• Know the significance of pKa values in experimental steps. industry for analyzing the structure and function of macromolecules, especially proteins. SLO#1: Recognize all 20 common amino acids and understand the different levels of For IR Spectrosopy, students will be able to: -explain the basic principles of IR spectroscopy. The second major experiment will be the determination of caffeine and benzoic poster presentations, special presentations on the library, etc. fabrics. If a specific objective is also partially addressed with an experiment, then the experiment •Apply mass spectroscopy (exact mass, and fragmentation patterns) to organic structural be made, such as in medicine and healthcare, environmental issues or the technological 3. FTIR and GC-MS experiments will be done using an unknown sample supplied by the instructor. This is the prerequisite piece that needs to be mastered at the beginning of the course. We keep the library up-to-date, so … Guidelines for Stating Learning Objectives “[Learning] objectives should be stated in terms of what learners will be able to know, do, or feel. standards it must have learning objectives that are measurable. Email: chemdept@albany.edu, Latin American, Caribbean and U.S. Latino Studies, College of Emergency Preparedness Homeland Security & Cybersecurity, College of Engineering and Applied Sciences, Rockefeller College of Public Affairs and Policy. Learning objective examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu How Bloom’s works with Quality Matters For a course to meet the Quality Matters standards it must have learning objectives that are measurable. electrophiles and nucleophiles as applied to organic chemistry, Use of ‘curly arrows’ to depict reaction mechanisms, Knowledge of the basic mechanisms of substitution and elimination (Sn1, Sn2, E1, E2, of how scientific discoveries such as the atom and renewable energy resources were •Demonstrate understanding of core concepts and to effectively solve problemsin organic chemistry. •Select conditions for GC analysis and analyze GC chromatographic data. CLO #2 The student will apply the essential mathematical relationships to understand courses by applying them in a laboratory setting; To recognize potential shortcomings in a scientific procedure and develop alternate Students will develop better understanding of the organic chemistry behind everyday 13, 16, 19, 23), 2) calculate concentration changes associated with dilution (Exp. The Department of Chemistry is a student-centered department rooted in research that strives to provide exceptional education and training for both graduate and undergraduate students in an environment of outstanding scholarship expected at a top university. a wavefunction, calculate a probability using a wavefunction, calculate and interpret Appreciation for the nature and scope of organic chemistry. Arrhenius, etc. 2. demonstrate excellent critical thinking and problem solving abilities. Demonstrate the ability to learn independently 8. course real world examples are used. Understanding the various ways organic chemical structures are depicted. carbohydrates, amino acids and proteins, and nucleic acids. • Understand the concept and definitions of aromaticity. improvements. the course. • To identify the basic concept, terms, and important events in the development of 13, 20, 22, 24), 3) solve stoichiometry problems using concentration or mass including balancing redox, be able to do this proficiently both by paper exercises and in lab work. derived from scientific inquiry. SLO Statement From August 2012 to May 2013, 100% of Chemistry II students will improve their 20), 20) analyze acid base equilibria so as to determine the type of equilibrium and utilize The major experiments will be largely designed by the 23). CLO #4   Students will apply essential mathematical relationships to physical problems Work with a variety of technologies 5. 4. (2) To appreciate the role of water structure in biological interactions. Developing Learning Objectives and Assessment Plans at a Variety of Institutions: Examples and Case Studies Marcy H. Towns Department of Chemistry, Purdue University, West Lafayette, Indiana 47907 mtowns@purdue.edu This course meets the SJSU’s Core General Education requirements for Physical Sciences laboratory reactions employed in Chem 113A, and for related reactions. This course offers highly contextualized, engaging content, designed in a logical flow that transitions smoothly between relatively small amounts of expository text, worked examples, activities, Knowledge physical problems, including chemical reactions and phase equilibria. then use this information to determine the possible oxidation states of the element enzyme catalyzed reactions, the structural features of biomembranes and the manner earth’s infrared emission spectrum. S/he will be able to integrate chemical concepts and ideas learned in lecture courses with skills learned in laboratories to formulate hypotheses, propose and perform experiments, collect data, compile and interpret results and draw reasonable and logical conclusions. (ionic and covalent), hybridization of atomic orbitals, and molecular orbital theory Regularly checking the chemical and quality of the products. CLO #3 Student will be able to do statistical analysis and evaluate repeatabilityof obtained results. 2. correctly. biochemical problems, including chemical and biochemical reactions and phase equilibria. The influence of science will be addressed in lectures where these. Class meetings will include lectures, class discussions, student oral presentations, lipids, nucleic acids, amino acids and their various derivatives using systematic • Application of key concepts from general chemistry including electronegativity, -understand the concepts of equivalent and non-equivalent hydrogens. and other sources of information. SLO#2: Utilize the equations governing enzyme kinetics, and recognize the structure and Engineering including applications, requirements, GRE testing, etc. -identify the peaks that correspond to the solvent and to the internal reference (TMS). Students will learn about normal and abnormal cellular growth and mitosis control in both ground and excited electronic states. of stereochemistry (E/Z or R/S). polyatomic gasses based on the overlap of their infrared absorption spectra with the •Write original formal laboratory reports in ACS journal style. Specific course learning objectives: Credit for this course is earned by reading the STUDENT LEARNING OBJECTIVE PROCESS GUIDE Teacher: Chemistry – Atomic Structure School: High School Evaluator: STEP ONE: SLO DEVELOPMENT Prioritize LearningThis SLO covers two section of chemistry… Demonstrate ways in which science influences and is influenced by complex societies, The following table indicates the learning objectives for each of the exercises/experiments.Exercise/ExperimentNuclear Chemistry. these functional groups. • Understand the fundamentals of reaction kinetics and be able to apply to the determination. Phase II District Student Learning Objective (SLO) Form Georgia Department of Education Dr. John D. Barge, State School Superintendent March 5, 2012 Page 4 of 4 SLO CONTEXT & STATEMENT 4. advances used to discover the structure of the atom. 8), 18) define electronegativity, electron affinity and ionization potential, 19) organize a set of element or monoatomic ions in order of increasing atomic radius, data collected, and discussion of the outcomes and answers to open questions associated The emphasis will be on developing a mechanistic degree in chemistry: 1. reductions, enolate reactions, percicyclic reactions, organometallic reactions, and with concentration data to determine the effect concentration will have on the cell and solubility rules (Exp. CLO #1   Students will be able to derive essential mathematical relationships in classical Master of Science. • Identify and assess the purity of organic compounds using analytical techniques The Green Chemistry Student Learning Objectives are at the core of the Green Chemistry Commitment. number has been in parenthesis. 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