QCC Course Assessment Form (Short)
Course: CH-104 Chemistry and the Arts
Term: Fall 2013
Curricula: AM1, DA2, LA1
Chemistry Department
15 May 2014
Part I: Student Learning Objectives
Table 1: Educational context
This laboratory provides hands-on experience of the overlap between chemical theory and the practice
of art in such media as photography, painting, textiles, and sculpture. Various methods of chemical
investigation, including visible-light spectroscopy, chromatography, and other modern instruments are
used to examine the physical and chemical properties of materials used in art. A lecture component in
Chemistry and the Arts (CH-103) is required as a co-requisite.
Table 2: Curricular objectives
Curricular objectives addressed by this course
1. Communicate experimental results in effectively written laboratory reports (LA1).
2. Use analytical reasoning and apply logic to solve problems (LA1).
3. Use quantitative skills to perform experiments to prepare and identify materials used in art (MA1).
5. Integrate knowledge and skills in the primary field and across disciplines (LA1)
9. Employ concepts and methods of chemistry to make informed judgments (LA1).
Table 3: General education objectives
General education objectives addressed by this course (select from preceding list)
1. Communicate experimental results in effectively written laboratory reports (LA1).
2. Use analytical reasoning and apply logic to solve problems (LA1).
9. Use modern instrumentation to perform experiments and interpret quantitative results (LA1).
1
Table 4: Course objectives and student learning outcomes
Course objectives
1. Students will demonstrate safe
handling of potentially hazardous
materials used in art.
2. Students will apply the scientific
method to explore natural phenomena such as light and color.
3. Students will perform experiments and gain hands-on experience
of the overlap between chemistry
and the arts.
4. Students will gather, analyze,
and interpret experimental data and
draw conclusions related to methods
and works of art.
5. Students will write effective laboratory reports that exhibit research
ethics and unbiased treatment of
data.
Learning outcomes
a. Students will learn about the toxicity of chemicals in their art
supplies.
b. Students will recognize likely hazardous materials in an experimental procedure.
c. Students will understand and follow all safety procedures in
laboratory.
d. Students will practice proper disposal of hazarous materials in
laboratory.
a. Students will formulate testable hypotheses about materials
related to art by applying chemical and physical theory.
b. Students will design experiments to test scientific hypotheses.
c. Students will identify possible sources of error in an experimental procedure.
a. Students will work in groups of two to accomplish the objective
of a scientific investigation.
b. Students will interpret and correctly follow a laboratory procedure.
a. Students will read modern instrumentation as used in their
field.
b. Students will report all data accurately to the proper level of
precision.
c. Students will summarize data in an appropriate form, such as
a table or graph.
d. Students will perform basic calculations on collected data to
determine the value of a physical or chemical parameter that is
characteristic of the material at hand.
e. Students will recognize and describe a trend in quantitative
data.
a. Students will master the proper format and style of a formal
laboratory report, including Objective, Introduction, Materials,
Procedure, Data, Results, Discussion, and Conclusion.
b. Students will evaluate experimental success by comparing results obtained to theoretical expectation, to colleagues results,
and to outside authority.
2
Part II: Assignment Design: Aligning Outcomes, Activities, and
Assessment Tools
Table 5: Objectives selected for assessment
Course objective(s) selected for assessment: (select from Table 4)
1. Students will demonstrate safe handling of potentially hazardous materials used in art.
2. Students will apply the scientific method to explore natural phenomena such as light and color.
3. Students will perform experiments and gain hands-on experience of the overlap between chemistry
and the arts.
4. Students will gather, analyze, and interpret experimental data and draw conclusions related to methods
and works of art.
5. Students will write effective laboratory reports that exhibit research ethics and unbiased treatment of
data.
Curricular objective(s) selected for assessment: (select from Table 2)
1. Communicate experimental results in effectively written laboratory reports (LA1).
3. Use quantitative skills to perform experiments to prepare and identify materials used in art (MA1).
9. Employ concepts and methods of chemistry to make informed judgments (LA1).
General education objective(s) selected for assessment: (select from Table 3)
2. Use analytical reasoning and apply logic to solve problems (LA1).
5. Integrate knowledge and skills in the primary field and across disciplines (LA1)
3
Table 6: Assignment, outcomes, activities, and assessment tools
Briefly describe the assignment that will be assessed:
Students will be asked eight multiple-choice questions to assess eight different learning outcomes associated with one of the five course objectives for Chemistry and the Arts Laboratory. The assignment was
designed by the course-coordinators and immediately follows this table. Table 7 provides the rubric that
correlates each possible response with a student’s understanding of the underlying concept. The rubric
anticipates certain common errors. All laboratory instructors will allot 20 minutes on the last meeting
of the course to administer this assignment. The assignment will be graded immediately by the Scantron
device.
