CHEM 2081 -- New Course

Mon Sep 28 11:43:01 2015

Approvals Received:
on 09-28-15
by Nancy Thao
Approvals Pending: College/Dean  > Provost > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1179 - Fall 2017
Course: CHEM 2081
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 III
Course Title Long: Chemistry for the Life Sciences III
Max-Min Credits
for Course:
3.0 to 3.0 credit(s)
The topics of spectroscopy, conjugation and aromaticity, carbonyl and their reactivity, carboxylic acid derivatives, and electrophilic aromatic substitution  reactions will be presented along with their application to biological systems.

Prereq: grade of a C- or better in CHEM 1082 (lecture) and CHEM 1086 (lab). Concurrent registration in CHEM 2085 is required. Intended to provide a strong chemistry background for students pursuing life science related majors or careers in life science related fields.
Print in Catalog?: Yes
CCE Catalog
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Grading Basis: Stdnt Opt
Topics Course: No
Honors Course: No
Online Course: No
Contact Hours:
3.0 hours per week
Course Typically Offered: Every Fall
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:
<no text provided>
No course equivalencies
Add Consent
No required consent
Drop Consent
No required consent
(course-based or
CHEM 1082, CHEM 1086; Concurrent registration in CHEM 2085, 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 topics of spectroscopy, conjugation and aromaticity, carbonyl and their reactivity, carboxylic acid derivatives, electrophilic aromatic substitution reactions will be presented along with their application to biological systems.

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 be given. Additionally, weekly homework problem sets will be assigned and graded.

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 2081, Section 001
Chemistry for the Life Sciences III
Fall 2017
MWF time, location

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.
Materials: “Organic Chemistry: Principles and Mechanisms” by Joel Karty, 2nd ed. (required); Access to Online Homework (Aleks, Required); Molecular Model kit (highly recommended); Non-programmable scientific calculator (see below for specifics); iClicker2 – ISBN 9781429290471 (Required)

General Course Information: Chemistry 2081 with accompanying 2085 lab is the third 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 these courses, the desired outcome is that the student (1) can identify, define and solve problems; (2) can locate and critically evaluate information; (3) has mastered a body of knowledge and a mode of inquiry; (4) can communicate effectively; and (5) has acquired the skills for effective and life-long learning. This semester we will cover the topics of spectroscopy, conjugation and aromaticity, carbonyls and reactivity, carboxylic acid derivatives, electrophilic aromatic substitution, and polymers.

Prerequisite Material: To register/remained registered in this course, you must meet all of the following criteria:
1.        Registration in both 2081 (lecture) and 2085 (lab) during the same semester is required
2.        Completed with a C- or better, CHEM 1082 (lecture) and 1086 (lab)
        If you do not meet these criteria, you should report your situation to the staff in Smith 115 (624-0026) immediately. They handle all registration issues pertaining to this course.

Calculating Final Grades:  Your final grades will be calculated based on the three hour exams, the final exam, the online assignments and in class participation as described below.

Final Grade:        Three exams (100 points each)        300        (50%)
        12 of 15 Online Assignments (5 points each)                  60        (10%)
        Class Participation (iClicker Questions)         40        (7%)
        Final exam points        200        (33%)
        Total Points possible        600

Letter grades (A-F) will be assigned based on the cumulative points received during the semester. The B-/C+ borderline will be set close to the class average.

Exams: Three exams (60 minutes each) will be given on the dates provided. The final exam is 2 hours. All exams will start promptly at the time listed so do not be late as you will not be granted additional time. You must have your student ID (or other form of ID) with you to take the exams.  All exams will be closed book and closed notes and no other study aids are permitted. You will be allowed to use a non-programmable scientific calculator (see below for specifics).

        Exam I        Day, Date @ Time (1 hour)
        Exam II        Day, Date @ Time (1 hour)
        Exam III        Day, Date @ Time (1 hour)
        Final Exam:         Day, Date @ Time (2 hour)
All examinations must be taken at the times indicated above.  Absolutely NO late make-up exams will be given. See below on policy for exam absences.

In the case of a University sponsored activity that will require the student to be out of town, it may be possible to take the exam with the coach, team academic advisor, or another instructor as the proctor. Please see the instructor about such conflicts as soon as possible so that arrangements can be made.

Calculators: The presence or use of graphing and/or programmable calculators is FORBIDDEN on exams, this includes the calculator on your cell phone or smart phone. Their presence or use during an exam will be considered cheating. Only non-programmable calculators with limited memory will be allowed for use during exams. Any one-line display calculator is allowed. The TI-30Xa is the suggested calculator for this and all CHEM 1xxx courses, and for most intro Physics courses. The bookstore stocks this calculator for around $10. The TI-30X IIS is an acceptable two-line calculator. Many other two-line calculators are programmable and would therefore not be allowed. If you have any questions about your particular calculator, see the instructor immediately. Calculators may not be shared during exams. If you are concerned about battery failure during an exam, bring a second calculator or extra batteries with you.

