Assessment Outcomes Data Report
CHEM 1210 – FALL 2014
Instructor: Scott Ensign
Course Description: Principles of Chemistry 1
Enrollment: 700 students in two sections
Course description and expectations: Chemistry 1210 is the first of a two semester
sequence of general chemistry for students in the physical and biological sciences and
engineering. The course covers topics at the level presented in the indicated chapters of
the following two semester general chemistry textbooks:
(1) Brown LeMay and Bursten, Chemistry the central science, 13th edition, chapters 113.
(2) Kotz and Treichel, Chemistry & Chemical Reactivity, 9th Ed chapters 1-13.
(3) Zumdahl & Zumdahl, Chemistry, 9th Edition, chapters 1-11.
Chemistry 1210 covers and tests on topics at the level associated with the first semester of
standard two semester general chemistry sequences. Most students take both semesters of
the class, but some do not. For example, some engineering majors require only the first
semester of chemistry 1210/1220. The coverage of material in chemistry 1210 is
consistent with what is expected for engineers taking only one semester of the general
chemistry sequence.
A detailed set of learning objectives have been established for this course and are
appended at the end of this document.
Assessment methods: All questions for assessment were written by me to avoid any copyright
issues with using third party questions. I have written an extensive question bank for chemistry
1210 that cover concepts with coverage at a difficulty level consistent with questions in the test
banks for the three aforementioned texts as well as the portions of the American Chemical
Society (ACS) examinations covering the first semester of general chemistry (e.g, the 2009,
2011, and 2013 “full” ACS examinations, and the 2005 and 2012 “first semester” ACS exams).
The following tools are used to assess mastery of concepts:
(1) Three in class midterm exams, an optional comprehensive make up exam for material
covered on exams 1-3, and a comprehensive final examination. The coverage and difficulty level
of questions matches that of question in the test banks for the three texts noted above, as well as
the ACS standard exams noted above,
(2) On line chapter quizzes (5 attempts at each quiz, different questions testing the same concepts
for each quiz attempt, highest of 5 attempts for each quiz counts)
(3) Recitation quizzes administered in recitations led by teaching assistants
(4) Questions asked in class using the iclicker personal response system directly related to
concepts, in particular those needed for mastery of the ACS standard examination. About 250
conceptual questions are asked each semester (average of 6 questions per lecture) after lecture
presentation to assess mastery.
Outcomes Data:
1. Classroom assessment using personal response systems. The iclicker personal response
system provides a valuable tool for receiving immediate feedback on mastery of concepts
presented in class. I begin class by asking a question related to a key concept from the previous
lecture, and ask additional questions during lecture to assess comprehension of a concept
presented. Immediate feedback is obtained in the form of a frequency distribution for responses,
as illustrated for the sample question below:
For this example, only 46% of the class had mastered the concept (correct answer is c),
indicating the need for some further coverage of this topic to achieve a higher mastery. The
following example shows a different key concept tested where 83% answered correctly,
providing me with feedback that most students had mastered the concept.
2. Analysis of examination results for assessment. Each multiple choice midterm examination
covers 25 key concepts related to the course objectives. The final exam covers 50 key concepts
related to the entire semesters course coverage. USU Testing Services provides a frequency
analysis for which questions were answered correctly and incorrectly for each question on
exams. These frequency analyses are carefully evaluated to see which concepts student shave
mastered and which they need improvement on. The frequency analyses are discussed in the
class section immediately following the exams, and questions where less than 60% of the class
answered correctly are revisited in lecture. Some of these concepts are revisited on
comprehensive portion of the final exam to see if mastery has increased (average increase is 1530%). Shown below is a sample frequency analysis for a midterm administered in chemistry
1210, noting the distribution of student responses and the overall percent who answered each
question correctly:
The questions where less than 55% of the class answered correctly are noted in red. These
concepts were revisited and retested on the final exam (using different questions), and
comprehension increased dramatically relative to the first exam.
Student input/evaluation related to mastery of course content. The summary IDEA center
student evaluations provide information on how students feel about the effectiveness of methods
used in the class. Pasted below is the summary evaluation for a recent semester of chemistry
1210. Overall, 80-90% of students rated the class with a score of 4 or 5 on a five-point scale with
regard to teaching effectiveness for the three learning objectives associated with the class as
shown below:
Importantly, the converted averages for the course were all ranked as “higher” in relation to the
IDEA discipline (chemistry).
Summary: Assessment results, overall class averages on assignments at the conclusion of the
semester, and student evaluations indicate that we are providing a rigorous and quality general
chemistry learning experience. The use of the iclicker personal response system allowed me to
obtain real-time feedback on mastery of key concepts covered in lecture, as well as mastery of
general chemistry concepts the students should have already mastered. The use of exam
frequency analyses allows evaluation of concept mastery for each question on each midterm
exam.
Chemistry 1210 Learning objectives
Define matter and classify it from the level of mixtures and compounds to elements
Differentiate physical and chemical properties and changes and intensive and extensive
properties.
List and define the base S.I. units of mass, length, time, temperature and amount of a substance,
and manipulate the base units to give derived SI units
Use the principles of dimensional analysis and conversion factors to convert quantities expressed
in one unit to another unit.
Express numbers in different units by using the prefix and exponential notation methods.
