Course Syllabus

Course Information

Course Description

Everyday we are immersed in chemicals and are participants in and observers of many chemical reactions. This course is designed to teach chemistry and physical science through the observation and explanation of many events we observe in daily life. It is specially designed for students who have little or no background in science. We will examine the chemistry of substances from table salt and food additives, to fuels for our cars and homes, to semiconductors, new plastics, and revolutionary materials that will improve our lives in the 21st century. This class will emphasize the interconnections in our world through science. We will address safety and the "positive" and "negative" impact of chemicals on our world.

Students will increase their understanding of scientific methods and concepts so that they may make informed societal judgments on issues relating to science and technology. Learning experiences such as exercises, online learning resources, discussions via an online discussion board, textbook readings, and an array of "hands on" and virtual experiments are all designed to encourage students to participate, to draw on previously learned information, to make judgments, and to inquire, thereby forming a basis for conceptual learning.

Course Learning Goals

After completing this course, you will be able to:

Develop a basic understanding of fundamental chemical concepts in the context of ordinary things in our everyday lives.
Discuss how the chemical universe works and how science and in particular chemistry contribute to the development of new products, medicines, and advances in our standard of living.
Present and discuss ideas and information concerning science and their effect on the environment, on health, and on the quality of life.
Evaluate scientific and technical issues and make reasoned judgments on societal issues relating to them.
Describe the interconnections among the basic scientific principles with technology found in our homes and workplaces, with advances in technology, and with utilization of natural resources.

Course Competencies

Depending on your preferences at registration, you will develop one or two of the following competences:

Competence	Competence Statement and Criteria
S4	Can describe and explain connections among diverse aspects of nature.
S1A	Can explore natural phenomena or the world of everyday experiences using scientific methods, and can use theories to interpret observations.
S1E	Can analyze inventions or technologies and can understand their underlying scientific principles.
S3A	Can understand different perspectives on the relationship between technology and society, and describe the scientific principles underlying technological innovations.

Relationship of Everyday Chemistry to the competence statements

S4: Chemicals that are fashioned into new materials, health care products, and agricultural products require natural resources as well as energy. We will study the interconnections between the use of natural resources and the quality of life generated through the use of everyday chemicals. We will also address their affects on the environment.

S1A: Natural phenomena can be as diverse as foods, polymers, fossil fuels, and natural forms of radiation. We will use a systematic approach to study the formation, acquisition, use, and ultimate disposal of items such as these, which are so vital to our everyday well being. We will learn how to control our environment by manipulating the chemical reactions that all matter undergoes.

S1E: New chemicals are used to increase crop yields, improve our health, enhance our looks, sanitize our environment, and make our lives easier. We will examine some broad categories of new materials and plastics, medicines, cosmetics, pesticides, and alternative fuels. We will see how chemical reactions can generate electricity and how electricity can generate chemical reactions.

S3A: New, "improved"technology is constantly being applied to existing products and processes that we use every day in our homes and workplaces. We will closely scrutinize technology, analyze the science on which it is based, and try to assess the impact this technology really has on our social, economic, and cultural structures.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com.

Required Reading:

Middlecamp, Catherine, American Chemical Society, Chemistry in Context Applying Chemisry to Society, Eighth Edition; McGraw Hill, 2015. (ISBN 978-0-07-3522975-5). [NOTE that the Chemistry in Context textbook is frequently updated; thus the chapter numbers may be different. Look for the chapter titles rather than numbers if you choose to purchases the seventh edition. Thus far the publisher has not made any major changes in the substance of each chapter.]

Required Chemistry Kit

There is a chemistry kit required for this course, so that you can perform the experiments safely.

The Labpaq CK334 chemistry kit comes from a company called Hands on Labs is available at http://www.holscience.com; It is listed as ChemKit-334 Only for DePaul Univ. SW-334: Everyday Chemistry.

You are now required to enter a Login ID and Password to purchase. Use the information below.

Login: C000080

Password: labpaq

Additional reading

These files are found in the "Resources"section of the online course.

Scientific_Writing.doc
Guidelines for Demonstration.doc
Introduce an Element.doc
Static Electricity.doc

The following websites discuss research paper writing in detail:

General Guides to writing a research paper

http://owl.english.purdue.edu/workshops/hypertext/ResearchW/

http://www.nutsandboltsguide.com

APA Format/Bibliography: http://www.nutsandboltsguide.com/apa.html

Topic Selection: http://members.aol.com/lklivngstn/essay/topic.html

Topic Refinement:
http://www.test.library.ucla.edu/libraries/college/help/topic/index.htm

Online resource for writing up scientific research:
http://www.clet.ait.ac.th/el21open.htm

The following websites contain links to many topics in chemistry as well as some experiments. If you are looking for another approach to a chemistry topic or perhaps want to see something in more depth, check through these websites:

