CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
Date: 09/4/2015
Department: Chemistry
Course: CH- 120 Fundamentals of Chemistry
Curriculum or Curricula: 1) A.A. in Liberal Arts and Sciences (non-science concentration)
2) Life and Physical Sciences component of the CUNY Common
Core
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 hybrid lecture and laboratory course is intended to provide students with basic knowledge
of modern theory of general chemistry. The course covers the most essential topics of general
chemistry, including classification and properties of matter; elements and compounds; atomic
theory; the periodic table; chemical composition; chemical equations; acids and bases; and
chemical bonding. In addition, this course includes five laboratory experiments to give students
hands-on experience with some of the topics. Students are strongly encouraged to also take
CH-121 (Fundamentals of Chemistry Laboratory). Successful completion of CH-120 and CH121 lab satisfies the laboratory science requirement for the A.A. degree. This course is not open
to students who have completed CH-151, 152, 251, 252.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in table curriculum-specific objectives that meet Educational Goals 1 and 2:
Curricular objectives addressed by this course:
1. Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decision (LA1)
2. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life (LA1)
3. Students will demonstrate an understanding of the core curriculum of Liberal Arts and
Sciences classes. (LE1)
TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
General educational objectives addressed by this course: Select from
objective’s ID
preceding list.
number from list
(1-10)
Use analytical reasoning to identify issues or problems and evaluate
#2
evidence in order to make informed decisions
Reason quantitatively and mathematically as required in their fields of
#3
interest and in everyday life
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
1. Students will
learn the
fundamental
concepts of
chemistry,
including
classification and
properties of
matter; elements
and compounds;
atomic theory; the
periodic table;
chemical
composition;
chemical
equations; acids
and bases; and
chemical bonding.
Learning outcomes
a) Students will identify elements, compounds and mixtures.
b) Students will understand physical and chemical properties of matter.
c) Student will identify the basic structure of an atom.
d) Students will calculate the number of protons, neutrons and
electrons of atoms.
e) Student will determine the properties of elements based on the
position in the periodic table.
f) Students will draw the Lewis Dot structure of elements and simple
molecules.
g) Students will predict the shape and geometry of molecules using
VSEPR theory.
h) Student will understand ionic bonding through transfer of electrons.
i) Students will predict chemical formulas of ionic compounds.
j) Students will understand sharing of electrons in covalent bonding.
k) Students will balance chemical equations.
l) Students will do qualitative calculations with Avogadro’s number,
molar mass, chemical formulas and chemical equations.
m) Students will interpret the pH scale.
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
2. Students will
a. Students will conduct an experiment on how to accurately determine
study the scientific
the length of an object, the temperature of a liquid, the mass of a
method by
solid object, the volume of a liquid and how to determine the density
conducting
of a solid object.
laboratory
b. Students will conduct an experiment on how to identify anions by
qualitative analysis.
experiments that
focus on physical
c. Students will build models of simple molecules based on their
correct Lewis Dot structures.
and chemical
properties, reaction d. Students will conduct a quantitative preparation of potassium
types, and chemical
chloride. They will determine their experimental and theoretical
yields.
structure in order to
demonstrate, apply, e. Students will perform a neutralization reaction and determine the
molarity of an unknown base.
and reinforce the
concepts taught in
the lecture. By
solving problems in
lecture and
performing
experiments in the
lab, students will
learn how to gather
and interpret
experimental data,
observations, and
results and how to
write the
conclusions.
3. Students will
a. Students will write laboratory reports describing each experiment,
learn to compose a
which will include a title, date performed, objective, introduction, list
formal laboratory
of materials and equipment, summary of procedures and observations,
report with a welldata and calculations, conclusions and sources of errors.
defined format for
each experiment.
The written report
submitted by each
individual student
will include relevant
theory, data and
calculations, and
analysis/discussion
of results.
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CH-120 Fall 2014, Spring 2014 and Spring 2015
4.
Students will
learn to obtain
unbiased data and
results by applying
the concept of
significant figures to
experimental
measurements and
calculations, and by
performing multiple
trials in the
laboratory whenever
possible. Students
will discuss the
accuracy and
precision of their
results, as well as
the limitations and
assumptions of each
experiment.
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
a. Students will accurately determine the mass of a solid object, the
volume of a liquid and the density of a solid object to the correct
significant figures.
b. Students will evaluate the averaged molarity of a base and perform
three trials of a neutralization reaction.
