CH-103/CH-106 Fall 2013 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Fall 2013
Date: 01/29/2014
Department:
Chemistry
Course: CH- 103 Chemistry and the Arts, CH-106 Chemistry and the Arts Lecture
Curriculum or Curricula: AM1, DA2, LA1
PART I. STUDENT LEARNING OBJECTIVES
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).
TABLE 3. GENERAL EDUCATION OBJECTIVES
General educational objectives addressed by this course: Select from preceding list.
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
a. Students will learn the relationship between light and color.
theory of 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.
CH-103/CH-106 Fall 2013 Course Assessment
Course objectives
3. Student will demonstrate
understanding of the periodic
table of elements, compounds
and chemical equations.
4. Students will study the
chemistry of dyes, pigments,
paints and fibers
5. Students will be introduced
to the chemistry of black and
white and color photography
6. Students will learn about the
chemistry of ceramics, glasses,
and glazes.
7. Students will be educated on
the hazards of artists’ materials
8. Students will be introduced
to the techniques and principles
of art conservation, restoration,
and authentication of art
objects.
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
Learning outcomes
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.
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.
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.
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.
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.
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.
CH-103/CH-106 Fall 2013 Course 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.
CH-103/CH-106 Fall 2013 Course 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.
1.
2.
3.
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.
1. Students will be able to
interpret graphical
representation of the theory of
subtractive color mixing.
(Curricular Objective: Reason
quantitatively and
mathematically as required in
their fields of interest and in
everyday life; General
Education Objective #3)
a. Students will attend class to
learn necessary concepts,
including chemical
terminology, and interpretation
of
art materials from a scientific
and chemical perspective.
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)
3. Students will read, analyze and
interpret journal and newspaper
articles describing art
conservation and art
authentication.
(Curricular Objective: Use
analytical reasoning to identify
issues or problems and evaluate
evidence in order to make
informed decisions; General
Education Objective #2)
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
laboratory experiments that
require understanding and
application of chemical
principles.
d. Students will take the
Assessment Exam at the end of
the semester.
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.)
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.
CH-103/CH-106 Fall 2013 Course 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) magenta and yellow
b)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
d) 3 and 4
CH-103/CH-106 Fall 2013 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
4. 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.
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.
CH-103/CH-106 Fall 2013 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
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.
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?
CH-103/CH-106 Fall 2013 Course Assessment
a)
b)
c)
d)
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
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.
CH-103/CH-106 Fall 2013 Course 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)
magenta and
yellow
Student fully
remembers the
combination of
primary colors
related to
subtractive color
mixing
B
magenta and cyan
Student partially
remembers the
correct combination
of primary colors
related to subtractive
color mixing
%
EXPECTED
75%
10%
Question
2:Absorption
plot of red
paint.
Rubric
Evaluation
A
Peaks in green and
red regions
B (Correct)
Peaks in blue and
green regions
%
EXPECTED
Question 3:
Explaining the
absorption
plot of red
paint.
Rubric
Evaluation
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%
C
cyan and yellow
Student partially
remembers the
correct
combination of
primary colors
related to
subtractive color
mixing
10%
C
Peaks in blue and
red regions
Student can
partially identify
graphical
representation of
colors related to
subtractive color
mixing.
15%
D
magenta, cyan
and yellow
Student does not
remember the
correct
combination of
primary colors
related to
subtractive color
mixing.
5%
D
No absorption
peaks
Student cannot
identify graphical
representation of
colors related to
subtractive color
mixing.
20%
A (Correct)
B
C
D
1 and 3
2 and 4
1 and 2
3 and 4
Student
understands that a
combination of
two primary
colors will result
in absorption
peaks in regions
where light is
absorbed and thus
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
Student cannot
explain the
graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
represent both
Student cannot
explain the
graphical
absorption plot of
mixing two colors
because (s)he
believes that
absorption peaks
do and do not
CH-103/CH-106 Fall 2013 Course Assessment
%
EXPECTED
Question 4:
Explaining the
reflection plot
of green paint.
Rubric
Evaluation
%
EXPECTED
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%
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
reflected and thus
we see the
corresponding
colors.
colors which we
can see and which
we cannot see.
appear in regions
where light is
reflected and thus
we see the
corresponding
color.
20%
15%
15%
A
B (Correct)
C
D
Student cannot
interpret reflectance graphical
representation and
believes that
combining artist’s
blue and yellow
pigments will
result in the
absorption of
green light and
reflection of all
other colors.
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.
15%
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.
10%
50%
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
A
Although the
student correctly
identifies that the
equation is
unbalanced, the
reason given is
incorrect.
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.
CH-103/CH-106 Fall 2013 Course Assessment
%
EXPECTED
5%
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
10%
15%
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%
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%
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.
%
EXPECTED
15%
B
C
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%
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%
D(Correct)
Student
understands that
the source of
energy from these
analytical
techniques can
penetrate opaque
objects.
50%
CH-103/CH-106 Fall 2013 Course Assessment
Question 8:
Reading and
identifying
details.
