CHEMISTRY

FisherCollege of Science & Mathematics

Mission Statement

The Department of Chemistry offers programs leading to the Bachelor of Science degree. Specific career options are available in chemistry, forensic chemistry, medicinal chemistry and secondary school teaching. The department collaborates with the interdisciplinary programs, Molecular Biology, Biochemistry and Bioinformatics and Environmental Science to provide the Biochemistry and Environmental Chemistry concentrations. Courses are offered that contribute to pre-professional education, teacher education, and training programs in the allied health fields. Many undergraduate courses in chemistry are taken by post-baccalaureate students having career aspirations that interface with the medical sciences. The Department’s contributions to the general education curriculum provide non-science majors with a comprehension of the relevance of chemical knowledge to individuals and societies.

The faculty is diverse, representing a wide array of sub-disciplines and orientations, and is committed to providing a quality education in both the classroom and laboratory environments. Teaching excellence is emphasized as a primary goal. Students are encouraged to examine critically the vital social issues related to chemistry. Students and faculty members participate in a variety of collaborative research projects designed to enrich the educational process and to advance basic knowledge in the chemical sciences. Service is provided to the metropolitan community through both the Department’s role as an information resource and its involvement in teacher education, internships, industrial collaboration programs, and research on topics of local concern.

Faculty

Ryan Sours, PhD.
Shannon Stitzel, Ph.D.
John Sivey, Ph.D.
Kathryn Kautzman, Ph.D.
Ana-Maria Soto, PhD.
Richard Preisler, Ph.D.
Boon Loo, Ph.D.
Shuhua Ma, Ph.D.
Clare Muhoro, Ph.D.
Timothy Brunker, Ph.D.
Lev Ryzhkov, Ph.D.
David Rawn, Ph.D. / David Ownby, Ph.D.
Ryan Casey, PhD.
Alan Pribula, Ph.D.
Cynthia Zeller, Ph.D.
Ellen Hondrogiannis, Ph.D.
Kelly Elkins, Ph.D.
Sonali Raje, Ph.D.
Jill Discordia, Ph.D.
Daniel Macks, Ph.D.
HenderikavanHuizen, Ph.D.

Requirements for the Major

General Education (Core) Requirements

All Chemistry majors (including those in the Secondary Education Track) fulfill the general education requirements specified for graduation from TowsonUniversity.

Content Requirements

Chemistry majors who intend to become certified in secondary education complete all of their science and mathematics courses with majors in those fields, i.e. there are no content courses in these discipline areas designed only for pre-service preparation of secondary science teachers. (See specific requirements listed below.)

Professional Education Requirements

The professional education sequence for chemistry majors with a secondary education track includes the required courses of the Department of Secondary Education, a methods course taught by the Science Education faculty (Science 380 - Teaching in the Secondary School, prior to student teaching), and a semester long student teaching experience (SCIE 393 - two experiences, one middle school and one high school) supervised by Science Education faculty from the Fisher College of Science and Mathematics.

Chemistry Major with Secondary Education Concentration

Chemistry Core Requirements (32-35 credits)

GENERAL CHEMISTRY and GENERAL CHEMISTRYL / General Chemistry I (3 units) and
General Chemistry I Laboratory (1 unit)
GENERAL CHEMISTRY II and GENERAL CHEMISTRY IIL / General Chemistry I (3 units) and
General Chemistry I Laboratory (1 unit)
CHEM 210 / Introduction to Analytical Chemistry (5 units)
ORGANIC CHEMISTRY I and
ORGANIC CHEMISTRY II / Organic Chemistry I (5 units) and
Organic Chemistry II (5 units)
INORGANIC CHEMISTRY or
BIOCHEMISTRY / Inorganic Chemistry (4 units) or
Biochemistry (3 units)
PHYSICAL CHEMISTRY / Principles of Physical Chemistry (3 units)
PHYSICAL CHEMISTRY LAB / Intermediate Laboratory I (2 units)
CHEM 401 / Chemistry Seminar (1-3 units)

Chemistry Electives as indicated (4 credits or higher)

