CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
QCC COURSE ASSESSMENT FORM (SHORT)
QCC COURSE ASSESSMENT FORM
Spring 2013
Date: 05/29/2013
Department:
Chemistry
Course:
CH- 103 Chemistry and the Arts
Curriculum or Curricula: AM1, DA2, LA1
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives Form.
TABLE 1. EDUCATIONAL CONTEXT
This course offers a general background in the connections between Chemistry and the Arts for
students whose interests are at the interface of the two disciplines. The unique feature of this
course is that the lecture covers the theoretical foundation of the chemical processes pertinent to
the techniques that artists routinely employ in their trade. Lectures and class demonstrations are
intended to introduce non-science majors to the relevance of chemistry.
Students who successfully complete this course will have a fundamental understanding of their
methodology and the materials they use. Students will also be introduced to the science of art
preservation and conservation.
TABLE 2. CURRICULAR OBJECTIVES
Curricular objectives addressed by this course:
1. Observe, analyze and solve problems of arts conservation (AM1).
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decision (LA1).
3. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life (LA1).
4. Employ concepts and methods of the natural and physical sciences to make informed
judgments (LA1).
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CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
General educational objectives addressed by this course: Select from
objective’s preceding list.
ID number
from list
(1-10)
2. Use analytical reasoning to identify issues or problems and evaluate evidence
in order to make informed decisions.
3. Reason quantitatively and mathematically as required in their fields of interest
and in everyday life.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Students will learn the
theory of light and color.
a. Students will learn the relationship between light and color.
b. Students will understand the bending, absorption, and
reflection of light.
c. Students will study the electromagnetic spectrum and focus
on the visible light spectrum.
d. Students will understand the relation among energy,
wavelength, and color.
e. Students will be able to differentiate between luminous and
illuminated objects.
f. Students will explore the relationship between color and
excited atoms.
2. Students will study and
a. Students will understand the difference between additive and
understand the theory of color
subtractive color mixing.
mixing.
b. Students will be able to interpret graphical representation of
the theory of subtractive color mixing.
3. Student will demonstrate
understanding of the periodic
table of elements, compounds
and chemical equations.
a. Students will learn the name and symbols of the most
common elements associated with the art field.
b. Student will identify the basic structure of an atom.
c. Students will be able to calculate the number of protons,
neutrons and electrons of atoms.
d. Students will be introduced to simple trends in the periodic
table.
e. Students will be able to identify balanced chemical
equations.
f. Students will learn the difference between ionic and
covalent bonding.
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CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Course objectives
Learning outcomes
4. Students will study the
chemistry of dyes, pigments,
paints and fibers
a. Students will understand the difference between dyes and
pigments.
b. Students will learn the main elemental composition of dyes,
pigments, and paints.
c. Students will learn simple molecular interactions between
fibers and dyes.
5. Students will be introduced
to the chemistry of black and
white and color photography
a. Students will be able to identify light-sensitive chemicals
and their chemical reactions used in black and white
photography.
b. Students will be able to identify differences between black
and white photography and color photography.
6. Students will learn about
the chemistry of ceramics,
glasses, and glazes.
a. Students will learn the history of ceramics.
b. Students will study the chemical composition of ceramics,
glasses, and glazes.
c. Students will be able to relate elements to color of glazes.
7. Students will be educated
on the hazards of artists’
materials
a. Students will learn about the toxicity of chemicals in their
art supplies.
b. Students will learn to take appropriate safety precautions
when handling art supplies containing chemicals.
8. Students will be introduced
to the techniques and
principles of art conservation,
restoration, and authentication
of art objects.
a. Students will learn scientific techniques used in analyzing
art objects.
b. Students will read, analyze, and interpret journal and
newspaper articles describing art conservation and art
authentication.
3(19)
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will study and understand the theory of color mixing.
2. Student will demonstrate understanding of the periodic table of elements, compounds
and chemical equations.
3. Students will be introduced to the techniques and principles of art conservation,
restoration and authentication of art objects.
Curricular Objective(s) selected for assessment: (select from Table 2)
1. Observe, analyze and solve problems of arts conservation (AM1).
2. Use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decision (LA1).
3. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life (LA1).
General Education Objective(s) addressed in this assessment: (select from Table 3)
1. Use analytical reasoning to identify issues or problems and evaluate evidence in order
to make informed decisions.
2. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
4(19)
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed:
Student will be asked eight multiple choice questions related to the student learning outcomes.
These questions are presented after this table. Their responses will be correlated to their level
of understanding of the particular concepts. These questions will be asked at the end of the
semester in all four offered sections of the Chemistry and Arts course. The assignment will be
graded by one instructor.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning outcomes
may be measured using multiple
assessment tools.)
1. Students will be able to
interpret graphical
representation of the theory
of subtractive color mixing.
a. Students will attend class
to learn necessary concepts,
including chemical
terminology, and
interpretation of
art materials from a
scientific and chemical
perspective.
Students’ responses to eight
exam problems of multiple
choice format on the
assessment exam will be
analyzed. Students’
responses will be
correlated to their level of
understanding of the
particular concepts. Please
see below for the specific
questions asked.
(Curricular Objective: Reason
quantitatively and mathematically
as required in their fields of
interest and in everyday life;
General Education Objective #3)
1.
2. Students will be able to
identify balanced chemical
equations.
(Curricular Objective: Reason
quantitatively and mathematically
as required in their fields of
interest and in everyday life;
General Education Objective #3)
2.
3.
b. Students will be evaluated
during the semester of their
knowledge of these concepts
through graded and
ungraded assignments with
feedback from the instructor.
c. Students will perform
3. Students will read, analyze
laboratory experiments that
and interpret journal and
require understanding and
newspaper articles describing application of chemical
art conservation and art
principles.
authentication.
(Curricular Objective: Use
d. Students will take the
analytical reasoning to identify
Assessment Exam at the end
issues or problems and evaluate
of the semester.
evidence in order to make informed
decisions; General Education
Objective #2)
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CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Assessment Tool (8 questions)
Student Learning Outcomes #1: Students will be able to interpret graphical representation
of the theory of subtractive color mixing. (Questions 1-4)
Answer questions 1, 2 and 3 based on the following situation: you are helping the drama
department create a red wall to be a backdrop for a play. You can mix any combination of cyan,
magenta and yellow paints.
1. Which combination of paints will you use?
a)
b)
magenta and yellow
cyan and yellow
c)
d)
magenta and cyan
magenta, cyan and yellow
2. After analyzing the resulting red paint by UV-Visible spectroscopy, which of the following
spectral absorption curve below would you expect to obtain?
a)
1
b) 2
c) 3
d) none of 1, 2 or 3
3. Which of the following explanations below best describes your answer of choice in
question 2?
1. Absorption peaks appear in the region(s) where light is absorbed and thus we do not
see the corresponding color(s).
2. Absorption peaks appear in the region(s) where light is absorbed and thus we do see
the corresponding color(s).
3. Absorption peaks do not appear in the region(s) where light is reflected or
transmitted, and thus we do see the corresponding color(s).
4. Absorption peaks appear in the region(s) where light is reflected or transmitted, and
thus we do see the corresponding color(s).
a) 1 and 3
b) 2 and 4
c) 1 and 2
6(19)
d) 3 and 4
CH 103 Spring 2013Course Assessment
4.
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
The graph below shows how the spectral reflectance curve for an “Artist’s Blue” pigment
overlaps with the spectral reflectance curve of a yellow pigment.
B
G
G
Y O R
G
R= red
O= orange
Y= yellow
G= green
B= blue
Interpret the graphs above and choose which of the following statements best explains
why mixing these two pigments gives a green pigment.
a) Both Artist’s Blue and yellow pigments absorb green light, which reaches one’s
eyes, while all other colors are reflected.
b) Both Artist’s Blue and yellow pigments reflect green light, which reaches one’s
eyes, while all other colors are absorbed.
c) Artist’s Blue pigment reflects blue and green light, which reach one’s eyes.
d) Yellow pigment reflects red, orange, yellow and green light, which reach one’s
eyes.
7(19)
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Student Learning Outcomes #2: Students will be able to identify balanced chemical
equations. (Question 5)
5. Which one of the following statements best describes the following chemical equation with
respect to the balancing of its elements?
