CHEM 2332H -- New Course

Fri Feb 3 11:36:05 2012

Approvals Received:
on 01-26-12
by Nancy Thao
Approvals Pending: College/Dean  > Honors > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1133 - Spring 2013
Course: CHEM 2332H
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11098 - Chemistry
Course Title Short: Honors Elem Org Chem II
Course Title Long: Honors Elementary Organic Chemistry II
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
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
CCE Catalog
<no text provided>
Grading Basis: A-F only
Topics Course: No
Honors Course: Yes
Delivery Mode(s): Classroom
Contact Hours:
3.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
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:
At least C- in 2331H, UHP Student
01923 - Chem 2302/Chem 2332H
No required consent
(course-based or
CHEM 2331H
Editor Comments: equiv 0193 needs Chem 2304 added
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
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.

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
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.

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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:
  • 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.

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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.

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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.

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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.

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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.

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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?

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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.

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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,

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:  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:   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.

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, 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.  


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
           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  
           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

Strategic Objectives & Consultation
Name of Department Chair
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Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

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Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

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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.

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