Online Assignments: There will be 15 online assignments due every Monday over the course of the semester. Each assignment will be worth 5 points. These assignments will cover the material that we are covering in class. These assignments will be due on Monday @ 11:59pm (CST).  You will need to activate your Aleks Account by registering using the link for our class, which can be found on the course website. All graded assignments will be listed and submitted on this website.  No late homework will be accepted (no exceptions).  If you need computer access, there is a computer lab on first floor Walter Library (RM 103) that is for UMN student use. I recommend not waiting till the last minute to complete your homework, as it will take some time to become familiar with the online homework program. There will be no extensions given for failure to complete your homework on time.

These assignments are for your benefit and are designed to help you to keep pace with the material that we are covering in lecture. While these assignments are not timed, they should take roughly 30 minutes as long as you have already read and understand the material.  I will drop your three lowest grades for the online assignments.

Class Participation: During lecture almost everyday we will work problems. You will be encouraged to work with those around you to discuss solutions. Your responses to some of these problems will be monitored using the iClicker2 system and will be part of your grade. You will receive credit for participation during the in-class problems, as well as for correct answers. These questions will help me to gauge student understanding of the course material and to reinforce information as needed. You must correctly register your iClicker device to receive credit. You can find information about iClicker registration on the course Moodle site or you can go to for instructions and a list of frequently asked questions. You have until the first exam to register your iClicker to receive credit for your participation and answers.

Policy on Exam Absences:  A student can be excused from one midterm exam for a true emergency, serious illness, or University sponsored activity. The student should contact the instructor as soon as circumstances allow and appropriate documentation must be provided. If the circumstances are deemed as appropriate for missing the exam, the unweighted average score of all other midterm exams and of the final exam in the course 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 the instructor to discuss any available options.

The final exam can only be missed due to illness or family emergency and documentation again must be provided. However, in cases where the final exam is missed an incomplete (“I”) final grade will be assigned according to the policy outlined below.

Policy on an Incomplete (I) Grade:  An incomplete grade will be assigned only when the final exam is not taken AND the work completed to that date is satisfactory (C- or better).  An incomplete grade can only be corrected by taking a regularly scheduled 2081 final exam in the next available semester.  If the final exam is not taken and/or the work completed to that date is not satisfactory, and F grad or an N grade will be given depending on whether the course is taken under the A-F or S-N grading system.  The “Agreement for Making Up and I Grade” form must be completed and signed by the Instructor, student, and a third party within 48 hours after the final exam.    

Exam Regrade Policy: Regrade requests must be submitted in writing directly to the instructor by 1 week following the posting of exam results. Altering an exam and submitting it for a regrade is an act of scholastic dishonesty and will result in a “0” for the entire exam.  

Scholastic Dishonesty Policy: “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, anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another’s work.” – Classroom Grading and Examination Procedures. College of Liberal Arts.

A student guilty of scholastic dishonesty will be awarded a grade of zero (0) for the exam involved.  Additionally, the incident will be reported to the Office for Student Academic Integrity and to the college in which the student is enrolled.  

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:

How to do well in this course:
•        Be prepared for lecture.  Briefly scan the material that is going to be covered in the lectures before you come to class.  It helps to have a basic knowledge of what is being discussed in class and can help you tailor questions for material you don’t understand.
•        Participate in Class.  Ask questions if there is something that you don’t understand.
•        Study the material covered in class.  It is helpful to reread the material covered in class while the lecture is still fresh in your mind.  If there is something you do not understand, you should ask for help as soon as possible.
•        Work out the assigned problems.  Chemistry can only be mastered by applying concepts learned and the best way to do this is to work problems.  Make sure you understand the concepts presented in the chapter and then attempt the problems related to these concepts.  The best way to work the problems is without the aid of the solutions manual.
•        Participate in a study group.  Study groups are an effective way of succeeding in this class.  Forming a group of 2-3 other students from the class can be a great tool for understanding what you have learned and discover with which concepts you are still struggling. Do not go to the study group hoping to learn the material you have not studied, rather complete your studying and take questions to the study group.
•        Get help early.  This class moves very quickly and we cover a lot of material each week, so if you get lost you need to be proactive about getting the help that you need, whether that means going to the tutor room or coming to office hours with questions.  

Tutor Hours: Tutor hours are held in 124 Smith Hall throughout the semester from 8:00am – 5:00pm. These hours are limited so come prepared with direct questions. 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.

Private Tutors: The department also maintains a list of people who are available for private tutoring. This list can be obtained from 115 Smith Hall during business hours or you can find it on the course website. The cost/hour for a private tutor is negotiated between you (the student) and the tutor.

Problems:  For each chapter a series of problems have been chosen from within and at the end of each chapter.  These problems can be found on the course website.  These problems will be similar in concept and difficulty to the ones that you will see on the exams.  These problems will not be collected but are to help you understand the concepts and practice the material, so feel free to do as many or few as needed to understand the concepts presented in the chapters and in class.  I generally choose a large number of problems because the best way to learn and understand the concepts is to work problems and also because some students appreciate a lot of examples. Again, do as many or as few as you need to understand the concepts.

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 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

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.

Sexual Harassment:

Equity, Diversity, and Equal Opportunity:
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.”