CHEM 32 - Intro to Medical Chemistry - Stage 5 - James Armstrong

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Direct observation of performances, practical exams, group work
Assessment DescriptionWe asked questions and tabulated student results on the following topics:

Density measurements (“Measure the density of solution A, using the tools at this station.”)

Dilutions (“Measure out 10 mL of 0.40 M NaCl (solution A). Then add enough water to dilute the solution to a final concentration of 0.10 M. Give the resulting solution to your instructor.”)

Atomic structure and bonding (“Selenium and hydrogen can combine to form a compound. The most likely formula for this compound is:”)

Gas behavior (“Suppose you have a sealed container that is filled with oxygen gas. If you raise the temperature of the gas and at the same time expand the container, which of the following will occur?”)

Osmosis (“Which of the following statements best describes what will happen when a red blood cell is placed into a 0.18 M solution of NaCl?”)

Solubility (“Consider a situation where oil is added to water. Pick the statement below that best explains what will happen and why.”)
Learning OutcomesA. Measure, calculate, and interconvert physical properties such as mass, volume, density, pressure, and temperature.

B. Use the periodic table to predict physical and chemical properties of the elements, including bond formation, ionic charge, and reactivity.

G. Correlate changes in pressure, volume, and temperature using the gas laws, and relate these laws to the behavior of gases on a molecular level.

H. Prepare solutions with desired molar or percent concentrations and carry out dilutions of these solutions.

I. Rationalize on a qualitative level the phenomena of diffusion, osmosis, and dialysis, and predict the direction of net particle flow across a membrane.
Number of SectionsFrom 1 to 4, depending on the SLO assessed.
Number of InstructorsFrom 1 to 4, depending on the SLO assessed.
Number of StudentsFrom 100 to 250, depending on the SLO assessed.

Data Analysis

Data Shared With

Instructors of the same course (at CCSF)

Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Shared document files
Data SummarySee the Area C assessment section for data on three of the five SLOs we assessed. In addition, we carried out assessments on the following course SLOs:

A. Measure, calculate, and interconvert physical properties such as mass, volume, density, pressure, and temperature.

H. Prepare solutions with desired molar or percent concentrations and carry out dilutions of these solutions.

For SLO A, we assessed students’ ability to measure the density of a solution in the laboratory, including selection of glassware, selecting an appropriate quantity of solution, carrying out precise measurements, carrying out necessary computations, reporting their results including units, and recording their work.

For SLO H, we assessed students’ ability to carry out a dilution in the laboratory, including selection of glassware, carrying out necessary computations, carrying out precise measurements, and recording their work. We also administered a pre-test prior to covering dilution in the lecture, to assess students’ understanding of the topic prior to Chem 32.
Analysis SummarySee the Area C assessment section for analysis of three of the five SLOs we assessed.

For SLO A, typically 80-90% of students understand that density is mass/volume and know to measure both properties on a single sample. Typically 60-70% carry out the needed lab manipulations to an acceptable degree of accuracy, use the appropriate glassware, and report the unit.

For SLO H, in the pre-test, 98% of students understood the dilution concept qualitatively, 68% could apply it numerically using a very simple example, but only 36% could carry out a general computation. Results of later assessments varied depending on the data, the type of assessment, and the instructor, but generally did not show dramatic improvement from the pre-test results.
Next Steps PlannedFor SLO A, we are adding a laboratory exercise on dilution for fall 2013.

For SLO I, we will revise experiment 4 in fall 2013 to emphasize the role of differing concentrations in osmosis, and we will rephrase our assessment to require a written explanation.

For SLO J, we are adding a laboratory experiment on solubility for fall 2013.
Learning OutcomesRefer to previous answers.

Changes

Details1) We added a pre-test and post-coverage assessment of student ability to solve dilution problems.

2) We made a large set of sample problems and their solutions on organic reactions available to all sections.

3) We drafted a completely new course outline, reflecting current SLO requirements. This outline will be submitted to the curriculum committee in fall 2013.
Learning OutcomesA. Measure, calculate, and interconvert physical properties such as mass, volume, density, pressure, and temperature.

Q. Predict the products of typical reactions of functional groups, including additions to alkenes, oxidations of alcohols and aldehydes, reductions of aldehydes and ketones, neutralizations of carboxylic acids and amines, and formation and hydrolysis of esters and amides.

(The new course outline will completely change the SLOs for Chem 32.)

GE Area C Details

Learning OutcomesB. Use the periodic table to predict physical and chemical properties of the elements, including bond formation, ionic charge, and reactivity.

G. Correlate changes in pressure, volume, and temperature using the gas laws, and relate these laws to the behavior of gases on a molecular level.

I. Rationalize on a qualitative level the phenomena of diffusion, osmosis, and dialysis, and predict the direction of net particle flow across a membrane.
Number Students: ProficientFor SLO B, approximately 75%
Number Students: DevelopingFor SLO B, approximately 10%
Number Students: No EvidenceFor SLO B, approximately 15%
CriteriaFor SLO B, students who answered five out of five problems correctly were classified as proficient; students who answered three or four of the problems were classified as developing; students who answered fewer than three problems were classified as no evidence.

For SLO G, students who answered both problems correctly were classified as proficient; students who answered one of the problems correctly were classified as developing; students who answered neither of the problems correctly were classified as no evidence.

For SLO I, students who selected the correct answer were classified as proficient; students who correctly surmised that osmosis would occur but selected the incorrect direction of water flow were classified as developing; students who did neither of these were classified as no evidence.
Extra DetailsApplication of models, while important in science as a whole, does not play a prominent role in Chemistry 32, due primarily to the great breadth of course material that must be covered in the course. As a result, students have limited opportunity to apply models in a predictive fashion. The PVT gas problem exemplifies the difficulties our students have in applying a model in a way they have not seen before.

Tentative Future Plans

TermFall 2013
Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
  • Implementation of planned changes and reassessment
More Details1) Revision of the osmosis experiment to reinforce the concept, and expansion of the assessment of osmosis on the final exam.

2) Assessment of understanding of hydrogen bonding, using a question on the final exam.

3) Introduction of a lab exercise on density measurement, focusing on glassware selection and sample size, and continuation of the existing assessment on the lab practical.

4) Introduction of a lab exercise on solubility, and addition of a question assessing this topic on the final exam.

5) Submission of the new course outline to the curriculum committee in early September 2013, with expected approval during the fall term.

SLO Details Storage Location

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