CH-151 General Chemistry 1 Laboratory Basic Skills Assessment Report
(6 out of 12 CH-151 Laboratory sections totaling 77 students participated)
Sections: M3B, P4, C5, P1A, J2 and J2A
Submitted by Marlon Moreno Full Time Lecturer, Chemistry Fall 2014
Overview of Course Assessment:
This course is the first part of the two semester general chemistry sequence and is intended to
provide students with a fundamental knowledge of the modern theory in general and inorganic
chemistry. It covers many important topics, with emphasis on developing problem-solving skills
as well as on concepts and theories. The course also covers topics that are essential to many
disciplines in science and technology. These include: matter and energy; stoichiometry; gas
laws; phase equilibrium; periodicity of elements; atomic and molecular structure; chemical
bonding; molecular orbital theory; kinetic theory; states of matter and intermolecular forces;
atomic spectra; properties of solutions; electrolytes; colligative properties; acid-base
neutralization. The laboratory work emphasizes physical-chemical measurements, quantitative
and qualitative analysis, and compound synthesis all with the goal of encouraging analytical
thinking and good laboratory technique. The laboratory is designed to support and illustrate
chemical concepts studied in the lecture portion of the course, as well as to introduce
important basic laboratory techniques emphasizing the safe handling of chemicals and the
proper use of laboratory equipment.
Assessment Description:
There are essential laboratory, practical, and generic skills that a 1st year general chemistry
student should show competency in. The American Chemical Society's Committee on
Professional Training states, " These skills, which can also be termed process skills, soft skills, or
employability skills, share the characteristics that they are generic and transferable, are
marketable and lifelong, and have wide applications that go beyond course content alone." The
specific skills this assessment focused on are: 1) Competency in basic laboratory techniques. 2)
Competency in numeracy. 3) Competency in interpreting data and communicating results. 4)
Competency in identifying sources of Scientific information, and 5) Competency in apparatus
assembly and handling.
The assessment was administered during laboratory checkout week (A.K.A. Finals week). The
students were told two weeks prior the assessment date that they will be participating for extra
credit laboratory points. Some students had time conflicts with Final exams and could not
participate. Out of the twelve CH-151 laboratory sections that ran in the Fall of 2014 half (6)
participated in this assessment giving a total of 77 students that participated. The honors CH151 lab section F5 was not one of the 6 sections that participated.
Student learning outcomes and the General Education Outcomes:
General Education Outcomes:
1) Communicate effectively through reading, writing, listening, and speaking.
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.
9) Employ concepts and methods of the natural and physical sciences to make informed
judgments.
Table A. list of student learning outcomes and the corresponding General Education Outcomes
General
Education
CH-151 Laboratory Student Learning Outcomes
Outcomes
Students will show competency in basic laboratory techniques.
1,2,3,9
2,3,9
1,2
1,9
- By correctly identifying and using a standard piece of laboratory equipment in the
completion of a routine task.
- By handling any chemicals used in conjunction with that equipment with an appropriate
level of care.
-By recording the data accurately with appropriate significant figures and units.
-By disposing of chemicals in the proper waste receptacles.
Students will show competency in numeracy.
-By performing a quantitative analysis.
-By applying fundamental chemical principles.
- By carrying out simple multistage chemical calculations quickly and accurately,
-By providing an answer so that the reasoning at each stage of the calculation is clear and
easy to follow.
-By providing appropriate significant figures and units.
Students will show competency in interpreting data and communicating results.
-By performing a qualitative analysis.
-By examining and interpreting data results from an experiment.
-By applying chemical concepts to analyze data.
-By contextualizing and explaining the results in a written objective and conclusion.
Students will show competency in identifying sources of Scientific information.
-By providing at least 4 sources, the more specific the better, where scientific
information can be found.
2,9
Students will show competency in apparatus assembly and handling.
- By problem solving.
- By being able to plan and design experiments.
- By selecting equipment appropriate to the task at hand from a selection of standard
laboratory equipment and glassware, and
-By manipulating the equipment and glassware to assemble a safe and secure apparatus
conducive to solving the problem at hand.
Description of assignments completed by students:
On the last scheduled day of laboratory (Lab checkout day) 77 students took part in a timed laboratory
practical. The lab practical consisted of five stations at which students individually complete a tasks
meant to evaluate their competency at basic lab skills learned throughout the course: 1) basic laboratory
techniques 2) numeracy 3) interpreting data and communicating results 4) identifying sources of
Scientific information and 5) apparatus assembly and handling (see Table B). Students were given 10
min per station to accomplish the tasks before they were asked to rotate to the next station.
Approximately, a 1 minute break was given between stations making it about 55 minutes to complete all
5 stations. Two sets of 5 stations were set up allowing 10 students to be assessed at one time (see Fig.
1). The remaining students got their chance to complete the 5 stations after the first 10 students
completed the assessment. Station 1, basic lab techniques, and station 5, apparatus assembly and
handling, required the presence of a faculty member who monitored what the students actually did by
completing a performance assessment scoring sheet (PASS) which is essentially a check list of
maneuvers or accomplishments which have been assigned a point value by the primary investigator.
