Date: Thu, 14 Dec 1995 12:26:12 MST
                                        From: Renee Buchanan []

University of Utah
Ted Eyring
Chemistry 121, 5 credit hours (quarter) Winter 1996
General Chemistry

The logistics of this course involving approximately 200 students will not permit me to require the 40 hours of service normally expected from service-learning students. The commitment from the students is expected to be in the neighborhood of 20 hours in excess of the effort normally invested by students in this challenging undergraduate course. The modified syllabus is attached.

Below I have given an explanation of how the proposed course meets the eight criteria for qualifying as a Service-Learning course or project:

  1. Students in the classlproject provide a needed service to individuals, organizations, schools, or other entities in the Community.

The students will obtain samples of Jordan River sediments for lead metal content that will not otherwise be collected by Salt Lake County. Lead metal contamination of these sediments and the movement of lead in the river are not presently known and County funding for such a survey does not exist.

2.       The service experience relates to the subject matter of the

Health hazards arising from the presence of lead metal in the environment are considered in the required textbook for Chemistry 12 1.

3. Activities in the classlproject provide a method or methods for students to think about what they learned through the service experience and how this learning relates to the subject of the classlproject.

Students will be required to maintain an individual journal detailing their service-learning activities and will participate in a rap session with other students in which their impressions of the experience will be discussed.

4. The classlproject offers a method to assess the leaming derived from the service. Credit is given for the leaming and its relation to the classlproject, not for the service alone.

The performances of the service-learning student on the three mid-term exams and the final exam will be compared with those of a control group of students who will not participate in the service-learning project. Student grades in Chemistry 121-1 will not be tied directly to the service activity.

5. Service interactions in the community recognize? the needs of service recipients, and offer an opportunity for recipients to be involved in the evaluation of the service.

Employees of the County charged with flood control and maintenance of the Jordan River Parkway will have an opportunity to monitor the service project and advise as well as speak to the service-learning students in a seminar setting.

6. The service opportunities are aimed at the development of the civic education of citizens even though they may also be focused on career preparation.

Since the course is one in chemistry, not civil engineering or the geosciences, the service opportunity is aimed squarely at civic education rather than at career preparation.

7. Knowledge from the discipline informs the service experiences with which the students are involved.

The chemical knowledge acquired by the students will give meaning to the collection of data on the movement of lead metal in river sediments.

8. The class/project offers a way to learn from other class members as well as from the instructor.

Collection of samples from the river bed and their preparation for Atomic Absorption analysis will be done in small teams for reasons of safety. This mode of carrying out the project will assure plenty of student interaction with other students in addition to the rap sessions.

                         Chemistry 121-1
                       Winter Quarter, 1996

INSTRUCTOR: Dr. Edward M. (Ted) Eyring, Professor of Chemistry

              2428 HEB

LECTURES: M W F 12:05 - 12:55 p.m., HEB 2008

         TEXTS:         Chemistry, Principles and Reactions, 2nd Ed.,
              Masterton and Hurley (Required)

Student Lecture Outline to Accompany Chemistry, Principles and Reactions, R. 0. Ragsdale (Required)

Problem Solving in General Chemistry, R. 0. Ragsdale (Optional)

Laboratory Manual (Chem 121) edited by Gedridge and Richmond, available from the University Bookstore after January 17. (Required)

RECITATION: Tuesday and Thursday at times and places stated in the Class Schedule. The first meeting will be held Thursday, January 4. Chemistry 131 students: The discussion class is part of Chemistry 131.

Select the section that you want to attend (as long as there is a

seat     available) and participate with that group.  Please inform
your T.A. that     you are in Chemistry 131.


At the times noted in the Class Schedule. Labs will begin the week of January 29. Students who have satisfactorily completed Chemistry 121 within the past two years may be excused from the lab upon submission of a signed waiver form. These forms can be obtained from Jodi Badham, Room 2120 HEB. They must be returned by January 22 in order to be excused from the lab. Students who have taken Chemistry 117,118, and 119 at the University should register for Chemistry 131.

General Information The first quarter of general chemistry for science and engineering students will have a service-learning component. The primary principle of the service-learning activity is to enhance the student's understanding of chemistry and her/his enthusiasm for this learning experience. Service-learning has not previously been integrated into our freshman chemistry program. If you are concerned at the prospect of being part of an experiment, you may drop this class and enroll instead in the other section of Chemistry 121 being taught this Winter Quarter in the later afternoon.

