Student Learning Assessment
Biological and Chemical
Sciences Major
Fall 2007
A Wells
education enables students to:
The Major in Biological and
Chemical Sciences
Mission of the Major
The major in
biological and chemical sciences provides students the opportunity and the
guidance to build for themselves a foundation in the fundamental areas of
biology, the study of life, and chemistry, the study of matter, with particular
emphasis on the areas integrating biology and chemistry. Students engage in
active learning as they apply the scientific method towards understanding the
natural world. As such, students think critically and creatively in evaluating
data as well as issues related to biology and chemistry in society, including
ethical conflicts surrounding particular scientific theories, technologies, or
applications, and are trained to write and speak effectively about science and
scientific issues. The BCS major helps students to understand diversity in the
practice of science, through highlighting the important contributions of women
and minorities and recognizing cultural bias and societal perspectives.
Students are prepared for a variety of careers as well as advanced study in
graduate school or any of the health professions
Goals
Required of all BCS majors
BCS 301 – Introduction
to Research
BCS 402 – Senior
Research Paper in BCS
BIOL 151L – The
Biology of Cells
BIOL 152L – The
Biology of Organisms
CHEM 107L –
General Chemistry
CHEM 108L –
Chemical Analysis
CHEM 213L –
Organic Chemistry I
CHEM 214L –
Organic Chemistry II
Comprehensive
Examination
We will focus
our program assessment on the courses and comprehensive examination that are
required of all our majors. We also have specific course objectives for each of
our courses (not included here), and these will be discussed when we undergo
assessment of each of our concentrations.
Objectives and Learning
Outcomes
Objective
1: Knowledge. Students will acquire a
working knowledge of basic principles and critical information in the
biological and chemical sciences.
Learning Outcome: Students' working
knowledge of basic principles is assessed through a variety of means, including
exams and laboratory reports
Assessed
By:
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
4 |
Problem sets, exercises |
|
BCS 402 |
|
|
|
BIOL 151L |
1 |
Exams questions |
|
BIOL 152L |
1, 2, 3, 4, 5 |
Exam questions, labs |
|
CHEM 107L |
1, 2, 3, 4 |
Exam questions, labs |
|
CHEM 108L |
1, 2 |
Exam questions, labs |
|
CHEM 213L |
1, 2, 3, 4, 6, 7 |
Exam questions, case studies, labs |
|
CHEM 214L |
1, 2, 3, 4, 6,
7, 8, 9 |
Exam questions, projects, labs |
|
Comps |
1 |
Written Exam |
Objective
2: Critical Thinking. Students will
develop creative and critical thinking as they apply scientific reasoning
toward understanding the natural world.
Learning Outcome: Students participate
in inquiry-based lab activities, engage in case studies, analyze problem sets,
and conduct directed and independent research projects, culminating in a senior
thesis.
Assessed
By:
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
1, 4, 5, 6, 8, 9 |
Worksheet, in class exercises |
|
BCS 402 |
1, 3 |
Thesis |
|
BIOL 151L |
4 |
Labs, student debates |
|
BIOL 152L |
1, 2, 3, 4, 5 |
Exam questions, labs |
|
CHEM 107L |
1, 2 ,3 ,4 |
Exam questions, labs |
|
CHEM 108L |
1, 2 |
Exam questions, labs |
|
CHEM 213L |
2, 3, 4, 6 |
Exam questions, case studies, labs |
|
CHEM 214L |
2, 3, 4 |
Exam questions, projects, labs |
|
Comps |
1 |
Written exam |
Objective
3: Skills. Students will be active
participants in learning the skills necessary for work in the fields of biology
and chemistry.
Learning Outcome: As BCS majors students learn
a) basic laboratory and field techniques, including
appropriate qualitative/quantitative analysis.
b) to work in
collaboration with others
c) to apply the scientific method to investigate the
natural world
d) to use,
evaluate, and appropriately cite the scientific literature
e) to communicate the results of scientific investigation
(oral and/or written)
f) to recognize
that many problems require cross-disciplinary approaches
Assessed By:
a) basic laboratory and field techniques, including
appropriate qualitative/quantitative analysis.