Various Topics in Chemistry

http://chemistry.about.com/

http://www.chemistrycoach.com/tutorials-0.htm

http://hyperphysics.phy-astr.gsu.edu/hbase/chemical/chemcon.html#c1

http://library.thinkquest.org/10429/high/indexh.htm

http://library.thinkquest.org/10429/?tqskip1=1

http://www.thinkquest.org

http://chem.usc.edu/resources/chemlinks.html

http://science.howstuffworks.com

http://www.chemistrycoach.com/tutorials-0.htm

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex.htm

The following websites contain links to experiments. Be sure to review your experiment with your instructor before you start. Some sites may not emphasize the necessary safety and environmental issues:

Links to Experiments

http://chemistry.about.com/od/chemistryexperiments/

http://www.iit.edu/%7Esmile/cheminde.html

http://www.science-house.org/learn/CountertopChem/index.html

http://www.easyfunschool.com/article1982.html

http://teachingplastics.org/hands_on_plastics/activities/index.html#

http://www.exploratorium.edu/explore/handson.html

http://chemed.chem.purdue.edu/demos/

Experiments using Alka-Seltzer:

http://www.alka-seltzer.com/as/experiment/student_experiment4.htm

Links to specific topics will be updated each quarter and given in the relevant module. Links on the Internet are often broken or moved, so they need to be checked every quarter. Updated Internet links will be provided in the discussion forums of each module.

Course Grading Scale

A = 95 to 100	A- = 91 to 94	B+ = 88 to 90
B = 85 to 87	B- = 81 to 84	C+ = 77 to 80
C = 73 to 76	C- = 69 to 72	D+ = 65 to 68
D = 61 to 64	F = 60 or below	INC

Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning.

To pass this course you must earn at least the equivalent of 80% of the points available for each competence that you have registered for and complete,

for one competence EITHER a demonstration OR an analytical paper, or
for two competences BOTH and demonstration AND an analytical paper.

If you are taking more than competency in this course, your grade total will be 130 percent. If you are taking one competence, your grade total will be 100 percent. All grades will be weighted the same.

Course Structure

This course will investigate matter, the physical substances in our world. It will look at the physical and chemical properties and the reactions or changes that matter undergoes. This is the basis for examining the chemical and scientific principles underlying ordinary everyday things. Chemistry is an experimental science. The student will learn to question, observe, and formulate and test hypotheses while performing simple "hands on experiments" or virtual experiments that are designed to illustrate one or more simple chemical phenomena. These chemical phenomena will be integrated into an understanding of technology, inventions, and interactions in nature through discussion, readings, and Internet resources. Depending on the competences selected, the student will participate in a learning exercise involving the development of an analytical report and/or a demonstration of an experiment exemplifying a chemical principle of the student's choosing.

This course consists of 10 modules based primarily on a textbook. Assignments, readings, discussion and an experiment or an exercise will be provided for each module. Ideas and observations will be exchanged with other students in structured discussions. Assignments will be based on estimated time for completion of each subject area.