CHEM 310 / Instrumental Methods in Analytical Chemistry (4 units)
INORGANIC CHEMISTRY or
BIOCHEMISTRY / Inorganic Chemistry (4 units) or
Biochemistry (3 units)
whichever was not selected under required courses
CHEM 346 / Theoretical Foundations of Physical Chemistry (3 units)
CHEM 356 / Biochemistry Laboratory (2 units)
CHEM 357 / Biochemistry II (3 units)
CHEM 461 / Advanced Lecture Topics (1-3 units)
CHEM 391 / Special Problems in Chemistry (1-3 units)
CHEM 395 / Internship in Chemistry or (1-3 units)
CHEM 462 / Advanced Laboratory Techniques (1-2 units)
CHEM 480 / Chemical Toxicology (3 units)
CHEM 491 / Introduction to Research in Chemistry (1-3 units)
FRSC 363 / Chemistry of Dangerous Drugs (3 units)
FRSC 367 / Forensic Chemistry (3 units)

Additional Five Science and Mathematics Requirements (19-20 credits)

SCIE 380 / Teaching Science in the Secondary School (3 units)
PHYS 211 and PHYS 212
or
PHYS 241 and
PHYS 242 / General Physics I (non-calculus based) (4 units) and
General Physics I (non-calculus based) (4 units)
or
General Physics I (calculus based) (4 units) and
General Physics I (calculus based) (4 units)
BIOL 190 or
BIOL 201 / Introductory Biology for the Health Professions (4 units) or
Biology I: Cellular Biology and Genetics (4 units)
GEOL 121 or
ASTR 161 / Physical Geology (4 units) or
Astronomy (4 units)
MATH 211 or
MATH 273 / Calculus for Applications (3 units) or
Calculus I (4 units)

Content Standards

The National Science Teachers Association provides recommendations for content standards for the preparation of Chemistry teachers. Current reform documents used to augment these recommendations can be found in the publications of the American Association for the Advancement of Science, especially Project 2061: Science for All Americans—Benchmarks. Recommendations that guide our selection of material and experiences dealing with science teaching methodology are derived from that document as well as publications of the Association for the Education of Teachers in Science and the Essential Dimensions of Teaching; in our matrix, we have cross-referenced the Essential Dimensions of Teaching.

MATRICES: CONTENT/METHODS
NSTA STANDARD / Science Teaching Internship / Science Teaching Methods Course / Chemistry required content courses / Biology / Chemistry Seminar / Physics / Biology / Math / Earth Science
I. Content
(see pg. 2 matrix) / X / X / X / X / X / X / X
II. Content Pedagogy / X / X / X / X / X / X / X / X / X
III. Learning Environments / X / X / X
(tasks) / X / X / X / X
IV. Safety / X / X / X / X / X / X / X
V. Impact on Student Learning / X / X
VI. Professional Knowledge and Skills / X / X / X / X
NATIONAL SCIENCE TEACHERS ASSOCIATION

STANDARDS FOR PREPARATION

Standard l

In addition to meeting the requirements for all science teachers, students preparing to teach chemistry should: Understand and develop the major concepts and principles ofchemistry as identified below.

ScienceContentRequirementAnalysisTablesA,B,andCforChemistry

TableA:Chemistry

A.CoreCompetencies(numbers1-13) / B:Requiredcoursenumber
nameor advisingrequirements
Fundamentalstructuresofatomsandmolecules / GEN CHEM I, GEN CHEM LAB
Basicprinciplesofionic,covalent,andmetallicbonding / GEN CHEM I, GEN CHEM LAB
Periodicityofphysicalandchemicalpropertiesofelements / GEN CHEM I, GEN CHEM LAB
Lawsofconservationofmatterandenergy / GEN CHEM II, GEN CHEM LAB
Fundamentalofchemicalkinetics,equilibriumandthermodynamics / GEN CHEM I, GEN CHEM II
Kineticmoleculartheoryandgaslaws / GEN CHEM I
Moleconcept,stoichiometry,andlawsofcomposition / GENERAL CHEMISTRY
Solutions,colloids,andcolligativeproperties / GEN CHEM i, GEN CHEM II
Acids/basechemistry / GEN CHEM I, GEN CHEM II
Fundamentaloxidation-reductionchemistry / GEN CHEM II
Fundamentalorganicchemistryandbiochemistry / ORGANIC CHEM I, ORGANIC II, BIOCHEMISTRY
Natureofscience:Fundamentalprocessesinchemistry / GEN CHEM I
Applicationsofchemistryinpersonalandcommunityhealth andenvironmentalquality / CHEMISTRY FOR THE ALLIED HEALTH SCIENCES
Fundamentalsof nuclearchemistry / GEN CHEM I
Historicaldevelopmentandperspectivesinchemistry / GEN CHEM I