(see index at the end). Station 5 was also blocked off from the other stations by a large cardboard box
so that the other students could not see what was being assembled by their classmates. With the
possible exception of station 4 all other equipment, tools, tasks, and chemical reactions eluded to in
stations 1,2,3 & 5 were all used or performed at some time during the semesters regular laboratory
sessions.
Table B. Laboratory practical stations and tasks.
Station 1
Station 2
Station 3
Station 4
Station 5
Basic laboratory
techniques.
Numeracy
Interpreting data and
communicating
results.
Identifying sources of
Scientific information.
Apparatus assembly
and handling.
The student is to perform
the following tasks and
when finished dispose of
any chemicals used
properly.
1) Weigh out
approximately 1.2000 g
of the unknown solid and
record the mass below.
2) Measure out
approximately 15.00 ml
of the unknown liquid
and record the volume
below.
From a balanced chemical
reaction, molar masses
and the data given the
student must complete
the data sheet, showing
all calculations and
determine the %yield of
the product.
The student is given
colored pictures of a
qualitative experiment
before and after.
1) The student must
analyze the given data
and determine the
unknown ion.
2) Write an appropriate
"Objective" and
"Conclusion" for this
laboratory experiment.
The student is given a
short passage about
Carbon Nanotubes and is
asked to List 4 sources
were he/she may be able
to get more information
on Carbon Nanotubes.
The student is asked to
treat water as an
unknown flammable
liquid. A sample of this
unknown liquid must be
heated slowly to 80°C.
The student must set up
an apparatus to
accomplish this task.
Evidence of Student Achievement:
All stations were scored using a PASS. The points assigned to the PASS check list items reflect
the importance of the maneuvers and/or accomplishments needed to be done to successfully
complete the particular task. Each of the maneuvers and accomplishments listed on the PASS's
correlate directly or indirectly with the student learning outcomes. Stations 1 & 5 were scored
by the faculty proctors as the student actually performs the tasks. Stations 1,2,3 & 4 had a
written portion that the students had to hand in once they were done with the task or if the
10minute time limit was up. The written portions were later scored by the primary investigator
using the PASS for that particular station (see Fig.2). The students were awarded points if they
accomplished or performed the specific maneuvers. The points were tallied and the students
were given an overall score for each station. The students score was used to give a final
assessment of performance rating of unsatisfactory, satisfactory and excellent.
Fig. 2 (See Appendix B for larger versions)
Analysis (Summary) of Assessment results:
pts
2
2
2
1
1
1
1
1
1
1
1
1
2
1
2
2
1
2
Station 1 - Basic laboratory techniques
CH-151 Gen Chem 1 lab Sections assessed
Specific Tasks:
M3B P4 C5 P1A J2 J2A tot %
four-figure analytical balance selected
9
15 5
13
8
8
58 75
correct size weighing paper selected
8
14 7
13 10 13 65 84
50ml or 100ml graduated cylinder selected
4
11 7
10 11
8
51 66
both doors on the balance opened and solid added
0
1
0
0
0
0
1
1.3
Both doors are closed prior to taking a reading
2
8
2
9
2
5
28 36
does not waste time trying to weigh 1.2000 g exactly
3
7
6
4
5
5
30 39
does not waste time trying to measure 15.00 ml exactly
0
7
5
5
9
6
32 42
reads volume of the liquid on a flat level surface
3
12 3
7
8
5
38 49
Handles and treats chemicals with respect
10
17 11
13 13 13 77 100
responds in an appropriate and timely way to spillages
Disposed solid properly
6
9 10
7
7
7
46 60
Disposed liquid properly
6
9
4
7
10
7
43 56
Weight of Solid
Significant figures & Units
(Both recorded)
4
15 3
9
2
4
37 48
Significant figures OR Units (at least one recorded)
6
0
7
3
4
4
24 31
Mass recorded is within +/- 0.1 g (1.3000 and 1.1000)
9
11 9
11 11 11 62 81
Volume of Liq.
Significant figures & Units
(Both recorded)
2
11 6
6
4
7
36 47
Significant figures OR Units (at least one recorded)
6
3
3
4
6
1
23 30
Volume recorded is within +/- 0.1 ml (15.10 and 14.90)
6
14 10
12 12
9
63 82
Overall % of students showing competency in basic laboratory techniques
Unsatisfactory (0 - 13 pts)
6
4
6
3
6
9
34 44
Satisfactory (14 - 19 pts)
4
11 5
8
7
3
38 49
Excellent
(20 - 23 pts)
0
2
0
2
0
1
5
7
Note: 77 students total assessed
7%
49%
Unsatisfactory
44%
Satisfactory
Excellent
Basic Laboratory Techniques
Station 2 - Numeracy
CH-151 Gen Chem 1 lab Sections assessed
Q
M3B
P4
C5
P1A
J2
J2A
tot
4 Calc. Wt. of Alum Compound produced
5
13
8
10
12
11
59
Correct Significant Figures
2
4
2
4
7
3
22
Showed work
5
13
8
9
12
11
58
5 Calc. moles of Iron used
3
9
9
8
6
8
43
Correct Significant Figures
3
4
7
4
3
7
28
Showed work
3
9
10
8
6
9
45
6 Calc. theoretical moles Alum
2
2
4
5
2
4
19
Correct Significant Figures
1
3
2
1
1
8
Showed work
2
2
4
4
2
4
18
7 Calc. theoretical mass Alum
1
1
3
4
1
3
13
Correct Significant Figures
1
3
4
1
8
Showed work
1
1
3
4
1
3
13
8 Calc. %yield of Alum
1
2
1
3
7
Correct Significant Figures
1
1
2
Showed work
1
2
1
2
6
Overall % of students showing competency in numeracy
Unsatisfactory (Calc. Q's 4 and/or 5 or none)
8
15
6
8
11
9
57
Satisfactory (Calc. Q's 5 and 6)
2
2
4
5
2
3
18
Excellent
(Calc. All Q's w/ sigfigs & work)
1
1
2
%
77
29
75
56
36
58
25
10
23
17
10
17
9
3
8
74
23
3
Note: 77 students total assessed
3%
23%
Unsatisfactory
Satisfactory
74%
Excellent
Numeracy
1
2
1
2
1
1
2
1
Station 3 - Interpreting data and communicating results
CH-151 Gen Chem 1 lab Sections assessed
M3B P4
C5 P1A
J2 J2A tot
Objective
successfully establishes concept of a qualitative analysis.
