CHEM 1407 - Introductory Chemistry II

CHEM 1407:

Description

A continuation of Chemistry 1405 that focuses on organic chemistry and biochemistry.

Credits 3 Lecture Hours 3 Lab Hours 3
State Approval Code
40.0501.51 03
Alternate Operations During Campus Closure

In the event of an emergency or announced campus closure due to a natural disaster or pandemic, it may be necessary for Panola College to move to altered operations. During this time, Panola College may opt to continue delivery of instruction through methods that include, but are not limited to: online learning management system (CANVAS), online conferencing, email messaging, and/or an alternate schedule. It is the responsibility of the student to monitor Panola College's website (www.panola.edu) for instructions about continuing courses remotely, CANVAS for each class for course-specific communication, and Panola College email for important general information.

Class Attendance

Regular and punctual attendance of classes and laboratories is required of all students. When a student has been ill or absent from class for approved extracurricular activities, he or she should be allowed, as far as possible, to make up for the missed work. If a student has not actively participated by the census date, they will be dropped by the instructor for non-attendance. This policy applies to courses that are in-person, online, hybrid, and hyflex.

Attendance in online courses is determined by submission of an assignment or participation in an activity. According to federal guidelines, simply logging into a distance learning course without participating in an academic assignment does not constitute attendance. Distance learning is defined as when a majority (more than 50%) of instruction occurs when the instructor and students are in separate physical locations. Students must engage in an academic activity prior to the course census date. 

When an instructor feels that a student has been absent to such a degree as to invalidate the learning experience, the instructor may recommend to the Vice President of Instruction that the student be withdrawn from the course. Instructors may seek to withdraw students for non-attendance after they have accumulated the following number of absences: 

Fall or spring semesters: 

3 or more class meeting times per week - 5 absences

2 class meeting times per week - 3 absences

1 class meeting per week -  2 absences

The student is responsible for seeing that he or she has been officially withdrawn from a class. A student who stops attendance in a class without officially withdrawing from that class will be given a failing grade; consequently, the student must follow official withdrawal procedures in the Admissions/Records Office.

Please note: Health Science and Cosmetology courses may require more stringent attendance policies based on their accreditation agencies. Please see the addendum and/or program handbook for further information concerning attendance.  

Pregnant/Parenting Policy

Panola College welcomes pregnant and parenting students as a part of the student body. This institution is committed to providing support and adaptations for a successful educational experience for pregnant and parenting students. Students experiencing a need for accommodations related to pregnancy or parenting will find a Pregnancy and Parenting Accommodations Request form in the Student Handbook or may request the form from the course instructor.

Student Learning Outcomes
Critical Thinking Skills – to include creative thinking, innovation, inquiry and analysis, evaluation and syntheses of information
CT2: Gather and assess information relevant to a question

CT3: Analyze, evaluate, and synthesize information

Communication Skills – to include effective development, interpretation, and expression of ideas through written, oral, and visual communication
CS1: Develop, interpret, and express ideas through written communication

Empirical and Quantitative Skills – to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions
EQS2: Manipulate and analyze observable facts and arrive at an informed conclusion

Teamwork – to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goa
TW2: Work with others to support and accomplish a shared goal
Instructional Goals and Purposes

Chemistry 1407 is the second semester of a two semester introductory course in chemistry for nonscience majors. This course is the continuation of fundamental concepts in chemical language and applications. The material for this course assumes a background in chemical nomenclature, equation writing, and simple stoichiometric calculations involving reacting masses, moles and gas volumes as related by balancing chemical equations. Familiarity with molecular structure and typical descriptive chemistry is desirable. This second semester includes extensive units on organic and biochemical nomenclature and applications. Chemistry 1407 has a required laboratory component that forms an important portion of this study. Most of the experiments for the lab will be selected from the manual that accompanies the text. Experiment results will be reported in forms found in the lab manual.

Learning Outcomes

After studying all materials and resources presented in the course, the student will be able to:

  1. Identify the characteristic properties of organic or inorganic compounds.
  2. Write IUPAC names and draw structures of organic compounds.
  3. Classify organic molecules according to their functional groups.
  4. Name products of basic organic reactions.
  5. Explain the differences in the properties of alcohols, phenols, and ethers.
  6. Identify chiral and achiral carbon atoms in an organic molecule.
  7. Use Fischer projections to draw D or L stereoisomers of sugars.
  8. Explain the differences in the properties of monosaccharides, disaccharides, and polysaccharides.
  9. Describe the properties of an ester.
  10. Describe the classes of lipids.
  11. Draw structures of fatty acids, waxes, and triacylglycerols.
  12. Describe the structure of phospholipids and steroids.
  13. Describe the composition and function of the lipid bilayer in cell membranes.
  14. Describe the properties of amines.
  15. Classify proteins by their functions.
  16. Describe the hydrolysis and denaturation of proteins.
  17. Describe, classify and name enzymes.
  18. Describe the properties of enzymes.
  19. Describe the properties, functions, and processes of DNA and RNA.
  20. Describe the stages of metabolism.
  21. Describe the functions and processes of metabolic pathways, digestion and other related metabolic conversions.
  22. Describe the citric acid cycle.
  23. Describe all metabolic pathways for lipids and amino acids.
Specific Course Objectives (includes SCANS)

