Course | Madison College Outline of Instruction

20806201General, Organic and Biological Chemistry

Course Information

Description

Covers a broad range of topics suitable for many allied-health fields. Topics covered during the general chemistry portion of the course include measurement, problem solving, periodic table, chemical reactions, radioactivity, gases, solutions and acid-base behaviors. The organic chemistry portion introduces the structure and chemical behavior of major types of organic molecules. Also introduces the structure and function of major biological molecules such as carbohydrates, lipids and proteins. Although suitable for many programs, this course will generally not substitute for College Chemistry 1 if a program specifically requires that course or its equivalent.

Total Credits

Course Competencies

Demonstrate proficiency with unit cancellation

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you produce a valid unit-cancellation setup for a given problem

answer is mathematically correct, includes the correct unit(s) and contains the proper number of significant figures
Validate solutions to mathematical problems

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you check the validity of a solution by correctly applying an appropriate technique

you explain the validation process
Use mathematical formulas appropriately

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you choose the correct formula for a given problem

you rearrange the formula as needed, correctly substituting values in the formula and correctly solving for the missing quantity
Use graphs

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you choose appropriate scales for axes and accurately plots data points

you label and title the graph appropriately

you determine coordinate values and/or slope of a line from the graph

you interpret important features of the graph such as trends, fit of the data, etc
Convert among various units of measurement

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

all relationships used in the solution are correct

you successfully convert the measurements involved
Contrast the composition and properties of each of the following types of matter: elements, compounds, pure substances, mixtures

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you identify whether a single type of atom or more than one type of atom is present

you state whether or not the substance can be broken down into simpler substances

you indicate whether the proportions of various components is fixed or variable

you determine whether chemical or physical processes are necessary to separate the components
Illustrate the composition of matter from the subatomic level to the macroscopic level, using any of the following tools as appropriate: drawings, isotopic notation, chemical formulas or molecular models

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you relate the subatomic composition of a given atom or ion to its isotopic notation

you interpret the composition of a compound from its chemical formula

you build a model or makes a pictorial representation of a given element, ion, ionic compound, covalent compound, pure substance or mixture
Predict general physical and chemical properties of an element from the position of that element on the periodic table

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you use the concept of chemical families or groups to relate the behavior of a given element to others that behave similarly

you predict metallic or nonmetallic behavior from the position of an element on the periodic table

you recognize elements with little or no reactivity (the noble gases)

you recognize elements that exist as diatomic molecules
Write balanced nuclear equations to describe alpha decay, beta decay and bombardment reactions

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

the equation identify the reactants and products using standard symbols correctly

the equation demonstrate conservation of mass and charge

any missing component has been correctly identified
Solve half-life problems involving whole numbers of half-lives

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you determine the amount of radioisotope remaining or the half-life, as required

you explain or diagrams how the problem was solved
Illustrate the type of chemical bonding that will occur between a given pair of atoms

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you use the electronegativity difference between atoms as the basis for determining bond type

you assign full or partial charges when appropriate

you describe the general behavior of the bonding electrons for each type of bond (ionic, nonpolar covalent, polar covalent)

you draw the Lewis structure for a given ionic or covalent compound
Determine whether a given molecule is polar or nonpolar

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you use VSEPR principles to determine the geometry of central atoms

you determine the existence and direction of any molecular dipole

you categorize a molecule as polar or nonpolar

you use the principle of "Like Dissolves Like" to assign the more appropriate type of solvent for a given molecule

you explain the reasoning behind your solution
Write formulas for ionic compounds and binary nonmetal compounds when given the name of the compound

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

formula contains correct symbols and subscripts

cation is written first for ionic compounds
Illustrate chemical changes using balanced chemical equations, particle drawings and potential energy diagrams

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

equation indicates the formulas of reactants and products

equation is balanced in lowest terms

additional symbols such as precipitates, physical states and reaction arrows are used appropriately

particle drawings illustrate the chemical change using geometric shapes or other appropriate symbols for various kinds of atoms

potential energy diagrams have axes labeled correctly and indicate relative potential energy of reactants vs products

you identify the reactant oxidized and the reactant reduced in a given redox reaction

you explain your basis for identifying a reactant as being oxidized or reduced
Calculate amounts of any reactant or product in a chemical reaction using stoichiometry principles

