Chemistry Education Major

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Courses

Visit the Online Undergraduate Catalog for an explanation of graduation requirements.

The chemistry education major requires 47 hours of chemistry, biology, mathematics, and physics combined plus 46 hours of professional studies in education. The chemistry education major leads to a bachelor of science degree.

 

Chemistry Education Major Courses

This course deals with the basic principles of biology. Consideration is given to cell biology and structural and functional organization of plants and animals. Principles of reproduction, genetics, and ecology are introduced as well as a brief survey of the kingdoms of living organisms. Beginning course for all biology majors. (Three hours lecture and two hours lab per week.) (Offered fall semester.)
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of atomic structure, bonding theory, molecular geometry, reaction rates, equilibrium, and thermodynamics. (Three lecture hours and three lab hours per week.) (Offered fall semester.)
Basic principles of chemical reactions and descriptive chemistry are integrated in terms of the periodic table, atomic structure, bond types, molecular geometry, reaction rates, and thermodynamics. (Three lecture hours and three hours lab per week.) (Offered fall and spring semesters respectively.)
The first course in the regular calculus sequence. Basic techniques of differentiation and integration are covered. Topics from Analytic Geometry are introduced. Prerequisite: MTH 111 or equivalent background. (Offered fall semester.)
A calculus-based introductory physics course that covers kinematics and Newton’s laws of motion; conservation laws for momentum, energy, and angular momentum; torques and static equilibrium; simple harmonic motion. (Three hours lecture and two hours of lab per week.) Prerequisite: High school physics or PHYS 102, and high school mathematics through calculus or currently enrolled in MATH 115.
A two-tiered approach to organic chemistry is taken. CHM 201 is a one semester survey of the fundamentals of organic chemistry. Basic structure, bonding, nomenclature, stereochemistry, properties, and reactions of organic molecules are examined. The second course (CHM 301) covers the same topics, but to a much greater extent and theoretical depth. Major emphasis is placed on reaction mechanisms and much new material is covered especially in the areas of spectroscopy, bonding theory, and structure/proerty relationships. (Three hours lecture and three hours lab per week.) Prerequisite: CHM 112 or equivalent. (Offered fall semester.)
Continuation of PHYS 200 covering electric fields and forces, electric potential, resistors, capacitors and DC circuits; magnetic fields and forces, electromagnetic induction and inductors, electromagnetic waves and Maxwell’s equations; and geometrical and physical optics. (Three hours lecture and two hours of lab per week.) Prerequisite: MATH 115 and PHYS 200
A continuation of CHM 201. (Three hours lecture and three hours lab per week.) Prerequisite: CHM 201 or equivalent. (Offered spring semester.)
This course will explore current trends and issues in science curriculum, development and evaluation of science curriculum, and construction and use of science equipment. Students will consider the "big ideas" of science that should constitute core curriculum. Cross listed with PHY 350/BIO 350. Prerequisite: Admission to Teacher Education Program; junior status. (Offered spring semester of odd calendar years.)
CHEM399 Open Titled (3 Credits)
An introduction to physical chemistry for education, pre-medical and biology students. Topics essential for understanding the modern molecular approach to biology and for a good foundation for biochemistry are covered. (Three hours lecture and three hours lab per week.) Prerequisite: CHM 301, PHY 120, MTH 113 or 115. (Offered spring semester of odd calendar years.)
An introduction to the basic principles of theoretical chemistry with emphasis on thermodynamics and kinetics. (Three hours lecture and three hours lab per week.) Prerequisite: CHEM 112, MATH 115, and PHYS210. (Offered fall semester of even calendar years.)
A quantitative understanding of atomic, molecular, and nuclear physics is presented through the applications of introductory quantum mechanics. (Three hours lecture and three hours lab per week.) Prerequisite: MTH 217, MTH 218, CIS 140, PHY 210. (Offered fall semester of odd calendar years.)
The study of acid-base, precipitation, redox, and complex-forming theory through titrations, gravimetric precipitations, and instrumental techniques. The use of the more common analytical instruments will be included in the laboratory. (Two hours lecture and six hours lab per week.) Prerequisite: CHM 112. PHY 120, 210 are strongly recommended. (Offered spring semester of even calendar years.)
This course covers the major types of instrumentation utilized in chemistry, biology and physics by providing "hands-on" experience as well as emphasizing the underlying principles. (Three hours of lecture and three hours lab per week.) Cross listed with CHM 342/PHY 342. Prerequisite: CHM 112, PHY 120C, CHM 201 recommended. (Offered spring semester of odd calendar years.)