8
2
5
5
7
27
effectively presents the objective of the lab.
9
9
9
6
10
8
51
uses proper scientific terminology
5
6
4
3
7
6
31
%
35
66
40
Unsatisfactory = 0-1 pts
Satisfactory
= 2-3 pts
Excellent
= 4pts
Conclusion
effectively addresses the objective of the lab.
successfully determines the unknown Metal ion.
Chooses ion because wells look the same.
explains w/ descriptions why he/she ruled out other ions.
uses proper scientific terminology
1
4
5
7
9
1
2
5
4
7
6
4
4
5
4
6
3
25
34
18
33
44
23
M3B
8
6
6
3
5
P4
13
11
11
7
10
C5
9
5
5
3
6
P1A
10
9
9
3
3
J2
8
8
12
4
10
J2A
10
8
4
3
8
tot
58
47
47
23
42
%
75
61
61
30
55
Unsatisfactory ( 0-3 pts)
Satisfactory
( 4-6 pts)
Excellent
( 7 pts )
4
3
3
5
8
4
5
4
2
5
8
5
7
1
6
4
3
30
34
13
39
44
17
Note: 77 students total assessed
Overall % of students showing competency Interpreting data and communicating results
23%
17%
Unsatisfactory
33%
Satisfactory
44%
39%
44%
Excellent
Objective
Unsatisfactory
Satisfactory
Excellent
Conclusion
Station 4 - Identifying sources of Scientific information
CH-151 Gen Chem 1 lab Sections assessed
M3B
P4
C5
P1A
J2
J2A
Sources Given
Science text books
6
7
6
7
7
6
Science Journals
4
7
1
2
2
2
Library
2
7
7
5
5
2
Internet (search engines)
6
10
8
8
9
7
Internet - Wikipedia
1
1
2
Internet - YouTube
1
1
1
1
Science Teacher
2
9
5
3
9
4
TV - science channels
1
1
Taking a course on topic
1
1
Ask Friends
1
Encyclopedia
1
1
1
News paper
1
2
American Chemical Society
1
1
1
EBSCO
1
1
tot
39
18
28
48
4
4
32
2
2
1
3
3
3
2
%
51
23
36
62
5
5
42
3
3
1
4
4
4
3
Overall % of students showing competency identifying sources of Scientific information
Station Results
Unsatisfactory ( 0 - 1 sources)
Satisfactory
( 2 - 3 sources)
Excellent
( 4+ sources )
M3B
3
4
3
P4
5
5
7
C5
1
6
4
P1A
4
6
3
J2
4
1
8
Note: 77 students total assessed
38%
28%
Unsatisfactory
Satisfactory
34%
Excellent
Identifying Sources of Scientific Information
J2A
5
4
4
tot
22
26
29
%
28
34
38
pts
1
5
1
3
1
1
1
3
1
Station 5 - Apparatus assembly and handling
CH-151 Gen Chem 1 lab Sections assessed
M3B
P4
C5
P1A
J2
J2A
tot
%
Maneuvers & Accomplishments
selects a HOT Plate.
10
16
11
13
12
13
75
97
selects the utility clamp that can hold test tubes
9
14
8
12
9
11
63
82
and round bottom flasks.
selects a ring stand.
10
17
10
12
12
12
73
95
selects a beaker 400 ml or larger.
9
13
8
12
11
12
65
84
fills beaker ¾ with tap water.
8
8
4
11
6
9
46
60
assembles the ring stand and utility clamp to hold
9
14
6
12
6
9
56
73
the test tube with the sample.
maneuvers the ring stand/ test tube above the
8
7
5
12
4
7
43
56
water bath and lowers test tube into bath.
Sample in test tube is below the top of water bath
8
5
4
8
2
4
31
40
level.
makes appropriate adjustments to assembly.
