Site Map - To see the relationship of CHM 110 Home Page and Blackboard
 General Goals and Objectives  Chemistry 110 On-Line Option  Brief Course Requirements

 On-Line Option Discussion Requirements
 Methods to Obtain Text Files  Methods to Submit Written Work
 Internet Access and Email Accounts  Grading  


The course materials for CHM 110 are available on the Internet at:
Please bookmark the link.

Textbook available at the Elmhurst College Bookstore - Goebel Hall:
Text: "Chemistry Fundamentals: An Environmental Perspective", 2nd Ed., Phyllis Buell, James Girard, Jones and Bartlett Publishers, 2003

 Catalog Course Description
CHM 110 Chemistry and Issues in the Environment

The operations of natural physical environmental systems are studied. Alterations to environmental systems are caused by the use of energy and mineral resources. Use and abuse of these resources lead to air pollution, water pollution and solid waste disposal. Solutions to these problems depend on the progress in science and technology, as well as political decisions and prevailing ethical value systems. No prerequisite. No previous knowledge of chemistry is required.

Meets the General Education Requirement in Inquiry and Issues in Science and Technology

On-Line Course Description:

The On-Line Course version is available to anyone accepted and enrolled at Elmhurst College. If you intend to take all of the course on-line, then sign up in section 51 of the course. The On-Line Course does not require attendance in class except for an initial orientation class.

The On-Line Course is a good option for those students that find it necessary to miss classes due to work, schedule conflicts, or family commitments.

The point requirements and grading for the traditional course and On-Line course are exactly the same. The only difference will be that three of the labs are completely different in the home lab versions. The other three labs have been modified slightly for home versions.

Another major difference in the On-Line Course will be more extensive written email/online discussions regarding the lecture material and the issue discussion. The On-Line Course version will miss the verbal lectures, videos, overhead diagrams, and verbal discussion. As a substitute, the On-Line Course will have access to detailed hyperlinked outlines for each lecture. Therefore the student will have to make more extensive use of the textbook and other Internet resources.

Return to Table of Contents

Brief Course Requirements:

The course is divided in 13 main lecture/discussion topics of one week each. Then during a two week period there is one laboratory (including a prelab personal resource assessment), and one issue (debate/role play) discussion.


Each main topic in the outline will be explored from a variety of viewpoints by text, instructor designed notes and graphics- denoted as ProfO Notes, many other internet sites, and on-line group discussion. It would be to your advantage to look at some of the materials that I have spent time in designing - denoted with ProfO Notes. Otherwise do not be overly concerned by the fairly large number of internet links that I have found. I have just tried to find you more material such as would be given in a lecture to supplement what is in the text book. You may use these, skim them, or omit as you have or do not have time. The On-Line Course requires that students will be more proactive in postings to a discussion board of lecture topic discussions/summaries for instructor/student questions and comments.

 Issues: Debates/Role Plays:

A technological issue is examined from many points of view by assigning students a "role" to research and examine from the scientific, economic, social, and ethical viewpoints. Informational searches use computer programs and/or Internet sites, either in class or "on-line". The students then engage in a role play type discussion (using on-line discussion board postings) of the issue. This type of exercise ensures that all sides of an issue are examined.

Examples: Global Warming, Nuclear Power Plants, Chlorine Ban in Industrial Synthesis, Ozone Depletion, Municipal vs. Bottled Water, Civil Action Case Study.



In this course there are six laboratory experiences which include the process and inquiry methods of science. There will be different versions of "take home" labs for the On-Line Course students. A few materials will be provided to the students, other materials need to be assembled from home, grocery or drug store materials.

 Pre-lab Personal Resource Assessments:

There are six resource assessments which are related to the laboratory experiences. These assessments are designed to calculate the personal quantities of resources and personal impacts on the environment. For each assessment, specific uses of resources are measured on a daily, weekly, or monthly basis and projected for one year. Graphs and other statistics are provided to make comparisons to average per capita uses for the United States. A couple of the assessments may require outside class use of the Internet.

Examples include: Elements and Compounds Used in Everyday Living, Energy Use, Greenhouse Effect, Acid Rain, Water Use, Solid and Hazardous Household Waste.



Learning in each of the introduction and the six main topics is tested using four take home exams due on the date indicated. The exams may be completed by appropriate reading and interpretation of the textbook and the N.Y. Times supplement newspaper articles. Exams will be posted as text files about two weeks prior to the due dates.

