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CHEM 1152L

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 II Laboratory   
Prerequisite(s)   None Specified   
Corequisite(s)   CHEM 1152   
Catalog Description   
Laboratory exercises supplement the lecture material of CHEM 1152.

ENTRY LEVEL COMPETENCIES:
Upon entering this course the student is expected to be able to:
1. Recognize and state the use of appropriate laboratory apparatus.
2. Define accuracy, precision and significant digits as related to laboratory measurements.
3. Determine physical properties of substances using appropriate significant figures, given
appropriate measuring devices and lab apparatus.
4. Define and use appropriate methods of separating known components of mixtures
based on chemical and physical properties.
5. Calculate percent error of experimental results relative to standards, where
appropriate.
6. 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, activity series, and solubility rules).
7. 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.

Expected Educational Results   
Upon successful completion of Chemistry 1152 lab, the student should be able to:
1. Use physical properties and chemical properties (solubility and density) to identify an
unknown hydrocarbon.
2. Compare the chemical reactivity of an alkane, an alkene, and an aromatic compound.
3. Demonstrate understanding of liquid-liquid extraction technique.
4. Calculate the percent yield of a reaction.
5. Use characteristic chemical reactions of alcohols and phenols to identify unknown
samples of alcohols and/or phenols.
6. Use chemical characteristics of aldehydes and ketones in simple tests to distinguish
between examples of aldehydes and ketones.
7. Recognize an equation for an esterification reaction and a hydrolysis reaction.
8. Demonstrate knowledge of the reducing or non-reducing nature of carbohydrates and
the enzyme-catalyzed and acid-catalyzed hydrolysis of acetal groups.
9. Demonstrate an understanding of isomers, given a molecular formula
10. Demonstrate knowledge of lipids.
11. Use chromatography for separation of mixtures.

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

MANDATORY TOPICS:
Test for Alkanes, Alkenes, and Aromatic Compounds
Structure and Isomers of Alkanes
Melting Point, Density
Extraction
Chromatography
Synthesis
Tests for Alcohols & Phenols and Aldehydes & Ketones
Tests for Carbohydrates
Lipids

OPTIONAL TOPICS:
Enzyme Kinetics
Preparation of Soap
Unknown Identification
Steam Distillation

Assessment of Outcome Objectives   
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 1152L 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 1152 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: January 18, 2008
Review Date: January 18, 2008
   
Last Revised: Aug. 04, 2011
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