As you may already know, a full fledged service-learning class requires a minimum of 40 service hours during the Quarter from each participant. However, the plan for the present class is that each student will invest only approximately 20 extra hours over the duration of the Quarter in the service project described below. Thus our course will not qualify for a service-learning designation on your transcript of credits, but it will give you an introduction to the concept of service-learning and perhaps encourage you to enroll in other bona fide service-learning courses in your future studies at the University of Utah.

The service project we will carry out is a mapping of lead metal pollution in the sediments under the Jordan River and at selected points along its banks in the Jordan River Parkway. The water in the river is regularly monitored by the County for heavy metal contamination. However, the sediments under the water have not been systematically analyzed for lead metal content. As our chemistry textbook explains, the presence of lead metal in our environment poses a significant health threat to those persons, animals, birds, etc. who ingest this heavy metal. With the help of a service-learning teaching assistant each member of our class will obtain a sample core from the Jordan River bed and will participate in the work-up of the student's sample for atomic absorption (AA) analysis. These analyses will be carried out by the service-learning teaching assistant and Ted Eyring with some samples also sent out for analysis by an independent commercial laboratory to verify the accuracy of our AA determinations.

In addition to mucking around in the Jordan River long enough to collect one core sample at the precise geographic coordinates assigned to you and working your sample up for AA analysis your service-learning project will also require you to:

  1. Sign a waiver that absolves the University and its employees of responsibility for any health problem or accident arising from your collecting and analyzing a Jordan River sediment sample.
  2. Attend several special seminars in which local experts will describe the lead metal environmental problem and how it is monitored.
  3. Keep a handwritten journal (bound book) with entries describing each of your service-learning experiences.
  4. Participate in rap sessions with other Chem 121 students in which you will discuss your impressions of the service-learning project and your participation in it.
  5. Prepare a typed 500 to 1,000 word essay describing some aspect of lead metal environmental contamination and the potential human consequences.

The service aspect of our lead metal mapping project arises from the collection and analysis of many environmental samples that would constitute a large, unbudgeted expense to the County if the collection and analysis of samples were carried out by paid County employees.

Approximately 25 students (one discussion - laboratory section) of our class will not participate in this service project. These students will not be self-selected and will be a control group to monitor the impact of the service-learning project on the learning of chemical principles. Students who are physically challenged in a manner that precludes collecting samples at the Jordan River will be assigned to a second control group by Ted Eyring. Students wishing to be included in this second control group who are not confined to a wheelchair will be asked by Ted Eyring to provide a statement from a physician endorsing the student's request.

Students in the two control groups will be required to prepare a typed 500 to 1,000 word essay on some aspect of lead metal environmental pollution but will not be responsible for the other service-learning activities listed above.


The text assignment should be read before the lecture. Problem assignments are due at the recitation section on the day noted in the syllabus.

Students can repeat one examination (1st, 2nd, or 3rd hour exam) on Tuesday, March 5, at 5:30 p.m. This exam can take the place of the earlier exam (if you have a higher score). If you have missed an earlier exam because of an illness or an emergency, then this exam is taken as a make-up. The room assignment for the make-up exam will be given later. The regular exams will be given in HEB 2008 during the lecture hours noted in the schedule below.

The last day for a withdrawal from the class is February 16. After this date, a withdrawal will only be given for extenuating circumstances.

To receive credit for the course, it is necessary to complete with a passing grade at least 3 labs -- as the laboratory is a very important part of the course.

In grading this course, the following weights are assigned to the various components:

First Hour Exam, Friday, Jan. 26, 12:05 p.m. 100 points Second Hour
Exam, Friday, Feb. 16, 12:05 p.m. 100 points Third Hour Exam,
Friday, March 1, 12:05 p.m. 100 points
Final Exam 200 points
Total Possible Exam Points 500 points

         Possible Number of Discussion Points  100* **
         Possible Number of Laboratory Points  60*
         Possible Number of Essay Points       100
         Total Possible Points                         760

*All discussion class and laboratory points will be normalized. The overall class average for lab and discussion will be approximately 70%. Points for individual discussion classes and lab classes may be raised or lowered depending on the "toughness" or "easiness" of the T.A. and on the performance of each section.

**Problems which have been assigned from the textbook should be solved in a bound notebook which is used for this purpose only. These problems should be attempted before going to the discussion class. The notebook should be taken each time to the discussion class.

Approximately 20 points of the final examination will involve questions from the laboratory portion of the course.


Students will be guaranteed the following grades if the following percent performances are achieved:

A > 83%
B > 73%
C > 53%
D > 40%

Plus and minus grades will also be given but the percentages above are for the "full" letter grade. Examination scores usually have averages from 65-70% and sometimes they exceed 70%.