8
7
5
6
4
4
34
44
Overall % of students showing competency in apparatus assembly and handling
Unsatisfactory ( 0-9 pts )
2
5
5
1
6
2
21
27
Satisfactory
( 10-14 pts )
8
2
4
5
8
27
35
Excellent
( 15-17 pts )
8
4
4
8
2
3
29
38
38%
27%
Unsatisfactory
Satisfactory
35%
Excellent
Apparatus Assembly and Handling
Discussion of Assessment Results:
This assessment was done to examine the competency level of basic laboratory skills by the CH-151
General Chemistry 1 students after having completed the course. Before I discuss the results I believe it
is important to mention that the students did not know that they would be participating in an
assessment laboratory practical until two weeks prior. Most if not all students never participated in an
examine where they were timed, watched and graded for what they physically did. I believe that, at the
very least, 80% of our students should be able to show a satisfactory competency level in all of the basic
laboratory skills assessed.
STATION 1: Being the primary investigator and the Station 1 (basic lab techniques) proctor/examiner
for all six sections I noticed how nervous and confused many of the students were as they were being
watched. The students had to be reminded to behave as if this was a task during a regular lab session.
Many students wasted a lot of time just trying to get their thoughts together. In my opinion this station
stressed out the students the most. As we can see from the station 1 data summary table most students
met the learning outcome of correctly identifying and using a standard piece of laboratory equipment
in the completion of a routine task by choosing the proper pieces of equipment, the analytical scale and
50 or 100 ml graduated cylinders. Both percentages, 75 & 66, are below the desired 80% which shows
that there is still improvement needed. When it came to learning outcomes two and three, handling
any chemicals used in conjunction with that equipment with an appropriate level of care and
recording the data accurately with appropriate significant figures and units, less than half the students
accomplished these learning outcomes. Most students did not open both doors on the analytical scales
or close both doors prior to taking the mass reading. Most students wasted far too much time trying to
measure out exactly 1.2000g of the solid and 15.00ml of liquid when they were directed to measure
approximately 1.2000g of the solid and approximately 15.00ml of liquid. Less than half the students did
not properly hold the graduated cylinder on a FLAT surface as they made their volume reading. More
than 50% of the students failed to record their mass and volume with both the correct number of
significant figures and units. The two bright spots being that 100% of the students treated the chemicals
with respect and over 80% recorded their values within an acceptable range. As for the last learning
outcome, disposing of chemicals in the proper waste receptacles, approximately 60% of the students
disposed of the solid in the properly labeled "solid waste" container and the liquid in the proper labeled
"liquid waste" container. Disposing of waste properly is an extremely important laboratory technique
that 100% of our students should be able to accomplish. The students were told to treat the solid (sand)
and liquid (water) used at this station as unknowns! Several of the students that did not meet this
learning outcome said that they put the solid and liquid back into the container or into the regular
garbage can or sink because they knew that the solid and liquid were just sand and water. Therefore, I
believe that we would have a higher percentage for this learning outcome if the students would simply
follow the instructions carefully. Finally, we see that only 49% of the students scored enough points to
earn at least a satisfactory rating for this task and even more disheartening only 7% scored an excellent
rating.
There are several things that I believe can be done to improve the basic laboratory techniques skills
of our students. First, perhaps after the viewing of the lab safety video, which occurs on the 1st day of
lab, the laboratory instructor can give a demonstration on the proper procedures to follow when
weighing or measuring the volume of a sample of solid or liquid and then show how and where to
properly dispose the chemicals. A second thing that can be done to reinforce the techniques
demonstrated by the lab instructor is to include some questions about the demonstration on the
laboratory equipment quiz that is normally given at the beginning of the 2nd lab session. A third thing
that can be done is to deduct points from the students lab session if the student is seen repeatedly
doing a basic task incorrectly. Finally, a fourth thing that can be done is to have the laboratory
instructors remind the students that all lab partners must be involved in the laboratory procedures.
Many students get used to standing around and watching their partner(s) do everything. Everyone must
get a chance to perform theses basic lab techniques.
STATION 2: Competency in Numeracy as it relates to a general chemistry course means having the
ability to carry out simple multistage calculations where each step of the calculation is clear and easy to
follow with the correct number of significant figures and units. The students needed to understand the
data given, the goal of the experiment, the information given in the instructions and the balanced
chemical reaction to problem solve and attain a quantitative numerical percentage as a final answer.