Desired
student
learning Description of the range Description
of
the
outcomes for the assignment
of activities student will assessment tools that
engage in for this assign- will be used to meament
sure how well students
have met each learning
outcome
1. Students will recognize likely haz- a. Students will attend class Students’ responses to eight
ardous materials in an experimental to learn the necessary con- multiple-choice questions on
procedure. (Course Objective #1; Cur- cepts, such as chemical termi- an assessment exam worth exriculum LA1; Gen. Ed. Objective #5 )
nology, to allow them to de- tra credit will be analyzed
2. Students will practice proper dis- scribe and evaluate art ma- according to the rubric beposal of hazarous materials in labora- terials from a scientific and low (Table 7). Students retory. (Course Objective #1; Curriculum chemical perspective.
sponses will indicate their unLA1; Gen. Ed. Objective #5 )
b. Students will prepare for derstanding of central con3.
Students will identify possible each meeting of laboratory by cepts, and particular wrong
sources of error in an experimental pro- completing some combination answers will show which of
cedure. (Course Objective #2; Curricu- of non-graded and graded ex- several common mistakes oclum LA1; Gen. Ed. Objective #2 )
ercises (pre-labs) prior to be- cur. Please see below for the
4. Students will interpret and cor- ginning each experiment.
questions.
rectly follow a laboratory procedure. c.
Students will perform
(Course Objective #3; Curriculum LA1; hands-on laboratory experGen. Ed. Objective #1 )
iments that require under5.
Students will read modern in- standing and applying chemstrumentation as used in their field. ical principles.
(Course Objective #4; Curriculum LA1; d. Students will apply stanGen. Ed. Objective #9 )
dard format and style in writ6. Students will report all data accu- ing laboratory reports that
rately to the proper level of precision. summarize, interpret, and
(Course Objective #4; Curriculum MA1; present experimental data
Gen. Ed. Objective #3 )
gathered during an experi7. Students will perform basic calcula- ment.
tions on collected data to determine the e. Students will take the Asvalue of a physical or chemical parame- sessment Exam at the end of
ter that is characteristic of the material the semester.
at hand.
(Course Objective #4; Curriculum MA1; Gen. Ed. Objective #3 )
8. Students will master the proper
format and style of a formal laboratory report, including Objective, Introduction, Materials, Procedure, Data,
Results, Discussion, and Conclusion.
(Course Objective #5; Curriculum LA1;
Gen. Ed. Objective #1 )
4
Assessment Tool: An eight-question multiple-choice exam
The following multiple-choice exam assesses a subset of eight student learning outcomes, each associated
with one of five course objectives (Table 4). Each question assesses a single student learning outcome with
regard to one of three course topics: instrumentation, preparation of a laboratory report, and safety in the
laboratory.
Instrumentation
This section tests the proper reading of quantitative laboratory instruments. Successful performance in
laboratory requires accurate measurement to the appropriate level of precision.
Student learning outcome: Students will read modern instrumentation as used in their field.
1. An investigator pours distilled water into a graduated cylinder.
Which of the following is the correct way to report the precise volume
of water shown?
(a) 10 mL
(b) 10.2 mL
(c) 12 mL
(d) 12.4 mL
(e) 12.8 mL
Student learning outcome: Students will report all data accurately to the proper level of precision.
2. The line below represents the distance traveled by the solvent during a thin-layer chromatography experiment.
Which of the following is the correct way to report the precise distance shown above?
(a) 7.5 cm
(b) 7.50 cm
(c) 7.5000 cm
(d) 8 cm
(e) 75 mm
Laboratory Reports
This section tests preparation of a laboratory report, including pre-laboratory preparation.
• Read the following Introduction and Procedure, adapted from Fundamentals of Laboratory Chemistry,
4th edition, by P. Wong, P. Irigoyen, S. Svoronos, and P. Svoronos (2005).
5
Introduction
There are many physical methods for separating the components of a mixture based on their properties. These
methods include formation of solutions, filtration of solids, evaporation of liquids, precipitation of insoluble solids,
attraction to a magnet, and others.
In this experiment, a mixture of sand and salt is separated by first dissolving the salt in water, and then filtering
out the sand. The salt remains dissolved in the clear solution that passes through the filter. Heating this solution
causes the water to evaporate, leaving pure solid salt.
Procedure
1. Obtain an unknown mixture of sand and salt from your instructor and record the
number of the unknown. Different unknowns contain different proportions of the
two components.