PART II. ASSIGNMENT DESIGN: ALIGNING OUTCOMES, ACTIVITIES, AND
ASSESSMENT TOOLS
For the assessment project, you will be designing one course assignment, which will address at
least one general educational objective, one curricular objective (if applicable), and one or more
of the course objectives. Please identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
1. Students will learn the fundamental concepts of chemistry, including classification and
properties of matter; elements and compounds; atomic theory; the periodic table; chemical
composition; chemical equations; acids and bases; and chemical bonding.
Curricular Objective(s) selected for assessment: (select from Table 2)
1. Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decision (LA1)
2. Reason quantitatively and mathematically as required in their fields of interest and in
everyday life (LA1)
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
General Education Objective(s) addressed in this assessment: (select from Table 3)
#2 Use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decision.
#3 Reason quantitatively and mathematically as required in their fields of interest and in
everyday life.
In the first row of Table 6 that follows, describe the assignment that has been
selected/designed for this project. In writing the description, keep in mind the course
objective(s), curricular objective(s) and the general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session
(such as a lab) or over several class sessions. Since any one assignment is actually a complex
activity, it is likely to require that students demonstrate several types of knowledge and/or
thinking processes.
Also in Table 6, please
a) identify the three to four most important student learning outcomes (1-4) you expect
from this assignment
b) describe the types of activities (a – d) students will be involved with for the assignment,
and
c) list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student
outcomes. (Classroom assessment tools may include paper and pencil tests, performance
assessments, oral questions, portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students)
should be gathered in an Assessment Portfolio for this course.
TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed: All students in the three sections of
CH 120 will be asked six multiple choice questions during the final exam. These questions
assess analytical and conceptual understanding of the concepts covered over the entire
semester. The assessment data is based on the students’ performance on these questions in the
Fall 2014, Spring 2014 and Spring 2015 semesters.
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.
5(16)
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
CH-120 Fall 2014, Spring 2014 and Spring 2015
1. Students will understand
physical and chemical
properties of matter.
2. Students will calculate the
number of protons, neutrons
and electrons of atoms.
3. Students will predict
chemical formulas of ionic
compounds.
4. Students will balance
chemical equations.
5. Students will do qualitative
calculations with
Avogadro’s number, molar
mass, chemical formulas
and chemical equations.
6. Students will interpret the
pH scale.
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
a. Students will attend class
to learn necessary
concepts, including
chemical terminology,
understanding of matter
from a chemical
perspective, and methods
of solving logical
mathematical problems.
b. Students will engage in
problem solving through
graded and ungraded
assignments with
feedback from the
instructor.
outcomes may be
measured using multiple
assessment tools.)
A. Student responses to
six multiple choice
questions, taken at the
end of the semester,
will be analyzed.
Students’ choices on
the multiple choice
exam will be
correlated to their
level of understanding
of each particular
concept.
c. Students will perform
laboratory experiments to
improve and demonstrate
their understanding and
application of chemical
concepts.
Learning outcomes 1 and 6 are
d. Students will take a
associated with Curricular
multiple choice exam at
Objective #1 in Table 5 and Gen Ed
the end of the semester.
Objective #2.
Learning outcomes 2-5 are
associated with Curricular
Objective #2 in Table 5 and Gen Ed
Objective #3.
PART III. ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’
performance will be measured. This could be a checklist, a descriptive holistic scale, or another
form. The rubric (or a version of it) may be given to the students with the assignment so they
will know what the instructor’s expectations are for this assignment.
Please note that while individual student performance is being measured, the assessment project
is collecting performance data ONLY for the student groups as a whole.
6(16)
CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
All students in the three sections of CH 120 will be asked six multiple choice questions during
the final exam. These questions assess concepts that will be covered over the entire semester.
Exact questions will be asked in the Fall 2014 and Spring 2015 semesters.
Desired student
Assessment
Standards for student performance:
 Describe the standards or rubrics for
learning outcomes from measures for
the assignment: (Copy
measuring student achievement of each
each learning
from Column 1, Table 6 outcome:
outcome in the assignment.
above; include
(Copy from
 Give the percentage of the class that is
Curricular and /or
Column 3,Table 6
expected to meet these outcomes
General Education
above)
 If needed, attach copy(s) of rubrics.
