Mrge File

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Instructor contact information

Instructor: Patience O. Babatunde Office Phone:

Office: Office Hours: After every class or by
E-mail:
appointment

patience.o.babatunde@lonestar.edu Website: D2L course site

Student Learning Outcomes:

1. Solve problems using procedures outlined in class, including proper SI units and significant figures.
2. Identify the states of matter and the transitions between them.
3. Compare elements, compounds and mixtures.
4. Apply the Law of Conservation of Matter to balance chemical equations and solve simple stoichiometry

problems.
5. Determine atomic structure and chemical properties of elements from their position in the periodic table.
6. Perform conversions involving concentration of solutions.
7. Draw the Lewis Structure and determine the shape and polarity of a simple compound from its formula.
8. Identify simple inorganic compounds by formulas and names.
9. Identify acids and bases, acidic and basic solutions and calculate pH.
10. Demonstrate ability to carry out simple laboratory experiments using common chemical measuring devices

and safety precautions.

In our efforts to prepare students for a changing world, students may be expected to utilize computer
technology while enrolled in classes, certificate, and/or degree programs within LSC.
The specific requirements are listed below:

Use D2L to access syllabus, study guides, discussion board, download/play powerpoint files and videos, etc .

Getting ready

Required Material: 1. Introduction to Chemical Principles, H. Stephen Stoker, eleventh edition
2. Critical Thinking and Chemistry Experiments; CHEM 1405: Introductory Chemistry
Laboiratory Manual 2015-2016 (available in book store)
3. Calculator (need to be able to calculate log)
4. Access to D2L for required online materials

Instructor guidelines and policies

Attendance:
Attendance in the laboratory portion of this course is mandatory. You may miss only four hours of lab.
You will fail the course (regardless of your score) if you miss more than four hours of lab. If you miss a
fifth hour of lab, contact me before the next lab meeting to determine if there is a way to do the missed
experiment in a different class section so that you don’t need to drop the class. The sooner you contact
me, the easier it will be to arrange the make-up lab. To get credit for assignments due on the day of your
absence, the assignment must be emailed to me within 24 hours of the absence. You may NOT turn in
work and get credit for experiments you miss during your absence.

Assignments: Practice makes perfect. Students should be responsible and work all suggested number of

problems in every chapter. Homework will be selected odd numbered problem of each section. Homework are
not graded, the purpose is for practice and better understanding of the subject matter . Homework will be

Revised 05/06/2016

discussed the next day and some problems will be worked in class to improve problem- solving strategies. This
will achieve better interaction in the classroom and mastery of the subject matter. Student participation in class
work will earn extra points in their grade. You will find the recommended problems on the last page of the syllabus
and the answers can be found in the back page of your textbook.

Perform assigned experiments carefully and accurately following the laboratory manual instruction. Pre labs must
be done and submitted with the lab report during lab period. Laboratory participation is also encouraged and
students must complete assigned lab activities and submit write up on the submission date in order to earn credit
for the course. Experimental reports are due for submission before the next scheduled experiment.
Reports are accepted only from students who are present during the experiment. You cannot report on
experiment you didn’t do. For late experiment write up, the highest grade the student receives will be the
lowest passing grade (70%). Students are also encouraged to inform instructor when help is needed. Practice
laboratory safety at all times.

Make-up Exams: Always be ready for pop-up quiz every class meeting. No Make Up for Quizzes and Exams.

For major exams, if the student knows that he/she will miss a test (for a very valid reason/emergency
case) inform me in advance to make up the test early or take a make-up exam. If you miss three laboratory
hours, you need to do a make up on your missed laboratory experiments or else you will fail the course
regardless of your grades. There is no make up for non valid reasons All make-up exams will be
administered in the LSC-Cy Fair Assessment Center.

Electronic devices: Please silence all mobile devices during class time and during tests and quizzes. Mobile

devices are not allowed to be used as calculators during tests and quizzes. Use of cell phones during test and
qiuzes will attract a Zero grade without make up. Please remember that no texting, Facebooking, etc. If you need
to reply an emergency call during class hour, you can do it in the hallway at your own discretion but not
during class/test period.

