COURSE SYLLABUS-Spring 2020

 

CH 171: Informed Health Decisions

(co-requisite ER 204)

 

Instructor: Dr. David Mascotti                            MWF 12:00-12:50pm

Office location: W207                                       Class location: Dolan W233

Office Hours: MW 10-11am, TR 12:00-2:00pm & available by appointment.

Communications Policy: (Read emails that I send you and check my webpage and Canvas at least once a week.)                   

Telephone: 397-4216                                                                         

Email: dmascotti@jcu.edu

My main Webpage: http://sites.jcu.edu/chemistry/professor/david-p-mascotti/

Course Webpage: http://webserv.jcu.edu/chemistry/faculty/mascotti/dmascotti/IHD.html

 

                                                                                                                                                          

Course Description:

 

This course is designed for non-science majors to promote scientific literacy among all people. Students will learn basic biology, chemistry, biochemistry, and science concepts that are important in understanding health matters. Thinking logically and analyzing things critically will be an expected outcome for this class. In conjunction with the co-requisite ER 204, students will apply these ideas to explore ways to solve a daily-life health problem which will be discussed in detail in the co-requisite ER class.

 

Linked courses for the natural world core designation

 

This ER course and CH171 are co-requisite: they enroll the same students and are linked through a joint Signature Project. For this project, you will work in a team of four or five students. You will meet to combine the creativity skills you acquire in this ER course with the health related biochemistry concepts you acquire in the CH course. Your task will be to look for a problem that biochemistry can solve, research possible solutions, design an idea/process/product to solve the problem, share your ideas with others in a poster, written paper, and oral presentation.   These linked courses directly relate to the learning goals of courses in the natural sciences which are:

 

 

University Core learning goals for Exploring the Natural World

1.    Demonstrate an integrative knowledge of the human and natural worlds

2.    Develop habits of critical analysis

3.    Apply creative and innovative thinking

4.    Communicate skillfully in multiple forms of expression

 

 

 

 Course Goals:

·       To begin to see science in everyday life

·       To learn that science isn't frightening

·       To apply biochemical concepts to learn how science and health are related.

·       To learn to think logically in order to solve real life health problems and to do quantitative analysis.

·       To obtain a perspective on the history of science and technology.

 

Students fulfill minor, course, and university goals of  developing an integrative knowledge of human and natural worlds through the signature project of  and the research paper; critical analysis by developing and analyzing the first three stages of the business model canvas for their idea, peer review of other students’ presentation/ ideas research paper and case studies; creative and innovative thinking through creativity exercises, developing their own idea and applying creative approaches to it,;  communicating in multiple forms of expression by oral presentations and  research paper/poster assignment; and build leadership and collaborative skills by participating in a group project and completing team reports to assess effectiveness of their own and others skills.

 

 

CH171 Textbook:  

 

None required. Material will be given as powerpoints and directed readings.  Suggested. Any General, Organic, Biochemistry (GOB) text designed for nursing students.  Earlier versions of Denniston et al (McGraw Hill publisher) are pretty good and are perfectly adequate for our needs.

                             

                      

Method of Conducting Course: Class periods will include lecture, discussion, and problem solving, with occasional demonstration. Supplementary topics and problems may be assigned for study outside the class. Students will develop a good understanding of all the topics given in the syllabus. Another important aspect of this course is its linkage with the co-requisite ER 204 class through a project conceived jointly in both the courses. Students will work in a team of three to four students. Their task will be to look for a problem in health matters that biochemistry can solve and then design the solution. They will combine the creativity skills they learn in the ER course with the biochemical concepts. They will write a signature project based on their designed innovative solutions. Your ER and CH professors will work together on several assignments especially on the signature project which runs throughout both courses. The groups for this project will be same in both classes and both instructors are aware of the assignments and progression of the project. This work will be part of their presentation competition night for all 20x sections. You will notice in the description of the final project some assignments are graded by your CH professor and some by your ER professor and some by both professors.  Your instructors will also both teach some of the classes.