Week, Module # and Title	Readings	Assignments
Week 1, Module 1: Basic Chemical Concepts	Read chapter 1: "Air We Breathe" in your textbook. Note: American Chemical Society: Chemistry in Context Applying Chemistry to Soceity textbook is frequently updated; thus the chapter numbers may be different. Look for the chapter titles instead of chapter and page numbers. Thus far the publisher has not made major changes in the substance of each chapter.] Study tip for all textbook readings You may find that instead of reading the chapter from beginning to end in one sitting, it might be more effective to skim through and read only the section headings and all the pictures, diagrams, tables, and graphs the first time. Once you have an idea about the material, go and read it thoroughly from beginning to end. Some people like to look at the questions at the end before reading through a chapter. You will soon learn what is the best approach for you. This may take some practice especially if you are new to material relating to the physical sciences.	1.1 Introduction to Chemistry 1.2 Ice Cream Experiment 1.3 Ice Cream Experiment Discussion 1.4 Chemistry: Then - Now - Next 1.5 Introductions Discussion 1.6 Air We Breathe Q & A Discussion
Week 2, Module 2: Protecting the Ozone Layer	Read chapter 2: "Protecting the Ozone Layer" in your textbook. Note: American Chemical Society: Chemistry in Context Applying Chemistry to Soceity textbook is frequently updated; thus the chapter numbers may be different. Look for the chapter titles instead of chapter and page numbers. Thus far the publisher has not made major changes in the substance of each chapter.]	2.1 Protecting the Ozone Layer Lesson Check Questions 2.2 Final Project Experiment/Demonstration Proposal (Due Wk 5) 2.3 Valence Electron Experiment Discussion 2.4 Static Electricity Experiment Discussion 2.5 Introduce an Element Module 2 Protecting the Ozone Layer Q and A Discussion
Week 3, Module 3: Energy of Combustion	Read chapter 4: "Energy of Combustion" in your textbook. Optional Resources: Electron Dots: To learn more about electron dots of all shells and valence shell for main group elements, see the following Web Resource: http://hyperphysics.phy-astr.gsu.edu/hbase/pertab/perlewis.html#c1 Ionic and Covalent Bonding: Information on ionic and covalent bonding can be found in the Various Topics in Chemistry listed under the Web Resources of Module 3. Click on one of the sites listed and then look for links relating to bonding. You may want to try several of these Web Resources because each one presents the material in a slightly different fashion.	3.1 Energy of Combustion Questions 3.2 Alternative Energy Report to the Class Module 3 Energy of Combustion Q & A Discussion
Week 4, Module 4: The Chemistry of Global Climate Change	Read chapter 3: "The Chemistry of Global Climate Change" in your textbook.	4.1 Global Warming Discussion 4.2 The Chemistry of Global Climate Change Questions Module 4 The Chemistry of Global Climate Change Q & A Discussion
Week 5, Module 5: Water for Life	Read chapter 5: "Water for Life" in your textbook	2.2 Final Project Experiment/Demonstration Proposal (Due) 5.1 Mid-term Examination 5.2 Declare your topic for the Analytical Paper 5.3 Water for Life Questions Module 5 Water for Life Q&A Discussion
Week 6, Module 6: Neutralizing the Threats of Acid Rain and Ocean Acidification	Read Chapter 6: "Neutralizing the Threats of Acid Rain and Ocean Acidification"in your textbook	6.1 Analytical Paper (Optional draft submission to the writing center) 6.2 Acids, Bases and pH Measurement Experiment 6.3 Neutralizing the Threats of Acid Rain and Ocean Acidification Questions 6.4 Local Air Quality Report to the Class 6.5 Acids and Bases Around the House Discussion Experiment of the Week Discussion Module 6 Neutralizing the Threats of Acid Rain and Ocean Acidification Q & A Discussion
Week 7, Module 7: Energy from Electron Transfer	Read chapter 8: "Energy from Electron Transfer" in your textbook	7.1 Analytical Paper References 7.2 Experiment Demonstration References 7.3 Two Potato Battery Lab Experiment 7.4 Energy from Electron Transfer Questions 7.5 Potato Battery Discussion Module 7 Energy from Electron Transfer Q & A Discussion
Week 8, Module 8: Nutrition: Food for Thought	Read chapter 11: "Nutrition: Food for Thought" in your textbook.	8.1 Nutrition: Food for Thought Questions 8.2 Analytical Paper Summary Discussion 8.3 Examine Labels Report to Class Module 8 Nutrition: Food for Thought Q & A Discussion
Week 9, Module 9: The World of Polymers and Plastics		9.1 Analytical Paper 9.2 The World of Polymers and Plastics Questions 9.3 Cross-linking a Polymer Experiment 9.4 Cross-link a Polymer Discussion Experiment of the Week Discussion Module 9 The World of Polymers and Plastics Q & A Discussion
Week 10, Module 10: Solids, Liquids, and Especially Gases		10.1 Inflation Experiment 10.2 - Chemistry Then-Now-Next Reflection 10.3 Solids, Liquids and Expecially Gases Q &A Discussion

Week, Module # and Title

Readings

Assignments

Week 1, Module 1:

Basic Chemical Concepts

Read chapter 1: "Air We Breathe" in your textbook.

Note: American Chemical Society: Chemistry in Context Applying Chemistry to Soceity textbook is frequently updated; thus the chapter numbers may be different. Look for the chapter titles instead of chapter and page numbers. Thus far the publisher has not made major changes in the substance of each chapter.]

Study tip for all textbook readings You may find that instead of reading the chapter from beginning to end in one sitting, it might be more effective to skim through and read only the section headings and all the pictures, diagrams, tables, and graphs the first time. Once you have an idea about the material, go and read it thoroughly from beginning to end. Some people like to look at the questions at the end before reading through a chapter. You will soon learn what is the best approach for you. This may take some practice especially if you are new to material relating to the physical sciences.

1.1 Introduction to Chemistry

1.2 Ice Cream Experiment

1.3 Ice Cream Experiment Discussion

1.4 Chemistry: Then - Now - Next

1.5 Introductions Discussion

1.6 Air We Breathe Q & A Discussion

Week 2, Module 2:

Protecting the Ozone Layer

Read chapter 2: "Protecting the Ozone Layer" in your textbook.

2.1 Protecting the Ozone Layer Lesson Check Questions

2.2 Final Project Experiment/Demonstration Proposal (Due Wk 5)

2.3 Valence Electron Experiment Discussion

2.4 Static Electricity Experiment Discussion

2.5 Introduce an Element

Module 2 Protecting the Ozone Layer Q and A Discussion

Week 3, Module 3:

Energy of Combustion

Read chapter 4: "Energy of Combustion" in your textbook.