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you solve for grams or moles of any substance in a reaction when provided with the quantity of a different substance in that reaction

all relationships or conversion factors used are true

problem solving process is clearly documented, including units of quantities involved

you determine the percent yield for a given reaction when provided with actual yield data
Illustrate the noncovalent interactions that can occur between given atoms, molecules or ions

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you identify the following noncovalent attractions when present between given molecules: ionic bonding, dipole-dipole interactions, hydrogen bonding and London forces

you diagram the noncovalent attractions between given molecules, including full or partial charges when applicable

you explain your reasoning
Use the kinetic molecular theory to explain the general behavior of solids, liquids and gases

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you use the kinetic molecular theory to explain the relative densities, compressibilities and diffusion rates in solids, liquids and gases

you describe the relative spacing and motion of particles in solids, liquids and gases

you use the kinetic molecular theory to explain the effects of temperature, volume and number of moles on gas pressure

you explain at a molecular level the processes of melting, boiling, freezing and condensing

you explain the relationship between strength of attraction between particles and the melting or boiling point of a substance
Predict relative melting points, boiling points or physical states of substances based on noncovalent attractions

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you determine the strongest noncovalent attraction for each substance

you clearly explain your reasoning

you make a reasonable prediction of relative melting points, relative boiling points or physical state based on the strengths of the noncovalent attractions for each substance in the problem
Solve problems involving the combined gas law, the molar volume of an ideal gas and/or Dalton's law of partial pressures

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you use the combined gas law to calculate the volume or pressure of a gas under new conditions

you use the molar volume of a gas to solve stoichiometry problems involving gas volumes

you use Dalton's law of partial pressures to determine either a missing partial pressure or the total pressure of a gas mixture
Illustrate the solute particles produced when a given substance is dissolved in water

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you describe or diagrams the species present in a given solution

you indicate the relative proportions of solute species present for the solution of a given electrolyte
Calculate the concentration of a solution in %(wt/vol) or molarity

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you calculate the %(wt/vol) or molarity of a solution when given information about the amount of solute and volume of solution present

you convert concentration between %(wt/vol) and molarity

you clearly show the problem-solving process, including units on quantities used
Use concentration as a conversion factor

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you calculate the mount of solute or volume of solution using concentration as a conversion factor

you write one or more sentences describing how to prepare the desired solution using the calculated mass of solute and the amount of water needed to reach the desired solution volume

you clearly show the problem-solving process, including units on quantities used
Solve dilution problems

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you calculate the volume of stock solution needed to prepare the desired diluted solution or the concentration of the diluted solution

you write one or more sentences describing how to prepare the desired solution using the calculated volume of stock solution and the amount of water needed to reach the desired solution volume

you clearly indicate the problem-solving process
Solve stoichiometry problems involving reactant solutions of known concentration and volume

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you determine the amount of a reactant required to react with a given volume of another reactant solution of known concentration
Explain the effects of activation energy, temperature, concentration, surface area and catalysts on reaction rate

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you relate the size of activation energy to the probability of two molecules reacting when they collide

you correlate temperature with kinetic energy and with the frequency of collision

you correlate concentration or surface area with frequency of collision

you describe the effect of a catalyst in terms of lowered activation energy
Characterize the behavior of reversible chemical reactions

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you contrast equilibrium and non-equilibrium reactions with respect to changes in concentration over time and the equality/inequality of forward reaction rate vs reverse reaction rate

you write the equilibrium constant expression for a given reaction

you relate the magnitude of the equilibrium constant to the predominance of reactants or products at equilibrium

you use Le Chatelier's Principle to predict the effects of concentration changes on equilibrium shifts and amounts of substances present
Contrast the behavior of strong acids, weak acids, strong bases and weak bases

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you identify the acid, base, conjugate acid and conjugate base in an acid/base reaction

you contrast strong and weak acids with respect to degree of ionization

you write the acid-dissociation constant expression for a given acid

you rank acids in strength using acid dissociation constant values

you illustrate a neutralization reaction between a strong acid and a strong base
Relate the pH of a solution to its acidity and to the concentrations of hydrogen ion (hydronium ion), hydroxide ion, weak acid and conjugate base

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you use the expression for the ion product of water to calculate hydrogen ion concentration from the hydroxide ion concentration or vice versa

you use provided formulas to calculate any of the following: hydrogen ion concentration, pH, conjugate base/weak acid ratio
Describe the general components and behavior of buffer solutions