Dr. Ann van Heerden, Chair of the Chemistry Department.
Phone: 281-290-3909, email: ann.e.vanheerden@lonestar.edu; Office Tech 100-C

GRADE DETERMINATION:

Your grade will be Details Percent of
determined by the Final
Four major exams will be administered for the semester. The
following exam will be Objective Type Questions and Problem Solving. Average
Final is mandatory (No Exemptions)
Lecture Major Exams 30%

Final Exam 20%

Laboratory Exams Two exams for the semester. Both exams will be counted for 20%
Laboratory Experiments grading. Laboratory.
20%
There will be 12-14 experiments for the semester.
Participation is required for every lab expt. Submit an
individual complete report on submission date. Inside the lab
room, whoever group left their area dirty or wet and chairs
not in proper place will be penalized 10% of that lab grade.

Quizzes / Homework Pop quizzes and graded homework.
Student’s with perfect attendance will be rewarded an
10%
additional points to the quiz average.

100%

Page 2 of 4 Revised 05/06/2016

LETTER GRADE ASSIGNMENT: Final Average in Percent
90 – 100%
Letter Grade 80 – 89%
A 70 – 79%
B 60 – 69%
C
D 59% or below
F

Tentative Instructional Outline:

Please be advised that this is a tentative schedule; lecture topics, labs, and exam dates may be
changed if necessary during the course of the semester.

Week Date Activities and Assignment Objectives aNonCdlaDsse, tails
Num1ber 01/16 MLK
01/18 Lab Orientations
2 01/20 Chap. 1 safety / Groupings
3 01/23 Chap. 1 Expt. 1 – Measurements
4 01/25 Chap. 1 Measurements Contd
5 01/27 Chap. 2 – Number and Measurements
6 01/30 Finish chap. 2 Class work
7 02/01 Chapter 3 Density of Liquid
8 02/03 Chapter 3 Density of solids
02/06 Major Exam #1 ( Chap. 1 – 3 )
02/08 Chapter 4 Class work
02/10 Chapter 4 Chapt 4
02/13 Chapter 4
02/15 Chapter 5 Elements and Compounds
02/17 Chapter 5 Separation of Mixtures & Compounds
02/20 Chapter 8
02/22 Chapter 8 Chapter 5 Contd
02/24 Chapter 8 Class work
02/27 Major Exam # 2 ( Chap. 4,5, 8 ) Chapter 8
03/01 Chapter 6
03/03 Chapter 6 Ionic Compounds from Elements
03/06 Chapter 7 Class work
03/08 Chapter 7
03/10 Chapter 7 Review for Lab Exam
Chapter 9 Chapter 6

Lab Exam 1
Class work
Models/Lewis Structure
Balancing Chemical Equations – Practice
Class work

Page 3 of 4 Revised 05/06/2016

Week Date Activities and Assignment Objectives NaonCdlaDsestails
Num9ber 03/13 SPRING BREAK
03/20 Empirical Formula of Mg(OH)2
10 03/22 Chapter 9 Claswork/Review
03/24
11 03/27 Chapter 9 Empirical Formula of Mg(OH)2
03/29 Lecture Major Exam # 3 ( Chap. 6, 7 and 9) Chapter 10
“W” DAY 03/31
04/04 Chapter 10 Law of Conservation of Mass
12 Law of Conservation of Mass
04/03 Chapter 10
13 04/05
04/07 Chapter 11
14 04/10 Last Day to Drop and receive a “W” for
04/12
15 04/14 “Spring 2016”
04/17
16 04/19 Chapter 11 Chapter 11
04/21 Chapter 11 Preparing Dilutions
17 04/24 Chapter 13 Intermolecular Forces
04/26 Chapter 13 Intermolecular Forces
04/28 Chapter 13 Acid/Base Titration
05/01 Spring Holliday
05/03 No Class
05/05 Chapter 13 Acid/Base Titration
Chapter 14 Review for Lab Exam 2
05/08 Chapter 14
Chapter 14 Lab exam 2
Class Review and Discussion Chapter 14
Lecture Major Exam # 4 ( Chap 10,11, 13 and Class Work
14)
Class work Review
Review for Final Exam ( CHAP 1-11, 13 and 14) Class work
Review for Final Exam ( CHAP 1-11, 13 and 14) Clean up
Check Out

