structures of organic molecules. Exams are graded by what you can accurately put on paper, not what is in your head. 3. Do not approach the course through memorization. The beauty of organic chemistry is that the material from Chapter 1 all the way to Chapter 30 is intimately interconnected. Understanding the basic concepts such as molecular structure, movement of electrons, mechanisms, and bond stabilities allows one to predict and problem-solve with new reactions and molecules. Learning the synthesis of one functional group is learning the reaction of another. Work on the big picture, continually. Tutor Hours: Organic tutor hours will be held in Smith 118/122 throughout the semester beginning January 24th according to the schedule posted on the door and my website. It is important to me that your time is well spent in this room. Please inform me or the Head Organic TA (Brian Woods, woods134@umn.edu) if tutors are not present at their scheduled time, helpful, or leave for extended periods of time. A reminder that the purpose of a tutor is to help you learn, not simply give you answers to questions or problems. The tutors are instructed, in fact, to ask YOU questions that will help you understand what concept you are missing that is preventing you from solving a particular problem. Self-discovery will enhance the depth and retention of your knowledge. Scholastic Dishonesty: ⿿Scholastic dishonesty is any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student⿿s own work. Scholastic dishonesty includes (but is not limited to cheating on assignments or examinations; plagiarizing (misrepresenting as one⿿s own work done by another); submitting the same or substantially similar papers for more than one course without consent of all instructors concerned; depriving another of necessary course materials; sabotaging another⿿s work. ⿿ Classroom Grading and Examination Procedures, College of Liberal Arts. If a student is guilty of scholastic dishonesty, they will receive no credit, that is, a ⿿0, for the work involved or an ⿿F for the course and the incident will be reported to the Office for Student Conduct and Academic Integrity. LECTURE SCHEDULE ⿿ Spring 2013 Below is a tentative schedule for the semester that I reserve the right to revise as we go along. However, the information below should help you in knowing what you should read/skim BEFORE class and which sections of each chapter I will be covering. DATE TOPIC READING Week 1 Conjugation, Resonance, and Dienes Definitions, Characteristics, and Resonance 16.1-16.5 Conjugated Dienes and Reactions 16.6- 16.11 Diels-Alder Reaction and Synthesis of Steroids 16.12-16.14 Special Topics: Molecular Orbital Description of Conjugated Systems &Facile synthesis of Industrial Insecticides through the Diels-Alder Reaction Week 2 Benzene and Aromatic Compounds Benzene structure, properties, and spectroscopy 17.1-17.5 Aromatic, Nonaromatic, Anti-aromatic 17.6-17.8 Molecular Orbitals and Polygon Rule 17.9-17.11 Electrophilic Aromatic Substitution Reaction overview and characteristics 18.1-18.2 Mono-substitution of Benzene 18.3-18.4 Friedel-Crafts Alkylation/Acylation, 18.5 Special Topic: Nanotubes and Nanotechnology Week 3 EAS, contd Directing Affects towards poly-substitution 18.6-18.12 Side-Chain Reactions 18.13-18.14 Multi-Step Syntheses 18.15 Carboxylic Acids and the Acidity of the O-H bond Structure, Properties, and review syntheses 19.1-19.6 Acidity of carboxylic acids and benzoic acids 19.7-19.12 Sulfonic acids and amino acids 19.13-19.14 Special Topic: Green Advances in the Industrial Synthesis of Ibuprofen Week 4/5 Exam I Introduction to Carbonyl Chemistry Functional Group Overview and relative reactivities 20.1-20.3 Reduction Reactions 20.4-20.7 Oxidation of Aldehydes (Tollen⿿s test) 20.8 Organometallic Addition to Carbonyls& Epoxides 20.9-20.11, 20.13-20.14 Protecting Groups and synthetic strategies 20.12 Conjugate Additions 20.15 Special Topic: Enantioselective Reductions Literature search Week 5/6 Aldehydes and Ketones ⿿ Nucleophilic Additions Structure, Properties, Spectroscopy, Synthesis review 21.1-21.6 Reactions involving Nu addition to the carbonyl 21.7-21.9 Wittig Reaction 21.10 Imine, Enamine, and Hydrate Formation 21.11-21.13 Acetal formation and use as protecting groups 21.14-21.17 Proposed Project I Title Submitted/Approved Example: Protecting Group Chemistry LECTURE SCHEDULE ⿿ Spring 2013, continued DATE TOPIC READING Week 7 Project I Due Carboxylic Acids &Derivatives ⿿ Nucleophilic Acyl Substitution Functional Groups, Properties, Spectroscopy, Examples 22.1-22.6 Nucleophilic Acyl Subst. Mechanism/Reactivities 22.7 Reactions of Acid Chlorides and Anhydrides 22.8-22.9 Reactions of Carboxylic Acids and Ester 22.10-22.12 Reactions of Amides and Nitriles 22.13, 22.18 Examples in Nature and Polymers 22.14-22.17 Special Topic: Relevant Enzyme Mechanisms Week 8 -Substitution Reactions of Carbonyls Enols and Enolate Anions 23.1-23.5 -Halogenation and subsequent reactions 23.6-23.7 -Alkylation ⿿ direct 23.8 Malonic Ester and Acetoacetic Ester Syntheses 23.9-23.10 Carbonyl Condensation Reactions Aldol Reaction 24.1-24.4 Claisen Reactions 24.5-24.7 Michael 24.8 Robinson Annulation 24.9 Special Topic: Silyl enol ether chemistry Week 9 Exam II Amines Structure, Properties, Spectroscopy, 25.1-25.6 Preparation of Amines 25.7 Reactions of Amines 25.8, 25.11-25.16 Trends in Basicity 25.9-25.10 Special Topic: Examples of the ⿿ Click Reaction Week 10 Carbon-Carbon Bond-Forming Reactions Organocuprates, Suzuki Reaction, Heck Reaction 26.1-26.3 Carbenes and Cyclopropanes 26.4-26.5 Olefin Metathesis 26.6 Week 11 Carbohydrates Monosaccharides, hemiacetal and acetal functionality 27.1-27.7 Reactions of monosaccharides 27.9-27.10 Disaccharides 27.12 Polysaccharides 27.14 Special Topic: Aminoglycoside Antibiotics Week 12 Special Topic II Submitted/Approved ⿿ Green Chemistry Award Paper Amino Acids and Proteins Amino acid characteristics and Syntheses 28.1-28.4 Peptide sequencing and synthesis 28.6-28.7 Protein structure Special Topic: Enzyme Catalysis Week 13 Lipids Waxes, triacylglycerides, phospholipids 29.1-29.5 Eicosanoids, Terpenes, steroids 29.6-29.7 Special Topics: Biofuels Week 14/15 Exam III Project II Due ⿿ Description of a Green Chemistry Award Polymers Chain-growth polymers, natural and synthetic 30.1-30.5 Step-growth polymers 30.6-30.7 Green polymer synthesis and polymer recycling 30.8-30.9 Course Review |
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Readme link.
Strategic Objectives & Consultation section begins below
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| Strategic Objectives & Consultation | ||
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Name of Department Chair Approver: |
<no text provided> | |
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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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