home > chemistry > chemistry 201 > learning outcomes, Wright Chem 201 Course Objectives Chemistry 100, Introductory Chemistry. They will become familiar with the Periodic Table and learn how to use it to predict properties of specific elements. Develop important process skills which will enhance lifelong learning (POGIL and the Learning Model). 694 0 obj <> endobj Distinguish between electrolytes and non-electrolytes, strong and weak electrolytes. (R) Determine the number and types of atoms represented in a chemical formula. They will gain proficiency in logical deduction skills through written problems and laboratory work. For students who plan to transfer, completion of the CSU General-Breadth or IGETC general education pattern is encouraged. The most commonly used method of gauging achievement of a particular outcome was a survey questionnaire, used in 16 percent of cases, especially for outcomes such as intellectual skills, personal development and technology. %PDF-1.5 %���� Identify the essential parts of a problem and apply known chemical concepts in solving the problem. (R) Define the terms anion, cation, and polyatomic ion. 1. Define colloid. Students in all sections … Laboratory Skills: Students will demonstrate competency in basic laboratory techniques, laboratory safety, chemical synthesis, and measurement of chemical properties and phenomena. (R) Describe the arrangement of the elements in the periodic table. Students will be able to describe living systems, including their nature, organization and evolution; Students will be able to apply methods of scientific inquiry in biology; Students will be able to describe how human activities affect the living world and the physical environment Step 1: Develop student learning outcomes • A statement • Significant and essential learning that students achieve at the end of a program • What students should be able to accomplish at the end of a course, curriculum, or any educational experience • Example: “At the end of the Assessment Basics workshop, participants will be Students in this course will learn to: Explain and model how the existence of atoms leads to the conservation of matter. Use the concepts of orbital overlap, sigma and pi bonds, hybrid orbitals to explain the strength and orientation of covalent bonds. Expected Learning Outcomes Upon successful completion of this course, students will understand safety, transfer and measurement of chemicals, filtration, solution preparation, mass percent determination, titrations, redox reactions, enthalpy of reactions, spectrochemical analysis, and gas stoichiometry applications in an undergraduate laboratory. (R) Explain the concepts of the chemical quantity, the mole, and relate it to counting of atoms and molecules. endstream endobj 695 0 obj <. 5. List at least three examples of each. Describe basic principles of organic chemistry and descriptive inorganic chemistry. Students are introduced to various forms of matter. student learning outcomes, particularly in chemistry.1 The benefits of such tools for improving learning have been attributed to their designs, which make imperceptible scientific phenomena, such as atoms and forces, observable and interactive. List at least four properties each for acids and bases. (R) Use the periodic table to predict formulas of compounds. (R) Apply the terms: metals, nonmetals, alkali metals, alkaline earth metals, metalloids, transition metals, noble gases, halogens, and inner transition metals to the arrangement of elements in the periodic table. Section 001 Laboratory T 13:30 - 16:20 DLS DIL Debra Sackett. Students will employ critical thinking and the scientific method to design, carry out, record and analyze the results of chemical experiments. Predict the polarity of bonds and molecules. (R) Convert from the English system to the metric system (& vise versa) common units of length, mass, volume, and temperature. Draw molecular orbital energy-level diagrams for diatomic molecules. Common strong bases 13:30 - 16:20 Recognize the Hazards basic Terminology and concepts each... And a course-based intervention ( 1 ) through ( 7 ), plus any additional outcomes support. Use dimensional analysis to solve quantitative problems of general, organic, and Learning... 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