General Course Objectives:

  1. Understand and be able to explain the general principles, laws, and theories of chemistry that are discussed and presented throughout the semester
  2. Use critical thinking and logic in the solution of problems
  3. Apply learned chemistry skills to new situations
  4. Demonstrate an understanding of chemistry through technological advancement
  5. Apply chemical principles in the laboratory setting
  6. Develop independent and cooperative learning skills
  7. Recognize and acquire attitudes that are characteristic of the successful worker regardless of the major field of study
  8. Develop an awareness of the value of chemistry in our daily living
Course Content

Students in all sections of this course will learn the following content:

  1. Draw electron dot structures of simple alkanes to illustrate that carbon forms four covalent bonds.
  2. Recognize structural, condensed, and molecular formulas of the continuous chain hydrocarbons containing up to twelve carbon atoms.
  3. Given the structural formula of an alkane, name it according to IUPAC rules.
  4. Given the IUPAC name of an alkane, draw its structural formula.
  5. Name and draw structural isomers of hydrocarbons.
  6. Name and draw structural formulas of cycloalkanes.
  7. Tell whether a hydrocarbon is saturated or unsaturated.
  8. Identify cis and trans geometric isomers.
  9. Describe the bonding, chemical properties, and structure of benzene.
  10. Name and draw structures of simple aromatic compounds.
  11. Define a functional group.
  12. Name and draw structures of simple halocarbons.
  13. Contrast an addition reaction of an alkene to a substitution reaction with benzene.
  14. Name and draw structures of alcohols, glycols, and phenols.
  15. Identify an alcohol as being primary, secondary, or tertiary.
  16. Identify the uses of some common alcohols and illustrate the synthesis of alcohols by addition and displacement reactions.
  17. Explain the behavior of alcohols and phenols as weak acids.
  18. Name and draw structures of ethers and illustrate the synthesis of an ether from a halocarbon and an alkoxide ion.
  19. Relate trends in boiling point and solubility to the molecular structure of hydrocarbons, halocarbons, alcohols, and ethers.
  20. Identify names, structures, and uses of some common thiols, thioethers, and disulfides.
  21. Define a polyfunctional molecule and recognize the functional groups on a given polyfunctional molecule.
  22. Name and draw structures of simple aldehydes and ketones.
  23. Describe the carbon-oxygen bond of the carbonyl group of aldehydes and ketones.
  24. Explain how the intermolecular interactions of the carbonyl group affect the boiling point and water solubility of aldehydes and ketones.
  25. Relate the energy content of a molecule to its degree of oxidation or reduction.
  26. Describe the process of oxidation and reduction in organic chemistry in the terms of the loss or gain of oxygen, hydrogen, or electrons.
  27. Write structures for the products (if any) of the oxidation of primary, secondary, and tertiary alcohols.
  28. Describe the results of Tollens' or Benedict's test on an aldehyde, a ketone, and an alpha-hydroxy ketone.
  29. Illustrate with equations the formations of a hydrate, a hemiacetal and an acetal, and a hemiketal and a ketal.
  30. State the names and uses of some important aldehydes and ketones.
  31. Name and draw structures of simple aldehydes and ketones.
  32. Describe the carbon-oxygen bond of the carbonyl group of aldehydes and ketones.
  33. Explain how the intermolecular interactions of the carbonyl group affect the boiling point and water solubility of aldehydes and ketones.
  34. Relate the energy content of a molecule to its degree of oxidation or reduction.
  35. Describe the process of oxidation and reduction in organic chemistry in the terms of the loss or gain of oxygen, hydrogen, or electrons.
  36. Write structures for the products (if any) of the oxidation of primary, secondary, and tertiary alcohols.
  37. Describe the results of Tollens' or Benedict's test on an aldehyde, a ketone, and an alpha-hydroxy ketone.
  38. Illustrate with equations the formations of a hydrate, a hemiacetal and an acetal, and a hemiketal and a ketal.
  39. State the names and uses of some important aldehydes and ketones.
  40. Name and draw the structures of simple aliphatic and aromatic amines.
  41. Classify an amine as primary, secondary, or tertiary.
  42. Name and draw the structures of common aliphatic and aromatic heterocyclic amines.
  43. Show, with equations, how amines act as weak bases.
  44. Name and draw the structures of a quaternary ammonium salt.
  45. Name and draw the structures of simple amides.