Optional Resources:

Electron Dots: To learn more about electron dots of all shells and valence shell for main group elements,
see the following Web Resource: http://hyperphysics.phy-astr.gsu.edu/hbase/pertab/perlewis.html#c1

Ionic and Covalent Bonding: Information on ionic and covalent bonding can be found in the Various Topics in Chemistry listed under the Web Resources of Module 3. Click on one of the sites listed and then look for links relating to bonding. You may want to try several of these Web Resources because each one presents the material in a slightly different fashion.

3.1 Energy of Combustion Questions

3.2 Alternative Energy Report to the Class

Module 3 Energy of Combustion Q & A Discussion

Week 4, Module 4:

The Chemistry of Global Climate Change

Read chapter 3: "The Chemistry of Global Climate Change" in your textbook.

4.1 Global Warming Discussion

4.2 The Chemistry of Global Climate Change Questions

Module 4 The Chemistry of Global Climate Change Q & A Discussion

Week 5, Module 5:

Water for Life

Read chapter 5: "Water for Life" in your textbook

2.2 Final Project Experiment/Demonstration Proposal (Due)

5.1 Mid-term Examination

5.2 Declare your topic for the Analytical Paper

5.3 Water for Life Questions

Module 5 Water for Life Q&A Discussion

Week 6, Module 6:

Neutralizing the Threats of Acid Rain and Ocean Acidification

Read Chapter 6: "Neutralizing the Threats of Acid Rain and Ocean Acidification"in your textbook

6.1 Analytical Paper (Optional draft submission to the writing center)

6.2 Acids, Bases and pH Measurement Experiment

6.3 Neutralizing the Threats of Acid Rain and Ocean Acidification Questions

6.4 Local Air Quality Report to the Class

6.5 Acids and Bases Around the House Discussion

Experiment of the Week Discussion

Module 6 Neutralizing the Threats of Acid Rain and Ocean Acidification Q & A Discussion

Week 7,

Module 7:

Energy from Electron Transfer

Read chapter 8: "Energy from Electron Transfer" in your textbook

7.1 Analytical Paper References

7.2 Experiment Demonstration References

7.3 Two Potato Battery Lab Experiment

7.4 Energy from Electron Transfer Questions

7.5 Potato Battery Discussion

Module 7 Energy from Electron Transfer Q & A Discussion

Week 8, Module 8:

Nutrition: Food for Thought

Read chapter 11: "Nutrition: Food for Thought" in your textbook.

8.1 Nutrition: Food for Thought Questions

8.2 Analytical Paper Summary Discussion

8.3 Examine Labels Report to Class

Module 8 Nutrition: Food for Thought Q & A Discussion

Week 9, Module 9:

The World of Polymers and Plastics

9.1 Analytical Paper

9.2 The World of Polymers and Plastics Questions

9.3 Cross-linking a Polymer Experiment

9.4 Cross-link a Polymer Discussion

Experiment of the Week Discussion

Module 9 The World of Polymers and Plastics Q & A Discussion

Week 10, Module 10:

Solids, Liquids, and Especially Gases

10.1 Inflation Experiment

10.2 - Chemistry Then-Now-Next Reflection

10.3 Solids, Liquids and Expecially Gases Q &A Discussion

To see course due dates, click on the Checklist link on the top navigation bar. This page contains module-specific checklists and due dates for the work due in the course.

Assessment of Learning

Percentage distribution of Assessments

Category	Percent of Grade
Participation in discussions	21
Lab experiments	15
Problems / Small assignments	16
Mid-Term Exam	15

If registered for one competence, choose one of the following. If registered for two competencies, both will be submitted for grading.
Analytical report	33
Demonstration	33

Grading Policies and Practices

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

All students will be assessed based on participation in discussion boards, lab reports, small assignments such as presenting one alternative fuel, and a mid-term exam. Students registered for one competence may choose to demonstrate that competence by writing an analytical report or by performing an experiment/demonstration and presenting their findings along with the underlying scientific principles. Students registered for two competencies will demonstrate one with an analytical report and the other with a demonstration of an experiment.

Analytical Paper

Some General Guidelines for Scientific Writing

Each report must be original and new. If you use the work of other authors, it is to be in quote form and the author identified. If you choose to summarize or paraphrase, you must credit the original author.

Be clear and direct. Check to see that your sentences are grammatically correct.

Do not assume your reader knows your topic. Define any new words or jargon. It is usually better to provide too much information for your reader rather than too little.

Avoid bias and generalizations in the body of your discussion. You can add your opinions in your conclusions.

Always use your own words to express your ideas. Whenever you read an article or a reference, take notes on the article in your own words. If you can explain what you have just read, then you really understand it.

Select an idea or topic that interests you personally and that would be relevant to your competence.

Use graphs, charts, tables, pictures, or other visual aids to help your reader understand the points you are trying to make.