Final Exam 8.00a.m – 9.50a.m (HSC1 203)

Page 4 of 4 Revised 05/06/2016

Student Preparatory Strategy

Students will study section 4.7 from the approved textbook which deal with elements and
compounds under the Basic Concepts about Matter or watch a ten minute video by Khan
Academy on you tube with the link https://www.youtube.com/watch?v=cV4jJZCIMPo
Students are expect to write briefly what atoms, elements and compounds stand for and
give two examples each using periodic table.
This will a graded quiz.

BOPPPS LESSON PLAN

COURSE: CHEM 1405_5007
Allotted Time: 55 minutes
Lesson Title: Elements, Compounds and Mixtures

Bridge: Allow students to think about and give any reason why oxygen which is composition of water support burning and water itself is used as
fire extinguisher. This will create curiosity in them as they wander how?

Estimated time: 2 minutes
Course Student Learning Outcome:

Compare Elements, Compounds and Mixtures
Learning Objectives:
By the end of this lesson, students will be able to identify different types of element from the periodic table and the basic
classifications (Analysis)

By the end of the lesson, students will be able to use the basic classification to identify compounds and mixtures and apply this to
differentiate between elements and compound, and compound and mixtures (Application)

Pre-Assessment: Students log into Socrative to answer questions that help evaluate prior knowledge from the reading assignment

Estimated time: 4 minutes

Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

 4 questions with Bloom’s level identified
 New instructional technology you are trying
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

15 Explain What Elements and Compounds are and Students log into Socrative to identify components that Slides will be shown with
minutes the location and posirtion of elements in the can be classified as compound mixture and elements descriptions and
periodic table. definitions
10 Explain what Mixtures are and the two types of 1. What kind of elements are found on the left side Solution will be provided
minutes mixtures.. and right side of the periodic table (Bloom’s with slides to the
Comprehension) questions.

2. What is the difference between an element , a
compound and a mixture (Bloom’s Application)

15 Explain the reasons why elements are completely Some elements that were observed in the lab were learner activity
minutes different from compound even though their present in the compounds. Compare and compare the
appearances of these elements by themselves versus the
combinations form a compound appearances of the compound containing the element.
(Bloom’s Analysis)

10 Explain why some mixtures are homeogeneous 4.In your own words, explain why sugar is a compound Slides with explanations

minutes and why some are heterogeneous why milk is a mixture. and images as well as a

Bloom-Comprehension slide describing learner

activity

 Post-assessment: Students will receive a blank paper to list the major difference between a compound and a mixture. This will be used to

futher clarify misconception duringthe next class meeting

Estimated time: 5 minutes
Summary: Exit ticket in Socrative-What was the muddiest point in this lesson?

Estimated time: 2 minutes

Questions

1. What kind of elements are found on the left side and right side of the periodic table
(Bloom’s Comprehension)

2. What is the difference between an element , a compound and a mixture (Bloom’s
Application)

3. Some elements that were observed in the lab were present in the compounds. Compare
and compare the appearances of these elements by themselves versus the appearances of
the compound containing the element. (Bloom’s Analysis)

4. If there is any difference in the appearances, In your own words explain the differences
and justify with at least two examples. (Bloom’s Synthesis)

1) Which of the following is a compound?

A) copper B) magnesium C) copper (II) oxide D) iron

2) Which of the following is an element?