2. Weigh a clean 150-mL beaker and a clean watch glass. Record both weights.
3. Place about 1 gram of the mixture in the beaker and record the weight.
4. Place about 10 mL of water in the beaker and stir to dissolve the salt.
5. Fold a circle of filter paper as demonstrated by your instructor and place it in a
funnel.
6. Pour the mixture of salt, sand, and water through the funnel and filter paper and
collect the filtrate in a small beaker. Allow the sand and filter paper to dry on the
watch glass. Discard the dry filter paper.
7. Heat the filtrate on a hot plate until the salt appears dry.
8. Weigh the beaker with the dry salt and the watch glass with the dry sand.
Student learning outcome: Students will interpret and correctly follow a laboratory procedure.
3. The following diagram illustrates an important step in the experiment.
The arrow points to the filtrate. Which components of
the mixture will be found in the filtrate?
(a) Oil only
(b) Sand only
(c) Water only
(d) Water and salt only
(e) Salt, sand, and water
6
Student learning outcome: Students will master the proper format and style of a formal laboratory
report, including Objective, Introduction, Materials, Procedure, Data, Results, Discussion, and Conclusion.
4. Which of the following sentences is most appropriate to include in the Materials and Methods (or
Procedure) section of a laboratory report?
(a) Place about 1 gram of the mixture in the beaker and record the weight.
(b) Placed about 1 gram of the mixture in the beaker and recorded the weight.
(c) A 1.15-gram quantity of the mixture placed in the beaker and weighed.
(d) We placed 1.15 grams of the mixture in the beaker.
(e) We had to place 1.15 grams of the mixture in the beaker and weigh it.
Student learning outcome: Students will perform basic calculations on collected data to determine the
value of a physical or chemical parameter that is characteristic of the material at hand.
5. If 0.8 grams of an unknown mixture were found to contain 0.2 grams of salt and 0.6 grams of sand, what
percentage (fraction) of the mixture was salt?
2
)
(a) 2% ( 100
6
(b) 6% ( 100
)
Student learning outcome:
dure.
(c) 20% ( 51 )
(d) 25% ( 14 )
(e) 33% ( 13 )
Students will identify possible sources of error in an experimental proce-
6. An investigator reported that 1.50 grams of the mixture contained 1.00 grams of sand and 0.75 grams
of salt. Which of the following sentences is appropriate to include in the Discussion and Conclusions
section to explain this Result?
(a) The sand was wet during weighing, therefore the reported weight of the sand is lower than the true
weight.
(b) The investigator neglected to subtract the weight of the beaker or watch glass holding the components,
therefore the reported weights of both salt and sand are higher than the true weights.
(c) The investigator did not heat the filtrate for sufficient time, therefore the reported weight of the salt
is higher than the true weight.
(d) The investigator heated the filtrate for excessive time, therefore the reported weight of the salt is
lower than the true weight.
(e) The experiment was completed successfully and all results matched expectations.
7
Chemical Hazards
This section tests students’ ability to recognize chemical hazards and to dispose of waste in a safe, environmentallysound manner.
Student learning outcome: Students will recognize likely hazardous materials in an experimental procedure.
7. Which of the following materials is most toxic?
(a) calcium sulfate
(b) iron sulfate
Student learning outcome:
(c) mercury-II sulfate
(d) sodium sulfate
(e) zinc-II sulfate
Students will practice proper disposal of hazarous materials in laboratory.
8. Which of the following materials is acceptable to place in a laboratory sink?
(a) broken glass
(b) detergent
(c) plaster
(d) silver-I nitrate
8
(e) none of the above
Part III: Assessment Standards (Rubrics)
Table 7: Assessment standards (rubric and expectations)
Student learning outcome: Students will read modern instrumentation as used in their field.
Question 1: Which of the following is the correct way to report the precise volume of water
shown? (medium)
Response
(a) 10 mL
(b) 10.2 mL
(c) 12 mL
(d) 12.4 mL
(e) 12.8 mL
Evaluation
Student
incorStudent misinterStudent
incorCorrect.
StuStudent reads the
rectly rounds to
prets the markrectly rounds to
dent reads the
instrument to the
by Rubric
Expected
Share (%)
the coarsest unit
of measurement
(mL).
ings on the instrument.
the finest explicit
unit of measurement,
despite
the fact that the
instrument proviides
additional
information.
instrument
and
correctly
estimates
the
position of the
bottom of the
meniscus.
appropriate level
of precision, but
incorrectly reads
from the top of
the meniscus instead of from the
bottom.
