CHM 1033 - Chemistry for
Health Sciences
Course Description: This
course emphasizes chemistry topics related to the allied health sciences through
the study of the essential concepts of inorganic and organic chemistry, as well
as some biochemistry.
This course does not
fulfill the 4,000-word requirement of the Gordon Rule. 3 Credits
Prerequisites: MAT 1033
Co requisites: CHM 1033L
Course Competencies:
Competency
1: The
student will demonstrate knowledge of the basic metric and English units for
length, mass, volume, temperature and energy. The student should be able to:
a. Write the metric
units and their abbreviations for length, mass, volume, temperature and energy.
b. Write a decimal value
for a numerical prefix in the metric system and vice versa.
c. Arrange a list of
metric units in order from largest to smallest or smallest to largest.
d. Use conversion
factors (factor label method) to convert from metric to metric units.
e. Use conversion
factors (factor label method) to convert from English to metric units and vice
versa.
f. Determine the density
of an object from its metric measurements for mass and volume.
g. Determine if an
object sinks or floats in pure water based on the object's specific gravity or
density.
h. Determine the
specific gravity of an object from its density and vice versa.
i. Perform conversions
given mass, volume, specific gravity and/or density.
j. Convert any given
temperature in Fahrenheit, Celsius or Kelvin to its corresponding value in the
other two scales.
Competency
2: The
student will demonstrate the ability to classify matter and use the periodic
table to identify elements by names and symbols, as well as atomic number and
mass numbers.
The student should be
able to:
a.
Classify matter into pure substances and mixtures and differentiate among
elements, compounds, homogeneous mixtures and heterogeneous
mixtures.
b. Recall the symbol and
name of the first 20 elements, as well as other selected elements on the
Periodic table.
c. Identify elemental
families and periods in the Periodic table.
d. Classify elements as
metals, non-metals or metalloids according to their position in the periodic
table.
e. Identify subatomic
particles by charge, relative mass and location within the atom.
f. Identify elements by
symbol or name, when any two of the following properties of the element are
given: atomic number, mass number, number of protons, number of neutrons and
number of electrons.
g. Recognize isotopes
and determine number of neutrons, electrons, and protons given mass number and
atomic mass and vice versa.
h. Describe the
electronic configuration of the ground state for the first 20 elements in the
Periodic table.
i. Use the Periodic
table to determine if similar chemical properties exist for a given group of
elements.
j. Use the Periodic
table to determine from the element’s symbol its number of protons, neutrons,
electrons, valence electrons, atomic number and atomic mass.
k. Recognize the law of
periodicity.
l. Define valence
electrons and correlate the number of valence electrons with the group number
and the period number for representative elements.
OPTIONAL:
a. Calculate the average
atomic mass given percent abundance and mass numbers for the
elements.
Competency
3: The
student will demonstrate knowledge of the interaction of atoms in the process of
forming molecules. The student should be able to:
a. Explain the transfer
of one or more electrons in ionic bonding.
b. Determine valence
electrons and oxidation state.
c. Explain how charges
of +1, +2, +3, -1, -2 and -3 can occur in ions of the representative elements.
d. Define
electronegativity and relate it to the position of an element in the periodic
table.
e. Illustrate the
sharing of valence electrons in covalent bonding.
f. Explain the meaning
of single, double and triple covalent bonds.
g. Use a periodic table
to illustrate which of two binary compounds is more ionic or more covalent.
h. Using a periodic
table, determine the atomic mass and molar mass of elements.
i. Using a periodic
table, determine the molecular mass or formula mass of compounds.
j. Using a periodic
table, perform conversions between the mass and any number of moles of elements
and compounds and vice versa.
OPTIONAL:
a. Use the Pauling
electronegativity scale to write molecular formulas.
b. Recognize polar and
non-polar covalent bonds and compounds.