A) ammonia B) water C) copper

D) table salt

3) An element is a substance which ________.
A) can be broken down into simpler substances by physical means.
B) cannot be broken down into simpler substances by physical or chemical means.
C) can be broken down into simpler substances by chemical means.
D) none of the above

4) In your experiment with separation of Mixtures, why do you think sugar is a compound
while milk is a mixture

CATEGORY 100 80 60 40
Group Timeline Group Group Group Group needs adult
independently independently independently help to develop a
Delegation of develops a develops a timeline develops a timeline timeline AND/OR
Responsibility reasonable, describing when describing when several students in
complete timeline most parts of the most parts of the the group cannot
Ideas/Research describing when work will be done. work will be done. independently
Questions different parts of All students in Most students can describe the high
Quality of Sources the work group can independently points of the
(e.g.,planning, independently describe the high timeline.
research, first describe the high points of the
draft, final draft) points of the timeline. One or more
will be done. All timeline. students in the
students in group Each student in the group cannot
can independently Each student in the group can, with clearly explain
describe the high group can clearly minimal prompting what information
points of the explain what from peers, clearly they are
timeline information s/he is explain what responsible for
Each student in the responsible for information s/he is locating.
group can clearly locating. responsible for
explain what locating. Researchers
information is Researchers identify, with
needed by the independently Researchers considerable adult
group, what identify at least 4 identify, with some help, 4 reasonable
information s/he is reasonable adult help, at least ideas/questions to
responsible for ideas/questions to 4 reasonable pursue when doing
locating, and when pursue when doing ideas/questions to the research.
the information is the research. pursue when doing
needed. the research. Researchers, with
Researchers Researchers extensive adult
independently independently Researchers, with help, locate at
identify at least 4 locate at least 2 some adult help, least 2 reliable
reasonable, reliable locate at least 2 information
insightful, creative information reliable sources for EACH
ideas/questions to sources for EACH information of their ideas or
pursue when doing of their ideas or sources for EACH questions.
the research. questions. of their ideas or
Researchers questions.
independently
locate at least 2
reliable, interesting
information
sources for EACH
of their ideas or
questions.

Patience Babatunde

Dept of Chemistry
April 6, 2017

Table of Contents

 Student Preparation Strategy
 Bridge
 Objectives
 Pre Assessment
 Participatory Lesson
 Post Assessment
 Summary
 Reflection

Student Preparation Strategy

 Students will study section 4.7 from the approved
textbook which deal with elements and compounds
under the Basic Concepts about Matter or watch a
ten minute video by Khan Academy on you tube with
the link
https://www.youtube.com/watch?v=cV4jJZCIMPo

 Students are expect to write briefly what atoms,
elements and compounds stand for and give two
examples each using periodic table.

 This will a graded quiz.

Bridge

 Have you ever wondered
why oxygen which is a
component of water
supports burning or
combustion while water
is can be used to
extinguish fire.

 We will explore and
unravel the mystery in
today’s lecture

Objectives

 By the end of this lesson, students will be able to
identify different types of element from the periodic
table and the basic classifications (Analysis)

 By the end of the lesson, students will be able to
use the basic classification to identify compounds
and mixtures and apply this to differentiate between
elements and compound, and compound and
mixtures (Application)

Pre-Assessment

A quiz of 5 multiple choice questions will be
administered using Socrative to determine the prior
knowledge of individual students and the entire
students in the class as a whole.
https://b.socrative.com/teacher/#edit-quiz/27852831

PARTICIPATORY LESSON

 The lecture will be presented in PowerPoint format for the introduction and
the arrangement of elements in the periodic table. Students will be in their
assigned group with their members. This is usually our tradition.

 Some elements and compounds will be given to each group.

 Discussion Questions

 Some elements that were observed in the lab were present in the
compounds. What can you say about the appearances of these elements by
themselves versus the appearances of the compound containing the
element. (Bloom’s Analysis)

 Discuss how you would justify the differences if any(Bloom’s Synthesis)

BOPPPS- POST-ASSESSMENT

 Students will be asked to use their own words to
briefly explain why sugar is a pure substance and
why milk is a mixture.(Synthesis)

 This will be assigned a grade to ensure that
everyone writes something.

