FALL 2002
Department: Chemistry
Course: CH-151
Curriculum: LS 1
1. Educational Context
This is a mid-level “must” course for any science majors/ fields such as pre-medical,
pre-dental, pre-veterinary, pre-pharmacy, pre-engineering (chemical, civil,
electrical), pre-physician assistant, pre-nurse practitioners, pre-physical therapy
etc. as well as any chemistry, biochemistry, biology, physics and, in some cases,
mathematics and computer science four-year programs. The course promotes
application of general principles of mathematics to chemical phenomena, such as
calculation of specific physical properties (density, composition, colligative
properties, solution concentration, energy exchange etc.). The laboratory
experiments provide a hands-on demonstration and application of these phenomena.
Report writing enhances the ability of the student to draw and derive conclusions
out of the obtained data while also answering pre-lab questions that are associated
with the experiment of the day.
2. Curricular Objectives
NOTE: If this course is not required for any curriculum, skip to 3.
Curricular objectives addressed by
this course
Briefly describe activities in this
course which help students meet
each of these curricular objectives
1. Students understand the concept of significant
figures and formula application
Students apply the principles learned in class
in providing the final answer in their report
2. Students understand and apply the concepts of
plotting and extrapolating
Students apply Beer-Lambert’s law in determining
unknown concentrations of solutions
3. Students apply algebraic concepts in chemistry
Students determine physical constants by solving
for the unknown in equations
Students perform an experiment both via the
traditional macroscale method and the modern
microscale techniques using computer programs
4. Students draw conclusions from obtained
experimental data and express them in written lab
reports.
5. Student understand basic principles of
chemistry that cannot be experimentally proven
(at this level) but are essential in future courses
of chemistry and biochemistry
Topics such as resonance, Lewis acids/bases
formal charges, naming are learned by homework
assignments, quizzes and examinations
3. General Education Objectives
General educational objectives
addressed by this course
Briefly describe activities in the
course which help students meet each
of these general education objectives
1.
Students will use analytical reasoning skills and
Students apply the knowledge of laws and
theoretical concepts they learned in class in
original problems that will enable them to solve for
properties such as the vapor pressure of solutions,
the physical properties of gases, the concentration
of solutions, the composition of mixtures etc.
2.
Students will use quantitative skills and
3.
Students will develop personal growth in
4.
Students will identify concepts and methods of
apply logic to solve problems
(Gen. Ed. #4)
mathematical reasoning to solve problems
(Gen. Ed.#5)
dealing with and respecting fellow students
(Gen. Ed. #9)
chemistry and will make judgments about
contemporary issues in science and technology
(Gen Ed # 12)
Students will use analytical techniques learned in
the lab to quantify the accuracy of measurements.
They will then use these measurements to calculate
% yields and/or % error.
Students will collaborate in laboratory experiments
or study sessions, which will increase their ability
to deal with fellow classmates that speak a
different language and come from a different
cultural background.
Students will understand concepts and applications
of freezing point depression (salt added to melt
ice), osmosis (dialysis), vapor pressure (evaporation
of liquids and distillation), heats of reaction (as
applied to combustion engineering processes) etc.
4. Course Objectives: Desired Student Learning
Write the major learning objectives for students in this course (no more than
1 0).
Note that each objective should begin with an action verb, completing the sentence,
“Students will _________________. ”
1.
Students will describe mathematical methods in identifying the unknown physical constants of
substances.
2.
3.
Students will draw conclusions from obtained experimental data that support existing theories.
Students will work in pairs in conducting lab experiments and complement each other’s deficiencies in
obtaining desired results.
4.
5.
Students will use interactive software including animation to clarify materials covered in lecture.
Students will apply reasoning in trying to correctly identify a correct unknown substance after
performing a qualitative analysis on it.
6.
Students will apply reasoning in trying to correctly identify the correct quantitative composition of an
7.
Students will apply chemical concepts to life phenomena after mastering the corresponding chemical
unknown substance or solution.
principles.
8.
Students will justify the data they obtained in the lab and will explicitly discuss the inaccuracies of
their experimental method in written reports.
9.
10.
5. Student Learning Outcomes
Course objectives
(Note:
copy objectives
from table above. )
Learning outcomes
(Note that each outcome should begin with an
action verb, completing the sentence, “Students will
____________. ”)
1. Students will describe
mathematical methods in identifying
the unknown physical constants of
substances.
2. Students will draw conclusions
from obtained experimental data
that support existing theories
a.
3. Students will work in pairs in
conducting lab experiments and
complement each other’s
performance in obtaining desired
results.
a. Students will collaborate with a lab-mate in performing an
experiment and collecting data.
b. Each group will then compare results with other groups doing the
same experiment in order to calculate an actual range of data within
a narrow range of the average.
4. Students will use interactive
software including animation to
clarify materials covered in lecture.
a. Students will comprehend through visualization the often
abstract chemical phenomena covered in lecture
b. Students will access these animations from various sites on the
web, as well as specific blackboard sites at QCC
5. Students will apply reasoning in
trying to correctly identify a
correct unknown substance after
performing a qualitative analysis on
it.