Return to Table of Contents

On-Line Discussion Requirements:

To participate fully in the On-line Course, it is a requirement to engage in short question/answer/discussion with the instructor and other students through the use of an online discussion bulletin board. This discussion board, known in this course as Elmhurst Wiki, is accessed from appropriate places in the topic and issues pages. Students and the instructor respond directly at appropriate places in an evolving article/document. Think of it as editing a community document. A complete listing of postings is available to everyone at any time. The postings are completed at times of convenience to the student. There are no times when everyone has to be on-line at the same time such as in a chat room.

On-Line Lecture Topic Discussion:

Always back up all work in a Word processor Document.

There are a 7-10 questions listed on the detailed Topic outlines which are appropriate material for posting and any other questions and comments which you may have. The answers to the questions may be found in the regular text book, in ProfO Notes, or at various Internet sites. I will also make comments and answer questions. These will be posted to Blackboard. The requirement is to answer three questions for 6 points. If you ask questions, respond to other students, or answer a third question, this counts as one of the three questions. If you answer a fourth time, you can get one extra credit point.

At least for some of the questions, you will be assigned to answer a specific question by using a student ID number assigned at the beginning of the CHM 110 course. For other questions you will have a choice of what question to answer.

Actually before you get ready to answer a question you should check the Blackboard first to see what other people have written. A series of questions will be listed, as well as responses. It will be to your advantage to get started early to have the best choice of questions. You should respond to questions that you have been assigned and any free choice questions that you have. If the question has already been answered try to add something new to answer the question or clarify what has already been written.

Prior to posting on the Blackboard Discussion Forums, please type your answers in a Word processor as a back up copy. Then go to Blackboard and copy and paste it into the apporpriate spot.

Blackboard Page:
This will bring you to the Elmhurst Blackboard Log-on page. Click on User Login. Log in using your Elmhurst ID and password. Next you should see the page with your name, a mid section with announcements, and on the right side a list of My courses - a list of all of your Blackboard courses. Then Click on Chemistry: CHM 110. This brings you to the CHM 110 course page for Blackboard. THIS IS NOT THE MAIN STARTING POINT FOR THE COURSE. This is the REPORTING place for your work after you have completed your work and research.
Then click on DISCUSSION BOARD, then the Topic or Issue desired, and finally select the appropriate questions in the topic or issue.
Directions to use Blackboard Discussion Board

Method to list references and citations.

On-line Issue Discussion:

Prior to the start of an issue discussion the instructor will assign roles or Yes or No viewpoints to the various people participating in the discussion. Then you will use the available Internet Resources and any other resources including the text book to formulate ideas about the issue.

1. Issue Introduction and Discussion Preparation:

Prior to the start of an issue discussion the instructor will assign roles or Yes or No viewpoints to the various people participating in the discussion.

Then you will use the Issue Introduction and available Internet Resources and any other resources including the text book to formulate ideas about the issue.Take any notes that you think will be helpful that can be written more formally for the discussion. Try to find as much information as possible to support the position that you are supposed to take. For the On-Line Course this whole discussion will take place over about a week and a half that is scheduled for a main topic.

Discussion/Debate/Role Play Format:

The debate format will be somewhat informal, but some ground rules may be in order. Half of the students will present the YES viewpoint and the other half of the students will present the NO viewpoint. In role plays, each student will try to represent the "role" assigned. Try to find information that will support your point of view or support the "role". Try to put yourself in that position to represent those views.

Each student must support the viewpoint assigned, even if you do not personally subscribe to this point of view. This will force you to carefully examine opposing points of view and examine the evidence carefully. At the very end of the debate, you may express your personal view of the issue. Discussion is posted in the Blackboard Page.

Always back up all work in a Word processor Document.

2. On-Line Discussion starter questions.

1st Round Preliminary Issue Discussion (Ques 1-5): (2 points) - Problem Definition, Scientific Principles, Social, and Ethical View points:

Discussion Starters: Since an Issue is relatively complex, a general set of questions is used as a guideline to get the discussion started. For the 1st Round of Discussion we will consider questions 1-5. I have posed some simpler sub questions under these which you might answer to get things started. Each student should answer ONE QUESTION to get started. These first questions will be assigned by student ID number. As more students join the discussion, they should try to add to or clarify the answer given by the first students.

Give written first responses to the appropriate sections of the CHM 110 Blackboard Page. Since there are usually 2-3 questions listed on each discussion series, to answer a question in the message box., start by giving the Question Number that you are responding to, such as: QUES. 1a and your name:
Directions to use Blackboard Discussion Board

Method to list references and citations.