Competency
4: The
student will demonstrate knowledge of the naming and writing of formulas
for selected inorganic
compounds. The student should be able to:
a. Write the formula of
selected acids, bases and binary salts of metals with fixed oxidation numbers
from the compound’s IUPAC name and vice versa.
b. Write the formula of
the salts produced by the metals Cu, Fe, Pb, Hg and Sn,
metals with variable oxidation numbers, and give their IUPAC or common
name.
c. Write the formula of
compounds containing selected polyatomic ions like: CO3-2,
HCO3-, NH4+ and CN- in their formula and give
their IUPAC or common name.
d. Write the formula of
binary nonmetallic compounds and give their IUPAC and common names.
OPTIONAL:
a. Write the formula and
name ternary "ic" oxoacids and their "ate" salts.
b. Write the formula and
name ternary "ous" oxoacids and their "ite" salts.
Competency
5: The
student will be able to balance chemical reactions and relate kinetic and
potential energy to chemical reactions. The student should be able to:
a. Understand the Law of
Mass Conservation.
b. Distinguish between
reactants and products in a chemical reaction.
c. Balance chemical
reactions.
d. Define heat and
temperature and give their units.
OPTIONAL:
a. Contrast between heat
and temperature.
b. Define a calorie and
calculate the number of calories involved in heating a definite mass of water by
a definite number of oC.
c. Define and give
examples of kinetic energy (KE) and potential energy (PE).
d. Define and illustrate
activation energy. (Also in competency 18)
e. Define a catalyst and
graphically illustrate its properties. (Also in competency
18)
f. Distinguish between
exothermic and endothermic reactions.
g. Draw and label an
energy diagrams for catalyzed exothermic and endothermic reactions.
h. Compare catalyzed and
uncatalyzed reactions through energy diagrams. (Also in competency
18)
i. Define a large
Calorie (the food calorie) and compare it to the "small" calorie.
j. Perform
stoichiometric calculations using balanced reactions.
Competency
6: The
student will demonstrate knowledge of solution chemistry and the calculation of
concentration in solutions. The student should be able to:
a. Define homogeneous
and heterogeneous mixtures, solute, solvent and
solution.
b. Define and
calculate solution concentrations as percent
mass/mass, percent volume/volume and molar (M) solutions.
c. Define mole and molar
mass (atomic weight, molecular weight, and formula weight).
d. Perform conversions
regarding dilutions of solutions.
f. Define and identify
solutions as saturated, unsaturated or supersaturated.
g. Define diffusion.
h. Identify solutions as true, colloidal
or suspensions based on their properties.
i. Define osmosis and osmotic pressure
and illustrate these terms as related to a living membrane.
j. Determine the direction in which water
diffuses through a semipermeable (selectively permeable) membrane in an osmotic
process.
k. Define dialysis.
l. Define and recognize isotonic,
hypotonic and hypertonic solutions by their effect on normal cells.
OPTIONAL:
a. Calculate the mass of
solute needed to make a given volume of solution of a known molarity and
viceversa.
Competency
7: The
student will demonstrate knowledge of bonding and relate it to the electrolytic
properties of solutions. The student should be able to:
a. Define electrolytes.
b. Relate electrolytic
properties to the bonding of the compound used in the solution.
c. Prepare a list of
electrolytes found in the body.
Competency
8: The
student will demonstrate knowledge of acids, bases and salts and the concept
of pH and pOH as related to the
composition and mechanism of buffers. The student should be able to:
a. Define acids, bases,
and salts according to the Arrhenius theory.
b. Recognize acids,
bases and salts from their molecular formulas.
c. List the properties
of acids, bases and salts.
d. Describe the bonding
properties of water and explain self-ionization.
e. Identify strong and
weak acids and bases by their percent ionization.
f. Define pH and arrange
pH values from very acidic through neutral to very basic.
g. Define pOH and
arrange pOH values from very basic through neutral to very acidic.
h. Identify and balance
reactions of acids and bases.
i. List the components
of a buffer.
j. Describe the chemical
properties of buffers in acid and basic solutions.
k. Describe the action
of the bicarbonate buffer in the blood as it relates to acidosis and alkalosis.