6. Students will apply reasoning in
trying to correctly identify the
correct quantitative composition of
an unknown substance or solution.
7. Students will apply chemical
concepts to life phenomena after
mastering the corresponding
chemical principles.
a. Students will use the WINQUAL program (an interactive
software) and change parameters in experiments in order to
identify a virtual unknown
b. Students will then use these qualitative results and perform the
wet lab to identify a real unknown
a. Students will use chemical and analytical spectroscopic methods
to reveal the identity of an unknown.
b. They will then use these measurements to calculate % yields
and/or % error.
a. Students will apply chemical concepts learned in lecture to
propose possible solutions to problems facing us in the environment
such as such the ozone depletion and the green house effect.
8. Students will justify the data
they obtained in the lab and will
explicitly discuss the inaccuracies of
their experimental method in
written reports.
9.
Students will measure physical constants such as melting point,
boiling point, refractive index, and density with reference to
the theory and formulas introduced in lecture.
a. Students will conduct the experiment and obtain data to compare
with the theoretical values discussed in lecture
b. A possible conclusion on the sources of error (that are beyond
their control) will be provided at the end of the lab report
b.
a. Students will discuss different sources of error associated with
the particular lab they perform
b. Students will write lab reports and clearly discuss methods to
improve experimental procedures as a result of deficiencies
observed in the methodology.
6. Assignments and Assessment Measures
Course
objectives
Learning
outcomes
1. Students
“Students
will…(action
verbs)……………”
Specific
Assignments
Specific
measurements
a. Students will Comprehension
Students will measure
one or two of the
specific properties for a
given unknown such as,
gas chromatography and
infrared spectroscopy.
The results will be compared
to the known and available
spectra and the possible
differences analyzed and
justified.
b. They will
Students will calculate
% yield when both the
actual and the
theoretical yield have
been worked out
Make a comparison with the
known and reported yield.
Identify the possible
factors responsible for any
discrepancies.
“Students
will…(action
verbs)……………”
Type of
cognition
(see taxonomy)
will apply
reasoning in
trying to
correctly
identify the
correct
quantitative
composition of
an unknown
substance or
solution.
use chemical
and analytical
spectroscopic
methods to
reveal the
identity of an
unknown.
b.
then use these
measurements
to calculate %
yields and/or %
error.
application
2. Students
a. Students will
Comprehension
will use
interactive
software
including
animation to
clarify
materials
covered in
lecture
comprehend
through
visualization the
often abstract
chemical
phenomena
covered in
lecture
b.
Students
will access
these
animations from
various sites on
the web, as well
as specific
blackboard sites
at QCC
and
analysis
application
They will be assigned
problems where they
would need these visual
aids to classify a
particular reaction or
mechanism
Find an appropriate site
either on the web or on
the QCC’s blackboard
site to specifically
describe a synthetic
path and reaction
mechanism discussed in
lecture
(see assessment options)
Weekly quizzes, and the
standardized ACS test at
the end of the course. Honor
classes can be assessed by
the oral presentation
students make both on
campus and professional
conferences.
Compare results with the
same course where no visual
aids are used. Point out the
advantages and
disadvantages related to
both methods.
QCC INDIVIDUAL COURSE ASSESSMENT PROJECT, PART 2
Department:
Chemistry
Course: CH-151:
General Chemistry I
Date: May 2003
Course Objective(s) selected for assessment: (copy from Table 6):
1. Students will draw conclusions from obtained experimental data that support existing theories
2. Students will justify the data they obtained in the lab and will explicitly discuss the inaccuracies of their
experimental method in written reports.
General Education Objective(s) addressed in this assessment:
1. Students will use analytical reasoning skills and apply logic to solve problems
2. Students will use quantitative skills and mathematical reasoning to solve problems
3. Students will identify concepts and methods of chemistry and will make judgments about contemporary issues in
science and technology.
TABLE 7: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment which will be assessed:
Measurements of melting point, boiling point, refractive index, and density.
Desired student learning outcomes
for the assignment
(Students will…)
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?
1. In measuring physical
a) Students will write a pre-lab
consisting of the title, objective,
table of physical constants, and
procedure involved in performing
the experiment.
A) The results of the data
obtained will be compared to the
reported values listed in several
handbooks that are accessible to
the students in the laboratory.
b) Students will make several trials
of these physical measurements
and record their observations in
the laboratory notebook.
B) Students are quizzed on the
theory of melting point, boiling
point, and density before they
start the lab.
constants such as melting
point, boiling point,
refractive index, and density,
students will analyze the
accuracy and precision of the
results obtained.
2. They will also learn to use
various equipment used in the
experiment.
c) Students will write a post-lab
consisting of a discussion about the
lab performed. This involves
comparing their results to what is
reported in the literature, state
different sources of error, and
suggest ideas of how to improve
the experiment to obtain more
accurate results.
