CHEM 1086 -- New Course

Mon Sep 28 11:36:02 2015

Approvals Received:
on 09-28-15
by Nancy Thao
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1173 - Spring 2017
Course: CHEM 1086
UMNTC - Twin Cities/Rochester
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11098 - Chemistry
Course Title Short: Chem for Life Sci II Lab
Course Title Long: Chemistry for the Life Sciences II Laboratory
Max-Min Credits
for Course:
1.0 to 1.0 credit(s)
Experimental techniques and instrumentation applied to the study of chemical reactions. Techniques include computational chemistry, isolation of natural products, chromatography, acid-base titrations, preparation of buffers, study of reaction kinetics, and examination of polymer degration.

Prereq: grade of a C- or better in CHEM 1081 (lecture) and CHEM 1065 (lab). Concurrent registration in CHEM 1082 is required.
Print in Catalog?: Yes
CCE Catalog
<no text provided>
Grading Basis: Stdnt Opt
Topics Course: No
Honors Course: No
Online Course: No
Contact Hours:
3.0 hours per week
Course Typically Offered: Every Spring
Component 1 : LAB (no final exam)
Progress Units:
Not allowed to bypass limits.
1.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
1.0 credit(s)
Repetition of
Repetition not allowed.
for Catalog:
<no text provided>
No course equivalencies
Add Consent
No required consent
Drop Consent
No required consent
(course-based or
CHEM 1081,CHEM 1065, CBS urgd
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: <no text provided>
Sponsor Name:
David Blank
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.

The students will apply the knowledge that they are learning in CHEM 1082 to experimental chemistry lab. They will learn the fundamental techniques of computational chemistry, isolation, chromatography, acid-base titrations, preparation of buffers, measuring reaction kinetics, and examination of polymer properties.

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, 8 laboratory reports will be assigned. The student will also be evaluated on their preparation, and their participation in discussions accessing their knowledge on the fundamentals of the techniques being used.

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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LE Recertification-Reflection Statement:
(for LE courses being re-certified only)
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Statement of Certification: This course is certified for a Core, effective as of 
This course is certified for a Theme, effective as of 
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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Statement of Certification: This course is certified as Writing Internsive effective  as of 
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 1086, Sections XXX - XXX
Chemistry for the Life Sciences II Laboratory
Spring 2017

Instructor: Dr. Angela Perkins
Office: 16 Smith Hall
Phone: 626-1619
Email: (best way to contact me)
Website:  All class information will be posted on the course website - access through

Office Hours:  See Moodle Site, as dates/times will be set after the first week of the semester. If office hours don’t work for you or you want to be sure to chat one-on-one, please email to set up an appointment.

General Course Information: CHEM 1086 is the accompanying lab for CHEM 1082 (lecture), which is the second semester in a three-semester sequence of courses designed to provide a strong chemistry background for students pursuing degrees and careers in the life sciences. Upon completion of this course, the desired outcome is that the student (1) can identify, define and solve problems; (2) can located and critically evaluate information; (3) has mastered a body of knowledge and mode of inquiry; (4) can communicate effectively; and (5) has acquired the skills for effective and life-long learning.

Required Materials:
&#61607;        Internet capable laptop or tablet*
&#61607;        Course content provided though the class Moodle site and LabArchives
&#61607;        Jerry R. Mohrig, David G. Alberg, Gretchen E. Hofmeister, Paul F. Schatz, and Christina Noring Hammond, “Laboratory Techniques in Organic Chemistry”, 4th Ed.; W.H Freeman and Company, New York, 2014.
&#61607;        Splash proof goggles. Goggles will be available for purchase the first day of lab during check-in (standard quality $X.XX or Univex higher quality for $XX.XX) or you may use a pair that you retained from another U of MN course. Your TA must inspect all other goggles before use.

