Instructions
Students will work in groups of 2-3 students. Working as a group, students will pick a topic based on course outcomes (COs) and research that topic for its connection to nursing/health care. Students may pick a topic from the suggested topics list or instructors may choose to assign specific topics to students. Additionally, students may choose a different topic that is relevant to the COs as long as the faculty approves it. Students must get approval for their chosen topic.
The project must be presented via narrated/voiceover or video presentation and contain all group members presenting on the topic. Each group member must introduce themselves when speaking and/or put their name on the slides they made. The presentation should be 10-15 mins in length. Do not include embedded videos from YouTube, Kahn Academy, TikTok, or other sources, as these will not count toward the length. Instructors may have additional requirements.
Suggested Formats
- Narrated/voiceover PowerPoint presentation
- Video presentation that must receive prior approval from the professor. A PowerPoint must also be submitted for the TurnItIn score.
Suggested Project Topics
- Linking ADPIE/ADOPIE to the scientific method (CO 1)
- Chemistry and public health effects of the Flint River crisis (CO 6, 7)
- The chemistry of Isotopes in cancer treatment (CO 9)
- The chemistry behind radioisotopes in imaging techniques and the importance of these techniques (CO 2, 9)
- The chemistry behind radioisotopes in diagnosis and therapy (not including imaging methods) (CO 2, 9)
- The chemistry of simple ionic compounds in healthcare and their uses (CO 3)
- The chemistry behind why certain molecules are able to cross the blood-brain or placental barrier or skin while others are not (CO 8)
- Relating stoichiometry to dosage calculations (CO 4)
- Application of the ideal gas laws to gas canisters (CO 5)
- The chemistry of Acidosis or Alkalosis. Groups should focus on one and not both. (CO 7)
- Tracking the functional group similarities between a series of synthetic drugs and the natural compounds they were based on (CO 8)
- Chemistry of therapeutic drug(s) and how they affect health/human body (CO 8)
- Chemistry of recreational drug(s)/chemicals and how they affect health/human body (CO 9, 10)
- Use of polymers in clinical interventions (CO 8, 10)
- Chemistry of nutrition (CO 10)
- Looking at the gene sequence that is linked to a genetic disorder (CO 10)
- Other topics as approved by the instructor
Grading
This assignment will be grading using the below rubric.
All students from a group must participate in preparation and presentation.
Outcomes
CO 1: Apply the scientific method to propose a hypothesis and set up an experiment, including positive and negative controls and appropriate units of measurement.
CO 2: Predict the numbers of protons, neutrons, and electrons given the atomic symbol or limited information for a specific isotope of an element and relate them to atomic mass and charge.
CO 3: Determine chemical names and/or chemical formula for diatomic or simple polyatomic compounds and draw a Lewis structure, construct a molecular geometry, and determine the polarity for a covalent.
CO 4: Balance chemical equations, calculate the molar mass of all compounds in the reaction, and demonstrate how mole ratios play a role in stoichiometry.
CO 5: Predict how a change in one or more of the parameters of a gas alters dependent gas parameters such as pressure, volume, or temperature.
CO 6: Calculate the concentration and volume of a solution given solute and solvent parameters.
CO 7: Predict the properties of and identify reduction and oxidation agents as well as acids and bases by analysis of chemical formulas, chemical reactions, and solution pH values.
CO 8: Differentiate the common classes of organic functional groups and identify the appropriate common or IUPAC names, applications, and chemical structures for simple organic.
CO 9: Differentiate between the types of radioactive decay at the subatomic level and provide real-world applications, sources, and risks.
CO 10: Contrast the synthesis, composition, structure, and functions of major biological macromolecules and Illustrate the process of flow of genetic information.
Due Date
By 11:59 p.m. MT on Sunday
Rubric
Course Project (CHEM120)
| Criteria | Ratings | Pts |
|---|---|---|
This criterion is linked to a Learning OutcomeRelationship with Nursing | 12 to >11.0 ptsExcellentTies between the chemistry topic and nursing are well explained and clear.11 to >8.0 ptsGoodTies between the chemistry topic and nursing are explained. 8 to >4.0 ptsAverageTies between the chemistry topic and nursing are somewhat explained.4 to >0 ptsNeeds ImprovementTies between the chemistry topic and nursing are not well explained. | 12 pts |
This criterion is linked to a Learning OutcomeVisuals | 12 to >11.0 ptsExcellentGroup makes great use of visuals (drawings, models, short videos, ect.) to demonstrate points.11 to >9.0 ptsGoodGroup makes use of visuals (drawings, models, short videos, ect.) to demonstrate points. 9 to >4.0 ptsAverageGroup makes some use of visuals (drawings, models, short videos, ect.) to demonstrate points.4 to >0 ptsNeeds ImrpovementGroup makes little or no use of visuals. (E.g. PowerPoints slides that are nothing but text). | 12 pts |
This criterion is linked to a Learning OutcomeEnthusiasm and Reflection | 12 to >11.0 ptsExcellentAll group members participate to enthusiastically reflect how their project topic specifically ties to the corresponding Course Objective (CO).11 to >9.0 ptsGoodSome group members participate to enthusiastically reflect how their project topic specifically ties to the corresponding Course Objective (CO). 9 to >4.0 ptsAverageSome group members participate to reflect how their project topic specifically ties to the corresponding Course Objective (CO) without enthusiasm.4 to >0 ptsNeeds ImprovementGroup members do not reflect how their project topic specifically ties to the corresponding Course Objective (CO) and there is no enthusiasm. | 12 pts |
