1
LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Math Physical Science and Technology
Discipline/Program:
Chemistry
Course Number and Name: CHEM 211 Organic Chemistry for Science Majors I
Program Contact Person: _ Basil Ibe
Reviewed by: Elena Reigadas, SLO Coordinator
Assessment from Fall 2012
Institutional Mission
Course Intended Outcomes
& Goals
Students should be able to:
1. Use Chemistry handbooks to
2
assign physical and chemical
properties to a given
compound.
2
2. Translate a given chemical
name to a chemical structure or
draw the structure if the name
is given.
_______________ Phone: _4495_________
Date:
Jan. 2013
Means of Assessment and Criteria
for Success
Students will use standard chemistry
reference books such as the Chemical
Abstracts and the CRC Handbook to
locate the physical and chemical
properties of a given set of
compounds.
70% of the students will be expected
to correctly locate the compounds in
the reference books and identify the
corresponding physical and
chemical properties.
Summary of Data
Collected
50% of students used
the ref. books with
minimum help, 30%
needed some help to
locate compounds in
the book, 20% of
students needed a lot
help to begin the
process.
Students are given structures of
organic compounds of five to seven
carbon atoms and asked to name them
by the IUPAC system. Then students
are given names of organic
compounds of five to seven carbon
atom and asked to draw the structures
In both cases, 70% of the students
are expected to translate structures
60% of students
correctly named the
compounds from
structures, while 75%
drew the structures of
the compounds from
the names
Use of Results
Students will be taught
that chemical reference
books are usually
listed in alphabetical
order by the parent
(key) compound and
then derivatives and/or
analogs are also listed
in alphabetical order
whether by IUPAC or
CA abstract names.
The importance of
correctly naming
organic compounds
from structures or
drawing structures
from names should be
emphasized more.
Some simple and less
complicated examples
2
to names or names to structures
2
3. Define isomerism in organic
compounds, draw the
constitutional isomers and give
the IUPAC names from a given
molecular formula.
Students were given the molecular
formula C6H14 and asked to draw and
give the IUPAC names of the
constitutional isomers.
70% of the students should be able
to draw and give the IUPAC names
of the isomers of a given molecular
formula.
2
4. Differentiate the types of
chemical structures used in
organic chemistry.
2
5. Purify, identify, and recover
organic or biological
compounds using the
techniques of column or thin
layer chromatography (TLC).
Students were given the expanded
structure of normal butane and asked
to produce the different structural
types: condensed structure, line angle
structure and skeleton structure
70% of the students should be able
to draw different structural types of
normal butane
Students will be asked to isolate
caffeine from a given volume of a
caffeinated soft drink and then to
purify the isolate by liquid extraction
using a separator funnel and then to
compare the purified isolate
qualitatively by TLC compared to a
reference standard.
a) 80% of students
gave the correct
number of isomers;
15% gave only 80% of
the isomers correctly,
while 5% could not
proceed beyond
naming half of the
isomers.
b) 40% of students
correctly named the
isomers; 50% correctly
named 60% of the
isomers, while 10% of
students could not give
any correct name of the
isomers.
100% of students were
able to give the
condensed and skeleton
structures of normal
butane. 80% of
students gave the line
angle structure
correctly.
50% packed the
column or began work
on chromatography;
80% started the TLC
without the instructor’s
help after lecture on the
technique. 30% of
students needed help to
should be used and
incorporated in lecture
format
More time should be
spent in teaching types
of isomers, techniques
to use in drawing
isomers from a given
molecular formula, to
recognize an isomer if
and when the same
isomer is drawn in a
different perspective.
Also more time should
be spent to teach how
to assign correct
IUPAC names to
organic compounds.
Students will be taught
the correct techniques
to draw line angle
structures.
Students should be
given more practice on
how to pack a column,
and running a column
chromatography.
Students should be
given more practice on
running TLC and
3
70% of the students should be able
to perform this laboratory exercise.
2
6. Explain types of chemical
reactions.
Students will be given a set of
chemical reactions and then asked to
differentiate between a free radical
mechanism and a nucleophilic
reaction mechanism.