Optional Materials: Though not required, it is recommend that a laboratory coat be worn to protect both you and your clothing while doing experimental work. The laboratory coat should be 100% cotton (NOT a polyester blend – check the label carefully) and of the appropriate size so that sleeves do not extend beyond wrists. Laboratory coats are available for purchase in the medical section of the Coffman bookstore for $22-25. Try on the coats hanging on the racks to be sure to purchase the correct size.

Emails: My email is the primary source of contacting me outside of lecture and lab. If you are ill or have an emergency situation, email me as soon as possible to let me know what the circumstances are so that I can best address the situation with you and you TA. Please copy or include the name of your TA on all relevant correspondences. Please be respectful of my email and look at the course Moodle site for answers to common questions.

Dress Code: You must be wearing approved safety goggles and have all skin covered from the chest down in order to participate in the laboratory. If you do not come to lab dressed appropriately, with goggles, you will be asked to leave and will not have the opportunity to make-up the experiment. Please see the full dress code and safety goggles information posted on the lab website.

Safety: Each student is expected to follow all safety protocols/information found in the class LabArchives and on the Moodle site. In addition, a contract confirming your understanding of the safety rules, waste handling and other important protocols of the course will be given and your signature is required before any laboratory work can be performed.
Any student found performing unauthorized experiments or behaving in an unsafe manner in the laboratory may be removed from the laboratory at any time. Whether or not behavior is unsafe is at the discretion of the instructors, and this includes failure to properly respond to instructions in a timely manner. Removal from this laboratory may be for a period of time as short as the remainder of the current lab period or as long as the remainder of the course itself, depending on the circumstances.

Waste Disposal: It is extremely important that each and every student disposes of their chemicals in the proper manner according to the Waste Disposal instructions given at the end of each experiment and summarized on the Moodle site. Improper handling of waste will initially be reflected in a low technique grade and repeated offenses will warrant removal from lab and a zero for that day’s experiment.

Website: All course information, including the syllabus will be posted on the course Moodle website. You can access this site though You will find many useful links and information here.

Grading: Your grade for this course will be based on the sum of the points earned from the following assignments and quizzes.

        Lab Reports (8)        600 points (70%)
        Preparation and Notebook         100 points (12%)
        Technique         60 points (7%)
        Discussion         90 points (11%)
        Total:        850 points

In this course, it is expected that 30% of the students will earn an A or A- (evenly divided), ~40% B’s (B+/B/B-), and ~20% C’s (C+/C/C-). The overall class average for this course will be a grade of a B.
Lab Reports: The results of the 8 experiments will be reported in the format of a laboratory report. All reports are to be turned in at the beginning of the designated lab period. Formal lab reports must be turned in to the TurnItIn link found on the course Moodle site. Late points will be docked for failure to submit your report before the due date.
All written work should represent your own original data (from your experimental notebook) and scientific interpretations, whether the experiment was done individually, in pairs or in a group. On the Moodle site you may find any extra directions given for specific lab reports. For lab reports, it is preferred that chemical structures be drawn using ChemBioDraw available through a University of Minnesota site license or another drawing program. Instructions for downloading this software are posted on our website. This program is also available on the computers that are available for use in 103 Walter Library for your convenience. Optionally, chemical structures may be drawn by hand.
Preparation and Notebook: It is extremely important to come to lab prepared for each experiment. You can then work safely and efficiently and with understanding of the chemical principles or techniques being studied. Notebook preparation is described on the course Moodle site. For random experiments, your TA will evaluate your preparedness and grade your notebook pages. Additionally, the notebook is not only essential for preparation but also for recording all data and observations during an experiment. The course Moodle site also offers suggestions on how to organize your notebook for recording data such as properties, reaction times, color changes etc. during lab work. At the completion of lab on random days, notebook pages will be turned in for grading and checked for accuracy.

Technique: TA’s will observe and grade your technique when working in the lab. This includes safety, the proper handling of waste, the ability to setup apparatus correctly, perform the required techniques and the ability to make/react to scientific observations. Students who do not follow procedures, are irresponsible with their waste handling, or are unsafe will earn lower technique grades for each experiment. Additionally, repeated tardiness to lab will also be reflected in the technique grade.