10%
10%
10%
60%
10%
Student learning outcome: Students will report all data accurately to the proper level of precision.
Question 2: Which of the following is the correct way to report the precise distance shown
above? (difficult)
Response
(a) 7.5 cm
(b) 7.50 cm
(c) 7.5000 cm
(d) 8 cm
(e) 75 mm
Evaluation
Student
reads
Correct.
StuStudent
inStudent
incorStudent
incorthe
instrument
dent
correctly
correctly
exrectly rounds up
rectly
rounds
by Rubric
Expected
Share (%)
and
incorrectly
reports to the
finest
explicit
unit of measurement (1 mm =
0.1 cm), despite
the face that the
instrument provides additional
information.
reads
the
instrument to the
appropriate level
of precision; the
final ‘0’ indicates
a length of precisely seven and a
half centimeters.
aggerates
the
precision of the
instrument;
a
ruler does not
measure
length
to the nearest
thousandth of a
centimeter.
to the coarsest
unit of measurement (cm).
to
the
finest
explicit unit (1
mm = 0.1 cm)
and
needlessly
converts
units
(7.5 cm = 75
mm).
15%
40%
15%
15%
15%
9
Student learning outcome: Students will interpret and correctly follow a laboratory procedure.
Question 3: The arrow points to the filtrate. Which components of the mixture will be found
in the filtrate? (easy)
Response
(a) Oil only
(b) Sand only
(c) Water only
(d) Water and (e) Salt, sand,
Evaluation
by Rubric
Expected
Share (%)
salt only
and water
Student does not
understand
(or
has not read) the
Procedure: oil is
not part of this
experiment.
Student does not
understand that
filter paper traps
large,
insoluble
particles, such as
sand.
Student does not
understand that
salt dissolves in
water and passes
through filter paper with the water.
Correct.
Student understands
that soluble salt
passes
through
the filter paper
with the water.
Both collect in
the beaker as
filtrate.
Student does not
understand that
the Objective of
the
experiment
is to separate
the various components of the
mixture, and that
filter paper traps
large,
insoluble
particles, such as
sand.
5%
5%
5%
80%
5%
Student learning outcome: Students will master the proper format and style of a formal laboratory report, including Objective, Introduction, Materials, Procedure, Data, Results, Discussion, and Conclusion.
Question 4: Which of the following sentences is most appropriate to include in the Materials
and Methods (or Procedure) section of a laboratory report? (medium)
Response
(a) Place about (b) Placed about (c) A 1.15-gram (d) We placed (e) We had to
Evaluation
by Rubric
Expected
Share (%)
1 gram of the
mixture in the
beaker and record
the weight.
1 gram of the mixture in the beaker
and recorded the
weight.
quantity of the
mixture placed in
the beaker and
weighed.
1.15 grams of the
mixture in the
beaker.
place 1.15 grams
of the mixture in
the beaker and
weigh it.
Student
does
not
recognize
that imperative
sentences
are
inappropriate
in a laboratory
report.
Student does not
recognize that a
sentence without
a subject is incomplete.
Student
omitted “was” and
therefore
failed
to write the sentence correctly in
the passive voice.
Correct.
Although
many
writers prefer to
avoid the first
person (“We”) in
scientific writing,
the sentence is
complete
and
written in the
past tense.
Student uses unnecessary words
(“had to”), and
creates ambiguity
with “it”.
10%
10%
10%
60%
10%
10
Student learning outcome: Students will perform basic calculations on collected data to determine the
value of a physical or chemical parameter that is characteristic of the material at hand.
Question 5: If 0.8 grams of an unknown mixture were found to contain 0.2 grams of salt and
0.6 grams of sand, what percentage (fraction) of the mixture was salt? (medium)
2
6
Response
(a) 2% ( 100
(b) 6% ( 100
(c) 20% ( 15 )
(d) 25% ( 14 )
(e) 33% ( 13 )
)
)
Evaluation
Student
does
Student
does
Student
does
Correct.
StuStudent misunnot understand
not understand
not understand
dent understands
derstands
the
by Rubric
Expected
Share (%)
the
definition
of
percentage
or
proportion,
and
incorrectly
guesses
that
“0.2
grams”
means
“two
hundredths”.
the
definition
of
percentage
or
proportion,
and
incorrectly
identifies
the
digit “6” as the
most important
piece of data.
the
definition
of
percentage
or
proportion,
and
incorrectly
interprets
“0.2
grams”
as
a
proportion (0.2 =
20%) instead of
a raw measured
quantity.
the
definition
of
percentage
or
proportion,
and can calculate
the ratio of the
relevant part to
the whole.
definition
of
percentage
or
proportion, and
incorrectly calculates the ratio of
the relevant part
to the remainder
instead of the
ratio
of
the
relevant part to
the whole.