Rubric
Evaluation
%
EXPECTED
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
A
B
C (Correct)
D
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.
15%
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 can read
and interpret an
art- related 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%
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.
20%
15%
CH-103/CH-106 Fall 2013 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
PART IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
N=57
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:
A (Correct)
magenta and
Combination
yellow
to give red
paints.
Student fully
Rubric
remembers the
Evaluation
combination of
primary colors
related to
subtractive
color mixing
Expected
Outcomes
Actual
Outcomes
Difference
Question 3:
Explaining
the
absorption
C
cyan and
yellow
D
magenta, cyan
and yellow
No answer
selected
Student partially
remembers the
correct
combination of
primary colors
related to
subtractive color
mixing
Student does
not remember
the correct
combination of
primary colors
related to
subtractive
color mixing
5%
0%
75%
10%
Student
partially
remembers the
correct
combination of
primary colors
related to
subtractive
color mixing
10%
56%
11%
18%
12%
2%
-19% pts
+1% pts
+8% pts
+7% pts
+2% pts
B (Correct)
Peaks in blue
and green
regions
Student can fully
identify
graphical
representation of
colors related to
subtractive color
mixing.
C
Peaks in blue
and red regions
D
No absorption
peaks
No answer
selected
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.
Question
A
2:Absorption Peaks in green
and red regions
plot of red
paint.
Student can
Rubric
partially
Evaluation
identify
graphical
representation
of colors related
to subtractive
color mixing.
Expected
Outcomes
Actual
Outcomes
Difference
B
magenta and
cyan
15%
50%
20%
0%
11%
37%
35%
16%
2%
-4% pts
-13% pts
+20% pts
-4% pts
+2% pts
A (Correct)
B
C
D
No answer
selected
1 and 3
2 and 4
1 and 2
3 and 4
CH-103/CH-106 Fall 2013 Course Assessment
plot of red
paint.
Rubric
Evaluation
Expected
Outcomes
Actual
Outcomes
Difference
Question 4:
Explaining
the reflection
plot of green
paint.
Rubric
Evaluation
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
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.
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.
20%
15%
15%
0%
33%
39%
12%
7%
0%
-17% pts
+19% pts
-3% pts
-8% pts
+9% pts
A
B (Correct)
C
D
No answer
selected
Students cannot
interpret
reflectance
graphical
representation
and believes
that combining
artist’s blue and
yellow
pigments will
result in the
absorption of
green light and
reflection of all
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
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
CH-103/CH-106 Fall 2013 Course Assessment
Expected
Outcomes
Actual
Outcomes
Difference
other colors.
25%
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
50%
the two paints.
15%
the two paints.
10%
0%
23%
53%
16%
9%
0%
-2% pts
+3% pts
+1% pts
-1% pts
0% pts
Student Learning Outcomes #2: Students will be able to identify balanced chemical
equations. (Question 5 in Part II)
N=73
Question 5:
A
B
C
D(Correct)
Identifying a
balanced
chemical
equation.
Although the
Student does not Student does
Student
Rubric
student
identify
that
the
not
correctly
correctly
Evaluation
correctly
equation is
identify that the identifies that
identifies that
unbalanced
equation is
the equation is
the equation is because (s)he
unbalanced
unbalanced due
unbalanced,
misconstrues the because (s)he
to the unequal
the reason
meaning of
does not
numbers of
given is
“unbalanced”.
understand that hydrogen,
incorrect.
all element
nitrogen and
must be
oxygen atoms
balanced (not
on both sides.
only copper).
Expected
5%
10%
15%
70%
Outcomes
Actual
16%
14%
12%
58%
Outcomes
Difference
+11% pts
+4% pts
-3% pts
-12% pts
No answer
selected
0%
0%
0% pts
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:
A
B
C (Correct)
D
No Answer
Identifying
Brush strokes
Darken lacquer
Drawing lines
Mona Lisa’s
hidden
beneath the
body
features of a
painting
painting by
analytical
methods.
Student cannot Student cannot
Student can read Student cannot
Rubric
read and
read and
and interpret the read and
Evaluation
interpret the
interpret the
journal article;
interpret the
journal article; journal article;
the article stated journal article
the article does the article does
that infrared
completely;
not refer to
not say that
reflectography
this answer is
brush strokes. analytical
revealed
very vague.
CH-103/CH-106 Fall 2013 Course Assessment
Expected
Outcomes
Actual
Outcomes
Difference
5%
methods
conclude that
there were
darken lacquer.
5%
25%
+20% pts
N=73
Question 8:
Reading and
identifying
details.
Rubric
Evaluation
underdrawings.
70%
20%
0%
5%
60%
7%
4%
0% pts
-10% pts
-13% pts
+4% pts
B
C
D(Correct)
No answer
selected
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.
15%
Student
understands that
the source of
energy from
these analytical
techniques can
penetrate
opaque objects.