 A quiz of 7 multiple choice questions will be
administered using Socrative

BOPPPS- SUMMARY

 Will allow students to use a couple of minute to list
the major difference between a compound and a
mixture.

 This will be helpful to further clarify the
misconception that may arise in differentiating
between mixtures and compound.

Personal Reflection on My ACP Experience

I have been able to equip myself and improve on my
teaching strategies. The use of technology in
assessment has been in non existence in my
classroom. I am exited to incorporate this.

I have gained al lot of things too numerous to count
such as professional way of handling difficult
students and of course I made new friends.

Patience Babatunde
Department of Chemistry

Lone Star College

I have been teaching in colleges for the past four years. The adjust certification program at
Lonestar College Cy-Fair is an eye opener for me. I will like to appreciate the committee that
designed the program and all facilitators. You are all awesome. God bless you all.

I have been able to understand so many things better. For instance through an online training
sometimes about a couple of years ago, I learnt about Bloom’s taxonomy. The taxonomy just did
not make any sense to me. I tried to comprehend it but I just couldn’t. I realized that with my
Ph.D I was not trained to be an effective teacher but just an effective researcher. I now
understand the Bloom very well and with practical applications. I have also realized that most of
my questions for my students hardly contain questions from the upper level of Bloom taxonomy.
I have gained a lot of insight on what I should be mindful of and my motive whenever am about
to set questions for my students.

The aspect of lesson plan is really very important. I have never really had any lesson plan beside
the general one that comes from the department will learning outcome for the entire syllabus.
The lesson plan is very effective when it comes to time management because it provides me the
time to teach and also to assess my students understanding without me having the feeling that I
rushed them through the topic.

The Syllabus snap shot is really awesome. I don’t think I will ever do without it anymore, I will
personally hand this over to my students in class and request for complete download from online.

When it comes to technology in classroom, I have not been utilizing anything at all except one in
a while when I show a you-tube video. I will rather say that technology has been a non existing
component in my classroom but the training has exposed me to so many resources that I can use
to incorporate technology in my classroom to make it fun and at the same time engaging to
students. I have been able to use effectively tools like kahoot, socrative, resource from khan
academy etc that are free online.

I have gained a lot of things and the benefits of having a bridge at the beginning of the class. It’s
really very amazing for me to see the reaction of my students the first time I introduced the
bridge in class. This caught their attention and was willing to listening to what I had to show
them until the end of the class. I feel the introduction of bridge and with technology will enhance
more of student learning and engagement in any teachers’ classroom.

Besides all training and teaching methods/techniques the training also addresses the issue of
difficult students. Even though I had none this semester but I have had in the past. I now have a
good knowledge on how to handle this in a better way and professionally too in future.

I have incorporated some of the knowledge gained from the knowledge gained from this training
in my classroom while some are yet to be incorporated. Among those incorporated are the
bridge, the CAT and technology in classroom.

The program has enabled me to be a more effective instructor because I have been able to assess
myself and all the existing teaching techniques/methods that I have been using and I could see
what I have been doing right and areas that I need to work on so that I can do it better. It may
take time but will definitely get there. The program has helped me to understand that the burden
of teaching should not be placed on instructor. The students have the responsibility to learn. I
also learnt various ways in which I can make my students to be adequately prepare for the class.
The student preparatory section will ease my burden because it allows students to clearly identify
their responsibilities. Most times my students come to class without any idea of what chapter we
are going to learn for the day. That will definitely be a thing of the past now in my class.

Furthermore, I was able to make friends with other faculty member from other department and
this was really fun for me. Our instructor is really AWESOME. She did the job with passion. The
passion virus has infected me.

I will like to encourage more professional development opportunities that will equip faculty
members like adjunct so that many adjuncts especially new adjuncts can further benefits from the
trainings.