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
5 |
Worksheet, in class exercises |
|
BCS 402 |
1, 3 |
Thesis |
|
BIOL 151L |
4 |
Labs, student debates |
|
BIOL 152L |
1, 4, 5 |
Exam questions, labs |
|
CHEM 107L |
2, 3, 4 |
Exam questions, labs |
|
CHEM 108L |
1, 2 |
Exam questions, labs |
|
CHEM 213L |
3, 5, 6, 7 |
Exam questions, case studies, labs |
|
CHEM 214L |
3, 5, 6, 7, 9 |
Exam questions, projects, labs |
|
Comps |
|
|
b) to work in
collaboration with others
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
2, 5, 9 |
Worksheet, in class exercises |
|
BCS 402 |
1, 3 |
Thesis |
|
BIOL 151L |
5 |
Labs |
|
BIOL 152L |
1, 5 |
Exam questions, labs |
|
CHEM 107L |
1, 2, 3, 4 |
Exam questions, labs |
|
CHEM 108L |
1, 2 |
Exam questions, labs |
|
CHEM 213L |
1, 4, 5, 7 |
Exam questions, case studies, labs |
|
CHEM 214L |
1, 4, 5, 7, 9 |
Exam questions, projects, labs |
|
Comps |
|
|
c) to apply the scientific method to investigate the
natural world
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
1, 4, 5 |
Worksheet, in class exercises |
|
BCS 402 |
1, 3 |
Thesis |
|
BIOL 151L |
4 |
Labs, student debates |
|
BIOL 152L |
1 |
Exam questions, labs |
|
CHEM 107L |
1, 2, 3, 4 |
Exam questions, labs |
|
CHEM 108L |
1, 2 |
Exam questions, labs |
|
CHEM 213L |
1,2, 5, 6, 7 |
Exam questions, case studies, labs |
|
CHEM 214L |
1, 2, 5, 6, 7, 9 |
Exam questions, projects, labs |
|
Comps |
|
|
d) to use,
evaluate, and appropriately cite the scientific literature
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
1, 2, 3, 4, 5 |
Worksheet, in class exercises |
|
BCS 402 |
1, 3 |
Thesis |
|
BIOL 151L |
|
|
|
BIOL 152L |
1 |
Exam questions, labs |
|
CHEM 107L |
4 |
Exam questions, labs |
|
CHEM 108L |
1 |
Exam questions, labs |
|
CHEM 213L |
3, 6 |
Exam questions, case studies, labs |
|
CHEM 214L |
3, 6, 9 |
Exam questions, projects, labs |
|
Comps |
|
|
e) to communicate the results of scientific investigation
(oral and/or written)
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
5, 6 |
Worksheet, in class exercises |
|
BCS 402 |
1, 2, 3 |
Thesis |
|
BIOL 151L |
4 |
Labs, student debates |
|
BIOL 152L |
1 |
Exam questions, labs |
|
CHEM 107L |
4 |
Exam questions, labs |
|
CHEM 108L |
1 |
Exam questions, labs |
|
CHEM 213L |
5 |
Exam questions, case studies, labs |
|
CHEM 214L |
5, 9 |
Exam questions, projects, labs |
|
Comps |
5, 6 |
Oral Presentation |
f) to recognize
that many problems require cross-disciplinary approaches
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
4, 5, 8 |
Worksheet, in class exercises |
|
BCS 402 |
1, 3 |
Thesis |
|
BIOL 151L |
2 |
Lab reports |
|
BIOL 152L |
1, 5 |
Exam questions, labs |
|
CHEM 107L |
1, 2, 3, 4 |
Exam questions, labs |
|
CHEM 108L |
1, 2 |
Exam questions, labs |
|
CHEM 213L |
2, 3 |
Exam questions, case studies, labs |
|
CHEM 214L |
2, 3, 9 |
Exam questions, projects, labs |
|
Comps |
|
|
Objective
4: Interconnectedness
and Diversity. Students will learn to recognize and appreciate the
diversity of the natural world and the interconnectedness of disciplinary
approaches towards studying it.
Learning Outcome: Students are required
to take courses in a variety of disciplines spanning all levels of natural
complexity.
Assessed By:
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
7 |
Worksheet, in class exercises |
|
BCS 402 |
|
|
|
BIOL 151L |
|
|
|
BIOL 152L |
2, 4 |
Exam questions, labs |
|
CHEM 107L |
|
|
|
CHEM 108L |
|
|
|
CHEM 213L |
2 |
Exam questions, case studies, labs |
|
CHEM 214L |
2 |
Exam questions, labs |
|
Comps |
3 |
Written Examination |
Objective
5: Social
relevance. Students will develop an understanding of issues related to
biology and chemistry in society, including ethical conflicts surrounding
particular scientific theories, technologies, or applications.