Your paper should be in a style used by science journals. Science journals typically use the following format:

ABSTRACT - brief description of your new contribution to knowledge
INTRODUCTION - general background to the problem, why is this issue important, why you selected this topic
PURPOSE OF THE STUDY - what part of the issue you are addressing and why
METHODS - how you went about addressing the problem
RESULTS - statement of what you found through your research
DISCUSSION - your interpretation of your results, how your findings agree and/ conflict with previous work, strengths or weaknesses in the studies you are discussing
CONCLUSIONS AND RECOMMENDATIONS - wrap up your discussion, what do you want the reader to remember, include your opinions or experiences if appropriate, describe areas for future work.
REFERENCES - at least four references different from your textbook
LENGTH - 4 to 7 pages, excluding figures and references, typed with double spacing; abstract may be single spaced and a few lines long if you wish

The emphasis of your paper will depend on the competence you are trying to establish. Be sure it is sufficient to demonstrate your competence in the area.

Guidelines for your Analytical Report

If you are registered for only one competence, you may choose either the analytical paper OR the experiment/demonstration as a way of fulfilling your competency requirement.

However if you are registered for two competencies, one should be fulfilled with the analytical paper and the other with the experiment/demonstration.

Both the analytical paper and the experiment/demonstration may be on the same topic, but will necessarily use different approaches and emphasize different areas relative to the selected competence.

In your analytical paper you will propose a research question in the beginning and then you will investigate your chosen research question. Your assignment is to develop a 4-7 (1000-1750 words) page (excluding tables, diagrams, graphs, and references) analytical paper that fulfills the requirements of your selected competency. The topic is of your choosing. This is an opportunity to delve into a subject of interest and/or relevance to you. Some students choose topics related to their work experiences or hobbies.

You are strongly urged to discuss your topic with your instructor prior to investing too much time and effort in it. The paper should be double-spaced and use a 10-12 point font with one-inch margins. The suggested guidelines for the format of the paper are given in Scientific_Writing.doc, located in the Resources folder of this course. Additional website resources are listed in the course resources.

Timeline for your Analytical Report

Week 2-4	Explore Analytical Paper Topics. Read Scientific_Writing.doc
Week 5	Submit topic along with the competence that will be demonstrated
Week 7	Submit list of references that you have explored thus far for your paper
Week 9	Submit Analytical Paper

Assessment Criteria for your Analytical Report

The purpose of the Analytical report is to propose a research question on a scientific topic of interest to you. Your investigation of this topic and the science underlying it will form the body of your paper. Conclusions and recommendations will be made after you critically analyze the information you have gathered. The following rubric will be used to assess your written work. Read the Word document entitled "Scientific Writing" in Additional Resources to see the suggested format. This format does not need to be strictly followed, but the paper must be logically organized and the facts appropriately substantiated. Less emphasis will be placed on grammatical construction than on scientific merit, idea development and analysis of your chosen topic relevant to your competence.

Grade:	D	C	B	A
Chemistry Presentation	Topic is chosen with regard to its scientific content and research question is clearly stated.	Scientific principles underlying the chosen research question are explained in the writer's own words and all jargon or scientific terms are explained.	Topic has substantial scientific content, scientific principles are explained in writer's own words, chemical formulas, equations, and properties are appropriately written.	A college-educated reader not trained in the sciences can explain the science underpinning the writer's research question.
Accuracy of facts	Everything in the paper is in the writer's own words.	Everything is in writer's own words and most of the scientific, historical, and numerical data are correct.	Everything is in writer's own words and all scientific, historical, and numerical data are correct and at least 4 appropriate references besides textbook substantiate the text.	Everything is in writer's own words, scientific, historical, and numerical facts are correct, at least 4 appropriate references besides textbook are used, all of the writer's findings can be verified by checking references cited.
Relevance to competence	Writer does not identify the competence being demonstrated.	Writer identifies the competence being demonstrated.	Writer identifies competence and generally relates it to research topic.	Writer identifies competence and clearly discusses issues related to competence.
Clarity	Writer's research goals are not clearly stated and paper is difficult to understand.	Research goals are clear and paper is mostly easy to understand and some scientific jargon is defined.	Research goals are clear and paper is easy to understand, all scientific jargon is defined, and tables, diagrams, and graphs enhance the writer's points when appropriate.	Research goals are clear and paper is easy to understand, all scientific jargon is defined, tables, diagrams, and graphs enhance the writer's points when appropriate, and the writer's investigation, conclusion, and recommendations support the original goals.
Integration of topic with interests or experiences	Writer does not mention why this topic was chosen.	Writer clearly states the research question.	Writer clearly states the research question and puts it in historical, economic, or environmental, etc. context.	Writer clearly states research question, puts it in historical, economic, or environmental, etc. context, and provides reasons why this topic was important enough to research further.
Content and References	Coverage of topic added nothing more than what was discussed in class.	Coverage of topic was superficial, but different from what was presented in class.	Topic covers new dimension, viewpoint, or greater detail than what was covered in class.	Writer successfully teaches science underlying chosen topic and uses new dimension, viewpoint, or greater detail than what was covered in class.