This criterion is linked to a Learning OutcomeAccuracy | 12 to >11.0 ptsExcellentChemistry used is accurate and well explained. Chemistry and application are woven together well.11 to >9.0 ptsGoodMost of the chemistry used is accurate and well explained. Chemistry and application are occasionally woven together well. 9 to >4.0 ptsAverageMost of the chemistry used is accurate and well explained. Chemistry and application are not well connected.4 to >0 ptsNeeds ImprovementMost of the chemistry used is incorrect. Chemistry and application are not connected. | 12 pts |
This criterion is linked to a Learning OutcomeResearch | 12 to >11.0 ptsExcellentIn-text citations are clearly provided in line or on the same slides.11 to >9.0 ptsGoodIn-text citations are generally provided in line or on the same slides. 9 to >4.0 ptsAverageIn-text citations are occasionally provided in line or on the same slides.4 to >0 ptsNeeds ImprovementIn-text citations are never or rarely provided in line or on the same slides. | 12 pts |
This criterion is linked to a Learning OutcomeOrganization | 12 to >11.0 ptsExcellentInformation is presented using clear and concise language in an organized manner.11 to >9.0 ptsGoodIn general, information is presented using clear and concise language in an organized manner. 9 to >4.0 ptsAverageInformation is presented in an organized manner but could use improvement in the area of clarity.4 to >0 ptsNeeds ImprovementInformation is presented in an unorganized manner and could use improvement in the area of clarity. | 12 pts |
This criterion is linked to a Learning OutcomeLength | 10 ptsExcellentPresentation is 10-15 minutes in length.0 ptsNeeds ImprovementPresentation is shorter than 10 minutes or longer than 15 minutes in length. | 10 pts |
This criterion is linked to a Learning OutcomeCitation of Sources | 6 ptsExcellentAll sources are properly cited.0 ptsNeeds ImprovementOne or more resources are NOT properly cited. | 6 pts |
This criterion is linked to a Learning OutcomeSpelling/Grammar | 12 ptsExcellentNo errors in English grammar, spelling, syntax, and punctuation.11 ptsGoodPresents information using clear and concise language in an organized manner (1-5 errors in English grammar, spelling, syntax, and punctuation). 9 ptsAveragePresentation needs improvement in the areas of organization and clarity OR (6+ errors in English grammar, spelling, syntax, and punctuation).4 ptsNeeds ImprovementPresentation needs improvement in the areas of organization and clarity and has 6+ errors in English grammar, spelling, syntax, and punctuation. | 12 pts |
Total Points: 100
Hi everyone! I want to make sure you all do a great job on your projects! This project carries as much weight as an exam so it's really important you do well on it and not lose any points!
⚠️The biggest reasons students lose credit is by not reading the rubric and project instructions carefully.
1) So first off, make sure you have read the Project Instructions
Your project is due by Sunday April 19th but you are welcome to turn it in earlier if you finish ahead of time.
2) Make sure you submit your Powerpoint project in the correct PPT or PPTX formatLinks to an external site.. Do NOT submit your project as a PDF, Apple Keynote or video. You must submit your Powerpoint via Turnitin.
If you are working in a group, only one group member should submit the project. Thanks!
3) This is a narrated/voiceover presentation. Here is a quick video I made to show you how to do your narrations:
.
Your slides should have simple bullet points of information, and you will expand on those bullet points in your narration. Do not just read word-for-word from your slides.
I suggest writing a script or flashcards for yourself that you can read from in your narrations (since you will not show your face this is perfectly acceptable!). Here is another example below of how a simple slide might look:
Fad diet.png
And to accompany this slide, the script you write for your narrations might say something like:
"Fad diets tend to be unsuccessful for a few key reasons. One reason is that these diets are often not backed by scientific studies. There is no empirical evidence that these diets are sustainable long-term and they may help someone lose weight quickly, but then they gain it back again shortly after. Dieters usually do not receive enough nutrition because these diets eliminate entire food groups. This increases the risk of nutritional deficiencies and can also disrupt key metabolic and reproductive hormones. The type of rapid, unbalanced dieting seen in fad diets often causes long-term disruption rather than real health benefits."
4) Please avoid slides with excessive text on them (like the one shown below). This is not only hard to read, but students who design their slides this way are often tempted to read directly from them, which we don't want.
nursing.png
5) Make sure you are properly citing information in APA format throughout your presentation. Students who forget to do this lose 12 percentage points! Your citations can either look like a slide with a citation at the bottom OR you can do regular in-text (parenthetical) citations. See examples below:
Slide 1 Examples-1.png
^Citation at bottom of slide
Slide 2 Example-1.png
^Information cited in-text (parenthetically)
5) At the end of your presentation, you should list all references on a separate slide. Make sure they are in APA format in alphabetical order. You should list both in-class resources and outside scholarly sources in your reference list. Make sure journal articles and websites are properly hyperlinked. Here is an example below:
🌟Any questions or need help with your project? Please don't hesitate to reach out!!!
This topic is closed for comments.