Cu (s) + HNO3 (aq) → Cu(NO3)2 (aq) + NO (g) + H2O (l)
(Metal etching)
a) The equation is unbalanced because there is aqueous (aq) on one side and liquid (l) on the
other side.
b) The equation is balanced because there are equal numbers of all elements on both sides.
c) The equation is balanced because there are equal number of copper (Cu) on both sides.
d) The equation is unbalanced because there are unequal number of hydrogen, nitrogen and
oxygen on both sides.
Student Learning Outcomes #3: Students will read, analyze, and interpret journal and
newspaper articles describing art conservation and
art authentication. (Questions 6-8)
Read the following text, adapted from “Beneath That Beguiling Smile, Seeing What Leonardo
Saw” by Suzanne Daley, New York Times, 14 April 2012 and answer Questions 6, 7 and 8.
The Museo del Prado in Madrid, Spain holds a copy of Leonardo da Vinci's famous Mona Lisa.
Researcher Ana González Mozo has used the techniques of X-ray imaging, infrared
reflectography, and high-resolution digital imaging to determine that the artist who made this
copy of the original Mona Lisa was in the room while the original was being painted. The
copyist must have been sitting next to da Vinci, trying to duplicate every brush stroke.
The discovery is primarily important for what it reveals about the real Mona Lisa, which has
darkened as layers of protective lacquer age. González's research shows that when Leonardo
adjusted the size of the Mona Lisa's head or corrected her hands or lowered her bodice, the
painter of the Prado's copy did the same. “It had to be painted at the same time,” Ms. González
said. “Someone who copies doesn't make corrections because they haven't ever seen the
changes. They can only see the surface of the painting.”
“What is really important about the copy is that we can see how Leonardo worked,” Ms.
González said. Many important paintings have sketches of first tries—adjusted and reworked—
under the final image. Sometimes, González said, the work underneath is even more fascinating
than the painting itself. Infrared reflectography reveals drawing lines under the paint. These
lines are invisible to the naked eye. Every adjustment that Leonardo made on his underlying
drawing was repeated in the copy. This fact shows that both Leonardo and the copyist must have
been present when both paintings were made.
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CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
The copy, now restored, offers details that are obscured in the original Mona Lisa. For instance,
a layer of black paint covered the background of the copy of the Mona Lisa. Beneath this black
layer was a background more detailed than that in the original. The copy shows an arm-rest
where none can be seen in the original, and infrared reflectographs show a much clearer image of
her waistline.
“I get to see what only the artist saw,” she said. “And he saw it five centuries ago.”
6) According to the article, what hidden features of a finished painting can be revealed by
methods of analytical chemistry?
a)
b)
c)
d)
Brush strokes
Darkened lacquer
Drawing lines beneath the paint
Mona Lisa’s body
7) Why are the images and features revealed by the methods of infrared reflectography and
X-ray analysis usually invisible to the human eye?
a)
b)
c)
d)
Infrared reflectography reveals drawing lines under the paint.
These techniques reveal the chemical properties of paint.
These forms of light are invisible to the human eye.
Such features are beneath the surface of the painting, and these forms of light can
penetrate the surface.
8) How did the researchers determine that the Prado's copy of the Mona Lisa was completed
by someone working next to Leonardo da Vinci?
a) The technique infrared reflectography was used.
b) The waistline in both paintings was the same.
c) Infrared reflectography reveals that every adjustment that Leonardo made on his
underlying drawing was repeated in the copy.
d) The technique X-ray imaging was used.
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CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART III. ASSESSMENT STANDARDS (RUBRICS)
TABLE 7: ASSESSMENT STANDARDS (RUBRICS AND EXPECTATIONS)
Student Learning Outcomes #1: Students will be able to interpret graphical representation of the
theory of subtractive color mixing. (Questions 1-4 in Part II)
Question 1:
Combination
to give red
paints.
Rubric
Evaluation
A (Correct)
B
C
D
magenta and
yellow
magenta and cyan
cyan and yellow
magenta, cyan
and yellow
Student fully
remembers the
combination of
primary colors
related to
subtractive color
mixing
Student partially
remembers the
correct combination
of primary colors
related to subtractive
color mixing
Student partially
remembers the
correct
combination of
primary colors
related to
subtractive color
mixing
10%
Student does not
remember the
correct
combination of
primary colors
related to
subtractive color
mixing
5%
% Expected
75%
10%
Question
2:Absorption
plot of red
paint.