Experiment/Demonstration

General Guidelines for the Class Demonstration

The purpose of using this medium for fulfilling a competence is to emphasize the experimental basis of chemistry by allowing the students to perform an experiment using simple equipment and common substances.

You can present your demonstration to the online class writing a "how-to"description similar to those found in the Experiments folder of this course, and by illustrating it with digital pictures as the demonstration proceeds. You can also create a PowerPoint slide show to present the Experiment.

Before you begin to work on an experiment, you must first get approval from your instructor.
Be prepared to explain what materials you plan to use, how they will be used, how they will be disposed of after you have finished, and any safety, health, or environmental issues.
You may not start working on any experiment until you have cleared it with your instructor. Failure to obtain your instructor's approval, prior to starting the development of your experiment, will result in a failing grade on this assignment.

The following gives the standard pattern for each experiment demonstration.

Topic: Pick an aspect of chemistry that is of interest to you and that would be relevant for your particular competence.
Purpose: The purpose states the basic goals for your experiment in view of your particular competence.
Materials: A list of necessary supplies.
Procedure: Step-by-step instructions on how to perform the experiment with an emphasis on safety considerations. These can be illustrated by digital photographs taken while performing the experiment.
Results: An explanation clearly stating what is expected to happen. This is an immediate learning tool. Tables, charts, diagrams, graphs should be included when appropriate.
Why? An explanation of why the results were achieved.

The "Why?"is the major portion of your demonstration of competence.

Here you will be able to teach the class the underlying principles of your demonstration. This will require background reading from sources other than your textbook to give an in depth scientific explanation of your demonstration. The perspective you take will depend upon the particular competence you are demonstrating. Use and list at least 4 references besides your textbook.
Caution: Although many simple experiments are available from the Internet, the explanations for why they work are not always correct. It is imperative that you check several sources to verify the explanation. Check the principles of your experiment in introductory chemistry textbooks from your library.
Visual aids: Include equations, diagrams, graphs, photos, etc. on you PowerPoint slides or in your Word document so that others can easily follow your explanations.
Note that PowerPoint presentation is preferred.

Guidelines for your Experiment/Demonstration

If you are registered for only one competence, you may choose either the experiment/demonstration or the analytical paper as a way of fulfilling your competency requirement.

If you are registered for two competencies, one should be fulfilled with the experiment/demonstration and the other with the analytical paper. Both the analytical paper and the experiment/demonstration may be on the same topic, but will necessarily use different approaches and emphasize different areas relative to the selected competence.

As soon as you decide on a topic, chose a week from Week 7 through Week 9 to present it. Notify your instructor immediately of your topic. No two experiments or similar topics will be allowed in this online course. The student who first declares a particular experiment or topic will be allowed to proceed with it.

Your experiment must be approved by your instructor before you start any work on it.

Please be prepared to discuss all safety, health, or environmental issues in connection with getting approval for your experiment.

Timeline for your Experiment/Demonstration

Week 2-4	Explore Experiment/Demonstration Topics. Read Guidelines for Demonstration.doc for format and requirements for documentation.
Week 5	Submit topic along with the competence that will be demonstrated (Topic may be submitted earlier to establish your priority.) Select a week to present your experiment.
Week 6-9	Present your Experiment/Demonstration during the week of your choosing

Assessment Criteria for your Experiment/Demonstration

The purpose of the experiment/demonstration is to experience the experimental aspect of chemistry. Books, journals, and the Internet provide a rich source of simple experiments using household ingredients and equipment that you can employ to demonstrate your understanding of the scientific method and one or more scientific principles. You can present your experiment/demonstration to the online class by using digital pictures. Your presentation can be supplemented with Power Point slides. Read the Guidelines for Demonstration.doc in the Additional reading list to see the format that you are to use.

Before you begin to work on an experiment you must first get approval from your instructor. Be prepared to explain what materials you plan to use, how they will be used, how they will be disposed of after you have finished, and any safety, health, or environmental issues. You may not start working on any experiment until you have cleared it with your instructor.

The following rubric will be used to assess your experiment/demonstration.