Objectives addressed)
1. Students will
Each response on the selected multiple choice
understand
Student
questions is assigned a performance level
physical and
responses to
(point value) of 0-3 based on how completely
chemical
six multiple
the question has been answered.
properties of
choice
matter.
questions,
• Three points indicates that the student can
taken at the
successfully solve the problem and is able
2. Students will
end of the
to work with the information that is given.
calculate the
semester, will
• Two points indicates that the student
number of
be analyzed.
understand most of the necessary concepts
protons, neutrons
Students’
but could not make the final connection
and electrons of
choices on the
that would completely solve the problem.
atoms.
multiple choice • One point indicates that the student may
exam will be
have recognized a step to solving the
3. Students will
correlated to
problem but could not make any
predict chemical
their level of
additional conceptual connections.
understanding
formulas of ionic
• Zero points indicate that the student either
compounds.
of each
did not recognize the type of problem
particular
presented or did not know how to begin
concept.
4. Students will
solving it.
balance chemical
See rubric below
equations.
Projected Outcomes:
5. Students will do
qualitative
Question #1
calculations with
Learning outcome #1
Avogadro’s
• 70% expected to be 3
number, molar
• 0% expected to be 2
mass, chemical
• 10% expected to be 1
formulas and
• 20% expected to be 0
chemical
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
equations.
Question #2
Learning outcome #2
• 50% expected to be 3
• 30% expected to be 2
• 10% expected to be 1
• 10% expected to be 0
6. Students will
interpret the pH
scale.
Learning outcomes 1 and
6 are associated with
Curricular Objective #1
in Table 5 and Gen Ed
Objective #2.
Question #3
Learning outcome #3
• 50% expected to be 3
• 15% expected to be 2
• 10% expected to be 1
• 25% expected to be 0
Learning outcomes 2-5
are associated with
Curricular Objective #2
in Table 5 and Gen Ed
Objective #3.
Question #4
Learning outcome #4
• 60% expected to be 3
• 25% expected to be 2
• 10% expected to be 1
• 5% expected to be 0
Question #5
Learning outcome #5
• 70% expected to be 3
• 0% expected to be 2
• 20% expected to be 1
• 10% expected to be 0
Question #6
Learning outcome #6
• 75% expected to be 3
• 0% expected to be 2
• 20% expected to be 1
• 5% expected to be 0
RUBRIC FOR QUESTIONS ASKED
Question 1: Chemical properties include all the following except
Choice
Performance
level
Evaluation
A: flammability
0
Does not understand the difference between chemical and physical
properties or does not know the meaning of flammability.
Does not understand the difference between chemical and physical
properties.
Correct response; able to interpret question correctly and understands that
B: reaction with 0
air
C: attraction to 3
8(16)
CH-120 Fall 2014, Spring 2014 and Spring 2015
magnet
D: nonreactive
with water
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
magnetism is a physical property.
1
Does not understand the difference between chemical and physical
properties or does not know that “nonreactive” also describes a chemical
property. Student may have mixed up the concepts of chemical property
and chemical change.
Question 2: Which describes the subatomic particles in a neutral atom of Fe-56?
Choice
Performance
level
Evaluation
A: 26 protons,
26 electrons,
30 neutrons
3
B: 56 protons,
56 electrons,
30 neutrons
C: 26 protons,
30 electrons,
26 neutrons
1
D: 30 protons,
30 electrons,
56 neutrons
0
Correct response; knows that 56 corresponds to the mass number which
is not equal to the number of protons, electrons or neutrons. Understands
that the atomic number, which corresponds to the number of protons and
electrons can be found on the periodic table with the element symbol.
Understands that the number of neutrons is the difference between the
mass number and the number of protons.
Falsely believes that 56 represents the atomic number of iron, and thus,
there are 56 protons and 56 electrons. Correctly determined the number
of neutrons.
Correctly recognizes that 56 is the mass number. Understands that the
atomic number, which can be found on the periodic table, corresponds to
the number of protons. However, does not realize that for a neutral atom,
the number of electrons is equal to the number of protons and instead
calculated the number of electrons as the difference between the mass
number and atomic number.
Unable to identify and use the atomic number and the mass number to
determine the number of protons, electrons and neutrons.
2
Question 3: What is the chemical formula of the ionic compound that is formed from magnesium and
phosphorus?