  46. Write equations for the preparation of amides from ammonium salts and carboxylic acid derivatives.
  47. Predict the products of the hydrolysis of an amide.
  48. Define the terms: analgesic, antihistamine, antipyretic, decongestant, hallucinogen, hypnotic, opiate, sedative.
  49. Recognize compounds of biochemical significance, including catecholamines, alkaloids, and barbiturates.
  50. Classify a carbohydrate as a monosaccharide, disaccharide, or polysaccharide; as a triose, tetrose, pentose, or hexose; as an aldose or a ketose. Also, give the name and structures of common structures.
  51. Use the term asymmetric carbon and steriosomer to explain what is meant by the handedness of a molecule.
  52. Interpret two-dimensional Fischer projection formulas of sugars as three dimensional structures.
  53. State whether a sugar is in the D or L form by looking at its Fischer projection formula.
  54. Draw Haworth projections of common simple sugar.
  55. Classify simple sugars as an alpha or beta anomer; as a pyranose or a furanose and as a hemiacetal or a hemiketal.
  56. Explain the interconversion of closed-chain forms of sugars.
  57. Describe the formation of glycosidic bonds and the products of their hydrolysis.
  58. List the structure, sources, and uses of these polysaccharides: starch, amylose, amylopectin, glycogen, and cellulose.
  59. Draw the structures and list the sources and uses of these disaccharides: maltose, cellobiose, sucrose, and lactose.
  60. Predict, on the basis of molecular structure, whether a carbohydrate is reducing or nonreducing.
  61. Characterize these lipids by source, structure, and use: waxes, triglycerides, fats, and oils.
  62. Describe the production of soap by saponification.
  63. Recognize the general structures of these three types of lipid molecules: phosphoglycerides, sphingomyelins, and glycolipids.
  64. Sketch sections of the liposomal bilayer in water, labeling the polar end of the lipid molecules.
  65. Draw the fundamental chemical structure of all steroid molecules.
  66. State the source and at least one function of each of these steroids or classes of steroids (most of which are hormones): cholesterol, cortisone, prednisone, aldosterone, androgens, estrogens, testosterone, progesterone and digitoxin.
  67. Recognize prostaglandins and state several of their biologic effects.
  68. Classify the 20 common amino acids according to their side-chain structures.
  69. Describe the formation of zwitterions and their effect on the properties of amino acids.
  70. List at least four functions of proteins.
  71. Distinguish between simple and conjugated proteins and between fibrous and globular proteins.
  72. Describe the forces that help determine the chain conformation of proteins and distinguish between fibrous and globular proteins.
  73. State three ways to denature proteins.
  74. Discuss the mechanism of oxygen transport by hemoglobin.
  75. Explain the molecular basis for sickle cell anemia and the chemical basis for carbon monoxide poisoning.
  76. State three properties of enzymes which show that they are catalysts.
  77. Describe the function of coenzymes.
  78. Give the names and one-letter symbols for the five major nitrogen bases found in nucleic acids.
  79. State two differences between the molecular composition of DNA and RNA.
  80. Name and draw structures of nucleosides and nucleotides, and describe the bonding that joins nucleotides together in nucleic acids.
  81. Discuss the significance of A = T and G = C as it relates to the formation of the I double-helical structure of DNA.
  82. Outline the process of replication and transcription.
  83. List five essential needs of the human body.
  84. Name the type of chemical reaction which is common to the digestion of carbohydrates, proteins, lipids, and nucleic acids.
  85. Name the trace elements found in the body, and state some of their possible functions.
  86. Define homeostasis and cite some examples of homeostatic control in the body.
  87. Describe the distribution of body water, and compare the electrolyte compositions of blood plasma, interstitial fluid, and intracellular fluid.
  88. List the functions of blood, the formed elements of blood and the plasma proteins, and distinguish between blood serum and blood plasma.
  89. Name the major blood buffer systems and describe how each maintains a constant blood pH.
  90. State two important functions of the kidneys.
  91. Describe how the pH of urine is controlled.
  92. Differentiate among metabolism, catabolism, and anabolism.
  93. Briefly describe what happens in photosynthesis and the energy and carbon cycle.
Methods of Instruction/Course Format/Delivery

Lecture, class discussion, lecture activities, reading and homework problem assignments, canvas quizzes, and laboratory experimentation.