 

Assignments

 

All assignments must be presented professionally.  Assignments must be typed, doubled spaced.  Style will conform to the “Instructions for authors” for the journal Biochemistry.

Tests: There will be two in-class exams during the semester and a final exam.  The exams are closed book & closed notes. The regular exams are not cumulative.  The final exam is cumulative.  It is expected that each student will have his or her own scientific calculator for use on the exams and quizzes.  Use of cell phones during class/exam is not allowed. Unless you make prior arrangements, only medical excuses will be accepted for missed exams.

Quizzes:  Short quizzes will be administered in class.  Some may take the form of take-home assignments.

                               

Class Participation:  Participation includes any in-class assignments.  Students must come to class having read and prepared assignments.  Class discussion and other exercises are vital to the learning process as information exchange and commentary are key to student understanding and growth.  Regular class attendance is essential since the text readings, exercises and lectures are designed to supplement each other.  Tests will be drawn from all material presented in the text and in class.  If you miss a class, it is your responsibility to obtain notes and handouts from the class.

 

Case Studies and Homework:  “I cannot teach anybody anything. I can only make them think” – Socrates.  Based on that premise, any learning that occurs this semester will be due primarily to your diligent work at understanding the material.  You can stare at a basketball for 4 straight hours, but it won’t help you make a free throw.  It takes practice.  Smartbook Homework Problems will be submitted via the McGraw Hill Connect system. Your score will be calculated by how much of the exercise you completed.  In-class case study responses will be submitted through canvas.  Questions will require independent thought on your part in order to answer them correctly. You are encouraged to work on the problems independently, but may seek help from other students when you get stuck. You must write up your answers separately and in your own words. Points will be deducted if you use someone else's words or allow them to use your words.

                                    

Papers and posters: In conjunction with ER204, your group will work on a Signature Project. (see full details below). Your group will select a problem and will collaboratively work to find its solutions. During weeks 3-6, you will discuss this work in class and present various solutions based on scientific analysis. This will be your opportunity recognition assignment and will be graded by both the CH and ER professors. In weeks 7 -10 you will be required to write an individual research paper reviewing one section of background scientific research needed for your proposal.  This assignment should run 1500 to 1800 words and review at least six articles. Each group member will write on a separate section of research.  Your group will decide on the sections with consultation from your professor.  Your paper will go through review once before it is due.  Your paper will evaluated by your instructor. These individual papers will be used by the group in developing the idea further to explain the use of scientific methods and research that supports the group idea. Your style for the paper must follow the instructions on the science review paper.  You will submit paper copies and email an electronic copy to dmascotti@jcu.edu or submit to Canvas (mode TBA) to receive credit. You will also create and present a poster on your project.

 

SIGNATURE GROUP PROJECT – shared with ER204

 

Your group will develop an idea for a new process/product/service related to health decisions. This final project will combine materials from both your ER and CH classes.  This project is designed to run throughout the semester and parts of it will be graded by each instructor or jointly graded. This will also be presented in your ER204 course, but since the courses are heavily linked it makes sense to reiterate this information in both syllabi. This signature project has six stages:

 

1. IDENTIFICATION OF PROBLEMS. In the ER course, brainstorm a list of seventy things that “bug” you. Present them to your group and then select a single item to work on together. It should be a problem that relates to a health issue. This will be graded by your ER instructor. (Week 2)

2. OPPORTUNITY RECOGNITION REPORT. In your CH and ER course, investigate various solutions for your selected problem. Using creativity, logical and scientific analysis, present your problem and various solutions for instructors and peer critique as an opportunity recognition report. This will be in both written and oral presentation and graded by both your CH and ER instructors.  (Weeks 3-6)

3. DEVELOP AN IDEA/PRODUCT. In the ER course, select your best solution, design it, and construct a plan using the first three sections of the business model canvas for developing it. (Weeks 7-13).