Choice
Performance
level
Evaluation
A: MgP
0
B: Mg 3 P
1
C: Mg 2 P 3
2
D: Mg 3 P 2
3
Does not know the correct charges on ions formed from magnesium and
phosphorus or does not know how to balance charges.
Understands that there must be three magnesium ions but is unable to
determine the correct number of phosphorous ions.
May know the correct charged ions formed from magnesium and
phosphorus but is unable to formulate the correct combination.
Correct response; knows the correct charges on ions formed from
magnesium and phosphorus and understands how to achieve a
combination that has an overall neutral charge.
Question 4: When the equation: HCN + O 2 → N 2 + CO 2 + H 2 O is properly balanced, the coefficients
will be
Choice
Performance
level
Evaluation
9(16)
CH-120 Fall 2014, Spring 2014 and Spring 2015
A: 2, 5, 1, 2, 1
2
B: 4, 5, 2, 4, 2
3
C: 2, 3, 1, 2, 2
1
D: 1, 3, 1, 2, 2
0
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
The number of hydrogen, nitrogen and carbon atoms is balanced on both
sides but the number of oxygen is not.
Correct response; understands how to interpret subscripts to correctly
calculate the total number of atoms of each element on each side of the
equation; understands that there must be the same number of atoms of
each element on both sides of the equation.
The number of carbon and nitrogen atoms are balanced but the number of
hydrogen and oxygen are not balanced.
Does not understand how to interpret subscripts correctly to balance the
chemical equation.
Question 5: According to the reaction 4 FeS + 7 O 2 → 2 Fe 2 O 3 + 4 SO 2 , how many moles of Fe 2 O 3 will be
produced by the complete reaction of 10.00 moles of FeS?
Choice
Performance
level
Evaluation
A: 2.00 mol
1
B: 4.00 mol
1
C: 5.00 mol
3
D: 10.00 mol
0
Understands that the coefficient 2 relates to Fe 2 O 3 but does not
understand the significance of coefficient ratios in a balanced chemical
equation.
Understands that the coefficient 4 relates to FeS but does not understand
the significance of coefficient ratios in a balanced chemical equation.
Correct response; understands that there is a 2:1 ratio of FeS reactant:
Fe 2 O 3 product.
Does not understand the significance of coefficient ratios in a balanced
chemical equation.
Question 6: Which pH value below describes a solution in which the concentration of hydronium ion is greater
than the concentration of hydroxide ion?
Choice
Performance
level
Evaluation
A: 2
3
B: 7
0
C: 8
1
D: 13
1
Correct response; understands that a higher hydronium ion concentration
indicates an acidic solution and acidic solutions have pH below 7.
Does not understand the relationship between hydronium and hydroxide
concentrations or does not know that pH = 7 represents a neutral solution
May understand that a higher hydronium ion concentration indicates an
acidic solution, but may mistakenly think this corresponds to pH above 7.
May not understand the relationship between hydronium and hydroxide
concentrations.
May understand that a higher hydronium ion concentration indicates an
acidic solution, but may mistakenly think this corresponds to pH above 7.
May not understand the relationship between hydronium and hydroxide
concentrations.
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may report
outcomes using the rubric(s), or other graphical representation. Include a comparison of the
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
outcomes you expected (from Table 7, Column 3) with the actual results. NOTE: A number of the
pilot assessments did not include expected success rates so there is no comparison of expected and
actual outcomes in some of the examples below. However, projecting outcomes is an important part
of the assessment process; comparison between expected and actual outcomes helps set benchmarks
for student performance.
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Student learning outcome: Students will understand physical and chemical properties of matter.
Question 1: Chemical properties include all the following except
A) flammability
Performance Level
Evaluation
Expected Outcome
Actual Outcome: Spring 2014
N=51
Actual Outcome: Fall 2014
N=51
Actual Outcome: Spring 2015
N=40
# of students for 3 semesters
Actual Outcome: All 3 semesters
N=142
B) reaction with air
C) attraction to a magnet
Blank
0
A
0
B
0
Student
did not
answer
the
question
Does not
understand the
difference between
chemical and
physical properties
or does not know
the meaning of
flammability.
0.0%
10%
0.0%
D) nonreactive with water
C (correct)
3
D
1
Correct
response; able
to interpret
question
correctly and
understands
that magnetism
is a physical
property.
Does not understand the
difference between
chemical and physical
properties or does not
know that “nonreactive”
also describes a chemical
property. Student may have
mixed up the concepts of
chemical property and
chemical change.