10%
10%
10%
60%
10%
Student learning outcome: Students will identify possible sources of error in an experimental procedure.
Question 6: Which of the following sentences is appropriate to include in the Discussion
and Conclusions section to explain this Result? (difficult)
Response
(a) The sand (b) The investi- (c) The investiga- (d) The investi- (e)
The
ex-
Evaluation
by Rubric
Expected
Share (%)
was wet during
weighing, therefore the reported
weight of the sand
is lower than the
true weight.
gator
neglected
to subtract the
weight
of
the
beaker or watch
glass
holding
the components,
therefore
the
reported weights
of both salt and
sand are higher
than
the
true
weights.
tor did not heat
the filtrate for sufficient time, therefore the reported
weight of the salt
is higher than the
true weight.
gator heated the
filtrate for excessive time, therefore the reported
weight of the salt
is lower than the
true weight.
periment
was
completed
successfully and all
results
matched
expectations.
Student does not
recognize that at
least one number in the reported Results is
too high, not too
low: the sum of
the two components’ weights is
expected to equal
the weight of the
original mixture.
Student
does
recognize that at
least one number
in the reported
Results is too
high, but does
not realize that
the magnitude of
the difference is
much too small
to attribute to
a major error
like
including
the weight of an
entire beaker.
Correct.
Student understands
that the purpose
of heating the
salt or salt solution is to remove
the water, and
that insufficient
time
heating
may lead to an
overestimate
of
the weight of
the salt due to
unevaporated
water.
Student
incorrectly
believes
that
excessive
heating
can
destroy salt.
Student does not
recognize that at
least one number in the reported Results is
too high; the sum
of the two components’ weights is
expected to equal
the weight of the
original mixture.
15%
15%
40%
15%
15%
11
Student learning outcome: Students will recognize likely hazardous materials in an experimental procedure.
Question 7: Which of the following materials is most toxic? (medium)
Response
(a) calcium sul- (b) iron sulfate
(c) mercury-II sul- (d) sodium sul- (e) zinc-II sulfate
fate
Evaluation
by Rubric
Expected
Share (%)
fate
fate
Student does not
recall that calcium is a necessary nutrient and
component of safe
pigments, not a
heavy metal or
toxic element.
Student does not
recall that iron is
a necessary nutrient and a component of safe pigments, not a toxic
element.
Correct.
Student remembers
that mercury is a
dangerous heavy
metal and pollutant.
Student
does
not recall that
sodium is very
common and a
necessary nutrient, not a heavy
metal or toxic
element.
Student does not
recall that zinc is
a necessary nutrient and component of safe pigments, not a toxic
element.
10%
10%
60%
10%
10%
Student learning outcome: Students will practice proper disposal of hazarous materials in laboratory.
Question 8: Which of the following materials is acceptable to place in a laboratory sink?
(easy)
Response
(a) broken glass
(b) detergent
(c) plaster
(d) silver-I nitrate (e) none of the
above
Evaluation
by Rubric
Expected
Share (%)
Student does not
remember
that
solid waste never
belongs in a sink,
or that broken
glass belongs in a
dedicated waste
container.
Correct.
Student realizes that
detergent is a
form of soap, and
may go down the
laboratory sink
in
reasonable
quantities.
Student does not
remember
that
solid waste, such
as plaster, never
belongs in a sink.
Student does not
remember
that
heavy metal ions,
such as silver, are
typically
toxic
and
therefore
hazardous to the
environment.
Student does not
realize that detergent is a form
of soap, and may
go down the laboratory sink in
reasonable quantities.
5%
80%
5%
5%
5%
12
Part IV: Assessment Results
Table 8: Summary of assessment results (N = TBD)
Student learning outcome: Students will read modern instrumentation as used in their field.
Question 1: Which of the following is the correct way to report the precise volume of water
shown? (medium)
Response
(a) 10 mL
(b) 10.2 mL
(c) 12 mL
(d) 12.4 mL
(e) 12.8 mL
Evaluation
Student
incorStudent misinterStudent
incorCorrect.
StuStudent reads the
rectly rounds to
prets the markrectly rounds to
dent reads the
instrument to the
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
the coarsest unit
of measurement
(mL).
ings on the instrument.
the finest explicit
unit of measurement,
despite
the fact that the
instrument proviides
additional
information.
instrument
and
correctly
estimates
the
position of the
bottom of the
meniscus.
appropriate level
of precision, but
incorrectly reads
from the top of
the meniscus instead of from the
bottom.