TableB:Chemistry

B.AdvancedCompetencies(numbers14-27) / B:Requiredcoursenumber
nameor advisingrequirements
Principlesof electrochemistry / PHYSICAL CHEM LAB & LECTURE
Transitionelementsandcoordinationcompounds / INORGANIC CHEMISTRY
Molecularorbitaltheory,aromaticity,metallicandionic
structures,andcorrelationtopropertiesofmatter / GEN CHEM II, ORGANIC CHEM I, ORGANIC CHEM II
Advancedconceptsinchemicalkinetics,equilibrium,gaslaws,
andthermodynamics / GEN CHEM II
Lewisstructuresandmoleculargeometry / GEN CHEM I
Advancedconceptsinacid/basechemistry,includingbuffers / GEN CHEM II
Majorbiologicalcompoundsandreactions / BIOCHEMISTRY
Solventsystemconcepts / GEN CHEM II
Chemicalreactivityandmolecularstructureincludingelectronic
andstericeffects / ORGANIC CHEM II
Organicchemistryincludingsyntheses,reactions,mechanisms,
andaromaticity / ORGANIC CHEM I, ORGANIC CHEM II
Greenchemistryandsustainability / NO SPECIFIC COURSE
Howtodesign,conduct,andreportresearchinchemistry / RESEARCH EXPERIENCES IN CHEM

Table C: Chemistry

C. Supporting Competencies (numbers 28-47) / B: Required course number &
name or advising requirements
Biology
Molecular biology / BIOL 190/BIOL 201
Ecology / BIOL 190/BIOL 201
Earth science
Geochemistry / GEOL 121
Cycles of matter / GEOL 121
Energetics of Earth systems / GEOL 121
Physics
Energy
Properties and function of motions
Properties and function of forces
Electricity
Magnetism
Properties and Functions of Waves / PHYS 211/212 or PHYS 241/242
Properties and function of forces / PHYS 211/212 or PHYS 241/242
Electricity / PHYS 211/212 or PHYS 241/242
Magnetism / PHYS 211/212 or PHYS 241/242
Mathematical and statistical concepts
Statistics / MATH 211 or MATH 273
Use of differential equations / MATH 211 or MATH 273
NSTA STANDARD 1 – Content Knowledge / CHEMISTRY COURSES
131/132 / 210 / 331/332 / 323 / 345 / 351 / 372
1 / 2
Fundamental Structures of atoms and molecules / X / X
Basic principles of ionic, covalent, and metallic bonding / X / X
Physical and chemical properties and classification of elements including periodicity / X
Chemical kinetics and thermodynamics / X / X / X
Principles of electrochemistry / X / X / X
Mole concept, stoichiometry, and laws of composition / X / X / X
Transition elements and coordination compounds / X
Acids and Bases, oxidation-reduction chemistry and solutions / X / X / X / X
Fundamental Biochemistry / X
Functional and polyfunctional group chemistry / X
Environmental and Atmospheric Chemistry / X / X
Fundamental Processes of investigating in chemistry / X / X / X
Applications of Chemistry in personal and community health and environmental quality / X / X / X
NSTA STANDARD l –ADVANCED CHEMISTRY COMPETENCIES CONTENT KNOWLEDGE / CHEMISTRYCOURSES
131/132 / 210 / 331/332 / 323 / 345 / 351 / 372
Molecular orbital theory, aromaticity, metallic and ionic structures, and correlation to properties of matter / X / X
Superconductors and principles of metallurgy / X
Advanced concepts of chemical kinetics / X
Lewis adducts and coordination compounds / X / X / X / X
Solutions, colloids and colligative properties / X / X / X
Solvent systems concepts, including non aqueous solvents / X / X / X / X
Chemical reactivity and molecular structure including electronic and steric effects / X
Organic Synthesis and organic reaction mechanisms / X
Energy flow through chemical systems / X / X / X / X
Issues related to chemistry including ground water pollution, disposal of plastics and development of alternate fuels / X / X
Historical development and perspectives in chemistry including contributions of significant figures and underrepresented groups and evolution of theories in chemistry / X / X / X / X
How to design, conduct and report research in chemistry / X / X / X / X
Applications of chemistry and chemical technology in society, business, industry, and health fields / X / X / X / X / X / X