10%
70.0%
10%
3.9%
2.0%
52.9%
41.2%
0.0%
11.8%
9.8%
56.9%
21.5%
2.5%
1
7.50%
11
7.50%
9
60.0%
80
22.5%
41
0.72%
7.75%
6.33%
56.3%
28.9%
Does not
understand the
difference
between
chemical and
physical
properties.
Student learning outcome: Students will calculate the number of protons, neutrons and electrons of atoms.
Question 2: Which describes the subatomic particles in a neutral atom of Fe-56?
A) 26 protons, 26 electrons, 30 neutrons
C) 26 protons, 30 electrons, 26 neutrons
B) 56 protons, 56 electrons, 30 neutrons
D) 30 protons, 30 electrons, 56 neutrons
A (correct)
3
B
1
C
2
D
0
Correct response; knows that 56
corresponds to the mass number
which is not equal to the number
of protons, electrons or neutrons.
Understands that the atomic
number, which corresponds to
the number of protons and
electrons can be found on the
periodic table with the element
symbol. Understands that the
number of neutrons is the
difference between the mass
number and the number of
protons.
Falsely believes
that 56 represents
the atomic
number of iron,
and thus, there
are 56 protons
and 56 electrons.
Correctly
determined the
number of
neutrons.
Correctly recognizes that 56 is
the mass number. Understands
that the atomic number, which
can be found on the periodic
table, corresponds to the number
of protons. However, does not
realize that for a neutral atom,
the number of electrons is equal
to the number of protons and
instead calculated the number of
electrons as the difference
between the mass number and
atomic number.
Unable to
identify and
use the
atomic
number and
the mass
number to
determine
the number
of protons,
electrons and
neutrons.
Expected outcome
60.0%
10.0%
20.0%
10.00%
Actual Outcome: Spring 2014
N=51
68.6%
11.8%
15.7%
3.9%
Performance Level
Evaluation
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
Actual Outcome: Fall 2014
N=51
Actual Outcome: Spring 2015
N=40
# of students for 3 semesters
Actual Outcome: All 3
semesters; N=142
68.6%
7.84%
21.6%
1.96%
72.5%
99
15.0%
16
7.50%
22
5.00%
5
69.7%
11.3%
15.5%
3.50%
Student learning outcome: Students will predict chemical formulas of ionic compounds.
Question 3: What is the chemical formula of the ionic compound that is formed from magnesium and phosphorus?
A) MgP
B) Mg 3 P
Performance Level
Evaluation
Expected outcome
Actual Outcome: Spring 2014
N=51
Actual Outcome: Fall 2014
N=51
Actual Outcome: Spring 2015
N=40
# of students for 3 semesters
Actual Outcome: All 3 semesters;
N=142
C) Mg 2 P 3
D) Mg 3 P 2
A
0
B
1
C
2
D (correct)
3
Does not know the
correct charges on
ions formed from
magnesium and
phosphorus or does
not know how to
balance charges.
Understands that
there must be three
magnesium ions
but is unable to
determine the
correct number of
phosphorous ions.
May know the
correct charged ions
formed from
magnesium and
phosphorus but is
unable to formulate
the correct
combination.
Correct response; knows
the correct charges on ions
formed from magnesium
and phosphorus and
understands how to achieve
a combination that has an
overall neutral charge.
25%
10%
15%
50%
27.5%
15.7%
15.7%
41.2%
21.6%
9.8%
3.9%
64.7%
17.5%
5.00%
22.5%
55.0%
32
15
19
76
22.5%
10.6%
13.4%
53.5%
Student learning outcome: Students will balance chemical equations.
Question 4: When the equation: HCN + O 2 → N 2 + CO 2 + H 2 O is properly balanced, the coefficients will be
A) 2, 5, 1, 2, 1
Performance Level
Evaluation
Expected outcome
Actual Outcome: Spring 2014
N=51
Actual Outcome: Fall 2014
N=51
Actual Outcome: Spring 2015
N=40
B) 4, 5, 2, 4, 2
C) 2, 3, 1, 2, 2
D) 1, 3, 1, 2, 2
A
2
B (correct)
3
C
1
The
number of
hydrogen,
nitrogen
and carbon
atoms is
balanced on
both sides
but the
number of
oxygen is
not.