OPTIONAL:
a. Write equations for
the ionization of acids, bases and salts in water.
Competency
9: The
student will demonstrate understanding of nuclear chemistry and nuclear
emissions, as well as their measurements and applications in medicine. The
student should be able to:
a. Write the mass
number, number of protons and number of neutrons for the reactants and products
in a nuclear reaction.
b. Use nuclear symbols
to write a nuclear equation for the alpha, beta and gamma decay of a
radioisotope.
c. Recognize a nuclear
equation for the artificial production of a radioisotope.
d. Given the mass of a
radioisotope and its half-life, determine the mass remaining after one or more
half-lives has passed.
OPTIONAL:
a. Describe, understand
and be able to interpret the units of radiation measurement.
b. Explain the process
by which a radioisotope in the body is detected.
c. Identify the
characteristics of fission and fusion processes.
Competency
10: The
student will demonstrate knowledge of the states of matter and of the gas laws
by:
a. Identifying the three
common states of matter and understand the terminology of changes in state like
condensation, evaporation, freezing, melting, deposition, etc.
b. Recognizing the
properties of shape and volume as related to solids, liquids and gases.
c. Defining atmospheric
pressure and explaining how it is measured with a barometer.
d. Defining and
interpreting Boyle's Law.
e. Relating Boyle's Law
to the breathing mechanism.
f. Defining and
interpreting Charles' Law.
g. Defining and
interpreting Gay-Lussac's Law.
h. Defining partial
pressures of gases.
i. Relating the partial
pressures of O2 and CO2 to the respiration process in the
lungs, arteries, capillaries, cells and veins and back to the lungs (alveoli).
Competency
11: The
student will be able to distinguish organic chemicals from inorganic chemicals
by:
a. Comparing organic
properties to inorganic properties.
b. Describing the
characteristics of the bonds formed by carbon.
c. Listing the six most
common elements found in organic compounds.
d. Distinguishing
between molecular formulas, structural formulas and condensed formulas.
Competency 12:
The
student will demonstrate knowledge of nomenclature and structures of
hydrocarbons. The student should be able to:
a. Write the IUPAC names
of the first 10 linear alkanes.
b. Name, draw and
recognize the formulas of branched chain isomers.
c. Write the IUPAC or
common name of a compound from its structural formula for alkanes, haloalkanes,
cycloalkanes, alkenes and alkynes.
d. Write the molecular,
structural and condensed formulas of a compound when given its name.
e. Define and recognize
saturated and unsaturated compounds.
f. Draw the structure of
selected alkanes, alkenes, and haloalkanes.
g. Write the formula for
selected alkanes and alkenes from their structural formulas.
h. Use structural
formulas to explain oxidation and dehydrogenation reactions for selective
alkanes.
i. Use structural
formulas to explain the processes of oxidation, hydrogenation, halogenation,
hydrohalogenation and hydration reactions for selective alkenes.
j. Name and draw the
structures for structural isomers of alkanes, alkenes and alkynes.
OPTIONAL:
a. Name and draw the
structures for cis-trans isomers.
Competency
13: The
student will demonstrate knowledge of nomenclature, structural formulas and
reactivity for alcohols, aldehydes, ketones and ethers. The student should be
able to:
a. Write the IUPAC or
common name of an alcohol from its structural formula.
b. Classify alcohols as
primary, secondary or tertiary.
c. Draw the general
formulas of alcohols, ethers, aldehydes and ketones.
d. Name ethers,
aldehydes and ketones from selected structural formulas and vice versa.
e. Show and identify the
products of the oxidation and dehydration reactions of primary, secondary and tertiary
alcohols.
f. Show and identify the
products of the reduction of aldehydes and ketones.
OPTIONAL:
a. Show the preparation
of alkenes from alcohols.
b. Show the preparation
of ethers from alcohols.