Rubric
Evaluation
A
B(Correct)
C
D
Peaks in green
and red regions
Peaks in blue and
green regions
Peaks in blue and
red regions
No absorption
peaks
% Expected
Student can
partially identify
graphical
representation of
colors related to
subtractive color
mixing.
15%
Student can fully
identify graphical
representation of
colors related to
subtractive color
mixing.
50%
10(19)
Student can
partially identify
graphical
representation of
colors related to
subtractive color
mixing.
15%
Student cannot
identify graphical
representation of
colors related to
subtractive color
mixing.
20%
CH 103 Spring 2013Course Assessment
Question 3:
Explaining the
absorption
plot of red
paint.
Rubric
Evaluation
% Expected
Question 4:
Explaining the
reflection plot
of green paint.
Rubric
Evaluation
% Expected
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
A (Correct)
B
C
D
1 and 3
2 and 4
1 and 2
3and 4
Student
understands that a
combination of
two primary
colors will result
in absorption
peaks in regions
where light is
absorbed and thus
we do not see
these colors; and
that absorption
peaks do not
appear in one
region where light
is reflected thus
we do see this
color.
50%
Student cannot
explain the graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
appear where light is
absorbed as well as
reflected and thus
we see the
corresponding
colors.
20%
15%
15%
A
B (Correct)
C
D
Student cannot
interpret
reflectance
graphical
representation
since they believe
that combining
artist’s blue and
yellow pigments
will result in the
absorption of
green light and
reflection of all
other colors thus
we see green.
25%
Student understands
that when
combining artist’s
blue and yellow
pigments green light
is reflected into
one’s eyes while all
other colors are
absorbed.
Student cannot
interpret
reflectance
graphical
representation. It is
true that artist’s
blue pigment
reflects blue and
green light, but this
does not explain
the reflectance
results of the
combination of the
two paints.
Student cannot
interpret
reflectance
graphical
representation. It
is true that yellow
pigment reflects
red, orange,
yellow and green
light, but this does
not explain the
reflectance results
of the combination
of the two paints.
50%
15%
10%
11(19)
Student cannot
explain the
graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
represent both
colors which we
can see and which
we cannot see.
Student cannot
explain the
graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
do and do not
appear in regions
where light is
reflected and thus
we see the
corresponding
color.
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Student Learning Outcomes #2: Students will be able to identify balanced chemical
equations. (Question 5 in Part II)
Question 5:
Identifying a
balanced
chemical
equation.
Rubric
Evaluation
% Expected
A
Although the
student correctly
identifies that the
equation is
unbalanced, the
reason given is
incorrect.
5%
B
C
D(Correct)
Student does not
identify that the
equation is
unbalanced because
(s)he misconstrues
the meaning of
“unbalanced”.
Student does not
correctly identify
that the equation is
unbalanced because
(s)he does not
understand that all
element must be
balanced (not only
copper).
10%
15%
Student correctly
identifies that the
equation is
unbalanced due to
the unequal
numbers of
hydrogen,
nitrogen, and
oxygen atoms on
both sides.
70%
Student Learning Outcomes #3: Students will read, analyze and interpret journal and
newspaper articles describing art conservation and art authentication. (Questions 6-8 in
Part II)
Question 6:
Identifying
hidden
features of a
painting by
analytical
methods.
Rubric
Evaluation
% Expected
A
B
C (Correct)
D
Brush strokes
Darkened lacquer
Drawing lines
beneath the
painting
Mona Lisa’s body
Student cannot
read and interpret
the journal article;
the article does not
refer to brush
strokes.
Student cannot read
and interpret the
journal article; the
article does not say
that analytical
methods conclude
that there were
darken lacquer.
5%
5%
12(19)
Student can read
and interpret the
journal article; the
article stated that
infrared
reflectography
revealed
underdrawings.
70%
Student cannot
read and interpret
the journal article
completely; this
answer choice is
very vague.
20%
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Student Learning Outcomes #3: Students will read, analyze and interpret journal and
newspaper articles describing art conservation and art authentication. (Questions 6-8 in
Part II)
Question 7:
A
Understanding
why analytical
methods are
able to see
images under
paint and our
eyes cannot.