70% of the students should be able
to explain the differences between a
free radical and nucleophilic
reaction mechanisms.
2
7. Demonstrate observational
skills while performing
laboratory experiments
Students are asked to perform
chemical reactions that involve
changes in physical and chemical
characteristics, such as color,
temperature, and formation of
precipitates.
70% of the students should be able
to perform the reaction document
temperature changes by reading the
thermometer, color changes on
progress of reaction and formation
of precipitates as the reaction cools.
2
8. Identify pieces of equipment
Students will be asked to identify by
start chromatography,
and then 30% of
students were able to
analyze the results of
column or TLC. 50%
could analyze data after
chalk board
demonstration, while
20% needed extra help
after chalk board
demonstration.
100% of students were
able to identify a free
radical reaction. Also
100% of students were
able to identify a
nucleophilic reaction,
but 60% of students
were able to identify
the nucleophile in the
reaction.
100% of the student
correctly identified
changes in physical
states: solid to liquid,
boiling, absorption or
release of heat during a
reaction. 80% of
students correctly
identified formation of
precipitates during a
reaction. The other
20% were confused
whether cloudiness is a
change of state.
100% of the students
analyzing information
from a TLC.
More time should be
spent to teach concepts
of organic reactions
identifying reactants
and products as well as
the nucleophile and
types and strengths of
nucleophiles.
More reactions
involving formation of
precipitates should be
done during laboratory
sessions. It should be
emphasized that
presence of cloudiness
during a reaction
indicates formation of
precipitates.
Students should be
4
used in chemical reactions.
name different types of equipment that
have been used during laboratory
sessions within the semester. Such
equipment include; condensers, round
bottom flask, Erlenmeyer flask,
spatula, spectrophotometer and
Buchner funnel, etc.
70% of the student should be able to
name all displayed equipment and
what they are used for.
identified all the
equipment displayed
except Buchner funnel
and Claisen adapter.
10% of student
confused Buchner
funnel with Hirsch
funnel; 20% of students
did not know Claisen
adapter.
made to correctly
identify all pieces of
equipment to be used
in an experiment
before they start doing
the experiment.
5
Attach additional pages as necessary.
Institutional
Learning Outcomes
1 (3)
Course Intended Outcomes
1. Use of Chemical handbooks
to assign physical and
chemical properties to a
compound.
Means of Assessment and Criteria for
Success
Students will use standard chemical reference
books such as the Chemical Abstracts the
CRC Handbook to locate the physical and
chemical properties of a set of given
compounds.
70% of the students will be expected to
correctly locate the compounds in the
reference books and the identify the
corresponding physical and chemical
properties.
2
2. Be able to purify, identify,
and recover organic or
biological compounds using
the techniques of gas, paper,
column or thin layer
chromatography.
Students will be given will be asked to isolate
caffeine from a given volume of a caffeinated
soft drink and then to purify the isolate by
liquid extraction using a separatory funnel and
then compared the purity of the isolate
qualitatively by thin layer chromatography
compared to a reference standard.
70% of the student should be able to
perform this laboratory exercise.
2
3. Explain types of chemical
reactions.
Students will be given a set of chemical
reactions and the asked to differentiate
between a free radical mechanism and a
nucleophilic reaction mechanism.
70% of the students should be able to
explain the differences between a free
radical and nucleophilic reaction
mechanisms.
2
4. Perform a given chemical
syntheses of compound found
in a chemical literature.
5. Demonstrate observational
skills while performing
laboratory experiments
2
Students will be asked to perform a chemical
reaction that involves changes in physical and
chemical characteristics, such as color,
temperature, and formation of precipitates.
70% of the students should be able to
perform the reaction document
Summary of Data Collected
Use of Results
6
temperature changes by reading the
thermometer, color changes on progress of
reaction and formation of precipitates as
the reaction cools.
2
6. Utilize modern chemical
equipment in the laboratory
Students will be asked to perform the chromic
acid oxidation of primary, secondary and
tertiary alcohols and required to used a visible
spectrophotometer to monitor the progress of
the reactions.
70% of the student should used the visible
spectrophotometer to accurately monitor
the progress of the reaction.