Chemistry with Chemistry Teaching Certification (B.S.)

Program: B.S.
Department of Chemistry
College of Arts and Sciences

Science Building 496 ~ 260-481-6289 ~ ipfw.edu/chemistry

 The student learning outcomes for the degree are as follows:

The student understands the central concepts, tools of inquiry, and the structure of discipline he or she will teach and can create learning experiences that make these aspects of the subject matter meaningful for his or her students.  This includes, but is not limited to:

• Mathematical and quantitative reasoning

The student will be able to analyze, synthesize, and comprehend experimental and computational data describing the physical universe.  This skill requires knowledge of mathematical and statistical techniques that can be used analytically.

• Classical and instrumental laboratory techniques: both analytical and synthetic 

Students will learn precise measuring techniques as well as careful and meticulous record-keeping.  They will master the use of variety of modern instruments and will become proficient in fundamental organic synthetic methods.

• Individual and collaborative problem-solving

The student will develop independent problem-solving skills as well as the ability to work collaboratively in a team environment on complex chemical systems.

• Chemical literature

  The student will learn basic tools and concepts for efficient use of chemical literature, including multiple computerized databases.  The student will also be expected to analyze sources for relevance and authority and to learn how scientific writings are constructed according to style.

• Summary of key concepts

In the teaching of Chemistry from the point-of-view of various sub-disciplines, the following concepts form the core course content.  It should be noted that courses offered by the IPFW Department of Chemistry will include, but are not simply limited to, the following points of emphasis:

•  Analytical Chemistry

– Analytical methods (classical and instrumental)
– Sensitivity and detection limits
– Statistical treatment of data

• General Chemistry

– Semi-quantitative microscopic model of the physical universe based on macroscopic observations
– Terminology
– Periodic relationships
– Elementary computational skills
– Introductory laboratory skills

• Inorganic Chemistry

– Chemical bonding and structure
– Reactivity, reaction mechanisms, and properties
– Solid state and material science
– Organometallic chemistry
– Spectroscopic determination of structure

• Organic Chemistry

– Chemical bonding and structure including valence bond and molecular orbital theories
– Reactivity, reaction mechanisms, and properties of the important functional groups
– Synthesis
– Spectroscopic determination of structure
– Material science and bio-organic chemistry

• Physical Chemistry
  
  – Mathematical and physical principles that underlie modern Chemistry
  – Detailed understanding of the modern microscopic model of the universe
  – The principal topic areas are:

  1. Quantum Chemistry

  2. Thermodynamics

  3. Statistical Mechanics

  4. Spectroscopy

  5. Kinetics

• The student understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
• The student understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
• The student understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
• The student uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction and active engagement in learning and self-motivation.
• The student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
• The student plans instruction based upon knowledge of subject matter, the community and curriculum goals.
• The student understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
• The student is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
• The student fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Prior to your junior year, the Department of Educational Studies requires that you successfully complete EDUC F200, EDUC W200, and EDUC K306 and the Pearson Core Academic Subject Assessment (CASA) or approved alternative before admission to the professional education program.  You must also establish a minimum 2.70 GPA in your content (major) courses and a 2.70 cumulative GPA for admission to this program.  The Pearson CORE content exam must be taken before the student teaching semester.  You must apply for student teaching one year in advance of the semester you plan to student teach.  You must also pass the Pearson pedagogy exam for Secondary Education, pass the CORE content exam, and achieve a 3.00 GPA in your major and overall to obtain the teaching license.  For more information on these and other requirements, please contact the College of Education and Public Policy, EPIC Office, in Neff Hall 243, 260-481-6449.