Student identifies
Rubric
an analytical
Evaluation
technique which
can reveal under
drawings but does
not understand
why.
B
C
D(Correct)
Although it is true
that these forms of
light are invisible
to the human eye,
this answer does
not explain why the
analytical
technique can
reveal details under
a painting layer.
15%
Student
understands that
the source of
energy from these
analytical
techniques can
penetrate opaque
objects.
% Expected
15%
Although it is true
that these techniques
can reveal chemical
properties of paint,
this answer does not
explain why the
analytical technique
can reveal details
under a painting
layer.
20%
Question 8:
Reading and
identifying
details.
Rubric
Evaluation
A
B
C (Correct)
D
Student cannot
read and interpret
art-related articles;
just stating the
technique used
does not explain
how the
researchers
determined that
the copy of the
painting was done
at the same time as
the original.
Student cannot read
and interpret artrelated articles; just
stating the technique
used does not
explain how the
researchers
determined that the
copy of the painting
was done at the
same time as the
original.
Student cannot
read and interpret
art-related articles;
just stating the
technique used
does not explain
how the
researchers
determined that
the copy of the
painting was done
at the same time as
the original.
15%
20%
Student can read
and interpret an artrelated article
since; (s)he
understands that the
analytical
technique used
reveals that every
adjustment was
replicated and thus
correctly concluded
the copyist must
have been next the
painter.
50%
% Expected
13(19)
50%
15%
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
N=73
Student Learning Outcomes #1: Students will be able to interpret graphical representation of the
theory of subtractive color mixing. (Questions 1-4 in Part II)
Question 1:
Combination
to give red
paints.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
Question
2:Absorption
plot of red
paint.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
A (Correct)
B
C
D
magenta and
yellow
magenta and
cyan
cyan and
yellow
magenta,
cyan and
yellow
Student fully
remembers the
combination of
primary colors
related to
subtractive color
mixing
Student partially
remembers the
correct combination
of primary colors
related to subtractive
color mixing
Student partially
remembers the
correct
combination of
primary colors
related to
subtractive color
mixing
NO
ANSWER
SELECTED
Student does not
remember the
correct
combination of
primary colors
related to
subtractive color
mixing
75%
10%
10%
5%
0%
53%
11%
15%
21%
0%
-22%
+1%
+5%
+16%
0
NO
ANSWER
SELECTED
A
B(Correct)
C
D
Peaks in green
and red
regions
Peaks in blue
and green
regions
Peaks in blue
and red
regions
No
absorption
peaks
Student can
partially identify
graphical
representation of
colors related to
subtractive color
mixing.
Student can fully
identify graphical
representation of
colors related to
subtractive color
mixing.
Student can
partially identify
graphical
representation of
colors related to
subtractive color
mixing.
Student cannot
identify graphical
representation of
colors related to
subtractive color
mixing.
15%
50%
15%
20%
0%
9%
52%
25%
14%
0%
-6%
+2%
+10%
-6%
0
14(19)
CH 103 Spring 2013Course Assessment
N=73
Question 3:
Explaining
the
absorption
plot of red
paint.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
A (Correct)
B
C
D
NO
ANSWER
SELECTED
1 and 3
2 and 4
1 and 2
3and 4
Student
understands that a
combination of
two primary colors
will result in
absorption peaks
in regions where
light is absorbed
and thus we do not
see these colors;
and that
absorption peaks
do not appear in
one region where
light is reflected
thus we do see this
color.
Student cannot
explain the graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
appear where light is
absorbed as well as
reflected and thus we
see the
corresponding
colors.
Student cannot
explain the
graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
represent both
colors which we
can see and which
we cannot see.
50%
20%
15%
15%
0%
62%
26%
8%
4%
0%
+12%
+6%
-7%
-11%
0%
A
B (Correct)
C
D
NO
ANSWER
SELECTED
Students cannot
interpret
reflectance
graphical
representation
since they believe
that combining
artist’s blue and
yellow pigments
will result in the
absorption of green
light and reflection
of all other colors
thus we see green.
Student understands
that when
combining artist’s
blue and yellow
pigments green
light is reflected
into one’s eyes
while all other
colors are absorbed.
Student cannot
interpret reflectance
graphical
representation. It is
true that artist’s
blue pigment
reflects blue and
green light, but this
does not explain the
reflectance results
of the combination
of the two paints.