Course Grade

The grade for this course will be based on…

  1. Homework and lecture activities 20%
  2. Labs 25%
  3. Unit Exams 40%
  4. Final Exam 15%

Letter Grades are as Follows:

A 90 – 100
B 80 - 89
C 70 – 79
D 60 – 69
F Below 60
Other
SCANS Criteria
  1. Foundation skills are defined in three areas: basic skills, thinking skills, and personal qualities.
    1. Basic Skills: A worker must read, write, perform arithmetic and mathematical operations, listen, and speak effectively. These skills include:
      1. Reading: locate, understand, and interpret written information in prose and in documents such as manuals, graphs, and schedules.
      2. Writing: communicate thoughts, ideas, information, and messages in writing, and create documents such as letters, directions, manuals, reports, graphs, and flow charts. 
      3. Arithmetic and Mathematical Operations: perform basic computations and approach practical problems by choosing appropriately from a variety of mathematical techniques.
      4. Listening: receive, attend to, interpret, and respond to verbal messages and other cues.
      5. Speaking: Organize ideas and communicate orally.
    2. Thinking Skills: A worker must think creatively, make decisions, solve problems, visualize, know how to learn, and reason effectively. These skills include:
      1. Creative Thinking: generate new ideas.
      2. Decision Making: specify goals and constraints, generate alternatives, consider risks, and evaluate and choose the best alternative.
      3. Problem Solving: recognize problems and devise and implement plan of action.
      4. Visualize ("Seeing Things in the Mind's Eye"): organize and process symbols, pictures, graphs, objects, and other information.
      5. Knowing How to Learn: use efficient learning techniques to acquire and apply new knowledge and skills.
      6. Reasoning: discover a rule or principle underlying the relationship between two or more objects and apply it when solving a problem.
    3. Personal Qualities: A worker must display responsibility, self-esteem, sociability, self management, integrity, and honesty.
      1. Responsibility: exert a high level of effort and persevere toward goal attainment.
      2. Self-Esteem: believe in one's own self-worth and maintain a positive view of oneself.
      3. Sociability: demonstrate understanding, friendliness, adaptability, empathy, and politeness in group settings.
      4. Self-Management: assess oneself accurately, set personal goals, monitor progress, and exhibit self-control.
      5. Integrity and Honesty: choose ethical courses of action.
  2. Workplace competencies are defined in five areas: resources, interpersonal skills, information, systems, and technology.
    1. Resources: A worker must identify, organize, plan, and allocate resources effectively.
      1. Time: select goal-relevant activities, rank them, allocate time, and prepare and follow schedules.
      2. Money: Use or prepare budgets, make forecasts, keep records, and make adjustments to meet objectives.
      3. Material and Facilities: Acquire, store, allocate, and use materials or space efficiently. Examples: construct a decision timeline chart; use computer software to plan a project; prepare a budget; conduct a cost/benefits analysis; design an RFP process; write a job description; develop a staffing plan.
    2. Interpersonal Skills: A worker must work with others effectively.
      1. Participate as a Member of a Team: contribute to group effort.
      2. Teach Others New Skills.
      3. Serve Clients/Customers: work to satisfy customer's expectations.
      4. Exercise Leadership: communicate ideas to justify position, persuade and convince others, responsibly challenge existing procedures and policies.
      5. Negotiate: work toward agreements involving exchange of resources, resolve divergent interests.
      6. Work with Diversity: work well with men and women from diverse backgrounds. Examples: collaborate with a group member to solve a problem; work through a group conflict situation, train a colleague; deal with a dissatisfied customer in person; select and use appropriate leadership styles; use effective delegation techniques; conduct an individual or team negotiation; demonstrate an understanding of how people from different cultural backgrounds might behave in various situations.
    3. Information: A worker must be able to acquire and use information.
      1. Acquire and Evaluate Information.
      2. Organize and Maintain Information.
      3. Interpret and Communicate Information.
      4. Use Computers to Process Information. Examples: research and collect data from various sources; develop a form to collect data; develop an inventory record-keeping system; produce a report using graphics; make an oral presentation using various media; use on-line computer databases to research a report; use a computer spreadsheet to develop a budget.
    4. Systems: A worker must understand complex interrelationships.
      1. Understand Systems: know how social, organizational, and technological systems work and operate effectively with them.
      2. Monitor and Correct Performance: distinguish trends, predict impacts on system operations, diagnose deviations in systems' performance and correct malfunctions.
      3. Improve or Design Systems: suggest modifications to existing systems and develop new or alternative systems to improve performance. Examples: draw and interpret an organizational chart; develop a monitoring process; choose a situation needing improvement, break it down, examine it, propose an improvement, and implement it.
    5. Technology: A worker must be able to work with a variety of technologies.
      1. Select Technology: choose procedures, tools or equipment including computers and related technologies.
      2. Apply Technologies to Task: understand overall intent and proper procedures for setup and operation of equipment.
      3. Maintain and Troubleshoot Equipment: Prevent, identify, or solve problems with equipment, including computers and other technologies. Examples: read equipment descriptions and technical specifications to select equipment to meet needs; set up and assemble appropriate equipment from instructions; read and follow directions for troubleshooting and repairing equipment.
This course counts as part of the academic requirements of the Panola College Core Curriculum and an Associate of Arts or Associate of Science degree
Yes