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CHEM 1151L

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 1
Course Title Survey Of Chemistry I Laboratory
Prerequisite(s) None Specified
Corequisite(s) Chem 1151
Catalog Description
This is a laboratory to accompany CHEM 1151. A minimum of three hours a week is scheduled.

Expected Educational Results
Upon successful completion of Chemistry 1151 lab, the student should be able to:
  1. Recognize and state the use of appropriate laboratory equipment.
  2. Define accuracy, precision, and significant digits as they relate to laboratory measurements, and where appropriate, calculate the percent error of experimental results relative to a standard.
  3. Determine physical properties of substances using appropriate significant figures, given appropriate measuring devices and lab apparatus.
  4. Convert observable laboratory reactions to balanced equations upon carrying out chemical reactions in the lab if given appropriate reference materials (i.e. polyatomic ion formulas, periodic table, solubilities).
  5. Analyze a set of data related to a specific experiment and to:
    a. Identify all measurable quantities.
    b. Recognize sources of error.
    c. Identify limitations of measuring devices in order to state the uncertainty in measurements.
    d. Come to a valid conclusion based on the data.
  6. Use stoichiometry to determine the formula of a compound, given appropriate data.
  7. Perform a titration and use the data to determine the number of moles of an unknown acid or base present, determine the solution concentration and operationally define titration, endpoint, equivalence point and indicator.
  8. Examine the factors that affect reaction rates, including concentration, temperature, catalyst, surface area, and the nature of the reactants, using chemical reactions in the laboratory.
  9. Make models based on Lewis structures, and predict the shapes of the molecules.
  10. Prepare solutions of assigned molarity using dilution and other methods, and carry out associated calculations.
General Education Outcomes
A. This course addresses the general education outcome relating to communications as follows:
  1. The student must become proficient in the comprehension of technical text. Using a laboratory manual, class handouts, and instruction sheets for laboratory equipment meets this goal.
  2. The student develops discriminatory listening skills to efficiently process the prelaboratory lecture information. These sessions provide details that either the laboratory or lecture texts do not address. Further, students must often talk with peers in informal problem solving sessions.
  3. The student develops his or her ability to transcribe learned ideas to the written form as assessed by written solutions to problem sets, written laboratory reports, and responses to computerized laboratory reports.
  4. The student develops organizational skills through transcription of procedural outlines to a personal laboratory notebook. Laboratory reports require tabulation and summarization skills to development the Data, Calculations, Results, and Conclusions sections of the laboratory notebook successfully.
B. This course address the general education outcome relating to showing the effective individual and group solving and critical thinking skills in a variety of ways:
  1. The student is encouraged to resolve questions in the laboratory by discussion with the instructor and with peers. The group formulates possible solutions, yet the student is ultimately responsible for the decision made.
  2. Written evaluations employ both objective and subjective questions that require the student to apply the newly learned ideas to a similar situation.
  3. Instructors sometimes conduct weekly Oral evaluations in these sessions to assess the level of the student’s understanding of procedural and theoretical ideas and to evoke deeper reflection by the student on the work here.
C. This addresses the general educational outcome relating to recognizing and applying scientific inquiry in a variety of settings as follows:
  1. The student is encouraged to identify theoretical sources of procedural error for each experiment. He must identify and analyze these parameters for their effects upon the outcome of the experiment and any conclusions that may be drawn.
  2. The experiments chosen give the student a concrete and tactile means of investigating mere abstract theoretical ideas introduced in the lecture.
  3. Weekly quizzes and the final exam require the student to synthesize many related theories and apply them to a new situation.
Course Content
Upon entering this course the student is expected to be able to:
  1. Place large and small numbers in exponential notation and use the rules for adding, subtracting, multiplying and dividing numbers with exponents.
  2. Manipulate simple algebraic equations for problem solving.
  3. Extract relevant information required to solve problems and identify the desired goal.

Note: During the first meeting of the course, instructors should acquaint students with safety in the laboratory.

Mandatory Topics
Measurements, Significant Figures, Conversion Factors
Density
Valence Shell Electron Pair Repulsion Theory
Simple Stoichiometry
Chemical Reactions and Equations
Preparation and Concentration of Solutions
Kinetics and Equilibrium
Buffers and pH
Acid-Base Titration

Optional Topics
Colligative Properties
Colloids and Suspensions
Identification of Ions in Solution

Assessment of Outcome Objectives
A. COURSE GRADE
This course grade will be determined by the individual instructor (under guidelines of the division) using a variety of methods such as quizzes, evaluation of lab reports, evaluation of lab notebook, and the final exam). Graded activities are designed to measure the student’s ability to use the process skills of science (i.e. observing, measuring, collecting data, analyzing data, testing, hypothesis, controlling variables). A comprehensive final exam is required. The exam must count for no more than 25% of the course grade.

B. DIVISIONAL ASSESSMENT
CHEM 1151L will be assessed each semester by the instructor using an exam keyed to the expected learning outcomes produced by the GOB Subcommittee of the Chemistry Curriculum Committee. The GOB faculty will compile these results annually in partial fulfillment of the program assessment of the chemistry curriculum in general. The GOB faculty may voluntarily come to a common agreement each year on the appropriate assessment tool to be used for that year. Assessment will consist of:

  1. A set of objective test items keyed to expected learning outcomes. These items will be balanced with respect to content and level of cognitive demand. For more information refer to the document Designing Assessment Instruments: A Guide for Georgia College Faculty.
  2. A pilot administration of the assessment instrument. The results of the pilot assessment will be used to determine how well the test items are functioning in terms of discrimination, difficulty, and test reliability. The information obtained from item analysis will be used to eliminate or rewrite test items not functioning properly.
  3. The revised instrument will be administered during the assessment cycle at a time established by the committee.

C. USE OF ASSESSMENT FINDINGS
The Chemistry 1151 L Curriculum Committee will analyze the results of the pilot testing and the formal assessment data. The committee will use assessment results to determine the effectiveness of the course by seeking answers to the following questions:

  1. Are students performing at a pre-determined minimal level of performance on:
    a. The course as a whole?
    b. On individual learning outcomes?
  2. Which learning outcomes are students’ performance acceptable or above average?
  3. Which learning outcomes are students’ performance below minimal level of performance?
  4. What factors are contributing to student performance on those learning outcomes below minimal level of performance?
  5. What changes are modified in course content or instructional strategies are needed to help improve student performance on learning outcomes below minimal level of performance?

Approved Date: March 1, 2011
Review Date: March 1, 2011

Last Revised: Oct. 04, 2011
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