TABLE 8a: KNOWLEDGE AND COGNITION: Desired Learning Outcomes
NOTE: these Knowledge and Cognition tables (8 a-d) are not required in the new form
Desired student learning outcomes for the assignment
1.
In measuring physical constants such as melting point, boiling point, refractive index, and density, students
will analyze the accuracy and precision of the results obtained.
2. They will also learn to use various equipment used in the experiment.
The Cognitive Process Dimension
The Knowledge
1.
2.
3.
4.
5.
Dimension
Remember Understand Apply
Analyze
Evaluate
A. Factual
1
1
1
Knowledge
B. Conceptual
1
1
Knowledge
C. Procedural
1, 2
1, 2
1
Knowledge
D. Metacognitive
Knowledge
6.
Create
TABLE 8b: KNOWLEDGE AND COGNITION: Major Activities
Briefly describe the range of activities student will engage in for this assignment.
(copy from Table 7.)
a) Students will write a pre-lab consisting of the title, objective, and procedure involved in performing the
experiment.
b) Students will make several trials of these physical measurements and record their observations in the laboratory
notebook.
c) Students will write a post-lab consisting of a discussion about the lab performed. This involves comparing their
results to what is reported in the literature, state different sources of error, and suggest ideas of how to improve
the experiment to obtain more accurate results.
The Knowledge
Dimension
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Metacognitive
Knowledge
1.
Remember
The Cognitive Process Dimension
2.
3.
4.
5.
Understand Apply
Analyze
Evaluate
c
c
a
a
6.
Create
c
b
c
c
c
TABLE 8c: KNOWLEDGE AND COGNITION: Assessment Measures
What assessment tools (measures) will be used to determine how well students have met
each learning outcome?
A) The results of the data obtained will be compared to the reported values listed in several handbooks that are
accessible to the students in the laboratory.
B) Students are quizzed on the theory of melting point, boiling point, and density before they start the lab.
The Knowledge
Dimension
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. Metacognitive
Knowledge
1.
Remember
B
The Cognitive Process Dimension
2.
3.
4.
5.
Understand Apply
Analyze
Evaluate
A
A
B
B
B
B
TABLE 8d: KNOWLEDGE AND COGNITION MATRIX:
The Cognitive Process Dimension
The Knowledge
1.
2.
3.
4.
5.
Dimension
Remember Understand Apply
Analyze
Evaluate
A. Factual
B
1c
1
1
Knowledge
B. Conceptual
B
1cB
1c
Knowledge
C. Procedural
1, 2, B
aB
1, 2, b
c
1c
Knowledge
D. Metacognitive
a
Knowledge
6.
Create
6.
Create
c
TABLE 9: ASSESSMENT STANDARDS (RUBRICS)
(Part of Table 7 in the new form)
Brief description of assignment:
Measurements of melting point, boiling point, refractive index, and density
Desired student Assessment Standards for student performance: Describe the
learning
measures
standards or rubrics for measuring student achievement
outcomes
for each
of each outcome. What percentage of the class is
learning
expected to meet these outcomes? Attach copies of
rubrics.
outcome
1. In measuring
physical constants
such as melting
point, boiling point,
refractive index,
and density,
students will analyze
the accuracy and
precision of the
results obtained.
2.They will also
learn to use various
equipment used in
the experiment.
A) The results
of the data
obtained will be
compared to
the reported
values listed in
several
handbooks that
are accessible
to the students
in the
laboratory.
B) Students
are quizzed on
the theory of
melting point,
boiling point,
and density
before they
start the lab.
A) After the students hand in their lab-reports, their performance will
be measured based on the following criteria:
1) All pre-lab, observation, and post-lab write-up are evaluated according
to the specified instructions laid out at the beginning of each lab.
Particularly, for preparation of the pre-lab, all the physical constants for
each compound are looked up in the literature prior coming to the lab and
performing the experiment.
2) A thorough comparison of the students’ results is made to the
literature value. Various aspects of grading will include accuracy,
precision, number of significant figures, and percentage of error in the
experiment.
3) A concise discussion is in order such that in the melting point
experiment for example includes different sources of error, comparison
of obtained results with the literature, reliability of the equipment (meltemp apparatus, thermometer, etc.), and novel ideas of how to improve
the experiment.
B) As an integral part of their grades, weekly quizzes are given to ensure
that they have read and prepared for the lab in which they are about to
perform.
NOTE: The assessment was not carried out. Now the form is a
bit different (simpler), but a rubric needs to be developed for the
particular assignments for which the assessment will be carried
out. Results should be reported, using the format below.
PART IV. ASSESSMENT RESULTS (FROM 2007 COURSE ASSESSMENT FORM)
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 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
Desired student learning outcomes:
(Copy from, Column 1,Table 6
above; include Curricular and/or
General Education Objectives
addressed)
1.
2.
3.
(4.)
Student achievement: Describe the group achievement of
each desired outcome and the knowledge and cognitive
processes demonstrated.
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?
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?
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?