4.  BIOCHEMISTRY INDIVIDUAL RESEARCH ESSAY. In your CH course, you will write an individual research paper (a “white paper”) on some area of the science background needed for your project idea. This paper will be reviewed and graded by your CH instructor.  These papers will be used as background research for your group project. The paper will follow the guidelines in Biochemistry and written expression.
(Weeks 7-10)

5. PRESENT YOUR IDEA/PROJECT- CH. For your CH course, generate a poster which features your research and the highlights of your idea. You will present this poster to other members of the class and to the instructors for critique. This will be graded by your CH instructor (Weeks 11-12)

6. PRESENT YOUR IDEA/PRODUCT- ER. In the ER course, create a Power point slideshow, using the first three sections of business model canvas to explain your idea.  You will have 8 minutes for your group to present and three minutes to respond to questions from the judges.  These presentations will be presented in a COMPETITION with all sections of ER20x (non-class time) and evaluated by a panel of entrepreneurs. The presentation and accompanying written proposal will be graded by your ER instructor. (Weeks 13-14)

Your Power point will be judged at the competition by experts in the field. For a detailed list of the judges’ criteria (which I will also use to grade this assignment and the accompanying written report), please see the signature project rubric. The written proposal will use APA style.  

 

Grades:

The semester grade is based on:

 

1) Exams (2) 100 point exams

2) Quizzes, Cases & homework assignments (normalized to 100 points)

3) Opportunity Recognition (#2 signature project) (20 points)

4) Biochemistry Research Paper (100 points)

5) Poster presentation (#5 signature project) (50 points)

6) Instructor evaluation (50 points)

7) Final Exam (100 points)

 

Thus, there are 620 points total.  Grades may be curved, but the most stringent scale that I will use will be <60% = F, 60-67.99% = D, 68-69.99%=D+, 70-72.99%=C-, 73-77.99% = C, 78-79.99%=C+, 80-82.99%=B-, 83-87.99% = B, 88-89.99%=B+, 90-92.99%=A-, and 93+% = A.  Based on the difficulty of the quiz or examination questions, the minimum score for any grade may be lowered at the discretion of the professor.

 

Tentative Exam Schedule

Exam 1

Friday, February 14

Exam 2

Wednesday, March 25

Final Exam

Monday, May 4 (1 p.m.-2:50 p.m.)

 

Canvas:  the instructor will use the John Carroll University canvas website to post grades and general announcements.  

 

Tentative Schedule of topics:

1)    Properties of molecules

2)    Properties of solutions

3)    Energy and kinetics of reactions

4)    Acid-base reactions

5)    Reduction-oxidation reactions

6)    Primary group reactivity in organic molecules

7)    Sugar and lipid biochemistry

8)    Proteins and enzyme structure/function

9)    Metabolism of sugars and lipids.

 

TENTATIVE CLASS SCHEDULE:

Week

Reading

 

Topic

 

Assignment Due

1

 

Overview of the course and goals

 

TBA

General Chemistry topics

Quiz 1

2

TBA

General Chemistry topics

Quiz 2

3

TBA

General Chemistry topics

Quiz 3

4

 

Continuation of class discussion from ER class on posing questions from data

Case studies

 

Choosing and evaluating data bases

 

 

5

TBA

Organic Chemistry topics

Exam #1

6

 

Opportunity Presentations for instructor and peer critique. These presentations are in both your ER and CH classes- discussion and evaluation of the questions asked and posed by groups –peer review asks for identification of sources of error

 

Presentation and Peer review of group due

7

 

Group Meetings

 

 

Discussion of Writing a White paper

Case studies

8

TBA

Organic Chemistry topics

Quiz 4

 

 

Analysis of data and research for paper identifying issues in sampling and reporting- sources of error

 

Draft of paper due

9

TBA

Biochemistry topics

 

Discussion of inference drawing and representation of data 

Quiz 5

10

TBA

Biochemistry topics

Quiz 6

 

Discussion of research paper- evaluation of use of data in paper and writing  

 

Exam #2

11

 

Continuation- discussion of how to write and prepare posters

 

Research Paper Due

 

 

Case study

12

TBA

 

 

 

Work on POSTER PRESENTATIONS

 

 

13

 

TBA

Present POSTER PRESENTATIONS

 

 

POSTERS  presentations due

 

14

 

GROUP PRESENTATIONS

 

 

Class review for final. Discussion of presentations and ideas using the comments from judges and class, discussion of quantitative analysis in inferences, representation, etc.

