Upon completion of this module the students will be able to know: State and understand the postulates of Dalton’s atomic theory of matter, Name and characterize the fundamental subatomic particles, Determine the number of electrons, protons and neutrons based on mass and atomic numbers, Define and recognize isotopes of the same and different elements, Define the atomic mass unit and its relation to the gram, Calculate average atomic masses of elements given their isotopes and their abundances, Describe the general structure of the periodic table of the elements, Distinguish between groups and rows in the periodic table, Classify elements as main group, transition, or inner transition elements (lanthanides or actinides), as alkali metals, alkaline earth metals, chalcogens, halogens, or noble gases, and as metals, nonmetals or metalloids, Distinguish between atomic number, atomic weight, and atomic symbol.

What is chemistry? Chemistry is the study of matter, so now the next question is what is matter? In this unit, we will discuss pure substances and mixtures, as well as physical and chemical properties.

The following learning activities are PowerPoint slides and video that emphasize various topics in Measurements--The Metric Sysytem and SI units; Converting Units; Significant Figures; Measuring Volume and Mass; Density and Specific gravity; Measuring Temperature. Each includes basic concepts and learning checks to test your progress.

This assignment was designed for students in the first year seminar and aligns with the Inquiry and Problem Solving core competency, with a focus on framing the issues (identifies and/or addresses questions problems and/or hypothesis informed by knowledge of context) and evidence gathering (assembles, reviews and synthesizes evidence from diverse sources of relevant knowledge). Both assignments rely on writing and one may include an oral component. In writing, the focus is on Content Development and Organization, as well as Control of Language, Syntax, and Mechanics. LaGuardia's Core Competencies and Communication Abilities
Main Course Learning Objectives: The LMF course for Liberal Arts Math and Science introduces students to the habits of mind of the major, and to relevant on-campus resources. Students are also supposed to plan their academic journey with faculty advisors. Read and contrast the historical perspectives vs the current perspectives about women in STEM. (Women in the early 20th century vs contemporary issues). Data: will be provided (from NSF and other government agencies) about women in STEM workforce and bachelor's and higher-level degree holders. Students must analyze and interpret (critical thinking). Generate appropriate questions. Reflection: be able to develop and defend arguments based on data and readings. Research Summary: Understand and evaluate factors that contributed to the success of Nobel Prize Winners in the early 20th century.

Lecture for the course "CSCI 380 - Mobile Application and Product Development" delivered at John Jay College in Spring 2019 by Bhargava Chinthirla and Eric Spector as part of the Tech-in-Residence Corps program.

This is a guide for faculty who are interested in converting their courses to OER. It briefly defines OER, and provides resources for finding OER materials.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Mathematics in Contemporary Society is the textbook that corresponds to MA-321, the course of the same name. The course is designed to provide students with mathematical ideas and methods found in the social sciences, the arts, and in business. Topics will include fundamentals of statistics, scatterplots, graphics in the media, problem solving strategies, dimensional analysis, mathematics in music and art, and mathematical modeling. EXCEL is used to explore real world applications.

Organic chemistry is a two-semester course (Organic Chemistry I, SCC 251 and Organic Chemistry II, SCC 252) required for majors in Biology. The SCC 251 course has been designated for the Integrative Learning Core Competency as well the Digital Communication Ability. This course emphasizes the synthesis, structure, reactivity, and mechanisms of reaction of organic compounds. Laboratory stresses various organic synthetic and analytic techniques (distillation, extraction, chromatography and spectroscopy).
This lab provided an opportunity for students to go deeper with the chemistry content by correlating to the concepts they learned in General Chemistry courses such as Valence shell electron pair repulsion theory (VSEPR), resonance, polarity, dipole moment, acid-base reactions, mole concept, thermochemistry and chemical kinetics. In addition, for the experimental part, applying the techniques such as qualitative analysis of ions, filtration, melting point, optical spectroscopy, and molecular modelling. This lab was performed at the end of the semester when students are familiar with basic organic techniques such as distillation, crystallization, thin layer chromatography (TLC) and column chromatography--techniques they learned previously in this lab. Overall, this lab was designed to develop critical thinking and integrative learning skills while introducing students to the porphyrin and green chemistry concepts. This experiment illustrates the several principles of green chemistry and is easily extendable to introduce topics in other chemistry courses such as NMR spectroscopy (1H, 13C and 19F NMR), material chemistry, click chemistry, coordination chemistry and environmental chemistry.
Learning outcomes that can be assessed using this lab include an understanding of laboratory procedures (methods and techniques), safety hazards, and instrumentation, understanding of concepts and theories gained by performing the experiment, collecting data through observation and/or experimentation (TLC and column chromatography), interpretation of the data (percent yield, UV-vis spectra), drawing conclusions and perspective of the experiment. The knowledge students gain during this process will be useful to connect with future chemistry courses and can also be utilized to do research.
LaGuardia‰Ûªs Core Competencies and Communication Abilities
Main Course Learning Objectives: Based on the principles and methods of green chemistry concept, students will be able to develop the ability to analyze and evaluate organic chemical reactions and processes. Gather, analyze, and interpret experimental data and graph the UV visible spectra using Microsoft excel. The ChemDraw program is used to increase classroom experiences in the preparation of high quality chemical drawings. This software is used to draw and submit chemical compound. ChemDraw Professional can also be used to predict properties, generate spectra, construct correct IUPAC names, and calculate reaction stoichiometry.