10%
10%
10%
60%
10%
0%
-10
5%
-5
7%
-3
76%
+16
0%
-10
Student learning outcome: Students will report all data accurately to the proper level of precision.
Question 2: Which of the following is the correct way to report the precise distance shown
above? (difficult)
Response
(a) 7.5 cm
(b) 7.50 cm
(c) 7.5000 cm
(d) 8 cm
(e) 75 mm
Evaluation
Student
reads
Correct.
StuStudent
inStudent
incorStudent
incorthe
instrument
dent
correctly
correctly
exrectly rounds up
rectly
rounds
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
and
incorrectly
reports to the
finest
explicit
unit of measurement (1 mm =
0.1 cm), despite
the face that the
instrument provides additional
information.
reads
the
instrument to the
appropriate level
of precision; the
final ‘0’ indicates
a length of precisely seven and a
half centimeters.
aggerates
the
precision of the
instrument;
a
ruler does not
measure
length
to the nearest
thousandth of a
centimeter.
to the coarsest
unit of measurement (cm).
to
the
finest
explicit unit (1
mm = 0.1 cm)
and
needlessly
converts
units
(7.5 cm = 75
mm).
15%
40%
15%
15%
15%
59%
+44
22%
-18
0%
-15
0%
-15
7%
-8
13
Student learning outcome: Students will interpret and correctly follow a laboratory procedure.
Question 3: The arrow points to the filtrate. Which components of the mixture will be found
in the filtrate? (easy)
Response
(a) Oil only
(b) Sand only
(c) Water only
(d) Water and (e) Salt, sand,
Evaluation
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
salt only
and water
Student does not
understand
(or
has not read) the
Procedure: oil is
not part of this
experiment.
Student does not
understand that
filter paper traps
large,
insoluble
particles, such as
sand.
Student does not
understand that
salt dissolves in
water and passes
through filter paper with the water.
Correct.
Student understands
that soluble salt
passes
through
the filter paper
with the water.
Both collect in
the beaker as
filtrate.
Student does not
understand that
the Objective of
the
experiment
is to separate
the various components of the
mixture, and that
filter paper traps
large,
insoluble
particles, such as
sand.
5%
5%
5%
80%
5%
0%
-5
5%
0
22%
+17
46%
-34
12%
+7
Student learning outcome: Students will master the proper format and style of a formal laboratory report, including Objective, Introduction, Materials, Procedure, Data, Results, Discussion, and Conclusion.
Question 4: Which of the following sentences is most appropriate to include in the Materials
and Methods (or Procedure) section of a laboratory report? (medium)
Response
(a) Place about (b) Placed about (c) A 1.15-gram (d) We placed (e) We had to
Evaluation
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
1 gram of the
mixture in the
beaker and record
the weight.
1 gram of the mixture in the beaker
and recorded the
weight.
quantity of the
mixture placed in
the beaker and
weighed.
1.15 grams of the
mixture in the
beaker.
place 1.15 grams
of the mixture in
the beaker and
weigh it.
Student
does
not
recognize
that imperative
sentences
are
inappropriate
in a laboratory
report.
Student does not
recognize that a
sentence without
a subject is incomplete.
Student
omitted “was” and
therefore
failed
to write the sentence correctly in
the passive voice.
Correct.
Although
many
writers prefer to
avoid the first
person (“We”) in
scientific writing,
the sentence is
complete
and
written in the
past tense.
Student uses unnecessary words
(“had to”), and
creates ambiguity
with “it”.
10%
10%
10%
60%
10%
41%
+31
20%
+10
5%
-5
12%
-48
5%
-5
14
Student learning outcome: Students will perform basic calculations on collected data to determine the
value of a physical or chemical parameter that is characteristic of the material at hand.
Question 5: If 0.8 grams of an unknown mixture were found to contain 0.2 grams of salt and
0.6 grams of sand, what percentage (fraction) of the mixture was salt? (medium)
2
6
Response
(a) 2% ( 100
(b) 6% ( 100
(c) 20% ( 15 )
(d) 25% ( 14 )
(e) 33% ( 13 )
)
)
Evaluation
Student
does
Student
does
Student
does
Correct.