Discussion: On multiple occasions during the semester, time will be devoted in lab for sharing data and discussing results. You will be graded on your participation and contribution to the discussions.

Attendance: Attendance in lab, for the entire lab period, is required. Missing more than 15 minutes of a lab period will be considered an absence. In the case of a true emergency, serious illness, or university-related trip that prevents a student from attending a lab meeting, an excused absence may be granted. To obtain an excused absence, students must contact the Instructor, as soon as circumstances allow, to discuss the nature of the emergency, and eventually to provide documentation. ONLY ONE excused absence will be granted during the course of the semester. If extenuating circumstances prevent a student from attending more than one lab period, a meeting must be scheduled immediately with the Instructor to discuss any options available.

If you are more than 15 minutes late to lab, you will be asked to leave. This will be considered an unexcused absence and you will receive a zero for that day’s experiment.

Makeup Policy: Missed experiments can be made-up only for valid reasons with instructor approval. There is one makeup day scheduled at the end of the semester, which can be used to complete any experiment missed for valid reason. You may not simply choose to miss a lab and plan to make it up on the makeup day. You must have a valid excuse for missing the regularly scheduled experiment time. Work completed on makeup days is due on the final lab day. See TA for specific due date.

Late Work: All assignments are to be turned in at the beginning of the designated lab period or points will be deducted. Your assignment will be deducted 10% of the total points per day (including weekends). If an assignment is turned in late it should be given directly to your TA or placed in the lock box outside of 115 Smith Hall, designated for this class. You are responsible for contacting your TA to let them know that your assignment is located here. Failure to send this email means that your assignment will continue to rack up late point deductions.

Scholastic Dishonesty – “The College of Science and Engineering assumes that all students who enroll in its programs are serious about their education and expects them to be responsible individuals who demand of themselves high standards of honesty and good personal conduct.” – College of Science and Technology (

Any act of scholastic dishonest is regarded as a serious offence and is not tolerated. As applied to CHEM 1086, this means that copying lab reports or falsifying data will not be tolerated. Altering a report and then submitting it for a re-grade is also an act of scholastic dishonesty.

Partner Work – Throughout the semester you are asked to work in groups or pairs. It is expected that you will share the data, but all interpretations should be your own. Be sure to reference any source material that you used to answer questions, such as textbooks or Mohrig, and be careful to either rephrase in your own words or to correctly use quotation marks when appropriate. – It is required that all lab reports for this course be submitted to the Turnitin plagiarism prevention program on our Moodle site. This program analyzes each report for content matching with data and reports from students currently in the course, those from previous semesters, and Internet sources. Please note that the software not only recognizes text that is copied from another report but also the ChemDraw files or graphics; which is not permitted.

A student guilty of scholastic dishonesty will be awarded a grade of zero (0) for the assignment involved and the incident will be reported to the Office for Student Academic Integrity. In the case of serious or repeated offenses an “F” will be given for the course.

Disability Resource Center: Students with special needs should contact the Disability Resource Center (, which will provide a letter to share with the instructor on how those needs shall be accommodated. If you have a University documented disability that requires accommodation, you must notify the instructor in writing (email is preferred) during the first week of lab. At that point a meeting between the instructor and student will be held to determine the implementation of reasonable accommodations.

Problems: Your TA will be happy to discuss questions and concerns with you. However, if there is an issue that you do not feel you can discuss with your TA, please contact the instructor and they will help resolve the issue.