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you indicate that a buffer must contain a weak acid and its conjugate base (or a weak base and its conjugate acid)

you explain why both components must be present

you indicate that buffer solutions resist changes in pH
Interpret structural formulas of organic compounds

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you label all common functional groups present

you expand a condensed structure to show all atoms and bonds

you write the molecular formula for a given structure

you recognize when two apparently different structural formulas are actually different molecules and when they are the same molecule

you identify double bonds as cis, trans or neither
Draw a structural formula for a given hydrocarbon, benzene derivative or halogenated organic compound when given the name of the compound

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you draw a structural formula for any of the following when given the IUPAC name: a hydrocarbon with up to ten carbons in the main chain, a benzene derivative or a halogenated organic compound

you draw a structural formula for a disubstituted benzene when given a common name using ortho, meta or para

you draw a structural formula for a monohalogenated organic compound when given a common name using any of the following for the main chain: isopropyl, t-butyl, benzyl, phenyl or any linear alkyl group up to n-decyl
Predict general physical properties of a given hydrocarbon or halogenated compound

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you describe the significant intermolecular attractions present

you predict general solubility in water and nonpolar solvents

you make a reasonable prediction of physical state at room temperature
Illustrate common reactions of hydrocarbons

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you draw the structural formula(s) of the product(s) when given the structures of the reactants and the type of reaction to illustrate

you complete the following types of reactions for a new reactant: combustion of a hydrocarbon, addition of hydrogen, halogen or water across a double bond and substitution by a halogen
Draw a structural formula for a given alcohol, aldehyde or ketone when given the name of the compound

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you draw a structural formula for an alcohol with up to ten carbons in the main chain when given the IUPAC name

you draw a structural formula for an alcohol or ketone when given a common name using any of the following for the main chain: isopropyl, t-butyl, benzyl, phenyl or any linear alkyl group up to n-decyl

you draw the structural formula of an aldehyde with up to four carbons in the main chain when given the common name of the aldehyde
Predict general physical properties of a given alcohol, aldehyde or ketone

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you describe the significant intermolecular attractions present

you make reasonable predictions concerning solubility in water and in nonpolar solvents

you make a reasonable prediction of relative melting points, boiling points and/or solubility when comparing different molecules
Illustrate common reactions of alcohols and aldehydes

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you draw the structural formula(s) of the product(s) when given the structures of the reactants and the type of reaction to illustrate

you complete the following types of reactions for a new reactant: dehydration of an alcohol, oxidation of an alcohol and oxidation of an aldehyde
Classify carbohydrates according to their structural features

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you match common carbohydrate names to any of the following applicable categories: monosaccharide, disaccharide, polysaccharide

you identify chiral carbons in an open-chain carbohydrate structure

you classify in an open-chain sugar structure as D- or L-

you identifiy anomeric carbons in ring structures of sugars

you classify given carbohydrate ring structures as either alpha or beta
Illustrate common reactions of sugars

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you show the oxidation of an aldose by Benedict's or Tollens reactions

you show the hydrolysis of a glycoside linkage
Compare the functions and structural features starch (amylose and amylopectin), glycogen and cellulose

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you correlate the correct polysaccharide(s) with fuel storage or with a structural role

you classify a given polysaccharide as having either a linear or a branched structure

you list the type of glycoside linkages present in each of the polysaccharides above

you identify the monosaccharide building block of each polysaccharide
Draw a structural formula for a given carboxylic acid or amine when given the common name of the compound

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Instructor's organic help sheet allowed (includes non-obvious side-group and benzen derivative structures and common carboxylic acid roots (1-4 carbons) and Greek letter conventions for locating side groups in the common system)

Criteria

you draw the structural formula for a carboxylic acid with up to four carbons in the main chain

you draw the structural formula of an amine when all R groups can be named as simple side groups
Predict general physical properties of a given acid, ester, amine or organic salt

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Instructor's organic help sheet allowed (includes non-obvious side-group and benzen derivative structures and common carboxylic acid roots (1-4 carbons) and Greek letter conventions for locating side groups in the common system)

Criteria

you describe significant intermolecular attractions present

you predict general solubility in polar and nonpolar solvents

you make reasonable predictions about relative behavior with respect to melting points, boiling points and solubility when comparing various compounds
Illustrate common reactions of carboxylic acids, esters, amines, organic salts and amides