StuStudent misunnot understand
not understand
not understand
dent understands
derstands
the
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
the
definition
of
percentage
or
proportion,
and
incorrectly
guesses
that
“0.2
grams”
means
“two
hundredths”.
the
definition
of
percentage
or
proportion,
and
incorrectly
identifies
the
digit “6” as the
most important
piece of data.
the
definition
of
percentage
or
proportion,
and
incorrectly
interprets
“0.2
grams”
as
a
proportion (0.2 =
20%) instead of
a raw measured
quantity.
the
definition
of
percentage
or
proportion,
and can calculate
the ratio of the
relevant part to
the whole.
definition
of
percentage
or
proportion, and
incorrectly calculates the ratio of
the relevant part
to the remainder
instead of the
ratio
of
the
relevant part to
the whole.
10%
10%
10%
60%
10%
20%
+10
12%
+2
15%
+5
29%
-31
10%
0
15
Student learning outcome: Students will identify possible sources of error in an experimental procedure.
Question 6: Which of the following sentences is appropriate to include in the Discussion
and Conclusions section to explain this Result? (difficult)
Response
(a) The sand (b) The investi- (c) The investiga- (d) The investi- (e)
The
ex-
Evaluation
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
was wet during
weighing, therefore the reported
weight of the sand
is lower than the
true weight.
gator
neglected
to subtract the
weight
of
the
beaker or watch
glass
holding
the components,
therefore
the
reported weights
of both salt and
sand are higher
than
the
true
weights.
tor did not heat
the filtrate for sufficient time, therefore the reported
weight of the salt
is higher than the
true weight.
gator heated the
filtrate for excessive time, therefore the reported
weight of the salt
is lower than the
true weight.
periment
was
completed
successfully and all
results
matched
expectations.
Student does not
recognize that at
least one number in the reported Results is
too high, not too
low: the sum of
the two components’ weights is
expected to equal
the weight of the
original mixture.
Student
does
recognize that at
least one number
in the reported
Results is too
high, but does
not realize that
the magnitude of
the difference is
much too small
to attribute to
a major error
like
including
the weight of an
entire beaker.
Correct.
Student understands
that the purpose
of heating the
salt or salt solution is to remove
the water, and
that insufficient
time
heating
may lead to an
overestimate
of
the weight of
the salt due to
unevaporated
water.
Student
incorrectly
believes
that
excessive
heating
can
destroy salt.
Student does not
recognize that at
least one number in the reported Results is
too high; the sum
of the two components’ weights is
expected to equal
the weight of the
original mixture.
15%
15%
40%
15%
15%
20%
+5
34%
+19
15%
-25
7%
-8
7%
-8
16
Student learning outcome: Students will recognize likely hazardous materials in an experimental procedure.
Question 7: Which of the following materials is most toxic? (medium)
Response
(a) calcium sul- (b) iron sulfate
(c) mercury-II sul- (d) sodium sul- (e) zinc-II sulfate
fate
Evaluation
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
fate
fate
Student does not
recall that calcium is a necessary nutrient and
component of safe
pigments, not a
heavy metal or
toxic element.
Student does not
recall that iron is
a necessary nutrient and a component of safe pigments, not a toxic
element.
Correct.
Student remembers
that mercury is a
dangerous heavy
metal and pollutant.
Student
does
not recall that
sodium is very
common and a
necessary nutrient, not a heavy
metal or toxic
element.
Student does not
recall that zinc is
a necessary nutrient and component of safe pigments, not a toxic
element.
10%
10%
60%
10%
10%
2%
-8
2%
-8
73%
+13
5%
-5
2%
-8
Student learning outcome: Students will practice proper disposal of hazarous materials in laboratory.
Question 8: Which of the following materials is acceptable to place in a laboratory sink?
(easy)
Response
(a) broken glass
(b) detergent
(c) plaster
(d) silver-I nitrate (e) none of the
above
Evaluation
by Rubric
Expected
Share (%)
Actual Share
(%)
Difference
(% points)
Student does not
remember
that
solid waste never
belongs in a sink,
or that broken
glass belongs in a
dedicated waste
container.
Correct.
Student realizes that
detergent is a
form of soap, and
may go down the
laboratory sink
in
reasonable
quantities.
Student does not
remember
that
solid waste, such
as plaster, never
belongs in a sink.
Student does not
remember
that
heavy metal ions,
such as silver, are
typically
toxic
and
therefore
hazardous to the
environment.
Student does not
realize that detergent is a form
of soap, and may
go down the laboratory sink in
reasonable quantities.
5%
80%
5%
5%
5%
0%
-5
29%
-51
5%
0
0%
-5
51%
+46
17
Table 9: Evaluation and action plan
A. Analysis and interpretation of assessment results:
What do the results show about what and how the students learned?
The current work represents the first assessment of Chemistry and the Arts laboratory and also the
first ever assessment conducted of a laboratory section. The tool was designed to assess several learning
outcomes, including use of instrumentation, safety, and writing formal laboratory reports. Despite the
breadth of our goals, we chose to use a multiple-choice format to simplify administration and processing,
and also to increase student participation.