Competency
14: The
student will demonstrate knowledge of the structure and nomenclature of
selective carbohydrates. The student should be able to:
a. Define carbohydrates,
sugars and saccharides.
b. Recognize open chain
(Fischer) and ring (
c. Recognize aldoses or
ketoses.
d. Recognize trioses,
tetroses, pentoses and hexoses from their structural formulas.
OPTIONAL:
a. Decide if a lipid
will be a solid or liquid based on the length and saturation of the side chain.
b. Describe the iodine
and acrolein tests for lipids.
Competency 15: The student will demonstrate knowledge of nomenclature and structures of amines, carboxylic acids, esters and amides. The student should be able to:
a. Write the IUPAC and common name of a carboxylic acid from its structural formula and vice versa.
b. Write the name of an ester from its structural formula and vice versa.
c. Recognize the structure of amines and classify them as primary, secondary or tertiary.
d. Write the name of an amide from its structural formula and vice versa.
Competency 16: The student will demonstrate knowledge of lipids and the relationship among different classes of lipids. The student should be able to:
a. Distinguish between fats and oils.
b. Classify a lipid as a fat or oil, based on the length and saturation of its carbon chain.
c. Classify a lipid based on its origin (animal or vegetable) based on its state of matter at room temperature.
d. Define the concept of saponification and its physiological significance.
e. Recognize general steroid structures and show, which hormones and/or vitamins belong to the steroids.
f. Recognize the general terpene structure of isoprene and give examples of vitamins, which belong to the terpenes.
8
OPTIONAL:
a. Decide if a lipid will be a solid or liquid based on the length and saturation of the side chain.
b. Describe the iodine and acrolein tests for lipids.
Competency
17: The
student will demonstrate knowledge of protein structure and function. The
student should be able to:
a. Recognize the general
structure of an amino acid.
b. Identify the basic
site and acidic site of amino acids.
c. Distinguish between
essential and nonessential amino acids based upon dietetic needs and body
synthesis.
d. Identify a peptide
bond and show its significance.
e. Identify a dipeptide,
tripeptide, oligopeptide and polypeptide.
f. Define a protein.
g. List several
biological functions of proteins.
h. Define temporary and
permanent denaturing of proteins.
i. Identify how chemical
structure is affected in the temporary and permanent denaturing of proteins.
j. List several ways to
denature a protein.
k. Identify a
zwitterion, recognize its use and diagram its structural changes in acid and
bases.
l. Describe the
application in electrophoresis in the separation of proteins.
m. Describe
identification tests for proteins.
OPTIONAL:
a. Predict if an amino
acid is hydrophobic or hydrophilic.
b. Compare complete and
incomplete proteins.
c. Identify protein
structures as primary, secondary, tertiary or quaternary.
Competency
18: The
student will demonstrate knowledge of enzymes and digestion sites. The student
should be able to:
a. Identify an enzyme as
an organic catalyst.
b. Explain the lock and
key model of enzymological catalysis.
c. Relate the pH,
temperature and substrate concentration to the activity of an enzyme.
d. Define and illustrate
activation energy.
e. Define a catalyst and
graphically illustrate its properties.
f. Compare catalyzed and
uncatalyzed reactions through energy diagrams.
OPTIONAL:
a. Identify an enzyme as
simple or conjugated.
b. Distinguish between
cofactors and coenzymes.
c. List the sites and
products of digestion for carbohydrates, lipids and proteins.
Competency
19: The
student will demonstrate knowledge of RNA and DNA structures, as well as their
physiological functions as related to protein synthesis. The student should be
able to:
OPTIONAL:
a. List the location of
selected cell structures to include nucleus, cytoplasm, DNA, RNA, mRNA, tRNA,
ribosomes and amino acids.
b. Recognize the
structures of ribose and deoxyribose, the phosphate group and nitrogen bases of
DNA and RNA.
c. Recognize and name
the five nucleotides of DNA and RNA.
d. Recognize the basic
shape of DNA and RNA strands, the rules of base pairing and hydrogen bonding
between the bases.
e. Diagram the
replication of a strand of DNA.
f. List the steps
involved in protein synthesis.