Policy Statements:
Overlapping and Back-to-Back Courses: Enrolling in overlapping or back-to-back courses that do not allow for enough travel time to arrive at our class meetings on time in prohibited. For more information see:

Student Conduct Code: As a student at the University you are expected to adhere to the Board of Regents Policy: Student Conduct Code. To review this policy see:

Student Mental Health and Stress Management: As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce a student’s ability to participate in daily activities. University of Minnesota services are available to assist you with addressing these and other concerns you may be experiencing. You can learn more about the broad range of confidential mental health services available on campus via

Teaching and Learning: The materials provided in this course are intended only for the students officially enrolled in this section and are to be used to learn and practice the course material. Disseminating class notes, videos, exams, etc.… beyond the classroom community or accepting compensation (in the form of cash or trade, such as access to study website) undermines instructor interests in their intellectual property while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community and are not allowed. For additional information please see

Sexual Harassment:

Equity, Diversity, and Equal Opportunity:

Lab Schedule:
Week        Experiment
1        Lab Syllabus, Check-In
2        Computational Chemistry
3 & 4        Isolation of Chlorophyll from Spinach, TLC and Column Chromatography
5        Titration of an Unknown Amino Acid
6 & 7        Design of a Buffer
8        Determination of Keq for the Acid-Catalyzed Esterification of Benzoic Acid in Methanol
9        Solvent Effects of SN1  - Measuring Kinetics of Hydrolysis of t-Butyl Chloride
10        Elimination of 2-Bromoheptane: Influence of the Base
11 & 12        Synthesis of a Degradable Biopolymer &/or Degradation of a Biopolymer
13        Makeup Day
14        Cleanup and Check-out
Strategic Objectives & Consultation
Name of Department Chair
David Blank
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

The initial idea for this proposed course sequence originated when the College of Biological Sciences (CBS) approached the Department of Chemistry. They expressed a need for their students, with the exception of Biochemistry majors, to reduce the time and number of course credits required to complete the foundational chemistry content through the biochemistry for non-majors course, BIOC 3021. They had determined that the majority of their students did not require all of the content in our current four semester CHEM sequence, and they were in somewhat desperate need of additional advanced course work in their specific areas of study that would be facilitated by reducing the chemistry commitment.

Many programs within CBS decided that their students would be better served by advanced area-specific course work and thus reduced the chemistry requirements by a semester. Due to prerequisites within the Chemistry Department, they only had one way to accomplish this in the current system, and they eliminated the last semester of lecture of organic chemistry (CHEM 2302/4). In addition, the reduction in chemistry laboratory credits meant removal of CHEM 2311, which is all of organic laboratory since our current structure places all 4 credits in a single one-semester course. They did this while recognizing that a large part of the CHEM 2302/4 content was more relevant to life sciences studies than other parts of the first three semesters.  There was also a noticeable lack of knowledge and preparation pertinent to understanding biological molecules and mechanism, which was noticed in the biochemistry for the non-majors course.
Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

No. This course is not intended for Chemistry majors. It was developed to provide a strong chemistry background for students with interests in life science related subjects and majors, and/or planning for futures working in life science related careers.
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.

Upon completion of curriculum development, CBS was given the opportunity to review the curriculum and provide comments. CBS is strongly supportive of the proposed curriculum and provided a letter signed by the Valarie Forbes (DEAN), Jane Glazebrook (Associate Dean for Faculty and Academic Affairs), Paul Siliciano (DUGS, Biochemistry), Leslie Schiff (DUGS, Microbiology), and Nikki Letawsky-Schulz. Concerning the applicability of the new curriculum to their students they commented

“… [CBS] asked your department to develop a shorter Chemistry series, totaling 3 courses with laboratories, which would integrate General and Organic Chemistry and focus throughout on aspects most relevant to Biology. We are very pleased with your present plan. We have reviewed the list of proposed topics for each course, and we are confident that these courses will serve our students very well. In particular, we appreciate the new courses’ emphasis on chemical reactions that take place within living cells.”

Additionally, they went on to say,

“We are confident that this new series will serve our students much better than the existing one. It is a revolutionary approach to teaching essential concepts of Chemistry to life sciences students, and thus preparing them for Biochemistry, the key entry point into the life sciences.”