This course covers the major types of instrumentation utilized in Chemistry, Biology and Physics by providing "hands-on" experience as well as emphasizing the underlying principles. (Three hours lecture and three hours lab per week.) Cross listed with BIO 341/PHY 342. Prerequisite: CHM 112, AND PHY 120. Chemistry 201 recommended. (Offered spring semester of odd calendar years.)
This course is a survey of the chemical reactions in living systems. The general biochemistry including a detailed look at DNA, transcription, translation, protein synthesis, lipid metabolism (e.g., cholesterol synthesie) and amino acide and nucleic acid metabolism will be studied. (Three hours lecture and three hours lab per week.) Cross listed with BIO 314. Prerequisite: CHM 201 or concurrent enrollment. (Offered fall semester.)
This course is a survey of the chemical reactions in living systems. The general biochemistry including a detailed look at DNA, transcription, translation, protein synthesis, lipid metabolism (e.g., cholesterol synthesie) and amino acide and nucleic acid metabolism will be studied. (Three hours lecture and three hours lab per week.) Cross listed with CHM 314. Prerequisite: CHM 201 or concurrent enrollment. (Offered fall semester.)
This course presents a chemically detailed overview of the metabolic transformations of fatty acids, complex lipids, amino acids, and the purine and pyrimidine nucleotides. The course also includes discussion of the structure and function of proteins, the chemical mechanisms and regulation of enzyme catalysis, the structure and metabolism of carbohydrates, and the bioenergetics and ATP synthesis and utilization. Cross listed with BIO315. (Three hours lecture and three hours lab per week.) Prerequsite: BIO/CHM314 and CHM 301. (Offered spring semester of even calendar years.)
This course presents a chemically detailed overview of the metabolic transformations of fatty acids, complex lipids, amino acids, and the purine and pyrimidine nucleotides. The course also includes discussion of the structure and function of proteins, the chemical mechanisms and regulation of enzyme catalysis, the structure and metabolism of carbohydrates, and the bioenergetics and ATP synthesis and utilization. Cross listed with BIO315. (Three hours lecture and three hours lab per week.) Prerequsite: BIO/CHM314 and CHM 301. (Offered spring semester of even calendar years.)
This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville University Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program. (Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.) Pre-requisite: signature of instructor IN15 - $92 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. This course meets the general education global foundations requirement. Prerequisite: EDUC 101. (Offered every Interterm.) IN18 - $60 Fee
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirty hours of field experience in a special education classroom are required. Prerequisite: EDU 101. (Offered every semester.)
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Prerequisite: EDUC101; Corequisite: EDUC280. (Offered every term.)
EDU 316 Reading and Writing Across the Curriculum Three Credits Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required. Prerequisite: EDU280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored. Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
This course focuses on curriculum and instruction as it applies to the grades nine through twelve. Teacher candidates explore curriculum and instruction specific to their designated content area. The course content includes exploring national and state standards, exploring local standards, writing instructional objectives, and exploring and designing student centered instruction. The course has a field experience component. Prerequisite: EDUC202, 280, and 282. (Offered every semester.)
After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDU409 and 410 (Offered Interterm) during the same academic year. Prerequisites: Admission to the Teacher Education Program; EDU316, 333, and 340. (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDU409 in the same academic year. Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
EDU 421 Secondary Student Teaching Seven* or Fifteen Credits Full semester of student teaching required for secondary education majors. *K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDU 424. Prerequisite: Admission to the Professional Internship. (Offered every semester.)
The seminar addresses professional topics within the field of education and provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The portfolio documents practices in the areas of planning, instruction, assessment, analyzing teaching, and academic learning to reveal the impact of a candidate's teaching performance on student learning. This course is to be taken concurrently with student teaching and is pass/fail. Prerequisite: EDU410.

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  • Chemistry Teacher
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