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%
50%
0%
33%
14%
26%
23%
4%
+18% pts
-6% pts
+11% pts
-27% pts
+4% pts
C (Correct)
D
No answer
selected
Student can read
and interpret an
art- related
article since;
(s)he
understands that
Student cannot
read and
interpret artrelated articles;
just stating the
technique used
N=73
Question 7:
A
Understanding
why analytical
methods are
able to see
images under
paint and our
eyes cannot.
Student
Rubric
identifies the
Evaluation
analytical
technique
which can
reveal under
drawings but
does not
understand
why.
Expected
Outcomes
Actual
Outcomes
Difference
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
A
Student cannot
read and
interpret artrelated articles;
just stating the
technique used
B
Student cannot
read and
interpret artrelated articles;
just stating the
technique used
CH-103/CH-106 Fall 2013 Course Assessment
Expected
Outcomes
Actual
Outcomes
Difference
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
does not
explain how
the researchers
determined that
the copy of the
painting was
done at the
same time as
the original.
does not explain
how the
researchers
determined that
the copy of the
painting was
done at the same
time as the
original.
does not
explain how
the researchers
determined that
the copy of the
painting was
done at the
same time as
the original.
20%
the analytical
technique used
reveals that
every
adjustment was
replicated and
thus correctly
concluded the
copyist must
have been next
the painter.
50%
15%
15%
0%
11%
9%
72%
7%
2%
-4% pts
-11% pts
+22% pts
-8% pts
+2% pts
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?
This semester's assessment was the second consecutive one to use a multiple-choice format for the tool.
As in the previous semester, some students opted to leave questions blank, despite being offered extra
credit for correct responses. The average score among the 57 students completing the assessment was 3.9
correct out of 8 questions. This overall performance was significantly better than random guessing would
achieve, but was somewhat below our expectations and the results from the Spring of 2013.
Questions related to students’ understanding of graphical representation of subtractive color mixing were
asked. Students scored 19 percentage points lower than expected (56% actual outcome) in simply
remembering which two colors should be combined to give a red color. Question 2 asked students to
identify the correct absorption plot for the mixture of red paint. Only 37% of the students correctly
identified this plot (13 percentage points below our expectations). A partially correct answer was the
most common incorrect response. On question 3, this group of students underperformed expectations by
17 percentage points, unlike the Spring 2013 cohort who outperformed expectations by 12 percentage
points in their understanding 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.
Slightly more than half of students correctly interpreted reflection plots of combining artists’ blue and
yellow pigments, in line with expectations.
Question 5 assessed students understanding of balancing chemical equations. Only 58% of students
answered correctly, compared to our expectation of 70%. We note that this concept is among the most
challenging in the course, and that students have exceeded expectations here in the past.
Question 6-8 assessed students’ ability to read and interpret articles on art authentication. Because these
questions required more time, students skipped them more frequently than other questions. This spring
semester there was a 10 percentage point decrease from expectations (60% of students in all, and similar
to the previous semester's result) that correctly read and identified features from a painting which can be
observed by an analytical method. Fewer students (23%, less than half of the expected 50%) correctly
CH-103/CH-106 Fall 2013 Course Assessment
Prepared by Tirandai Hemraj-Benny, Derek Bruzewicz and Sasan Karimi
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, 22 percentage points above expectations (72% of
students in all) correctly mastered this skill. Overall results on these question have so far been consistent
across semesters.


Apparent decline in quantitative skills compared to previous semester
Typically uneven performance in critical reading
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?
On more than half of the questions, students in the consecutive semesters delivered what seem to be
consistent results, which suggests that the tool will continue to be informative in assessing the course.
Unfortunately, the weak performance on some of the questions regarding color mixing (Questions 1—4)
is discouraging, simply because these concepts are so important to the course, and because instructors
typically spend a great deal of time explaining them. As we had seen in other assessments, a significant
number of students either cannot fully interpret an article written at a high-school level, or some of these
students decline to make the effort. Taken together, these results do show that students do leave the
course with an acceptable understanding of the structure of light, basic chemical vocabulary, and their use
in art.


Assessment results broadly consistent across semesters
Student's tend to skip reading-intensive questions—are they also skipping assignments?
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
The decline in performance on the more technical questions from Spring 2013 to Fall 2013 is striking and
deserves investigation. A Fall course may contain a larger proportion of first-semester students, for
example, and some students adjusting to college may weaken the performance of the group. Continued
assessment will address whether systematic differences between Spring and Fall cohorts persist.
Instructors who are teaching this course must continue to stress concepts of subtractive color mixing and
interpretation of graphical representations to improve student learning. One instructor has now conducted
a Writing-Intensive (WI) sections of Chemistry and the Arts for two semesters, and student evaluations
have been positive. It would be interesting to assess WI and non-WI sections separately, particularly with
regard to students ability to interpret written work at the interface between chemistry and art.



Look for systematic differences between Spring and Fall results
Renewed emphasis on core concepts regarding light and color
Future assessments may consider WI and non-WI separately
QCC 12/3/04