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CHEM 1151

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at
Credit Hours 3
Course Title Survey Of Chemistry I
Prerequisite(s) Exit or exempt from Learning Support math and exit or exempt from Learning Support reading or all ESL requirements except ENSL 0091
Corequisite(s) Chem 1151L
Catalog Description
This course is intended for students in physical education, business, humanities, social
sciences, and allied health students (Nursing, Dental Hygiene, Health Information
Technology) planning to pursue baccalaureate degrees. The primary topics covered are
measurements, nomenclature, atomic bonding, states of matter, solutions, equilibria, acids,
bases, and pH. This course lays the foundation for understanding of biochemical processes.

Entry Level Competencies
Upon entering this course the student is expected to be able to:
1. Place large and small numbers in exponential notation and use the rules for adding,
subtracting, multiplying and dividing numbers with exponents.
2. Manipulate simple algebraic equations for problem solving.
3. Extract relevant information required to solve problems and identify the desired goal.

Expected Educational Results
Upon successful completion of this course, the student should be able to:
1. Use the metric units and appropriate prefixes for mass, length, volume, temperature,
density, specific gravity and calories, and convert between one unit and another,
including English units.
2. Describe the subatomic particle composition of an atom and interpret atomic number
and mass number, including isotopes; describe the electron distribution in the orbitals
of an atom.
3. Use the periodic table as a tool to predict trends in chemical behavior, such as atomic
radius, ionization energy, bonding.
4. For any given atom or molecule/ionic unit:
a. Predict the bond type.
b. Draw the Lewis Dot structure.
c. Determine the number of bonds formed by hydrogen and the row two elements.
d. Determine the polarity and geometry of the molecules using VSEPR theory.
e. Determine the relationship between polarity and physical properties of
f. Write the formula from the name of a compound and vice versa.
5. For chemical reactions:
a. Balance chemical equations.
b. Solve simple stoichiometry problems.
c. Identify energy changes that accompany a reaction.
d. Classify types of chemical reactions.
6. Use Kinetic Molecular Theory to explain disruptive forces (kinetic energy) and
cohesive forces (intermolecular forces) of molecules/particles in relation to the three
states of matter, with major emphasis on the gaseous state; state the molecular
properties of solids, liquids and gases, and perform calculations using the Ideal Gas Law
and Dalton’s Law of Partial Pressures.
7. Describe solutions and colloids in qualitative terms and perform calculations related to
concentration, dilution, and colligative properties.
8. State factors affecting rates of chemical reactions, interpret energy diagrams, use
collision theory to explain rates of reactions, write and interpret the equilibrium
constant expression for a given chemical reaction, use Le Chatelier’s Principle to
predict shifts in equilibrium.
9. For acids and bases:
a. Compare and contrast properties and definitions.
b. Calculate pH given the hydronium ion or hydroxide ion concentration of a solution
and vice versa.
c. State the role of buffers and their mechanism in maintaining pH in body fluids.
d. Write the conjugate of a given acid or base, and relate acid or base strength to the
strength of its conjugate.
e. Calculate pKa and relate it to the strength of an acid.
f. Perform calculations on an acid-base titration.
10. State the different types of radiation and describe how radiation is harmful to living
tissue; describe the use of radioactive isotopes in medicine.

General Education Outcomes
This course addresses the general education outcome relating to communications as
1. Students develop their reading comprehension skills by reading the text and handout
2. Students develop their learning skill through lecture and small group problem solving.
Lecture material is presented that is not included in the text or handout material and is
included as part of the exams or test.
3. Students develop their reading and writing skills through the use of problems and
activities developed specifically to enhance their understanding of certain chemistry
principles. Students provide written or oral solutions to these problems in both
individual and group format. They must also contend with short-answer type questions
on course exams.
B. This course addresses the general education outcome relating to demonstrating effective
individual and group problem solving and critical thinking skills in variety of ways:
1. Students learn individual and group problem solving and critical thinking skills by doing
problems both in the classroom settings during the lecture and outside of the
2. Critical thinking skills are encouraged in many ways, one of which is by requesting
student response to questions asked during the lecture.
C. This addresses the general educational outcome relating to recognizing and applying
scientific inquiry in a variety of settings as follows:
1. Students apply the scientific method in the set-up and solution of the problems
designed to illustrate the chemical principles being taught.
2. Students use models that explain the basic scientific phenomenon and relate it to
everyday situations.
3. Students use conceptual and physical models to explore theory and relate it to
preexisting concepts.

Course Content
Matter, Measurements, and Calculations
Atoms and Molecules
Electronic Structure and the Periodic Law
Forces Between Particles
Chemical reactions
Solutions and Colloids
Reaction Rates and equilibrium
Acids and Bases
Simple Stoichiometry  (excluding limiting reactant)
Gas Laws
Nuclear Chemistry  

Assessment of Outcome Objectives
This course grade will be determined by the individual instructor (under guidelines of the
division) using a variety of methods such as quizzes, homework, group projects, and
exams). Graded activities are designed to measure students’ abilities to use higher order
thinking skills in their understanding and applying of chemical concepts. A comprehensive
final exam is required. This exam must count for no more than 25% of the course grade.

CHEM 1151 will be assessed each semester by the instructor using an exam keyed to the
expected learning outcomes produced by the GOB Subcommittee of the Chemistry
Curriculum Committee. The GOB faculty will compile these results annually in partial
fulfillment of the program assessment of the chemistry curriculum in general. The GOB
faculty may voluntarily come to a common agreement each year on the appropriate
assessment tool to be used for that year. Assessment will consist of:
1. A set of objective test items keyed to expected learning outcomes. These items will be
balanced with respect to content and level of cognitive demand. For more information
refer to the document Designing Assessment Instruments: A Guide for Georgia
College Faculty.
2. A pilot administration of the assessment instrument. The results of the pilot
assessment will be used to determine how well the test items are functioning in terms
of discrimination, difficulty, and test reliability. The information obtained from item
analysis will be used to eliminate or rewrite test items not functioning properly.
3. The revised instrument will be administered during the assessment cycle at a time
established by the committee.

The Chemistry 1151 Curriculum Committee will analyze the results of the pilot testing and
the formal assessment data. The committee will use assessment results to determine the
effectiveness of the course by seeking answers to the following questions:
1. Are students performing at a pre-determined minimal level of performance on:
a. The course as a whole?
b. On individual learning outcomes?
2. Which learning outcomes are students’ performance acceptable or above average?
3. Which learning outcomes are students’ performance below minimal of performance?
4. What factors are contributing to student performance on those learning outcomes
below minimal of performance?
5. What changes are modified in course content or instructional strategies are needed to
help improve student performance on learning outcomes below minimal level of

Approved Date: January 18, 2008
Review Date: January 18, 2008

Last Revised: Aug. 19, 2011
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