Instructor: Dr. Roderick M. Macrae

Phone: 955-6064

Office Hours: MWF 10.30-11.20 am W 2.00-4.00 pm

Lecture: 3 semester hours 5.30-7.45 pm TR Room 355

Laboratory: 1 semester hour: 5.30-7.45 pm TR Room 353

Course Description: A study of the impact of recent advances in chemistry on the human race and the environment. Topics relevant to present day society are presented and discussed, including the ozone hole, global warming, acid rain, nuclear power, plastics, drugs, and genetic engineering. The primary objective will be to afford the student a well-rounded and thorough scientific introduction to these issues in order that (s)he will be able to make informed contributions to the debate.

Course Summary: CHE105 is a course aimed at science or non-science majors wishing to reinforce their knowledge of basic chemistry in terms of its real-world relevance in a social context, and is also a course well-adapted to non-science majors wishing to fulfil the Scientific and Quantitative Reasoning area of the General Education Program. It presents a broad selection of facets of chemical science placed in the context of human society.

The approach is issue-based and discursive, but still emphasizes the quantitative and analytical aspects of practical science. The laboratory is primarily illustrative (there’s no better way to grasp a concept than to see its effects in practice), and involves relatively little by way of specialized methods and equipment.

CHE105 is included in the General Education Program because successful attainment of the Course Objectives (below) contributes to attainment of General Education objectives in the areas of Scientific and Quantitative Understanding and of Effective Communication. Particular areas include:

Assessment of the Course Objectives is through (1) 3-4 semester tests and a comprehensive final examination, (2) written assignments including a research assignment, (3) completion of laboratory assignments, and (4) performance and participation in laboratories and group inquiry activities.

Learning Objectives: The main goals of this course are to give a broad basis of understanding of the fundamental principles of chemistry with a view to the rôle of chemistry in the context of human activities and society. An important aspect of the course will be to achieve an understanding of how to weigh factors involved in issues which are complex from the scientific standpoint. For example, atmospheric carbon dioxide has many sources, leading to the question of how each of these different factors contributes to global warming, and which ones can be regulated. Each assignment you receive will have some role in working towards these objectives. What you get out of the class will, however, depend on what you put in.

The following learning objectives, which give an impression of what you should have gained from this course by the end of the semester, is organized roughly in the order in which material is presented in the chapters of the textbook.

1. Show an understanding of the composition of air and of the atmosphere.
2. Show a knowledge of the distinction between mixtures and compounds, and be able to write balanced chemical formulae and name simple chemical compounds.
3. Be able to use scientific notation in quantifying concentrations of substances, risk factors, etc.
4. Be able to name the major indoor and outdoor air pollutants and state their origins.
5. Be able to give a description of electromagnetic radiation in terms of waves and particles, and show familiarity with how radiation from different parts of the electromagnetic spectrum interacts with matter (in particular the biological effects of UV radiation).
6. Show a knowledge of the atmospheric chemistry of ozone and the Chapman cycle.
7. Be able to give a chemical account of how CFCs and other agents lead to ozone destruction, and show a knowledge of the international legislative efforts towards CFC regulation.
8. Be able to explain a statement such as "The planet Venus is an example of a runaway greenhouse effect" in scientific terms.
9. Be able to give an account of how solar radation, photosynthesis, and the carbon cycle contribute to Earth’s energy balance.
10. Be able to give a qualitative account of the electronic and three-dimensional structures of molecules, and of how absorption of infrared energy leads to molecular vibrations.
11. Be able to give quantitative chemical information in terms of the mole.
12. Be able to give an account of the activities of the Intergovernmental Panel on Climate Change and the meaning of the Kyoto Protocol.
13. Be able to give a qualitative account of the laws of thermodynamics, in particular the law of energy conservation and the definition of entropy.
14. Show an understanding of how energy is absorbed or released in chemical reactions, and be able to carry out simple thermochemical calculations.
15. Be able to quantify energy consumption and the efficiency of various energy sources.
16. Be able to communicate an understanding of the issues associated with fossil fuel use, the case for conservation, and the search for alternative energy sources.
17. Show an understanding of the structure of water and its nature as a solvent.
18. Show a knowledge of the sources of drinking water, and be able to give a concrete account of water hardness and water purity.
19. Demonstrate an understanding of the definitions of the terms acid, base, and pH.
20. Be able to list the major agents leading to acid rain and their origins, and to describe the effects of acid rain.
21. Be able to discuss the Clean Air Act and pollution control strategies and policies
22. Demonstrate an understanding of the factors involved in nuclear stability and nuclear transformations, and of the origins of radioactivity.
23. Be able to explain how nuclear reactors generate electricity.
24. Show an understanding of the issues associated with nuclear waste, reprocessing of nuclear material, and nuclear weapons.
25. Show an understanding of the connection between electron transfer reactions and the voltages obtained from batteries, and be able to explain the operational principles of fuel cells and photovoltaic cells.
26. Be able to give a molecular description of the different types of polymers and polymerization processes, and show an understanding of the environmental issues associated with plastics.
27. Demonstrate a qualitative understanding of the function of several different types of drug, and the rôle of functional groups in determining drug activity.
28. Show some knowledge of drug testing and approval procedures, and of the debate on brand vs generic drugs.
29. Show an understanding of nutritional issues including food groups and dietary balance, food energy, saturated and unsaturated fats, cholesterol, food irradiation, and pesticide use.
30. Be able to describe the importance of DNA and the molecular basis of heredity, and to give a scientifically sound assessment of issues such as recombinant DNA technology, genetic fingerprinting, cloning, and the Human Genome Project.

Laboratory Experiments:

These are based on the laboratory text accompanying Chemistry in Context, and we will attempt to match laboratory content to lecture content. The laboratory sessions will be carried out at different times during the class period as best matches the material currently being studied. You should therefore come to class dressed appropriately for lab (in particular, no open-toed shoes; also, avoid short sleeves). Read the safety notes on p. vii carefully.

Course Requirements and Assessment Method:

1. Unless otherwise specified, laboratory reports are expected for all laboratories. Reports are due one week after the experiment. Reports should be in ink and written assignments should be word processed (and spellchecked).
2. There will be 3-4 tests and a comprehensive final exam. The final exam will be held on Tuesday, May 6, from 6.00pm to 7.30pm All exams must be taken on the scheduled days unless there is a valid reason not to take the exam at that time. If you miss an exam for a valid reason, the exam must be taken as soon as possible after the scheduled day.
3. You will be required to write 3-4 term papers on topics covered in the course. These will take various forms — for example, that of a scientific report to a political body apprising its members of a certain issue.
4. Class will not consist of one-way lecturing. There will be group activities such as debates, which will be graded on participation. Also, you are encouraged to participate actively in class by reading the relevant material beforehand, asking questions, and taking notes. Ideally, the class should form a fertile environment for mastery of chemical ideas. You are encouraged to form study groups of 3-6 students to meet regularly and review the material.
5. We will aim to cover the whole of Chemistry in Context this semester.
6. There may be help available from the Transition Center in the form of tutors.
7. You are expected to understand and adhere to the College’s policy on academic honesty. You should read the appropriate sections in the Code of Student Rights and Responsibilities (pp. 33-38) with care.
8. The emphasis in the course will be on conceptual understanding, critical/analytical thinking, and active learning.

Attendance:

Regular attendance in lecture and laboratory is important for your learning and for maximizing your interaction with the instructor and with others in the class. This will be reflected in a grade penalty of approximately one partial grade per two unexcused absences. If you are absent for more than 20% of the course, you will receive an F.

Grading Criteria: