GPC Common Course Outlines Return to all courses

CHEM 1152

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 II   
Prerequisite(s)   CHEM 1151 & CHEM 1151L or CHEM 1212 & CHEM 1212L, each with a grade of    
Corequisite(s)   None Specified   
Catalog Description   
This is the second course in a two-semester sequence covering elementary principles of
general, organic and biochemistry designed for allied health majors. Nursing and dental
hygiene students planning to pursue a baccalaureate degree may need to enroll in
CHEM 1152. The primary topics are basic functional groups and reactions of organic
molecules. Additionally, carbohydrates, lipids, proteins, and enzymes are introduced.

Genera Course Purpose:
This course is designed to give students an understanding of the fundamental physical and
chemical properties of organic functional groups in organic and biological molecules.

Entry Level Competencies:
Upon entering this course the student is expected to be able to:
1. Use the appropriate metric units and prefixes for mass, length, and volume and make
conversions from one unit to another.
2. Use the periodic table as a tool to extract relevant information concerning atomic
structure and to predict chemical behavior (including isotopes and the role of nuclear
chemistry in medicine).
3. 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.
4. Balance chemical equations, solve simple stoichiometric problems, and identify the
energy changes that accompany the reaction.
5. Describe solutions in qualitative and quantitative terms and solve concentration and
dilution problems used in clinical chemistry.
6. State factors affecting the rate of a chemical reaction and use the concepts of chemical
equilibrium to predict the direction and degree of completion of chemical reactions.
7. For acids and bases:
a. Compare and contrast properties and definitions.
b. State the role of buffers and their mechanisms for maintaining homeostasis in body
c. Relate acid or base strength to the strength of its conjugate base or acid.
d. Relate pKa to the strength of an acid.

Expected Educational Results   
Upon successful completion of this course, the student should be able to:
1. Recognize organic functional groups from the structural formula.
2. Convert one functional group into another via the appropriate chemical reaction.
3. Name common types of organic compounds or vice versa, given the structural formula.
4. Relate physical and chemical properties to molecular structure.
5. Determine whether an organic compound is optically active and describe the
significance of optical activity (especially as it applies to biological molecules).
6. Classify biological molecules according to their molecular structures and recognize
their roles in biological systems.
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   
1. Saturated Hydrocarbons: Alkanes
2. Unsaturated Hydrocarbons: Alkenes, Alkynes, and Aromatic Compounds
3. Alcohols, Phenols, Ethers, Thiols, Disulfides, and Halogen-Containing Compounds
4. Carbonyl-Containing Compounds:
a. Aldehydes and Ketones (naming, properties, oxidation and reduction reactions)
b. Carboxylic Acids and Their Derivatives (naming, properties, acidity of carboxylic
acids, reactions of carboxylic acids: ester and amide formation, hydrolysis of esters
and amides)
5. Amines
6. Amino Acids and Proteins (Enzymes and Hormones)
7. Carbohydrates (structure of glucose and other monosaccharides, reactions of
monosaccharides, disaccharides, glycolysis, regulation of glucose metabolism
8. Lipids: structure and classification, fatty acids and their esters, properties of fats and
oils, cell membrane lipids
9. Nucleic Acids: composition of nucleic acids, structure of nucleic acid chains, base
pairing in DNA (if time permits)

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 1152 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 1152 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: February 15, 2008
Review Date: February 15, 2008
Last Revised: Aug. 19, 2011
Return to all courses