Supporting Competencies:

1. Biology, including molecular biology, bioenergetics and ecology – BIOL 110

2. Earth science, including geochemistry, cycles of matter, and energetics of Earth systems – GEOL 121

3. Physics, including energy, stellar evolution, properties and functions of waves, motions and forces, electricity and magnetism – PHYS 121/122 or PHYS 241/242

4.Mathematical and statistical concepts and skills including statistics and the use of differential equations and calculus – MATH 211 or MATH 273

METHODS CONTENT / SCIE 380 / SCIE 393
Nature of Science: (1*)
Inquiry/Model building / X / X
Goals for teaching science / X / X
Conceptual relationships within sciences andmathematics / X / X
Nature of the Learner:(1,2,3,4*)
Cognitive Development / X / X
Concept Development (naive conceptions,construction of knowledge) / X / X
Special needs/Diversity issues / X
Classroom Discourse: (1,2,3,4,6,8,10*)
Questioning/Responding / X / X
Cooperation/collaboration / X / X
Written and oral communication skills / X
Reflective practice / X / X
Planning: (1,2,5,6,9,10*)
Sequencing/Learning Cycle Models / X / X
Cross discipline/team planning / X
Objectives (Bloom Taxonomy:Cogn.) / X / X
Curriculum: (1,10*)
National Standards/AAAS Benchmarks / X
National/State/Local / X
Tools for enhancing science learning (1-10*) (research, use, and evaluate):
Laboratory experiences / X / X
Demonstrations / X / X
Field investigations / X / X
Computer assisted activities(MBL, simulations, internetresources) / X / X
Videos, et al. / X / X
Textbooks, trade books, etc. / X / X
Community contacts / X / X
Management: (1,2,6,10*)
Physical and social environment / X
Laboratory safety / X
Animals in the Classroom (ethical behavior)
Multiple models of assessment of learning and teaching (1,5,6,10*) (analyze/reflect/retry) / X / X
Professional Growth (1,8,9,10*)
Peer review, supervisory evaluations / X
Coaching/conferencing / X
Portfolio development / X
National, state, and local organizations / X

NOTES: All of the above are touched on in each of the courses. X’s indicate course in which the topic receives the greatest emphasis.

Alignment with Assessment System

TheChemistry Secondary Education Teaching Concentration program is aligned with the Unit Assessment System, and reflects the content standards of the National Science Teacher’s Association.Starting Fall 2012 it follows the UTeach National model.

The Unit Assessment System provides for common assessment of all chemistry teacher candidates’ content knowledge through university standards for required GPA for admission to and continuation in the Secondary Chemistry program. Additional assessments of content knowledge that reflect the NSTA standards and/or Maryland’s performance criteria are assessed through program-specific assessments, documented in Section 2 of the SPA report, and include the following:

Grade Point Averages in Required Courses

Conducting and Designing Research Experiments

Performance on a Safety Module

Additionally, candidates’ content knowledge is assessed by mentor teachers and University supervisors during the required capstone internship using an NSTA-based formative and summative evaluation instrument. Finally, Praxis II data documents content knowledge for the Secondary Chemistry majors.

Program data is used by the program to evaluate candidates, as well as program and unit performance.