Looking at the station 2 data summary table it is clear that the students had the most difficulty with this
basic laboratory skill. This assessment showed that the learning outcome of being able to carrying out
simple multistage chemical calculations quickly and accurately was not accomplished by 74% of the
students. Only 26% of the students were able to calculate the theoretical # of moles of the Alum
(product) from the # of mole Iron (Fe) that they calculated in the previous step. Most students, 75%,
showed that they can exhibit the learning outcome of providing an answer so that the reasoning at
each stage of the calculation is clear and easy to follow by showing their work clearly when they were
ask to calculate the mass in grams of the Alum produced. The learning outcome that is the most critical
to achieve and necessary to accomplish this basic laboratory task successfully is the applying of
fundamental chemical principles. The main chemical principle behind this task in the law of
conservation of mass. The students needed to recognize this principle in the form of the coefficients in
the balanced chemical equation of the reactant Iron (Fe) and the product Alum. Knowing this would
have allowed them to calculate the theoretical # of moles of the Alum then, the theoretical mass of the
Alum and subsequently, the percent yield of the Alum. Unfortunately, only 23% of the students were
able to calculate the theoretical # of moles of the Alum by using the coefficients. I believe that those
23%, being able to complete the key calculation of the series, if given more time or a not so stressful
situation would have been able to complete all the other calculations which is why I considered them as
Satisfactory completing the task. The most alarming finding is that only 3% of the students were able to
complete all the calculations with the correct significant figures. This means that there was a poor
showing of the learning outcome of performing a quantitative analysis. Again, I believe this number
would have been higher if those 23% students had more time. The data also shows that learning
outcome of providing appropriate significant figures and units needs to be addressed and improved
upon. In every calculation where a student actually showed the work and gave a written answer
approximately half the students did not provided the correct significant figures. Giving the correct
number of significant figures is an extremely important basic laboratory skill since it directly correlates
to the accuracy, precision and subsequently to the overall validity of the laboratory work.
As the station 2 data summary table shows only, 23% + 3%, 26% of the students scored at least a
satisfactory rating for the basic laboratory skill of numeracy. Besides continuing to tell the students to
study and review their notes and text books there are a couple of suggestions I have that may improve
this basic lab skill. During the 2nd lab session, in a regular semester, the instructors are asked to review
the rules for assigning significant figures and scientific notation with the students and then the following
lab session, the 3rd, the students are given a quiz on what was covered the previous week. Some
students perform poorly on this quiz and nothing comes of it but a bad quiz grade. I suggest that any
student that fails that quiz retake it as many times until they pass it. Another thing that can be done is
for those labs that require a multistage calculation, a quiz can be given the following week were the
student must complete an identical multistage calculation, similar to what was done in this assessment
with the "Preparation of an Alum" lab, which the students performed earlier in the semester. I believe
these tactics will cause students to study harder, be more prepared and hopefully master the rules of
assigning significant figures.
STATION 3: Competency in interpreting data and communicating results is a basic laboratory skill that
was assessed by having the students analyze the data and results of a lab that they had performed
earlier in the semester, "Reactions in aqueous solutions", which can be classified as a qualitative
analysis. This particular task directed the students to analyze the plastic wells filled with an unknown
sample of a metal ion before the reagents were added and then after the reagents were added. The
skills that the students had to draw upon to succeed at this task is problem solving, have knowledge of
the solubility rules and the identification of a precipitate, proper chemical terminology and the ability to
express their thoughts and understanding in the form of a written objective and conclusion. As can be
seen on the station 3 data summary table the "objective" and "conclusion" written portions were scored
separately. This was done because they are two separate entities of a lab report that convey two
different pieces of information both requiring the student to analyze and understand the given data.
One explains the goal of the experiment, the objective, and the other explains if the goal of the
experiment has been achieved, the conclusion. The data shows that most students exhibited the
learning objective of performing a qualitative analysis since at least 60% of them were able to write
either a satisfactory or excellent objective or conclusion. Since, I was able to read and understand what
these students had written this showed that at least 60% of the students were capable of performing
the learning outcome of contextualizing and explaining the results in a written objective and
conclusion. When it comes to the learning outcome of examining and interpreting data results from an
experiment it can be concluded that this was accomplished by again at least 60% of the students since
they were able to determine the correct unknown metal ion to be the zinc ion (Zn2+). The students did
not fare as well to the last learning outcome of applying chemical concepts to analyze data. Yes, at
least 60% of the students were able to determine the unknown ion but only 30% were able to explain
how they came to this conclusion by giving proper scientific descriptions as to why the ruled out the
other metal ions. The other ~30% said that they chose the Zinc ion simply because their unknown wells
matched the wells that were known to contain the Zinc ion thereby analyzing correctly but not
expressing their conclusion scientifically. The approximate 40% of the students that were scored as
unsatisfactory either did not complete what they were writing, wrote something that did not have any
connection to the experiment, were not comprehendible or simply did not write anything at all.
Expressing yourself through writing can be a difficult thing to do especially if your English grammar
and writing skills are not your best qualities. Throw in the need to know scientific concepts and
terminology makes expressing yourself through writing an extremely daunting task. Having said that,
we are dealing with college STEM students who, if they complete their degree requirements, will
eventually be working in the real world where they will be expected to express their understanding or
work in writing. The one thing I purpose that can be done to improve the ability of the students to
formulate a quality laboratory objective and conclusion is to have the instructor at the end of the lab
session go over the days experiment and together with the students come up with a suitable objective
and conclusion. This can be done for the first two scheduled lab experiments, Density of a solution and
Melting & boiling point. Hopefully, having seen and helped formulate what an acceptable objectives
and conclusions looks like the students would be able to write their own objectives and conclusions for
the remaining experiments on their own.
