Portland Community College | Portland, Oregon

Upon successful completion of this course, students should be able to:

1. Apply allied health chemical concepts and reasoning using the language of chemistry through the demonstration of an emerging ability to use effective written and/or oral communication.
2. Explain at an emerging level how allied health chemistry impacts the natural and technological environments.
3. Use detailed data collection, analysis and collaborative skills in order to explore allied health chemical principles, critically evaluate models, draw conclusions and communicate results at an emerging level.
4. Solve problems encountered in allied health chemistry using appropriate computational and reasoning skills demonstrating an emerging understanding of chemical principles and collaborative skills.

Core Outcome: Cultural Awareness

Demonstrate appropriate cultural awareness within the allied health chemistry field.

Core Outcome:  Self Reflection

Demonstrate effective self-reflective skills within the allied health chemistry field.

1. Active Learning: Problem-solving assignments
2. Full-class Learning: Recitation exercises
3. Collaborative Learning: Laboratory activities
4. Independent Learning: Reading and lecture

Core Outcome Mapping: Communication - Mapping Level Indicator 1.

Demonstrate a limited ability to use effective written and/or oral communication through the application of allied health chemical concepts and reasoning using language of chemistry.

Core Outcome Mapping: Community and Environmental Responsibility - Mapping Level Indicator 1. 

Demonstrate a limited understanding of how chemistry impacts the natural and technological environments.

Core Outcome Mapping: Critical Thinking and Problem Solving -Mapping Level Indicator 1.  Demonstrate a limited ability to use detailed data collection, analysis and collaborative skills in order to explore allied health chemical principles, critically evaluate models, draw conclusions and communicate results.

Core Outcome Mapping: Professional Competence - Mapping Level Indicator 1. 

Demonstrate a limited understanding of chemical principles and collaborative skills to effectively solve problems encountered in allied health chemistry using appropriate computational and reasoning skills. 

General

1. Hand in assignments for grading
2. Participation
3. Lab reports
4. Testing

CH104 Course Specific Objectives

Matter

Given a particle level picture, macroscopic description, or chemical symbol classify the type of matter.  (Benchmark: 85%)

Given a property of matter, classify as physical or chemical. (Benchmark: 85%)

Measurements

Students will be able to list SI units of length, mass, time, and temperature on an exam. (90%)

Students will be able to list the multipliers, symbols, and numerical meanings for all SI units on an exam. (Benchmark: 90%

Students will be able to convert numbers between scientific notation and decimal notation on an exam. (Benchmark: 85%)

Given a quantity, student will be able to convert from one set of units to another on a test using dimensional analysis showing canceling of units. (Benchmark: 85%)

Given a physical quantity students will be able to identify the correct number of significant figures on an exam or in the laboratory. (Benchmark 85%)

When using measured physical quantities in calculations students will be able to report the correct number of significant figures in an answer on a test. (Benchmark: 85%)

Given a mass and volume students will be able to calculate the density of a substance on an exam or in lab. (Benchmark: 85%)

Students will be able to describe the difference between density and specific gravity. (Benchmark: 85%)

Students will be able to describe the different forms of energy.  (Benchmark: 85%)

Students will be able to differentiate the difference between energy and temperature. (Benchmark: 85%)

Students will be able to convert between energy units of calories, CAL, Joules and kilojoules.  (Benchmark: 85%)
 

Components of Matter

The student will be able to classify matter as an element, a compound, or a mixture. (Benchmark: 85%)

Students will be able to differentiate the difference between a heterogeneous or homogeneous mixture on an exam. (Benchmark: 85%)

Students will be able to identify the diatomic elements using a periodic table. (Benchmark: 85%)

Periodic table: groups, periods, regions (metals, nonmetal, metalloids)

Given the name of an element or the symbol of an element and a periodic table, students will be able to name an element from the symbol or write the symbol if given the name of the first 20 elements.  (Benchmark: 90%)

Given the name of an element or the symbol of an element and a periodic table, students will be able to identify if the element is a metal, nonmetal, or metalloid on an exam. (Benchmark: 85%)

Given the name or symbol of an element and a periodic table, identify if the element is a main-group element or a transition metal. (Benchmark: 85%)

Given the name or symbol of an element and a periodic table, identify the period number and group number of the element on an exam. (Benchmark: 85%)

Given the name or symbol of an element and a periodic table, identify if that element is an alkali metal, alkaline earth metal, halogen, noble gas, or none of these on an exam. (Benchmark: 85%)

Atomic Structure

Given the name or symbol of an element and a periodic table, identify the number of valence electrons of the element on an exam. (Benchmark: 85%)

Given the name or symbol of an element and a periodic table, determine the relative size of atoms. (Benchmark: 85%)

Students will be able to identify a chemical element from and the number of protons, neutrons, and electrons.  (Benchmark: 85%)

Students will be able to draw a simple picture of the atom, given the element and the periodic table, showing the location of the subatomic particles.  (Benchmark: 85%)