The average score among the 41 students taking the assessment quiz was 3.3 correct out of 8 questions.
This performance is far better than students would achieve through random guessing, but also falls
somewhat short of our—somewhat subjective—a prior expectations. Clearly, we underestimated the
difficulty of some of the questions.
Questions 1 and 2 assess students’ ability to use laboratory instrumentation correctly. Although the
course largely eschews quantitative calculations, students must be able to measure accurately and read
their instruments properly. On Question 1, 76% of students correctly estimated the final digit in the
volume (60% correct expected). Question 2 was more challenging, many STEM students frequently make
the same error as 59% of the current group by omitting the extra zero at the end of a particularly precise
reading. Even though only 22% of students answered Question 2 correctly (40% correct expected), the
correct answer was the second most common response.
Question 3 required students to read a short laboratory manual procedure and correctly label a figure.
Although the students were not familiar with the specific experiment described, it did use the filtration
technique they had performed earlier in the semester. A correct response required carefully reading the
procedure, and 46% of students did so (80% correct expected). This underperformance is consistent
with other assessment questions that require careful reading.
Question 4 asked students to recognize which of five choices was a complete sentence correctly rendered
in the simple past tense. Students write thirteen laboratory reports over the semester, and they are
expected to master the required format. As these assessment results show, many students never adopt
the proper style: 41% incorrectly copied the imperative form, and only 12% (60% correct expected)
gave the correct answer, which also happened to be the shortest, simplest, and most precise.
Question 5 asks students to perform a simple calculation, similar to the only calculation performed
during the semester. Only 29% did so correctly (60% correct expected). That the other answers were
chosen with similar frequency suggests that many students simply guessed.
Question 6 addresses one of the most challenging aspects of writing a laboratory report: identifying
and rationalizing unreasonable results. If a sample contains 1.00 grams of one material and 0.75 grams
of another, then the total sample must weigh at least 1.75 grams, not 1.50 grams. A careful reading
of the procedure would show that the experiment required evaporating water, and that insufficient
evaporation time would leave the sample wet and “too heavy”. It is likely that these students do not
become familiar enough with the metric system to realize that a discrepancy of 0.25 grams is far too
little to be explained by including a piece of glassware. The correct answer was the third least popular,
being chosen by only 15% of students (40% correct expected).
Questions 7 and 8 assess safety procedures. More students than expected correctly identified the toxic
mercury compound (75% vs. 60% expected), and although only 29% knew that detergent was safe to
place in a laboratory sink (80% expected), the most common response was that none of the materials
ought to go down the drain. That answer is, of course, wrong, but the collective impulse to err on the
side of caution is encouraging.
• Strong understanding of instrumentation and safety
• Clear problems with following a procedure and writing a laboratory report
18
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment process worked both to
help students learn and to show what they have learned?
Chemistry and the Arts laboratory is generally more popular than the lecture component of the course,
and students’ grades are typically rather high compared to the lecture. The experiments are mostly
short and relatively straight forward, so students can succeed in the class primarily by participating
and submitting acceptable written work. What these assessment results may show is that the writing
students do as part of the laboratory section is not sufficient to achieve the targeted learning outcomes
with respect to writing. It is less surprising that few non-STEM students develop strong quantitative
skills during the course. An encouraging result is that most students internalize the practical requirements of working in the laboratory, despite the fact that many have never taken such a course or plan to
do so again. Although the tool prooved to be more challenging than expected, it has provided valuable
insight into students’ strengths and weaknesses upon completion of the course.
• Hands-on learning occurs in the laboratory and shows up in the assessment
• Students seem to exert little effort outside of class
C. Resulting action plan:
Based on the above, what changes, if any do you anticipate making?
Because the content and experiments for this course are somewhat less familiar to most chemists, it may
sometimes feel unnatural to require formal laboratory reports as most of us understand them. However,
as long as the targeted learning outcomes include writing effective laboratory reports, instructors ought
to standardize the format and grading. The assessment results also indicate difficulty with interpreting
a laboratory procedure, and additional standardization of pre-laboratory preparation may improve
student performance. Course coordinators have begun to discuss common pre-laboratory assignments
and implementation of a general rubric for assessing (not grading) laboratory reports. Along with those
efforts, all laboratory instructors now know the areas assessed by the tool, and can choose to include
more time discussing instrumentation, waste disposal, and proper interpretation of results.
• Seek to establish common standards for written work across sections
• Consider a project to assess writing separately
19