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

student-generated notes of reaction patterns may be allowed by the instructor

Criteria

you draw the structural formula(s) of the product(s) when given the structures of the reactants and the type of reaction to illustrate

you complete the following types of reactions: acid/base reactions, condensation to form an ester or amide and hydrolysis of esters and amides
Illustrate the effect of pH on the functional groups of carboxylic acids and amines

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

student-generated notes of reaction patterns may be allowed by the instructor

Criteria

you predict the structure and charge of acid/base groups when given the pH of the solution and the pKa of the group
Indicate the components or major structural features of common types of lipids

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you list or diagrams the major components of triglycerides (triacylglycerols) and phospholipids

you recognize or draws the general ring structure characteristic of steroids
Explain the major chemical and physical characteristics of fatty acids and of lipids containing fatty acids

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you describe the following general characteristics of most naturally occurring fatty acids: degree of branching, number of carboxyl groups, number of carbons (even or odd) and the configuration of any double bonds present

you correlate the degree of unsaturation with melting point trends

you recognize the general nonpolar nature of lipids
Identify one significant biochemical role for each of the major classes of lipids studied

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you associate a significant biological role with each of the following types of lipids: fats, phospholipids and steroids
Produce a labeled diagram representing the structure of a membrane

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

diagram shows lipid bilayer in with correct orientation of heads and tails, at least one peripheral and one integral protein are shown

diagram has the following labeled: polar heads, nonpolar tails and proteins
Draw the complete structure of a specified peptide, labeling the N-terminus, C-terminus, peptide bonds and backbone

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

structural formula is correct

all peptide bonds are correctly identified

the N-terminus, C-terminus and backbone are correctly identified
Illustrate common reactions of proteins/peptides

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you illustrate one of the following reactions as required: formation or hydrolysis of peptide bonds, formation of disulfide bridges, reduction of disulfide bridges
Explain the four levels of protein structure and the types of interactions responsible for each level

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you define primary, secondary, tertiary and quaternary structure

you describe the role of hydrogen bonding in stabilizing secondary structure

you describe the role of hydrogen bonding, hydrophobic interactions, salt bridges and disulfide bonds in stabilizing tertiary structure

you predict the most important interaction between a given pair of amino acid R-group structures
Explain why each of the following can denature globular proteins: heat, alcohol or urea, extreme pH changes, reducing agents and nonpolar solvents

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you describe the disruption in protein structure that occurs in denaturation

you use the following concepts appropriately: kinetic energy effects, hydrogen bond competition, changes in electric charge, breaking of disulfide bonds and disruption of hydrophobic interactions
Explain the following terms: enzyme, substrate, cofactor, coenzyme and competitive inhibitor

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you define each term in a way that indicates an understanding of the meaning of each
Discuss how each of the following factors will affect the rate of an enzyme catalyzed reaction: temperature, pH, substrate concentration and enzyme concentration

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you make a graph of enzyme activity vs the factor indicated

you explain why the graph has the shape that it does
Explain why enzymes are usually very specific and why competitive inhibitors usually resemble the substrate of an enzyme

Assessment Strategies

through a written graphic or oral products/process

in a laboratory or classroom setting

Criteria

you indicate an understanding that the shape of the active site and the side groups lining that site affect which substrates will bind

you correlate the binding location of a competitive inhibitor with the similarity in structure between the inhibitor and the substrate
Use appropriate scientific equipment and safety precautions

Assessment Strategies

during laboratory work or on a lab exam

Criteria

you follow generally recognized safety practices

you follow procedures as described by the instructor or lab manual
Apply appropriate measurement principles

Assessment Strategies

during laboratory work or on a lab exam

Criteria

you determine the increment value (scale) of a given graduated device

you determine the appropriate number of digits and the correct unit to use for a given observation

you interpolate an estimated digit when appropriate
Apply the scientific method by organizing, analyzing and interpreting data appropriately

Assessment Strategies

during laboratory work or on a lab exam

Criteria

you organize data in a fashion that can be understood by another person

you use appropriate scientific reasoning when interpreting data
Work effectively in groups as well as individually

Assessment Strategies

during laboratory work

Criteria

you demonstrate respect for the rights, views and work of others

you work with your group to divide up tasks so that the work can be performed efficiently

you show responsibility in performing your role in the group