STATION 4: Competency in identifying sources of scientific information is not a basic laboratory skill
that is officially required as a learning outcome for this general chemistry laboratory course. STEM
students who are conducting research with members of the Chemistry department faculty are required
to take a workshop at the college library specifically to learn the various sources of information that are
out there. The regular student body is not required to take this workshop. Yet, I decided to include this
basic laboratory skill in this assessment to gage what our non-research students know about finding
scientific information and because it is a basic skill that anyone with a STEM related career should
possess. I feel that any first year college student should be able to come up with a couple of sources of
information, which is why I gave any student that came up with at least 2-3 a satisfactory rating. If a
student came up with 4 or more sources they were given a rating of excellent. As can be seen in the
station 4 data summary chart 29% of the students received a rating of unsatisfactory, which means that
they could only come up with 1 or no sources of information. This number is surprisingly very high and
unexpected. Judging from the types of responses given by some of the students they clearly
misunderstood the instructions of the task. Some tried to explain what an allotropic form of an element
is. Some just rewrote what was in the passage. I believe that some of the misinterpreting of the task
instructions was due to English being a second language. Some students I believe just need to focus and
pay attention to the instructions better. As expected the source that most students gave was the
Internet. If we add all 3 internet sources mentioned about 72% of the students would begin searching
for information on the World Wide Web. This is a logical starting place in today’s electronic age but we
must continuously remind the students that not all information on the web is accurate therefore, other
sources of information are necessary. The 2nd main source that 59% of the students mentioned is the
library (Scientific Journals included) which is an excellent source of finding reputable accurate
information. The next two sources mentioned were the text book (51%) and their teachers (42%). As
far as the learning outcome of providing at least 4 sources, the more specific the better, where
scientific information can be found goes, 38% of the students were able accomplish this by providing 4
sources and giving specific locations like Google, Wikipedia and YouTube where information can be
found.
STATION 5: Being able to show competency in apparatus assembly and handling was one of two basic
lab skills stations that were monitored by a proctor (the lab sections regular instructor) who job was to
score the students final apparatus set up by giving points for the proper equipment used and
constructions of the apparatus. The instructions were to pretend that water was an unknown
flammable liquid and a 1 inch portion of this liquid needs to be heated to 80◦C slowly, set up an
apparatus to accomplish this task. The apparatus that the students needed to build is known as a
"Water Bath" (see Fig.3).
This station was blocked off by a large piece of cardboard so that the other students could not see what
was being constructed. The scoring was based on the importance of the particular piece of equipment
and construction. There are several attachments you can attach to a ring stand to hold a test tube or
flask. There is only one that can hold a test tube or flask from the top where they can be lowered into a
water bath safely and that is the utility clamp. Therefore if a student used the utility clamp correctly
they were awarded 5pts. 3pts were awarded for choosing the proper beaker size, 400ml or larger, to
assure that the sample is heated slowly. Finally, 3pts were also awarded if the apparatus was set up
where the liquid sample was well beneath the top of the water level (see Fig.3). The other pieces of
equipment or maneuvers involved in the construction were awarded 1pt each because I believe they are
the more obvious components of this apparatus. As can be seen on the station 5 data summary table
the students performed the best at accomplishing this basic lab skill. 73% scored at least a satisfactory
rating and the highest percentage rating of 38 was those students rated excellent. Most students that
were rated satisfactory lost points because their samples were not completely submerged into the
water bath which is a construction error that can affect the overall results of an experiment but one that
can easily be corrected by simply adding more water to the bath or lowering the test tube deeper into
the water. Those students that were rated unsatisfactory either picked the wrong pieces of equipment
and built something but not a water bath and most did not build anything and appeared confused.
Since most students were rated as satisfactory or excellent, most students accomplished, to some
degree, all of the learning outcomes associated with this basic lab skill 1) Problem solving: the fact that
the students were not told to build a water bath but most of them did, shows to some degree the ability
to problem solve. They were given a laboratory scenario and figured out how to complete the task
given. 2) Being able to plan and design experiments: Here again because the students knew that they
had to build a water bath shows their ability to plan simple experiments. 3) Selecting equipment
appropriate to the task at hand from a selection of standard laboratory equipment and glassware.
The fact that the special utility clamp and correct size beaker were selected, two crucial pieces of
equipment, shows that this learning outcome was achieved and 4) Manipulating the equipment and
glassware to assemble a safe and secure apparatus conducive to solving the problem at hand. The
fact that 73% of the students built at least a satisfactory apparatus that would have succeeded in
heating an unknown liquid sample to 80°C slowly and safely reveals this learning outcome clearly.
Although the students scored the best in this basic lab skill there is always room for improvement
or at the very least remain at this high level. One suggestion I have to improve this skill is to have the
lab instructors ask the students questions as he/she walks around the lab monitoring the students work.
These questions can be something like, "What do you call this setup?", "What is the purpose of this
setup?", "What is the name of this piece of equipment?" and "What effect would it have on the
experiment if you used this piece of equipment instead of the one you used?". I'm sure that some of the
lab instructors already do this but I believe all should get accustom of doing this. Another thing that is
being done by some instructors but should be done by all is to build the apparatus in the front of the
room. Show how to maneuver the parts of the apparatus. Explain the purpose of the apparatus.
Finally, just like I mentioned earlier, for station 1 basic laboratory techniques, the instructors must
remind the students that all lab partners must be involved in the laboratory procedures. This includes
learning how to work with the different pieces of equipment. Many students get used to standing
around and watching their partner(s) do everything. Everyone must get a chance to perform theses
basic lab techniques.