Student cannot
interpret
reflectance
graphical
representation. It is
true that yellow
pigment reflects
red, orange, yellow
and green light, but
this does not
explain the
reflectance results
of the combination
of the two paints.
25%
50%
15%
10%
0%
18%
73%
4%
5%
0%
-7%
+23%
-11%
-5%
0%
Student cannot
explain the
graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
do and do not
appear in regions
where light is
reflected and thus
we see the
corresponding
color.
N=73
Question 4:
Explaining
the reflection
plot of green
paint.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
15(19)
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Student Learning Outcomes #2: Students will be able to identify balanced chemical
equations. (Question 5 in Part II)
N=73
Question 5:
Identifying a
balanced
chemical
equation.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
A
B
C
D(Correct)
Student does not
identify that the
equation is
unbalanced because
(s)he misconstrues
the meaning of
“unbalanced”.
Student does not
correctly identify
that the equation is
unbalanced
because (s)he does
not understand that
all element must be
balanced (not only
copper).
Student correctly
identifies that the
equation is
unbalanced due to
the unequal
numbers of
hydrogen, nitrogen
and oxygen atoms
on both sides.
5%
10%
15%
70%
0%
7%
5%
11%
77%
0%
+2%
-5%
-4%
+7%
0
Although the
student correctly
identifies that the
equation is
unbalanced, the
reason given is
incorrect.
NO
ANSWER
SELECTED
Student Learning Outcomes #3: Students will read, analyze and interpret journal and
newspaper articles describing art conservation and authentication. (Questions 6-8)
N=73
Question 6:
Identifying
hidden
features of a
painting by
analytical
methods.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
A
B
C (Correct)
D
Brush strokes
Darken lacquer
Drawing lines
beneath the
painting
Mona Lisa’s
body
Student cannot
read and interpret
the journal article;
the article does
not refer to brush
strokes.
Student cannot read
and interpret the
journal article; the
article does not say
that analytical
methods conclude
that there were
darken lacquer.
Student can read and
interpret the journal
article; the article
stated that infrared
reflectography
revealed
underdrawings.
5%
5%
70%
20%
0%
12%
19%
63%
4%
2%
+7%
+14%
-7%
-16%
+2%
16(19)
NO
ANSWER
Student cannot
read and interpret
the journal article
completely; this
answer is very
vague.
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
N=73
Question 7:
Understanding
why analytical
methods are
able to see
images under
paint and our
eyes cannot.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
A
B
C
D(Correct)
NO
ANSWER
Student identifies
the analytical
technique which
can reveal under
drawings but does
not understand
why.
Although it is true
that these
techniques can
reveal chemical
properties of paint,
this answer does not
explain why the
analytical technique
can reveal details
under a painting
layer.
Although it is true
that these forms of
light are invisible
to the human eye,
this answer choice
does not explain
why the analytical
technique can
reveal details
under a painting
layer.
Student understands
that the source of
energy from these
analytical
techniques can
penetrate opaque
objects.
15%
20%
15%
50%
0%
37%
7%
15%
40%
1%
+22%
-13%
0%
-10%
+1%
NO
ANSWER
N=73
Question 8:
Reading and
identifying
details.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
A
B
C (Correct)
D
Student cannot
read and interpret
art-related articles;
just stating the
technique used
does not explain
how the
researchers
determined that
the copy of the
painting was done
at the same time as
the original.
Student cannot read
and interpret artrelated articles; just
stating the technique
used does not
explain how the
researchers
determined that the
copy of the painting
was done at the
same time as the
original.
Student can read
and interpret an artrelated article since;
(s)he understands
that the analytical
technique used
reveals that every
adjustment was
replicated and thus
correctly concluded
the copyist must
have been next the
painter.
Student cannot
read and interpret
art-related articles;
just stating the
technique used
does not explain
how the
researchers
determined that the
copy of the
painting was done
at the same time as
the original.
15%
20%
50%
15%
0%
7%
1%
86%
4%
2%
-8%
-19%
+36%
-11%
+2%
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CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
The same student learning outcomes assessed in this report were assessed in the Fall 2012
semester. However, in the Fall 2012 semester the questions were a combination of short-answer
and multiple-choice format. It was noticed that student skipped questions which called for a
written explanation. It was inconclusive whether the students did not understand the concepts and
thus could not answer the questions, or whether they did not have enough time to complete the
questions. This semester, these questions were reworded into a complete multiple choice format.