This assignment titled “My Interdisciplinary Perspective on Climate Change” was developed in Fall 2020 as the signature assignment of the STEM Learning Community LC50 for students enrolled in the Biology program of the Natural Sciences department, at LaGuardia Community College, CUNY. The assignment targets Integrative Learning and Global Learning Core Competencies, and Digital/Oral Communication Abilities.
For this STEM Cluster, “Climate Change” is the shared theme that connects learning from the different disciplines and helps build students’ overall knowledge on an imperative issue that our planet currently faces. Work on this assignment entails a narrated digital student presentation on the various aspects of Climate Change such as causes, global effects and manifestations, and possible remedial solutions or suggested actions. Students also practice summarizing the research and learning on this theme from the various courses undertaken in the first semester.
The main goal of this signature assignment is to make connections among the ideas, experiences and learning acquired among the different courses, assignments and co-curricular activities of this semester that contributed to the students’ understanding of this global phenomenon. This high-stakes assignment is worth 20% of the final grade in NSF 101: First Year Seminar for Natural Sciences (program-core course). Students are guided by all four instructors of the Learning Community, which comprises of the courses- NSF 101, MAT 115: College Algebra and Trigonometry, ENG 101: Composition I, and HUC 106: Public Speaking, through a 12-week scaffolded process to complete work and showcase their findings as a well-informed Biology major and responsible citizen of society. This assignment meets the NSF101 learning objectives and helps the students to hone their skills on the targeted Core Competencies (Global/Integrative Learning) and Communication Abilities (Digital/Oral), thereby increasing their chances of being successful in the subsequent 200-level classes of their major.
LaGuardia's Core Competencies and Communication Abilities
Student artifacts were deposited for this assignment at the end of the semester for college-wide Benchmark Readings 2021, and the Fall 2020 Learning Communities Seminar (as the LC assignment). Due to the serious COVID-related situation in New York state in Fall 2020, including high incidence of the disease and the associated challenging and technical issues at some students’ end, more emphasis was placed on helping the students learn how to prepare a digital presentation embodying their work on science, data analysis, writing and communication skills, while incorporating elements of integrative and global learning from all four classes on Climate Change. However, when the assignment is implemented again in the future, both Digital and Oral Communication Abilities will be fostered in all student work. It is noteworthy that some students managed to cover both these abilities in their work in Fall 2020 also.

The courses on this portal are or will be Zero-Textbook-Cost courses. Course faculty are creating and adopting teaching, learning and research materials that permit no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

The following course pages provide links to the syllabus and open course content, websites and learning tools:

Biology
SCB 201 – General Biology I
Chemistry
SCC 110 – Foundations of Chemistry
SCC 201 – General Chemistry I
SCC 202 – General Chemistry II
Physics and Astronomy
SCP 101 – Topics in Physics
SCP 105 – Life in the Universe
SCP 140 – Topics in Astronomy
SCP 201 – Fundamentals of Physics I
SCP 202 – Fundamentals of Physics II

This course will discuss the history of the development of the atomic bomb. Number of scientific breakthroughs in atomic and nuclear physics during 19-th and the first part of 20-th centuries led to possibility of the making of the atomic bomb. We also discuss the political context in which the bomb was developed, and personal stories of the leading scientist involved and corresponding moral issues arising from the development and use of the bomb. There is no development in modern history that has had more impact on man’s scientific, political, and moral consciousness than the making of the atomic bomb and its use against the Japanese at the end of WWII. It is a singularity of such power that its ultimate consequences for humanity are still beyond our perception. This course attempts to tell the story primarily from the point of view of the history of the science involved. Also the students will see the need for the integrated perspective in order to understand how science, political history, ethical values and personal motivations are interconnected in this story. To understand this story is to understand the complexities and responsibilities that have accompanied the emergence of modern society.