Grade:	D	C	B	A
Chemistry Presentation	Experiment is discussed with instructor prior to start.	Experiment is discussed with instructor, and topic is chosen with regard to its scientific content.	Experiment is discussed with instructor, topic has substantial scientific content, and experiment is carefully orchestrated and documented by digital pictures, if appropriate	Experiment is discussed with instructor, topic has substantial scientific content, experiment is carefully orchestrated and documented by digital pictures, if appropriate and supplementary materials presented in Power Point slides.
Accuracy of facts	Facts and explanations are those that appeared in the original experiment, but are expressed in the writer's own words.	Facts and explanations are those that the student researched.	Facts and explanations are those that the student researched, and all scientific, historical, and numerical data are correct and at least 4 appropriate references besides textbook substantiate the experimental findings.	Facts and explanations are those that the student researched, and all scientific, historical, and numerical data are correct, at least 4 appropriate references besides textbook substantiate the experimental findings, and the underlying science was correctly explained.
Relevance to competence	Writer does not identify the competence being demonstrated.	Writer identifies the competence being demonstrated.	Writer identifies competence and generally relates it to research topic.	Writer identifies competence and clearly discusses issues related to competence.
Clarity	Experiment is difficult to follow, rather disorganized.	Experimental steps are clearly presented and tables, diagrams, and graphs are used when appropriate.	Experimental steps are clearly presented and tables, diagrams, and graphs are used when appropriate, and student explains how experiment should ideally work.	Experimental steps are clearly presented and tables, diagrams, and graphs are used when appropriate, student explains how experiment should ideally work, and a clear correlation is made between experiment and the scientific principles underlying it
Integration of topic with interests or experiences	Student does not indicate why this topic was chosen.	Student provides some personal, historical, economic, environmental, health, etc. background on topic	Student provides some personal, historical, economic, environmental, health, etc. background on topic and student indicates how experimental results fit into scientific world.	Student provides some personal, historical, economic, environmental, health, etc. background on topic, student indicates how experimental results fit into scientific world, and student provides reasons how the ideal experimental results have advanced scientific knowledge or applied technology
Content and References	Coverage of topic added nothing more than what was discussed in class or in the original write up of experiment.	Coverage of topic was superficial, but different from what was presented in class or in the original experiment.	Topic covers new dimension, viewpoint, or greater detail than what was covered in class and clearly identifies underlying science.	Experiment clearly teaches underlying science to a greater detail than was covered in class.

General Assessment Criteria for All Writing Assignments

All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.

Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.

Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.

Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.

Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.

Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.

A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask 'process' questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.

Assessment Criteria for Online Discussion Participation

In the online discussion you clearly and consistently demonstrate your understanding of the scientific principles from each week's module and link what you are learning in the course to your real life experiences. Besides expressing your comments, observations, opinions, and so on, it is imperative that you contribute in a collegial fashion. Please address your peer students, maintain a kind and collegial tone, and close with your signature.
You regularly demonstrate good "listening" skills and active inquiry skills in the online discussions. This means that you pay attention with openness to the commentary of others, and you offer constructive and interested commentary, whether in the form of questions or statements.
Participation is essential, so please connect to the course every day or at least every other day.
Discuss critically, give support to your peers, provide your own ideas and experiences, challenge ideas of others, or just make a comment that you read the posting.
You should share your observations from your experiments and explain what went well and where you encountered problems. You may want to suggest ways to improve them.
This is the place to ask questions on the course material and share your experiences with technology relevant to the course.

In the online discussions your responses will move the discussion along if you are:

Offering up ideas or resources and inviting a critique of them
Asking challenging questions
Articulating, explaining and supporting positions on ideas
Exploring and supporting issues by adding explanations and examples
Reflecting on and re-evaluating personal opinions
Offering a critique, challenging, discussing and expanding ideas of others
Negotiating interpretations, definitions and meanings
Summarizing previous contributions and asking the next question
Proposing actions based on ideas that have been developed

The above list was adapted from Gilly Simpson's book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).

Online Participation Guidelines

A significant part of your online learning experience involves learning with and from your classmates and the instructor in the online discussions and group assignments.
Active participation means sharing information and resources and posting you ideas and critiquing and expanding on the ideas of others in a collegial fashion. This discussion is informal in the sense that it is meant to encourage interested discussion. You are expected to follow accepted standards of English spelling, grammar and usage, although you will not be assessed for these particular characteristics when you are participating in the discussions.
These discussions are for you to exchange your reflections with your classmates and instructor about what you are learning. The discussions will be organized into forums around the particular topic you are studying each week.
You may be asked by the instructor to take leadership in a certain group for a certain time of the course. You will receive further instructions from your instructor if this occurs.
You should contribute your responses to the particular assignment for that particular discussion heading which will be posted.
For each Discussion Board, you are required to make at least one original contribution to each topic and respond to one classmate's contribution.

Course Expectations

Time Management and Attendance

SNL's online courses are not self-paced and require a regular time commitment EACH week throughout the quarter.

You are required to log in to your course at least four times a week so that you can participate in the ongoing course discussions.

Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments.

The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.

You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

View this brief demo Taking SNL Online courses in D2L to learn how to navigate through your course.

If you’re new to SNL Online see additional resources on the course home page under Student Resources/Getting Started.