Correct response;
understands how to
interpret subscripts to
correctly calculate the total
number of atoms of each
element on each side of the
equation; understands that
there must be the same
number of atoms of each
element on both sides of
the equation.
The number of carbon
and nitrogen atoms are
balanced but the number
of hydrogen and oxygen
are not balanced.
25%
60%
10%
5%
11.8%
70.6%
13.7%
3.90%
9.80%
68.7%
21.5%
0.00%
7.50%
75.0%
12.5%
5.00%
12(16)
D
0
Does not understand
how to interpret
subscripts correctly to
balance the chemical
equation.
CH-120 Fall 2014, Spring 2014 and Spring 2015
# of students for 3 semesters
Actual Outcome: All 3 semesters;
N=142
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
14
101
23
4
9.85%
71.1%
16.2%
2.82%
Student learning outcome: 5. Students will do qualitative calculations with Avogadro’s number, molar mass, chemical
formulas and chemical equations.
Question 5: According to the reaction 4 FeS + 7 O 2 → 2 Fe 2 O 3 + 4 SO 2 , how many moles of Fe 2 O 3 will be produced by
the complete reaction of 10.00 moles of FeS?
A) 2.00 mol B) 4.00 mol
C) 5.00 mol D) 10.00 mol
Performance Level
Evaluation
Expected outcome
Actual Outcome: Spring 2014
N=51
Actual Outcome: Fall 2014
N=51
Actual Outcome: Spring 2015
N=40
# of students for 3 semesters
Actual Outcome: All 3
semesters; N=142
A
1
B
1
C (correct)
3
D
0
Understands that the
coefficient 2 relates to
Fe 2 O 3 but does not
understand the
significance of coefficient
ratios in a balanced
chemical equation.
Understands that the
coefficient 4 relates to FeS
but does not understand the
significance of coefficient
ratios in a balanced
chemical equation.
Correct response;
understands that there
is a 2:1 ratio of FeS
reactant: Fe 2 O 3
product.
Does not
understand the
significance of
coefficient ratios in
a balanced chemical
equation.
10%
10%
70%
10%
9.8%
15.7%
70.6%
3.9%
7.84%
19.6%
66.7%
5.88%
0.0%
12.5%
75.0%
12.5%
9
23
100
10
6.34%
16.2%
70.4%
7.06%
Student learning outcome: Students will interpret the pH scale.
Question 6: Which pH value below describes a solution in which the concentration of hydronium ion is greater than the
concentration of hydroxide ion?
A) 2
B) 7
C) 8
Performance Level
Evaluation
Expected outcome
Actual Outcome: Spring 2014
N=51
Actual Outcome: Fall 2014
N=51
Actual Outcome: Spring 2015
N=40
# of students for 3 semesters
D) 13
A (correct)
3
B
0
C
1
D
1
Correct response;
understands that a
higher hydronium
ion concentration
indicates an acidic
solution and acidic
solutions have pH
below 7.
Does not
understand the
relationship
between hydronium
and hydroxide
concentrations or
does not know that
pH = 7 represents a
neutral solution
May understand that a
higher hydronium ion
concentration indicates
an acidic solution, but
may mistakenly think
this corresponds to pH
above 7. May not
understand the
relationship between
hydronium and
hydroxide
concentrations.
May understand that a
higher hydronium ion
concentration indicates
an acidic solution, but
may mistakenly think
this corresponds to pH
above 7. May not
understand the
relationship between
hydronium and
hydroxide
concentrations.
75%
5%
10%
10%
49.0%
27.5%
9.8%
13.7%
51.0%
5.88%
7.84%
35.3%
65.0%
12.5%
10.0%
12.5%
77
22
13
30
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Actual Outcome: All 3 semesters;
N=142
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
54.2%
15.5%
9.15%
21.2%
TABLE 9. EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results,
and describe the actions to be taken as a result of the assessment. In the evaluation of
achievement, take into account student success in demonstrating the types of knowledge and
the cognitive processes identified in the Course Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Question 1: This question assesses students’ knowledge of chemical and physical properties.
Although the majority of the students over all three semesters selected the correct answer choice
(C), the actual percentage of students who selected the correct answer choice (56.3% over all
three semesters) was lower than expected (70%). In addition, it was expected that only 10% of
the students would select choice (D). However, 28.9% of all students (N=142) selected this
option. This indicted that a greater quantity of students than expected do not understand the
difference between chemical and physical properties or do not know that “nonreactive” also
describes a chemical property. There was a significant decrease by 18.7% of the students who
selected option (D) from the spring 2014 semester to spring 2015 semester. However, there was
an increase in the number of students who incorrectly selected choice A (3.65%) and B (5.50%)
from the spring 2014 semester to spring 2015 semester.