Closing Remarks:
I mentioned earlier, I believe that at least 80% of our students should show a satisfactory level of
competency in these basic laboratory skills. Even though this percentage was not reached in any of the
skills I still feel that it still can be reached in all if not most of the skills. There was a fairly decent
showing in the basic skills of identifying sources of scientific information (72%) and apparatus assembly
and handling (73%). The basic skill of interpreting data and communicating results was not very far
behind either. For writing an acceptable objective and conclusion the percentages were 67% and 61%
respectively. The two skills that need to show the most improvement are basic lab techniques and
numeracy. If some of the suggestions made in this report to improve these skills and others that may be
suggested later can be implemented successfully I believe all of these basic lab skill will improve.
7%
49%
44%
Unsatisfactory
Satisfactory
3%
23%
74%
Excellent
Unsatisfactory
Satisfactory
44%
Excellent
Satisfactory
Excellent
Station 1: Basic Lab Techniques
23% 33%
Unsatisfactory
Station 2: Numeracy
17%
39%
44%
Unsatisfactory
Satisfactory
Excellent
Objective
Conclusion
Station 3: Interpreting data and communicating results
38% 28%
34%
Unsatisfactory
Satisfactory
Excellent
Station 4: identifying sources of Sci info
38%
27%
35%
Unsatisfactory
Satisfactory
Excellent
Station 5: apparatus assembly & handling
Special Thanks to:
I would like to thank Dr. Dominic Hull, Dr. George Lyons, Prof. Thomas Wong, Prof. Neil
Edwards and CLT. Mel Rodriquez for agreeing to participate in this assessment as station 5
proctors/examiners.
I would also like to thank CLTs Pete Irigoyen, Tian Chun Xu and the other CLTs that helped
prepare the carts with the equipment and materials needed for the assessment.
Appendix A
(Instructions given to students)
Station 1
Date:
______________________
Student Name:
_____________________
CH-151 L section: _____________________
Directions:
Perform the following tasks and when you are finished dispose of any chemicals used properly.
- Weigh out approximately 1.2000 g of the unknown solid provided and record the mass below.
- Measure out approximately 15.00 ml of the unknown liquid and record the volume below.
Data Sheet:
1) Mass of Solid Sample: ________________________________
2) Volume of Liquid sample: __________________________________
Station 2
Student Name: ___________________________ CH-151 L section:____________ Date: _________
Directions:
Lithium Iron (III) Sulfate is an Alum (MM = 942.17 g/mole) compound that was prepared by treating
0.8531g of Fe(s) (MM = 55.845 g/mole) with LiOH(aq) and excess H2SO4(aq) in water. The overall balanced
equation is given below. The experiments Data Sheet with the collected information is given below.
Complete the Data sheet and show all your calculations.
2 Fe(S) + 2 LiOH(aq) + 22 H2O(l) + 4 H2SO4(aq) →
Li2SO4 ∙ Fe2(SO4)3 ∙ 24 H2O(s)
+ 3 H2(g)
Lithium Iron (III) Sulfate Alum
Data Table:
1) Mass of Iron used
0.8531
.g
2) Mass of weighing paper, filter paper and Alum formed
5.6114
g
3) Mass of weighing paper and filter paper
1.2604
g
4) Weight of Alum compound formed
_______________ g
5) Moles of Iron used
_______________ mol Fe
6) Moles of Alum that can theoretically form.
_______________ mol Alum compound
7) Theoretical yield of Alum in grams
________________ g
8) Percent Yield of Alum compound
_______________% yield
CALCULATIONS: SHOW YOUR WORK!!!
4)
__________________________________________________________________
5)
__________________________________________________________________
6)
__________________________________________________________________
7)
__________________________________________________________________
8)
Station 3
Student Name: ___________________________ CH-151 L section:____________ Date: _________
Directions:
It is often important for chemists to be able to identify individual metal ions in a sample of a solution.
This type of task is referred to as a qualitative analysis. A plastic plate with 24 wells was set up as shown
below. 10 drops of each reagent was added to each of the wells in the designated column. The pictures
below show what the wells looked like BEFORE the reagents were added and then what they looked like
AFTER the reagents were added. Analyze the pictures and write a suitable “Objective” and “Conclusion”
for this experiment below.
REAGENTS →
→
→ →
0.1M
HCl
0.1M
NaOH
6.0M
NaOH
6.0M
NH3OH
0.1M
HCl
0.1M
NaOH
6.0M
NaOH
6.0M
NH3OH
Unknown
Sample→
Mg 2+
Ni 2+
Cr 3+
Zn 2+
Ag +
BEFORE
AFTER
OBJECTIVE:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
CONCLUSION:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Station 4
Student Name: ___________________________ CH-151 L section:____________ Date: _________
Directions:
You just heard a lesson from your Chemistry teacher on different allotropic forms
of elements. You were very interested in learning that the element Carbon exists
in many allotropic forms such as Diamond and graphite just to name two. Carbon
Nanotubes is another allotropic form of Carbon that is currently being studied for
its various properties and possible applications in the electronics, optics and other
fields. Being able to identify sources of scientific information is a skill that all
STEM students should strive to acquire. List at least 4 sources were you may be
able to get some information on Carbon Nanotubes. Be as specific as possible.