 

15

Monday, May 4 (1 p.m.-2:50 p.m.) Final Exam

 

 

Policies:

Attendance Policy: (See the University Attendance Regulations, Undergraduate Bulletin). Tests that are missed, or homework assignments that are not turned in on time due to absence, may not be made up unless the professor excuses the absence. Excuse for extra-curricular activities must follow university regulations. Excused absence for any other reason will be considered by the professor, and granted or denied.  Except in an emergency you should discuss this with the instructor before the excused absence. Part of your grade will be based on in class quizzes and classroom participation.  There are no make-ups for missed in-class quizzes. 

 

Policy on Documentation and Accommodation of Disabilities:  In accordance with federal law, if you have a documented disability (learning, psychological, sensory, physical, or medical) you may be eligible to request accommodations from the Office of Services for Students with Disabilities (SSD).  To make a request for accommodations, please contact SSD Director Allison West at (216) 397-4967 or visit the SSD office, located in Room 7A, on the garden (lower) level of the Administration Building.  Please keep in mind that accommodations are not retroactive so it is best to register with SSD at the beginning of each semester.  Only those accommodations approved by SSD will be recognized by your instructors.  Please contact SSD if you have further questions.

 

Academic Honesty and Plagiarism:  For the full JCU policy on academic honesty, please see the University Bulletin, available online and in hard copy. 

 

Academic honesty, expected of every student, is essential to the process of education and to upholding high ethical standards. Cheating, including plagiarism, inappropriate use of technology, or any other kind of unethical behavior, may subject the student to severe academic penalties, including dismissal.

 

All work submitted for evaluation in a course, including tests, term papers, and computer programs, must represent only the work of the student unless indicated otherwise.

 

Material taken from the work of others must be acknowledged. Materials submitted to fulfill requirements in one course may not be submitted in another course without prior approval of the instructor(s).

 

Concerns about the propriety of obtaining outside assistance and acknowledging sources should be addressed to the instructor of the course before the work commences and as necessary as the work proceeds.

 

Statement of Accommodation:

University policy states: “In accordance with federal law, if you have a documented disability you may request accommodations from Student Accessibility Services (SAS). For more information go to the accessibilty page or you may contact the office directly at sas@jcu.edu or 216.397.4967. Please keep in mind that accommodations are not retroactive so it is best to register at the beginning of each semester.  Only accommodations approved by SAS will be recognized in the classroom.  Please contact SAS if you have further questions.  Please be advised that accommodations are NOT retroactively applied.  All accommodations are to be implemented upon receipt of written notification of disability from the SAS office.”

 

Statement on Mutual Respect, Discrimination and Bias:

John Carroll University is committed to fostering a learning and working environment based upon open communication, mutual respect, and ethical and moral values consistent with Jesuit and Catholic traditions.

The University seeks to provide an environment that is free of bias, discrimination, and harassment, including sexual harassment. If you have experienced sexual harassment/assault/misconduct based upon gender/sex/sexual orientation, and you share this with a faculty member, the faculty member must notify the Title IX Coordinator, Eric Butler, who will discuss options with you. He can be reached at etbutler@jcu.edu or (216) 397-1559. For more information about your options and resources, please go to the Title IX page, where you can file an online report. An option to report anonymously is available.

If you have experienced bias or discrimination based on race, religion, ethnic or national origin, disability, age, military or veteran status, genetic information or any factor protected by law, you are encouraged to report this via the Bias Reporting System at the stop bias page. For more information about the University’s commitment to diversity and inclusion, please see here.