CHEM 103A - General Chemistry for Engineering - Stage 3 - Marta Zumwalt
Assessment
| Assessment Methods | Analysis of exam, quiz, or homework items linked to specific SLOs |
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| Assessment Description | Three questions from the final exam were assessed. The questions were regarding (1) Lewis structures: Ability to properly draw a Lewis structure for a given molecule (2) Phase diagrams: Ability to properly interpret a phase diagram (3) Solid state structure: Ability to interpret a z-diagram model of a unit cell |
| Learning Outcomes | B: be facile in the physical, mathematical, and chemical principles and relationships that illuminate the study of matter and energy D: have mastered key principles in areas such as stoichiometry, thermochemistry, quantum theory, and the properties of solids |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 15 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
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| Data Sharing Methods | Face-to-face meetings |
| Data Summary | See the Area C assessment section for data on two of the four problems assessed. In addition, the following two problems (with data to follow) were also assessed from SLO D. Problem 1: Draw the “best” Lewis structure for XeOF4. Results: Percentage of students that showed understanding of how to draw a proper Lewis Structures: 66.7% Percentage of students that either fully or mostly understand how to draw a proper Lewis Structure: 80.0% (This is includes students that scored full or half credit on this question) Problem 2: This problem gave the students a phase diagram and asked “what phase change will occur if you decrease the pressure while keeping the temperature constant at point C on the diagram?”. It emphasizes their ability to properly interpret this graph. Percent of students answering correctly: 66.7% Note: Problem 1 does not match the objective D very closely. |
| Analysis Summary | For both of these questions, over 65% of students answered the question correctly. They were able to use Lewis structures to model (simplified) the bonding in a compound and they were able to interpret a phase diagram correctly. For the Lewis structures problem, the student understanding lined up very well with their overall grade in the course. All students earning an ‘A’ or ‘B’ in the course successfully drew a correct Lewis structure. This correlation was not seen for the phase diagram problem. |
| Next Steps Planned | To better analyze these subjects, problems that give more information as to what was and was not understood by the student need to be designed. For Fall 2013, I plan to include more comprehensive problems to better assess where students are having trouble. Outcome B and D will again be my focus for next semester. |
| Learning Outcomes | Refer to previous. |
GE Area C Details
| Learning Outcomes | D: have mastered key principles in areas such as stoichiometry, thermochemistry, quantum theory, and the properties of solids |
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| Number Students: Proficient | Problem 1 Assessed (Outcome D – Solid state) Proficiency Stage: 8/15 (53.3%) Problem 2 Assessed (Outcome D- Thermochemistry) Proficiency Stage: 7/15 (46.7%) |
| Number Students: Developing | Problem 1 Assessed (Outcome D – Solid state) Proficiency Stage: 5/15 (33.3%) Problem 2 Assessed (Outcome D- Thermochemistry) Proficiency Stage: 4/15 (26.7%) |
| Number Students: No Evidence | Problem 1 Assessed (Outcome D – Solid state) Proficiency Stage: 2/15 (13.3%) Problem 2 Assessed (Outcome D- Thermochemistry) Proficiency Stage: 4/15 (26.7%) |
| Criteria | Problem 1 Assessed (Outcome D – Solid state) Proficiency: Student understands how to represent a unit cell using a z-diagram (a 2-dimensional representation of a 3-dimensional structure) on a SLO related question. The student also successfully determined the formula for a compound using their z-diagram model. Criteria: Student scored greater than 65% on the SLO related two part question that asked them to draw two unit cells and determine the formula of each unit cell. Developing: Student correctly (or mostly correctly with minor mistakes) represented a described unit cell using the z-diagram representation. The student could not correctly determine the formula of the unit cell compound based on their z-diagram model. Criteria: Students scored between 40% and 65% on the SLO related two part question that asked them to draw two unit cells and determine the formula of each unit cell. No Evidence: Student did not successfully draw the z-diagram to represent a unit cell in the SLO related question. They therefore were not successful in determining the formula for the compound from the z-diagram. Criteria: Students scored below 40% on the SLO related two part question that asked them to draw two unit cells and determine the formula of each unit cell. Problem 2 Assessed (Outcome D- Thermochemistry) Proficiency: Students understand that when the surroundings around a system (or reaction) get cold, heat is absorbed by the system. They know the system (or reaction) is described as being endothermic. The student also understands that the change in enthalpy (∆H) for an endothermic system will be a positive number (greater than zero). Criteria: Student answered question correctly by choosing the answer that included both parts that were true (endothermic and ∆H > 0). Developing: Students understand that when the surroundings around a system (or reaction) get cold, heat is absorbed by the system. They know the system (or reaction) is described as being endothermic. The student is unable to properly determine the sign of ∆H for an endothermic process. Criteria: Student chose the answer that was partially correct. (endothermic, but ∆H < 0). No Evidence: Students do not understand that a process that absorbs heat from its surroundings is referred to as endothermic. Criteria: Student chose the answer that stated the process was exothermic. |
| Extra Details | No answer |
Tentative Future Plans
| Term | Fall 2013 |
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| Activities |
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| More Details | 1) Molecular structures and polarity. (Outcome B) I plan to look at the students’ ability to properly determine the molecular structure (shape) and polarity of a molecule. At this time I may also choose to re-visit the Lewis structures as it is closely tied into the ability of students to properly determine the shape and polarity of a molecule. 2) Electron Configurations. (Outcome D) For Fall 2013, I will assess the students’ ability to determine a proper electron configuration for an atom or ion. 3) Submission of the new course outline to the curriculum committee by the end of August. This course outline has been changed rather significantly to better serve the engineering students. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)