Unit rationale, description and aim
To be successful in study and subsequent practice within the fields of nutrition and/or food science, students need to develop knowledge and understanding of chemistry’s core principles. Understanding of essential concepts is critical for future study in biochemistry and the interaction of food and human metabolism and prepares students to pursue further studies in the field or related areas. The unit covers topics such as atomic structure, chemical bonding, thermodynamics, and equilibrium, among others. The aim of this unit is to provide students with a strong foundation in chemistry, emphasizing fundamental concepts and principles that they can apply in various areas of their lives and to their further studies in food science and human nutrition.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description |
|---|---|
| LO1 | Describe and explain the basic principles of atomic structure, chemical reactions and bonding, writing chemical formulae, and equilibrium |
| LO2 | Apply basic chemical principles to solve chemical problems |
| LO3 | Explain the importance of chemistry in daily life and food science related disciplines |
| LO4 | Communicate scientific ideas effectively through written and oral communication |
| LO5 | Perform basic laboratory techniques and conduct experiments to reinforce theoretical concepts |
Content
Topics will include:
- Matter and Atomic Structure
- Periodic Table
- Chemical bonding
- Chemical reactions
- Stoichiometry
- Solutions
- Chemical Equilibrium
- Acids, Bases and Buffers
- Energy and chemical reactions
- Water
Assessment strategy and rationale
Assessment Strategy:
The assessment strategy for CHEM113 is designed to measure student achievement of the unit learning outcomes, provide regular feedback to students, and assess both practical and theoretical knowledge. The unit will use a range of assessment methods, including fortnightly summative quizzes and a practical assessment.
The Chemistry Bridging Course Ungraded Hurdle Task, consists of six online modules accessible through the unit's online learning management system site, along with a Chemistry Bridging Course Quiz containing 20 questions. Students have unlimited attempts to complete and submit the quiz. A minimum passing grade of 80% is required to successfully complete the course. This setup ensures students have ample opportunity to reinforce their understanding and attain the necessary proficiency in chemistry.
The first assessment task is a series of summative quizzes that will assess content knowledge taught during specified weeks. The quizzes will be delivered on-campus, and will cover a range of topics, including theory, calculations, and problem-solving.
Assessment task 2, is a practical assessment that will assess students on their practical skills and their understanding of techniques and results gathered during the semester. This assessment will be conducted during the laboratory session and will involve practical activities such as laboratory experiments, data analysis, and reporting of results. This assessment will provide students with an opportunity to develop practical skills and demonstrate their understanding of laboratory techniques and procedures.
The final exam, which will be held during the university's designated exam period, will test all theoretical content from the semester. The exam will cover a range of topics, including theory, calculations, and problem-solving, and will assess student understanding of all unit learning outcomes.
To pass this unit, you must attain a minimum of 50% in each of the theoretical examinations and the practical exam.
Rationale:
Assessment tasks for CHEM113 have been created to provide a comprehensive evaluation of student achievement of course learning outcomes, assess both practical and theoretical knowledge, and provide regular feedback to students. The use of summative quizzes allows students to assess their progress and understanding of course material throughout the semester. The practical assessment is an important part of the assessment strategy, as it provides students with an opportunity to develop practical skills and apply theoretical knowledge to real-world situations. The final exam assesses material from all content areas. Having been provided with feedback from the earlier assessments, students are now able to address misunderstandings and conceptual difficulties identified from earlier tasks and show that they have now met the learning objectives. This approach encourages students to develop critical thinking, problem-solving, and practical skills, which are important for further studies or in future careers.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Chemistry Bridging Course - Ungraded Hurdle To ensure the students have sufficient basic chemistry understanding to commence the unit. | Ungraded Hurdle | LO1,LO3 |
Assessment Task 1 - Intra-Semester Quizzes (Summative) These quizzes are short tests designed to assess unit content regularly through the semester. Feedback is provided quickly, allowing students to gauge their progress, and to seek assistance if they wish. | 30% | LO1,LO2,LO4 |
Assessment Task 2 - Practical Exam (Summative) The practical assessment allows students an opportunity to display their understanding of practical chemistry techniques, related to practical classes in which they have participated. | 30% | LO4,LO5 |
Assessment Task 3 - Written Examination (2 hrs) (Summative) The final exam assesses material from all content areas. Having been provided with feedback from the earlier assessments, students are now able to address misunderstandings and conceptual difficulties identified from earlier tasks and show that they have now met the learning objectives. | 40% | LO1,LO2,LO3,LO4,LO5 |
Learning and teaching strategy and rationale
Learning and Teaching Strategy:
The aim of the learning and teaching strategy for CHEM113 is to provide students with a comprehensive and engaging learning experience. The unit will deliver content through weekly recorded lectures and will be supported by weekly lecture-chat sessions, where students can ask questions and receive feedback in real time.
Prior to commencing the unit students will complete the Chemistry Bridging Course that aims to establish a common foundation in chemical knowledge and terminology for all students, particularly those without prior chemistry experience. Although the bridging course carries no weight in the final grading, its purpose is to ensure that all students start the unit on an equal footing. The course consists of a small number of recordings that students should watch, followed by a brief, online quiz. The bridging course will prove valuable to students at all skill levels, fostering a shared understanding and facilitating meaningful progress in chemistry. The course is a hurdle for all students.
In addition to the lectures, the unit will include weekly tutorials and practical sessions. Tutorials will provide an opportunity for students to discuss and work through course material in a small group setting, facilitated by a tutor. Practical sessions will allow students to apply their knowledge in a laboratory setting and will provide an opportunity to develop practical skills.
Rationale:
The learning and teaching strategy for CHEM113 is designed to promote active learning, engagement, and independent study. The recorded lectures will allow students to access course material to review at their own pace, giving them the flexibility to learn in a way that suits their individual learning needs. The weekly lecture-chat sessions will provide an opportunity for students to engage with course material in real time and ask questions, clarifying their understanding of course concepts.
The tutorials and practical sessions will provide a more interactive and hands-on learning experience, allowing students to work collaboratively with peers and receive feedback from tutors. These sessions will also allow students to develop critical thinking, problem-solving, and practical skills.
Representative texts and references
Bettelheim, F. A., Brown, W.H. Campbell, M. K., Farrell, S., & Torres, O.J., (2019). Introduction to General, Organic and Biochemistry (12th ed.). Thomson Brooks/Cole Publishers.
Kotz, J.C., Treichel, P.M., Townsend, J. R., Treichel, D. (2018). Chemistry and Chemical Reactivity (10th ed.). Cengage Learning.
Zumdahl, S.S., & DeCoste, D.J. (2018). Introductory Chemistry: A Foundation (9th ed.). Cengage Learning.