Given a periodic table students will be able to determine the number of valence electrons in a main group atom. (Benchmark: 85%)

Given a periodic table students will be able to draw the Lewis Structure of the of main group atoms. (Benchmark: 85%)

Given a periodic table students will be able to find the mass number or atomic mass of an atom. (Benchmark: 85%)
 

Isotopes

Students will be able to describe the term isotope on a quiz.   (Benchmark: 85%)

Students will be able to differentiate between two isotopes of an element.  (Benchmark: 85%)

Given the isotopic abundance and atomic weight of each isotope of an element students will be able to determine the average atomic weight.  (Benchmark: 70%)

Students will be able to determine the number of valence electrons in a given element from the periodic table.  (Benchmark: 85%)

Students will be able to identify to symbols for alpha, beta and gamma radiation. (Benchmark: 85%)

Students will be able to list the order if increasing penetrating power of alpha, beta and gamma radiation. (Benchmark: 85%)

Ionization

Using a Periodic Table, the student will be able to state the trend in atomic size within a group or period of elements. (Benchmark: 85%)

Students will be able to describe the term ionization energy on a quiz.  (Benchmark: 85%)

Given a periodic table students will be able to write the first ionization reactions of main group atoms.  (Benchmark: 85%)

The student will be able to state the trend in ionization energy within a group or period of elements. (Benchmark: 85%)

Given a periodic table students will be able to determine the charge of the ionic version of the main group elements. (Benchmark: 85%)

Given a periodic table students will be able to determine the name of the ionic version of the main group elements. (Benchmark: 85%)

Given a periodic table students will be able to determine the main group elements that do not tend to form ions. (Benchmark: 85%)

Student will be able to describe the “Octet Rule” on a quiz.  (Benchmark: 85%)
 

Bonding

Given two elements and a Periodic Table students will be able to determine if they will form an ionic or covalent bond.  (Benchmark: 85%)

Ionic Compounds 

Students will be able to recognize the names and formulas of common polyatomic ions on an exam. (Benchmark: 85%)

Given two elements (metal and nonmetal) students will be able to determine the ionic compound that would form between the two elements (or polyatomic ions) on an exam. (Benchmark: 85%)

Given a metal element and a polyatomic ion students will be able to determine the ionic compound that would form between the two on an exam. (Benchmark: 85%)

Given an ionic compound students will be able to determine the number and charge on each ion in the compound.  (Benchmark: 85%)

Given the chemical name of an ionic compound (which may contain a fixed-charge or variable charge metal and may contain a polyatomic ion), students will be able to write the chemical formula on an exam. (Benchmark: 85%)

Given the chemical formula of an ionic compound (which may contain a fixed-charge or variable charge metal and may contain a polyatomic ion), students will be able to write the chemical name on an exam. (Benchmark: 85%)

Given the chemical formula of an ionic compound (which may contain a fixed-charge or variable charge metal and may contain a polyatomic ion), students will be able to write the formulas for and the numbers of the ions present on an exam. (Benchmark: 85%)

Students will be able to write the reaction of two ions forming a chemical compound on an exam.  (Benchmark: 85%)

Students will be able to write the reaction of one ion and a polyatomic ion forming a chemical compound on an exam.  (Benchmark: 85%)
 

 Covalent Bonding

Given two elements and a Periodic Table students will be able to determine if they will form a covalent bond.  (Benchmark: 85%)

Given the name of a binary covalent compound, students will be able to write the formula on an exam. (Benchmark: 85%)

Given the formula of a binary covalent compound, students will be able to write the name on an exam. (Benchmark: 85%)

Given the molecular formula of a covalent compound students will be able to draw a Lewis structure representation of the compound on an exam. (Benchmark: 85%)

Given the molecular formula of a covalent compound students will be able to determine the Electron and Molecular Geometry of a binary covalent compound on an exam. (Benchmark: 85%)

Given a Lewis structure and a periodic table, students will be able to determine if a binary covalent is polar or nonpolar. (Benchmark: 85%)

Given the molecular formula of a simple organic compound (non-binary covalent compound) students will be able to draw a Lewis structure representation on an exam. (Benchmark: 85%)

Given the molecular formula of a simple organic compound students will be able to determine the Electron and Molecular Geometry of the central atoms of that compound on an exam. (Benchmark: 85%)

Given a Lewis structure and a periodic table of a simple organic compound, students will be able to determine if a molecule is polar or nonpolar on an exam. (Benchmark: 85%)

Moles

Students will be able to write the value for Avogadro's number or recognize that 6.022 x 1023 is called “Avogadro's number” on an exam. (Benchmark: 85%)

Students will be able to write the meaning of “Avogadro's number” in terms of atoms and moles on an exam.  (Benchmark: 85%)

The student will be able to convert between the mass of a substance and the number of moles of that substance on an exam. (Benchmark: 85%)