Explain the difference between precision and accuracy, and relate these terms to the concept and
usage of significant figures in experimental measurements.
Explain the atomic theory of matter, emphasizing the composition of the atom, and what defines
the identity of a given element.
Explain the relative sizes, masses, and charges of the proton, neutron, and electron, and how they
assemble to form an atom.
Define the term isotope, and be able to discern the subatomic composition of an atom given its
atomic and mass numbers. Represent the atom using the element symbol with superscript and
subscript denoting the composition.
Use the Periodic Table to rationalize similarities and differences of elements, including physical
and chemical properties and reactivity. Predict common ion charges of group 1A, 2A, 3A, 6A,
and 7A elements based on position in the periodic table.
Name and predict ions formed from the elements, and recognize and be able to name common
polyatomic cations and anions.
Differentiate between ionic and molecular compounds, and empirical and molecular formulas
Given the chemical formula for an ionic compound or molecule, provide a proper unambiguous
systematic name for the compound. Conversely, given the compound name, write the single
chemical formula that matches the name.
Given the reactants and products for a chemical equation, balance the equation using whole
number coefficients.
Recognize the following common chemical reactions: combustion, decomposition, combination.
Given the atomic weights and relative abundances of naturally occurring isotopes, calculate the
average atomic weight of an element.
Use average atomic weights from the Periodic Table to calculate formula weights and molecular
weights for compounds.
Use the concepts of the mol, molar mass and Avogadro’s number and conversion factors derived
from their relationships to interconvert between mass, mols, and numbers of particles for atoms
and molecules.
Explain the basis for the “mass defect” seen when an experimentally determined molar mass for
an atom is compared to the sums of the masses of the subatomic particles in that atom.
Use the stoichiometric relationships between atoms in molecules, and the stoichiometric
coefifficients on reactants and products in chemical reactions, to interconvert between numbers
of particles, mols, and masses within compounds and for chemical changes.
Given the molar mass of an unknown compound and it’s elemental composition in mass percent,
determine the empirical and molecular formulas for the compound.
Given a chemical reaction and masses of reactants, determine the limiting reagent if the reaction
goes to completion, and calculate the masses of products formed and excess reagent remaining at
the conclusion of the reaction.
Understand solution composition and the terms solvent and solute
Differentiate between weak and strong electroytes and nonelectrolytes
Define and differentiate strong and weak acids and bases
Define “solubility” and “miscibility” and understand the factors that make a solute soluble in
water
Define and write representative equations for aqueous reactions involving neutralization,
precipitation, gas generation, and oxidation/reduction.
Define and write representative equations for molecular equations, complete ionic equations, net
ionic equations.
Recognize spectator ions in aqueous reactions
Define solution concentration in units of molarity and use dimensional analysis to interconvert
molarity, mass, mols, and volume.
Define energy in terms of work and radiation (heat), and differentiate the following types of
energy and the terms that relate to it: kinetic, potential, thermal, chemical energy; conservation
of mass, system and surroundings, state function
Describe energies, energy changes and associated signs referenced relative to the system of
interest
Define enthalpy and exothermic and endothermic reactions
Determine the enthalpy for a reaction given information from a standard table of enthalpies of
formation or using specific heat and calorimetry data
Apply Hess’ law to determine enthalpies of reaction
Describe the properties of electromagnetic radiation, and use the appropriate equations that
interrelate energy, frequency, wavelength, Planck’s constant, and the speed of light
Explain the concept of “photons” and “quanta” and the dual nature of radiant energy
Explain the Bohr model of the hydrogen atom and use the Rydberg equation to determine the
energies associated with electronic transitions
Explain the dual nature of matter (wave and particle).
Explain how the Heisenberg uncertainty principle and Schrodinger models relate to electronic
structure
Describe electronic structure in terms of orbitals, with associated quantum numbers n, l, ml, and
ms and how these quantum numbers relate to the energies, shapes, orientations, and spins of
electrons in atoms
Use the above principles of quantum chemistry together with the Pauli exclusion principle and
Hunds rule to predict the electronic configurations of multielectron atoms
Predict periodic properties, including relative sizes of atoms, ionization energies, and electron
affinities using the principles outlined in class
Understand and describe chemical bonding at the level presented in class, with particular
emphasis on understanding and applying the following terms/concepts: Lewis symbols and
atoms, Ionic bonding, Lattice energy, isoelectronic series, covalent bonding, electronegativity
and bond polarity, Lewis structures, formal charges, resonance, octet violations, bond strengths,
oxidation numbers
Apply valence shell electron pair repulsion theory to properly-drawn Lewis structures to predict
bond angles and geometries about atoms in molecules
Use valence bond theory to describe covalent bonding in terms of orbital overlaps and
hybridizations
Describe the properties of a gas in terms of the variables P, V, n, and T
Use the Ideal gas law to interconvert between P, V, n, and T for a gas
Understand and explain Kinetic-molecular theory
Explain the factors that lead to non ideal behavior for a gas
Understand and identify the intermolecular forces important in different solids and liquids
Describe the processes by which states of matter are changed
Define vapor pressure and boiling point
Interpret heating curves and phase diagrams for a compound
Understand the solution process in terms of thermodynamics
Explain the factors that affect solubility of a solute
Understand and explain the different colligative properties and use the proper mathematical
equations to quantitatively describe these effects