Course Description
GENERAL CHEMISTRY, CHEM 001A
An introduction to the basic principles of chemistry. Instructional methods are either in-person lectures or virtual online lectures. Credit is awarded for one of the following CHEM 001A, CHEM 002A, or CHEM 01HA.
Key Information
Credit: 4 quarter units /
2.67 semester units credit
UC Riverside, Chemistry
Course Credit:
Upon successful completion, all online courses offered through cross-enrollment provide UC unit credit. Some courses are approved for GE, major preparation and/or, major credit or can be used as a substitute for a course at your campus.If "unit credit" is listed by your campus, consult your department, academic adviser or Student Affairs division to inquire about the petition process for more than unit credit for the course.
UC Berkeley:
Unit Credit
UC Davis:
General Education: QL, SE, SL.
UC Irvine:
Unit Credit
UC Los Angeles:
General Education: Physical Science with Lab
UC Merced:
Unit Credit (see your Academic Advisor)
UC Riverside:
Major Requirement: required for all CNAS and CHEM majors
UC San Diego:
General Education: Seventh - 1 course towards Alternatives - Natural Sciences and Engineering; Revelle - Chemistry, or one course towards Natural Science; Warren - May be counted depending on major/PofC/AS; ERC - 1 natural science; Muir: 1 course in a Natural Sciences theme in "Chemistry, Physics, and the Environment"
UC San Francisco:
Unit Credit
UC Santa Barbara:
General Education: Area C - Science, Mathematics, and Technology
UC Santa Cruz:
Unit Credit
Prerequisites
Concurrent enrollment in CHEM 01LA; MATH 005A with a grade of C- or better or MATH 006A with a grade of C- or better or CHEM 001W with a grade of S or better or CHEM 001 with a grade of S or better or MATH 007A with a grade of C- or better or MATH 007B with a grade of C- or better or MATH 009A with a grade of C- or better or MATH 009B with a grade of C- or better or MATH 006B with a grade of C- or better or MATH 009C with a grade of C- or better; or a score of 3, 4, or 5 on the College Board Advanced Placement Chemistry Examination or Advanced Placement Calculus Examination or a passing score on the California Chemistry Diagnostic Test or a score on the Mathematics Advisory Exam sufficient for placement in MATH 007A or MATH 009A.
Course Creator
Jack Eichler
As a teaching track faculty member, my primary focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on a United States Department of Agriculture Higher Education Challenge Grant Program project that helped recruit incoming freshmen to participate in an Environmental-Agricultural Science learning community. In this learning community, our students were engaged in environmental-based case studies in our general chemistry sequence, introduced to environmental/agricultural based research in a freshman seminar course, and then recruited to work on independent research projects under the guidance of a faculty mentor. I was also the principal investigator on a National Science Foundation Transforming Undergraduate Education in STEM (TUES) project that developed, implemented, and disseminated a series of problem-based case studies in our two year general chemistry/organic chemistry sequence. I am currently the principal investigator on a National Science Foundation Improving Undergraduate STEM Education (IUSE) project in which we are adapting our problem-based studies to be used as in-class activities for flipped classroom modules. Preliminary studies demonstrate that implementing 4-6 flipped classroom modules in one quarter of general chemistry significantly increases the amount of active learning that takes place in lecture, and students participating in the flipped classroom modules perform better in the course than students in traditional lectures. Future work will focus on continuing to develop and implement flipped classroom modules, and work with faculty from other institutions to begin a broader dissemination project to promote the use of these active learning pedagogies in large introductory chemistry courses.
As a teaching track faculty member, my primary focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on a United States Department of Agriculture Higher Education Challenge Grant Program project that helped recruit incoming freshmen to participate in an ...
As a teaching track faculty member, my primary focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on a United States Department of Agriculture Higher Education Challenge Grant Program project that helped recruit incoming freshmen to participate in an Environmental-Agricultural Science learning community. In this learning community, our students were engaged in environmental-based case studies in our general chemistry sequence, introduced to environmental/agricultural based research in a freshman seminar course, and then recruited to work on independent research projects under the guidance of a faculty mentor. I was also the principal investigator on a National Science Foundation Transforming Undergraduate Education in STEM (TUES) project that developed, implemented, and disseminated a series of problem-based case studies in our two year general chemistry/organic chemistry sequence. I am currently the principal investigator on a National Science Foundation Improving Undergraduate STEM Education (IUSE) project in which we are adapting our problem-based studies to be used as in-class activities for flipped classroom modules. Preliminary studies demonstrate that implementing 4-6 flipped classroom modules in one quarter of general chemistry significantly increases the amount of active learning that takes place in lecture, and students participating in the flipped classroom modules perform better in the course than students in traditional lectures. Future work will focus on continuing to develop and implement flipped classroom modules, and work with faculty from other institutions to begin a broader dissemination project to promote the use of these active learning pedagogies in large introductory chemistry courses.
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