Course Number:
CH 100
Transcript Title:
Everyday Chemistry with Lab
Aug 04, 2022
Aug 17, 2022
Total Credits:
Lecture Hours:
Lecture / Lab Hours:
Lab Hours:
Satisfies Cultural Literacy requirement:
Satisfies General Education requirement:
Grading Options
A-F, P/NP, Audit
Default Grading Options
Repeats available for credit:

Placement into MTH 65 or MTH 98


WR 121

Course Description

Introduces chemistry related topics pertaining to everyday life. Includes topics such as renewable energy, clean air and water and global climate change using a relatively nonmathematical approach. Includes atomic/molecular structure, the periodic table, chemical bonding, intermolecular forces, chemical reactions, acids/bases and the social and environmental role of chemistry. Recommended for non-science majors to fulfill the Gen Ed science with lab requirement. Prerequisites: placement into MTH 65 or MTH 98. Prerequisite/concurrent: WR 121. Audit available.

Course Outcomes

Upon successful completion of this course, students will be able to:

  1. Observe the natural world with an understanding of the particulate nature of matter.
  2. Distinguish between opinion, philosophy, and empirical evidence for phenomena using knowledge of the process of scientific inquiry.
  3. Apply critical thinking skills to make evidence based decisions on issues that affect the environment and the community.
  4. Communicate basic chemistry concepts effectively orally and in writing.

Alignment with Institutional Learning Outcomes

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)
2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)
3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)
Not Addressed
4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)
5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

  1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
  2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

  1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
  2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
    • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

At the beginning of the course, the instructor will detail the methods used to evaluate student progress and the criteria for assigning a course grade. The methods may include one or more of the following tools: examinations, quizzes, homework assignments, laboratory write-ups, research papers, small group problem solving of questions arising from application of course concepts and concerns to actual experience, oral presentations, or maintenance of a personal lab manual.

At least two written lecture examinations, including the final examination, are scheduled during the term. Nonscheduled quizzes may occasionally be given at the discretion of the instructor. Written examinations include typical problems encountered in previous class work and laboratory. Since this is a preparatory course, the student's competency in mathematical topics is important to completion of the course.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Grades and competency will be determined according to student ability to demonstrate knowledge of specific chemistry topics and complete work by assigned deadlines; participate and complete reports of assigned laboratory experiments; and an evaluation of chemical topics assigned.

    1. History
    2. Scientific Method
    3. How to Study Chemistry
    1. Scientific Notation
    2. Metric System
    3. Uncertainty
    4. Dimensional Analysis
    1. Classification of Matter
    2. Density
    3. Energy
    4. Atomic Structure
    5. Electromagnetic Spectrum
    6. Periodic Table
    7. Bonding
    8. Symbols, Formulas, Equations
    9. The Mole
    10. Chemical Reactions
    1. Environmental Chemistry
    2. Ozone Depletion
    3. Acid Rain
    4. Pollution
    5. Green House Effect
    6. Recycling
    7. Pharmaceutical Drugs
    8. Blood Chemistry
    9. Energy sources
    10. Fossil fuel
    11. Nuclear
    12. Alternate forms of Energy
    13. Nutritional

Department Notes

Chemistry 100 is a one term introductory chemistry class for students who are interested in the subject or need it for their degree. It also helps to prepare the student for successful entry to general college chemistry courses. The lecture portion of the course meets three hours per week and presents basic chemical principles, computations and selected topics of interest relating chemistry to the modern world. The laboratory period meets three hours per week and provides the student with an opportunity to have a hands-on experience of concepts presented in class as well as introduces them to simple laboratory techniques. The course is transferable as general science credit.

Columbia Gorge Community College Science Department stands by the following statement regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation and are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science," “Intelligent design” or similar beliefs are not considered legitimate science but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.