Question 2: The majority of students (69.7%; N=142) correctly identified the mass number and
understood that the mass number is not equal to the number of protons, electrons or neutrons.
They understood that the atomic number, which corresponds to the number of protons and
electrons can be found on the periodic table with the element symbol. In addition, these students
understood that the number of neutrons is the difference between the mass number and the
number of protons. Similar results were seen across all three semesters with an increase of 9.7%
(N=142) from the expected outcome.
Question 3: It was expected that only 50% of the students would answer this question correctly
due to its level of difficulty. Students needed to first correctly determine the charged ions form
from each element and then mathematically determine a combination to yield a neutral
compound. Interestingly, in the fall 2014 semester 64.7% (N=51) of the students were able to
correctly solve this problem. On average over the three semesters, 53.5% (N=142) of the
students correctly answered this question which was close to the expected outcome. There was
an increase by 13.8% of students who answered this question correctly when spring 2014 and
spring 2015 semesters were compared.
Question 4: There was an increase by 11.1% between the expected outcome (60%) and the
actual outcome (71.1%; N=142). A majority of the students understood how to interpret
subscripts to correctly calculate the total number of atoms of each element on each side of the
equation and understood that there must be the same number of atoms of each element on both
sides of the equation. The best actual outcome (75%) was observed during spring 2015. This
indicates that additional time has been spent in the classroom on the topic of balancing equations.
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
Question 5: The expected outcome (70%) was close to the actual outcome over the three
semesters (70.4%; N=142) with the greatest actual outcome (75%) seen during the spring 2015
semester. This indicated that a majority of students understood the significance of coefficient
ratios in a balanced chemical equation and how to use coefficients to accurately calculate the
moles of products and reactants.
Question 6: The actual outcome (54.2%; N=142) of students who answered this question
correctly was significantly lower than the expected outcome (75%). This indicated that a great
number of students do not understand that a higher hydronium ion concentration indicates an
acidic solution and acidic solutions have pH below 7. There was an increase from 49.0% of
students in the spring 2014 semester to 65.0% of students in the spring 2015 semester who
answered this question correctly.
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?
The six questions that were asked assessed many student learning outcomes at the end of the
semester. It would be interesting to have a pre-semester assessment quiz. Additional assessment
questions may also eliminate ambiguity in predicting and interpreting the students’ learning
outcomes.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Question 1: Although the majority of the students understood physical and chemical properties
of matter, the actual outcomes for all three semesters (56.3%) are still significantly lower than
the expected outcome (70%). Additional examples must be discussed in class, paying attention to
‘clue’ words which relates to chemical and physical properties.
Question 2: Although the actual outcome (69.7%) was better than the expected outcome (60%),
there is still need for improvement. Students need to be able to differentiate between atomic
number and mass number written in different formats. With additional practice they will be able
to correctly relate atomic number to the number of protons and electrons and better understand
that the number of neutrons is the difference between the mass number and the number of
protons.
Question 3: A great number of students (46.5%; N=142) are unable to determine the correct
charges on ions formed from metals and non-metals or do not know how to balance charges.
Unlike questions 1 and 2, similar outcomes were not seen across the three semesters. This may
possibly be related to the body of students since similar methods of teaching this topic was used
over all three semesters. Students need to spend additional time in class practicing how to predict
chemical formulas of ionic compounds. The problem may originate from students not fully
understanding how ions are formed from metals and non-metals or from fundamental difficulties
with the relevant mathematical concepts.
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CH-120 Fall 2014, Spring 2014 and Spring 2015
Prepared by Moni Chauhan, Tirandai Hemraj-Benny, Marlon Moreno and David Sarno
Question 4 and 5: An appropriate amount of time will be spent discussing balanced chemical
equations during lecture, as well as, during laboratory experiments.
Question 6: Additional practice needs to be done to reinforce the relationship between
hydronium and hydroxide ion concentrations and the pH scale. Although students may
understand how to interpret a pH scale, they may not fully grasp the concept of hydronium and
hydroxide ions in solution and how their concentrations are complementary to each other.
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