Course Netiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

Be polite
Respect other participants’ views or opinions
Think before you write, and ask yourself if you would say the same thing in person
Use positive phrases (i.e., "Good idea!" or "Thanks for the suggestions," etc.)
Be sensitive to cultural differences
Avoid hostile, curt or sarcastic comments
No objectionable, sexist, or racist language will be tolerated
Create a positive online community by offering assistance and support to other participants.
Use correct grammar and syntax

Policies

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

Plagiarism

Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following:

The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's.
Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement.
Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that has been prepared by someone else. This includes research papers purchased from any other person or agency.
The paraphrasing of another's work or ideas without proper acknowledgement.
Resubmitting one's own previous work from a different course or college, without the permission of the current instructor.

Plagiarism, like other forms of academic dishonesty, is always a serious matter. If an instructor finds that a student has plagiarized, the appropriate penalty is at the instructor's discretion.

DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs. NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

Description of Pass/Fail Grading Options

Students have the option of taking all SNL undergraduate courses as Pass/Fail even if a class is initially structured for a letter grade assessment. In these cases a Pass is awarded when competence is demonstrated at a level that would otherwise earn a grade of C- or higher.

In deciding to select Pass/Fail grading students should be aware that competencies assessed in a course as Pass will earn credit hours toward degree completion but will not be included in computing grade point averages. Attempted competence demonstration assessed within a class as Fail will not only be recorded as credit hours attempted but will also be included in computing a student's grade point average.

For SNL students, competencies awarded for Independent Learning Pursuits and in the Lifelong Learning Domain do not count toward the university's specification that only twenty credit hours may be earned through the Pass/Fail assessment option.

Please note:There are three SNL courses within the BA curriculum that are always assessed on a Pass/Fail basis: Foundations of Adult Learning (course number LL 250; competences L-2 and F-1), Advanced Project (course number FA 303; competences F-11 and F-12) and Summit Seminar (course number LL 390; competence L-12). These classes may not be taken for a letter grade assessment. Therefore, work that might otherwise be assessed at grades A through C- will earn a Pass in these classes.

There are an additional five SNL courses within the Lifelong Learning Area of the BA curriculum for which instructors regularly use a Pass/Fail grading system that may instead be taken for a letter grade assessment if this is a student's preference. These classes are: Independent Learning Seminar (course number LL 103; competence L1); Writing for Competence (course number LL 260; competence L-4), Critical Thinking (course number LL 270; competence L-5), Research Seminar (course number LL 300; competences L-8 and L-9), and Externship (course number LL 302; competences L-10 and L-11). In addition, SNL's undergraduate Writing Workshop (course number LL 140; competence H-3-J) regularly uses Pass/Fail, although students may request a letter grade assessment. In these instances SNL offers undergraduate students the opportunity to request a letter grade assessment from their instructor. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.

If a student wants to switch the method of assessment, either to or from the Pass/Fail option, this must be requested from the instructor in writing by the beginning of the third week of the quarter. For courses that meet fewer than ten weeks of the quarter, this request must be made by the beginning of the third week of the course. The grading basis may not be changed after these deadlines, with no exceptions.

For Students Who Need Accommodations Based on the Impact of a Disability

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations:

Center for Students with Disabilities (CSD)
Loop Campus: Lewis Center 1420. (312) 362-8002
Lincoln Park Campus: Student Center 370. (773) 325-1677
csd@depaul.edu

Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

Dean of Students Office

The Dean of Students Office (DOS) helps students in navigating the university, particularly during difficult situations, such as personal, financial, medical, and/or family crises. Absence Notifications to faculty, Late Withdrawals, and Community Resource Referrals, support students both in and outside of the classroom. Additionally we have resources and programs to support health and wellness, violence prevention, substance abuse and drug prevention, and LGBTQ student services. We are committed to your success as a DePaul student. Please feel free to contact us.

Protection of Human Subjects

For more information see: http://research.depaul.edu/

Demonstrating the acquisition of competencies in this course can involve "interactions"—interviewing and or observing other people—discussing those interviews or observations with other class members and writing them up in one or more final report(s). As such, these activities qualify as "research" with "human subjects" and are subject to University and Federal guidelines. Because it takes place in the context of this course, your research is exempt from approval by the School for New Learning's Local Review Board only under the following conditions:

The information you collect is EXCLUSIVELY for the purpose of classroom discussion and will NOT be used after the term is over. If there is any possibility that you will EVER use it in further research or for publication, you must obtain approval from the Local Review Board before you begin.
You assess and ensure that no "harm"—physical, mental, or social—does or could result from either your interviews and/or observations or your discussion and/or reports.
The privacy and confidentiality of those that you interview or observe must be protected. Unless you receive specific permission, in writing, from the person(s) you interview or observe, please change their names, and make sure that their identity cannot be readily ascertained from the information you provide.
If you want to use real names and relationships, they must sign an "informed consent" document. For information on creating an "informed consent document" see, for example, http://www.research.umn.edu/consent.

Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL Online classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

Credits

This course was designed and produced by Cecelia Radlowski and staff at SNL Online of the School for New Learning of DePaul University.

Printed in the USA.