3. On-line Discussion - Final Answer to Issue

2nd Round Final Issue Discussion: (QUES. 7 ) (6 points)
Examine the issues from all viewpoints for possible solutions to the problem: Give your final answer to the main issue question. Clearly state which option YES or NO that you support, then give brief reasons and explanations for your answer (3-6 paragraphs should be sufficient). Post your final response to the appropriate section of the CHM 110 Discussion Forum Board. This discussion should lead toward finding a solution for the problem.

Writing that accurately expresses your ideas demands not only writing skill but focused attention, critical thinking and active involvement. Only if you become actively involved in the writing process will you be able to communicate your ideas clearly.

Your writing should have:

  • a purpose (position that you support)
  • a controlling idea or thesis
  • organized development of your idea with major and minor supporting details
  • a logical conclusion

Always back up all work in a Word processor Document.

4. On-line Discussion Response

3rd Round Discussion: (2 points): After some students have posted some responses in questions 1-7, then for your final response, make a comment, rebuttal, or answer a question posed by the other students. The purpose for this is to try to get a little more "give and take" discussion of the issue as would happen in a "live" oral discussion. You may make a short response to points made in the final debate question (QUES. 7) or any of the sub questions 1-6.

Answers to THREE Rounds of Discussion are required. This may be done all at once or you may wait for more of the discussion in Round 1 to be completed before giving your final answer to the question in Round 2 and 3. Extra Credit point is given for a second response.

The grade for the issue is based upon timely participation and quality of discussion. If you do not participate in the Wiki discussion you will lose the appropriate number of points. You will receive partial credit for the actual amount of participation.

Return to Table of Contents

Methods to obtain and use the text files for lab reports and exams:

The home labs and exams are found on the internet in two versions:
1. Hyperlinked with helps in an Html file.
2. Microsoft Word document format suitable for typing in the answers in a word processor
Printing Files:

You may print from the HTML hyperlinked format files as the word wraps work correctly. However if you just want a printed version, you should be able to print from the MS Word version as well.

 Save, Print, Use in Word Processor:

Use your word processor to open the file and print it or type in the answers. Then this version may be copied and pasted into the discussion or lab report form or the exam form in Blackboard for submission of your work.

Return to Table of Contents


Submission of Lab Reports and Exams into Blackboard:

Always back up all work in a Word processor Document.

Lab Reports: As stated previously, you will need to use both the web Html version to see links and then use the MS Word document as a place to type in your results. When you have this completed, open Blackboard, click on Labs, and then click on the appropriate lab report form. This will open in the form of the same questions that you have answered in your lab report. Some of the questions are multiple choice and will follow your lab report question numbers - just plug in the answers. Other questions will appear with the question and then a message box. At this time, select the appropriate text answer to the question, do a Copy from the Word doc. and a Paste into the Blackboard message form. Continue in this manner question by question until finished.

When the report is complete, go back and check to see that you have not missed anything, and finally click the submit button on the bottom of the page. At this time you will get a message saying the quiz/report is complete or incomplete if you did not make responses to some questions. If that is your intention because of lack of time that is all right you will lose points on any questions not completed but will receive the appropriate points elsewhere. The lab report is set so that immediately you will see your responses in relation to the expected responses. Any multiple choice, true false, or matching questions will be graded. At the end of the report you will see your points up to that point which may not be very much because of the number of ungraded questions. Do not panic. The essay type questions need to be reviewed by me and graded.

When I see that you have completed the report, I need to go in and read it and assign the appropriate number of points. At a future time you can check the grade by click on Tools, then Grade book, then click on the score of the lab and it will open and show your answers, along with some model answers that I used to judge your answer. If your answer was short of expectations, then you perhaps lost some points. If your answer was about what I expected than you received all of the points possible on that question. At this point the lab is considered graded. If you have questions about the grading, then you may email me and we can discuss your response and my expectation.

EXAMS: Exams will be posted as Html files and as MS Word docs about two weeks prior to the due dates. You should follow the same procedures as outlined for the lab reports. There are a mixture of multiple choice and essay type questions. The order of the questions on the Word file and the Blackboard Exam form will be exactly the same. I know that students spend many hours working on the exams, therefore it would not be fair to make you stay in front of the computer for that long. Therefore, you have the Word doc which you can print out, hand write some answers and word process others. When the exam is completed, then you go to Blackboard to copy and paste your answers. When in Blackboard, click on Course Material, then the folder marked Exams. Then click on the specific Exam marked Exam Report Form. When you complete the exam, you will only see the partial score and nothing else. I will still have to go in and grade the essay questions as in the lab report. At that time you will be able to see you final score from the Tools, Grade book feature. When everyone has completed the exam, I will make it available to see the correct answers and the feedback.