____________________________________________________
____________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Station 5
Directions:
1) Sign your name on the list.
2) Pretend that the Water on the cart is a flammable liquid.
3) The experimental procedure says that approximately a 1-inch
portion of the liquid must be heated slowly to 80°C, set up an
apparatus to accomplish this task. Use the materials and
equipment in the lab and on the cart and your knowledge from
past experiments to set up your apparatus.
4) DO NOT actually heat your sample.
5) After the Lab proctor inspects your set-up disassemble your
apparatus, put equipment back were you got them and dispose
of the liquid.
Appendix B
(Performance Assessment Scoring Sheets - PASS's)
Station 1 (Examiner's PASS)
Date: ______________________
Students Name: _____________________
CH-151 L section:____________
Identification of Appropriate Laboratory Equipment
2□ The student selects the four-figure analytical balance.
2□ The student selects the correct size weighing paper.
2□ The student selects the 50ml graduated cylinder.
Handling chemicals and equipment methodically and safely.
1□ The student opens both doors on the balance and properly adds the solid onto the paper.
1□ The student closes the doors on the balance prior to taking a reading.
1□ The student does not waste time trying to weigh 1.2000 g exactly.
1□ The student does not waste time trying to measure out 15.00 ml exactly.
1□ The student reads the volume of the liquid on a flat level surface.
1□ The student treats chemicals with respect.
1□ The student responds in an appropriate and timely way to spillages.
1□ The student deposes the solid properly.
1□ The student deposes the liquid properly.
Accurate Recording of Scientific Data
2□ The student records the solids weight accurately to 4 decimal places, with units.
2□ The student records the solids weight between 1.3000g and 1.1000g
2□ The student records the liquids volume accurately 4 significant figures, with units.
2□ The student records the liquids volume between 15.10ml and 14.90ml
Unsatisfactory 0-13 pts
Satisfactory
14-19 pts
Excellent
20-23 pts
Total score: _______
Station 2
Student Name: _____________________
CH-151 L section:____________
□ The student calculated the weight of Alum compound formed.
1□ The student showed the work.
1□ The student had the correct # of Significant Figures.
5) 1□ The student calculated the moles of Iron (Fe).
1□ The student showed the work.
1□ The student had the correct # of Significant Figures.
4) 1
□ The student calculated the Theoretical moles of the Alum.
1□ The student showed the work.
1□ The student had the correct # of Significant Figures.
6) 1
□ The student calculated the correct theoretical mass yield in grams.
1□ The student showed the work.
1□ The student had the correct # of Significant Figures.
7) 1
□ The student calculated the % yield of the Alum compound.
1□ The student showed the work.
1□ The student had the correct # of Significant Figures.
8) 1
Unsatisfactory Calculated Questions 4 and/or 5 or none
Satisfactory
Calculated Questions 5 and 6
Excellent
Calculated All Questions w/ significant figures & showed all work
Station 3
Student Name: _____________________
CH-151 L section:____________
OBJECTIVE:
1□ The student successfully establishes the scientific concept of the lab (qualitative analysis)
2□ The student effectively presents the objective of the lab (to determine unknown ion).
1□ The student uses proper scientific terminology.
Unsatisfactory 0 - 1 pts
Satisfactory 2 - 3 pts
Excellent
4 pts
Total score: _______
CONCLUSION:
2□ The student effectively presents the objective of the lab (to determine unknown ion).
1□ The student successfully determines the unknown Metal ion.
1□ The student chooses ion because wells look the same.
2□ The student successfully explains, with descriptions, why he/she ruled out other ions.
1□ The student uses proper scientific terminology.
Unsatisfactory 0 - 3 pts
Satisfactory 4 - 6 pts
Excellent
7 pts
Total score: _______
Station 4
Student Name: _____________________
CH-151 L section:____________
□ The student identifies 4 sources.
□ The student identifies 3 sources.
□ The student identifies 2 sources.
□ The student identifies 1 source.
Unsatisfactory 0 - 1 sources
Satisfactory 2 - 3 sources
Excellent
4+ sources
Station 5 (Examiners PASS)
Date: ______________________
Name: _____________________
Examiner: __________________
CH-151 L section:____________
Task Directions:
The experimental procedure says that approximately a 1-inch portion of the liquid
must be heated slowly to 80°C, set up an apparatus to accomplish this task. Use
the materials and equipment in the lab and on the cart and your knowledge from
past experiments to set up your apparatus.
DO NOT actually heat your sample.
1□ The student selects a HOT Plate.
5□ The student selects the utility clamp that can hold test tubes and round bottom flasks.
1□ The student selects a ring stand.
3□ The student selects a beaker 400 ml or larger.
1□ The student fills beaker ¾ with tap water.
1□ The student assembles a ring stand and utility clamp to hold the test tube with the sample.
1□ The student maneuvers the ring stand/ test tube above water bath and lowers tt into bath.
3□ The student’s sample in test tube is well below the top of the water bath level.
1□ The student makes appropriate adjustments to assembly.
Unsatisfactory 0-9 pts
Satisfactory
10-14 pts
Excellent
15-17 pts
Total score: _______