Students will be able to determine the atomic mass of a molecule on an exam. (Benchmark: 85%)

Students will be able to determine the molar mass of a compound on an exam. (Benchmark: 85%)

Students will be able to explain the difference between the atomic mass of a molecule and the molar mass of a compound on an exam.  (Benchmark: 85%)

Given the number of moles of an element or compound, students will be able use Avogadro's number to determine the number of particles in the element or compound on an exam. (Benchmark: 85%)

Given the number of moles of a compound, students will be able use Avogadro's number to determine the number of particles of each element or ion in the compound on an exam. (Benchmark: 70%)

Given the number of moles of an element or compound, students will be able to determine the mass of that number of moles of the compound on an exam. (Benchmark: 85%)

Given the number of moles of an element or compound, students will be able to determine number of moles of each of the elements or ions in the compound on an exam. (Benchmark: 70%)

Given an amount (in mass) of an element or compound, students will be able to determine the number of moles of that compound on an exam. (Benchmark: 85%)

Given an amount (in mass) of an element or compound, students will be able to determine the individual masses of each of the elements or ions in that compound on an exam. (Benchmark: 85%)

Given an amount (in mass) of a chemical compound the student will be able to calculate the mass of each of the elements and number of component particles (elements or ions) in lab or on an exam.  (Benchmark: 85%)

Given a chemical formula, students will be able to determine the percent (by mass) of each of the compounds in the compound.

Chemical equations

Students will be able to recognize physical evidence that chemical reaction has occurred in lab or when given an example on an exam. (Benchmark: 85%)

Given an unbalanced chemical equation students will be able to balance the equation in a sequential manner demonstrating that the type and number of atoms on the reactant and product side are equivalent. (Benchmark: 85%)

Aqueous Compounds and Reactions

Given a chemical compound, students will be able to apply a list of solubility guidelines to predict if the compound will dissolve in water.  (Benchmark: 75%)

Given a chemical compound, students will be able to recognize that a substance that dissolves in water will exist as the individual ions that make up that compound by writing the formulas of each of the ions present in the solution on an exam.  (Benchmark: 85%)

Students will be able to recognize that a compound that does not dissolve in water will “precipitate” or “fall out of” solution as a solid substance. (Benchmark: 75%)

Given the reactants in an aqueous chemical reaction between two ionic compounds students will able to write or predict the products by writing the complete balanced equation on and exam. (Benchmark: 75%)

Redox

Given a chemical reaction students will be able to determine if it will be an oxidation or reduction reaction on an exam.  (Benchmark: 85%)

Given a chemical reaction students will be able to determine which of the reactants is being oxidized on an exam. (Benchmark: 70%)

Given a chemical reaction students will be able to determine which of the reactants is being reduced on an exam. (Benchmark: 70%)

Given a chemical reaction students will be able to determine which of the reactants is the reducing agent. (Benchmark: 70%)

Given a chemical reaction students will be able to determine which of the reactants is the oxidizing agent. (Benchmark: 70%)

Given a chemical compound students will be able to determine if it is an oxidizing substance on an exam.  (Benchmark: 70%)

Stiochiometry

Given an unbalanced chemical equation students will be able to balance the equation using whole number coefficients on an exam. (Benchmark: 85%)

Students will use the coefficients in a balanced chemical equation to write the mole ratios for each of the reactants and products in the equation on an exam. (Benchmark: 85%)

Students will be able to use the mole ratio from the balanced equation to solve mole to mole calculations of reactions in lab or on an exam. (Benchmark: 70%)

Given a balanced chemical equation, and the starting mass of one of the substances students will use the mole ratios and the molar mass of the substances to solve for the theoretical mass of each of the remaining substances on an exam. (Benchmark: 85%)

Students will be able to recognize the concept of the Limiting Substance in a chemical equation on an exam. (Benchmark: 70%)

Given a chemical equation student should be able to classify the equation as a combination, decomposition, single replacement, or double displacement reaction in the lab or on an exam. (Benchmark: 90%)

In general this is not done anymore.  We did in historically and mean many years ago when we made the predict products in all types of chemical reactions in Chem 104!  Learning types helps with predictions. Maybe just DD?

Thermodynamics

Given a chemical equation with the amount of heat released written as a product students will be able to label this as an exothermic reaction on an exam. (Benchmark: 85%)

Given a chemical equation with the amount of heat absorbed written as a reactant students will be able to label this as an exothermic reaction on an exam. (Benchmark: 85%)

Given a chemical equation with the amount of heat released or absorbed students will be able to perform stoichiometric calculations using the molar masses and mole ratios of the substances to determine the actual amount (in Joules or calories) of heat released on an exam . (Benchmark: 85%)

Given the mass and change in temperature of a substance and the specific heat of that substance, students will be able to use the physical property of specific heat to determine the total heat absorbed or released when a substance is heated or cooled on an exam.  (Benchmark: 85%)