Only in cases of extreme emergency, you may email the lab reports and exams: When finished writing the report or exam in the word processor, SAVE IT, use the cursor or select All command to select and copy the entire text. Then open your internet browser program to send mail:


and finally paste the entire report into the email message space.

DO NOT USE ATTACHED FILES, unless it is a Microsoft Word Doc, as most others do not open properly.

Return to Table of Contents

Email Accounts:

1. Elmhurst College provides you with an email account or user ID and password. If you do not already know this, you must appear in person with a valid ID at the computer lab aid office in the first floor lobby of the Computer Science Building. This is the ID, password, and email address that is automatically entered into Blackboard. Once you have accessed Blackboard the first time, you may change your email address to one that you regularly use by clicking on Tools, and then Personal Information.
Blackboard Personal Info Help.

2. If you want to forward your Elmhurst email to another email account here is a procedure to forward email:
Go to the Elmhurst Home Page (, then click on Students, then click on Intranet (way at the bottom of the page), then enter your EC ID and password, then click on Forward Your Email, finally click Edit, and type in your forwarding email address.

Internet Access:

1. Most of you should have access to a computer at home or at work and already have your own email or internet access account with an outside provider.

2. You may use the computers in the Elmhurst College Computer Science Building Labs 108, 110, 111 or the Library to gain free Internet access.


 Final Exam  100
 3 Exams @ 100  300
 6 Labs @ 15  90
 6 Issues @ 10  60
 13 Topics @ 6  78
 Energy Assessment   6
 Total  634

The final grade is based on a percentage of the total points:
A = 100-91%; B = 90-81%; C = 80-71%; D = 70- 61%

If you keep up with all of the work on time and do an adequate job on all responses, labs, and exams, most students in the past have been able to make either A or B grades. If you do not complete all of the assignments, your grade will end up in the B, C, or D range. You will probably not pass the course if you do not turn in all four of the exams for grading. If you get behind, always complete the exam on time. It is to your advantage to at least complete some of each assignment for partial credit.

From Blackboard use the Tool Menu and Check Grades. Labs and Exams will automatically show up when they are graded. I will update completion of topics and issue discussions about every week or two. After each exam, I will prepare a full grade report "to date" on all assignments completed and those that are incomplete and send that to you by email.


All assignments are to be turned in on the dates as indicated. There will be a "one day grace period", but any late assignments beyond one day will result in deduction of points unless "prior" arrangements have been made. Late exams lose up to 5 points; Topics and Issues lose 1 point for being late. "Prior" means before an assignment is actually late. "Prior" arrangements include illness and business trips - it is up to you to make a compelling case as to why your work is or will be late. In cases of extended computer down times, I will be lenient. A final and absolute grace period is one week past the due date. After this time, the assignments CAN NOT be made up.

"One day grace period" = Assignments are due on Wednesdays including into the evening - which effectively means by 9AM on Thursday morning. The one day grace period ends by 9 AM on Friday morning. Anything turned in after that date is late. After one week late, the assignment can not be made up.

Return to Table of Contents

GENERAL GOAL: Demonstrate the integration of science, the environment, technology, and human values in a modern society.
GENERAL EDUCATION - ISSUES IN SCIENCE AND TECHNOLOGY CATEGORY OBJECTIVES:   CHM 110 - COURSE OBJECTIVES: After completing this course, the student should be able to:


Development of critical thinking and problem solving skills through active exploration of natural science concepts and methods within a scientific discipline.

1. Discuss, explain, and apply a minimum knowledge of scientific facts, concepts, and principles about the interaction of the natural environment with modern technology.
  2. Demonstrate intellectual skills and abilities, as well as, apply the scientific method to analyze, solve, and evaluate problems and proposed solutions involving the environment and modern society.


Explicit identification and consideration of social, philosophical, and ethical questions associated with scientific and technological topics.

 3. Appreciate the context and limitations within which scientific information is used in decision and policy making which in turn depends on ethics and value systems.
a. Know that the nature and method of science is to observe, measure, and evaluate information.
b. Understand that in solving any problem that there are risks and benefits inherent in the application of any science or technology.

Recognition of the strength and power of scientific and technological knowledge, as well as, its limitations.
c. Understand that a limitation of science is that nothing is proved conclusively, but rather science deals with probabilities.
d. Understand that ethical and value decisions involve the weighing of relative advantages and disadvantages in deciding when and how to apply science to technology.


Internalization of scientific values such as intellectual integrity, curiosity, skepticism, tolerance for ambiguity, and openness to new ideas.

4. Students will demonstrate scientific values in process of conducting experiments and discussions/debates/role plays. The discussion questions and issues are designed to foster the examination, evaluation, and internalization of values.

Return to Table of Contents