Questions related to students’ understanding of graphical representation of subtractive color
mixing were asked. Students scored 22 percentage points lower than expected (53% actual
outcome) in simply remembering which two colors should be combined to give a red color. There
was a 16 percentage point increase from expectation where students incorrectly believed that you
should mix magenta, cyan and yellow to produce a red paint. Question 2 asked students to
identify the correct absorption plot for the mixture of red paint. 52% of the students correctly
identified this plot (only 2 percentage points above our expectations). Interestingly, there was a 12
percentage point increase from expectations (62% of students in all) who correctly understand that
absorption peaks appear where light is absorbed, and thus we do not see these colors, and that
there are no absorption peaks where light is reflected, thus we do see these colors. In question 4,
students were asked to interpret reflection plots of combining artists’ blue and yellow pigments.
Remarkably, 23 percentage points above our expectations (73% of students in all) understood that
one sees green when these two pigments are mixed since green light is reflected into one’s eyes
while all other colors are absorbed. In Fall 2012, a great number of students omitted this question,
which led us to believe that this question may have been more difficult than the other subtractive
color mixing questions. But the positive results obtained in the Spring 2013 semester indicate that
the students probably understood the concept but may have difficulty explaining the concept in a
written explanation.
Question 5 assessed students understanding of balancing chemical equations. In the Fall 2012
semester, this question was asked to identify whether the chemical equation was balanced or
unbalanced and to explain their answer. Students correctly answered this question 11 percentage
points lower than expectation (39% of students). Remarkably when this question was reworded
into a complete multiple choice format, 77% of the students correctly answered this question.
Again, this may be an indication that the students understood the concept of balancing chemical
equations but may have difficulty expressing this in writing.
Question 6-8 assessed students’ ability to read and interpret articles on art authentication. In the
Fall 2012 semester, an average of 10% of the students did not complete these questions, which
was in short answer format. This may be due to lack of time or interest. This semester only 2% of
the students did not complete these questions. This spring semester there was a 7 percentage point
decrease from expectations (63% of students in all) that correctly read and identified features from
a painting which can be observed by an analytical method. Again 10 percentage points below
expectations (40% of students in all) correctly understood why analytical methods or one form of
energy can penetrate a painted layer and our eyes cannot. In reading and understanding why the
author concluded that both artists must have sat next to each other to complete both paintings at
the same time, 36 percentage points above expectations (86% of students in all) correctly
mastered this skill.
18(19)
CH 103 Spring 2013Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
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?
As predicted in the fall 2012 course assessment report, there was indeed a higher degree
of participation in the spring 2013 assessment exam, which was of multiple choice format.
It was far quicker, easier and less ambiguous to grade across the sections of the course.
The spring 2013 assessment exam demonstrated that students understood certain concepts
such as subtractive color mixing and balancing chemical equations to a greater degree
than expected.
Switching to a multiple-choice format allowed us to assess whether students understood
various concepts without simultaneously testing their ability to express themselves in
writing. The fall 2012 assessment did include short-answer questions, and because so
many students skipped these questions, we could not determine whether lack of
understanding or difficulty with writing was the bigger obstacle. The current format
revealed that a greater number of students than expected did indeed understand many core
concepts of color mixing, chemical notation, and the connection between chemistry and
the arts. It is believed that in general, the multiple choice format of the questions better
assessed the students’ understanding of the material.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Since the multiple choice format was administered for only one semester, it will be
interesting to see if similar results could be replicated. Thus it is expected that this
assessment exam will be given for the fall 2013 semester and an assessment report
comparing all three semesters fall 2012, spring 2013 and fall 2013 will be done.
Instructors who are teaching this course will also try to reinforce certain concepts of
subtractive color mixing to improve student learning. In addition, more in-class and
homework based practice on reading and interpreting scientific articles related to art
conservation and writing to express scientific concepts will be done. One faculty teaching
this course will experiment on teaching one section of this course as a writing intensive
course. Students will continued to be encouraged to visit the campus writing center for
further assistance in completing written assignments for this course.
QCC 12/3/04
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