Learning Outcome: Students consider the
applications of science in society through case studies and real world
scenarios that explore different social, political and ethical viewpoints.
Assessed By:
|
COURSE |
COURSE OBJECTIVE |
Specific Assignments (see attached) |
|
BCS 301 |
|
|
|
BCS 402 |
1 |
Thesis |
|
BIOL 151L |
2 |
Lab reports |
|
BIOL 152L |
1, 2, 3, 4, 5 |
Exam questions, labs |
|
CHEM 107L |
4 |
Exam questions, labs |
|
CHEM 108L |
1 |
Exam questions, labs |
|
CHEM 213L |
2 |
Exam questions, case studies, labs |
|
CHEM 214L |
2 |
Exam questions, labs |
|
Comps |
4 |
Written Examination |
Means of Assessment of
Outcomes
Student
artifacts will be collected throughout the 2007-2008 academic year by the
faculty member teaching the targeted courses. Each faculty member will evaluate
if the students learned what was expected. Percentages of how well the student
answered/completed the activity will be calculated, and students will be
considered proficient if 70% of the students demonstrated a passing grade on
the assessed activity.
How Assessment Data will
be utilized
The Biological and
Chemical Sciences major will meet yearly – at the start of the fall semester –
to discuss the assessment of the previous academic year and to create a plan
for the current year. At this meeting we will discuss if our students met our
assessment goals, and if not, how to improve student learning for the future.
At the conclusion of this meeting we will create our assessment plan for the
current year.
Plan for the 2007-2008 academic year: BCS will collect student work for the
targeted courses, and each instructor will evaluate if our students are
demonstrating learning. In this trial run of assessment, we are hoping to
streamline how we actually do assessment of student learning. Next August we
will meet to discuss our collected artifacts and make a plan for the future –
what worked, and what didn’t?
Specific Course
Objectives and Assessment Measures for Required Courses
The alignments with the overall BCS objectives are
located at the end of each course objective in parentheses. Each course
objective – with the exception of the Comprehensive Examination and BCS 301 and
BCS 402 – has an assessment measure associated with it. For the Comprehensive
Exam and BCS 301 and BCS 402, the assessment measures are located in the
bulleted list below the list of specific course objectives. Artifacts of many
of these are located in Stratton 315.
Comprehensive Examination
Written Exam
1. To assess the overall student learning of
basic principles in the Biological and Chemical Sciences (1)
2. To assess student development of creative
and critical thinking in application of scientific reasoning toward
understanding the natural world. (2)
3. To assess student recognition and
appreciation of the diversity of the natural world and the interconnectedness
towards studying it. (4)
4. To assess student understanding of issues
related to biology and chemistry in society. (5)
·
The
comprehensive examination is a written examination of approximately 3 hours
duration to the taken the second Friday after Spring Break. The exam consists
if some questions covering material from courses taken in common by all BCS
majors. Additional questions will be drawn from courses taken in common only by
students within each of the 3 concentrations within the major. The exams are
evaluated by the faculty in BCS, and each faculty member reviews answers
pertaining to her or his area of expertise.
Oral Presentation
5. To know how to condense a paper into an
oral abstract. (3e)
6. To be competent in choosing helpful
visual aids. (3e)
·
Faculty use a rubric to assess student
senior presentations. Rubric is under construction.
BCS courses
BCS 301: Introduction to Research
1.
To
refine each student’s ability to distinguish and recognize scientific inquiry
as limited to “testable ideas”. (2, 3c, 3d)
2.
To
learn how to effectively utilize the Wells College Library and its staff to
conduct a science literature search on selected topic(s). (3b, 3d)
3.
To
gain practice in reading primary literature rapidly for content and significance
(3d)
4.
To
develop each student’s ability to design “good science questions.
(1,2,3c,3d,3f)
5. To hone each student’s ability to design
an experiment. (2, 3a-f)
6.
To
improve each student’s ability to think creatively as a member of a team. (2,
3e)
7.
To
increase each student’s awareness of multicultural approaches to science, and
to find the common threads among them. (4)
8.
To
educate students about the difference between the ways people think about
science and the way people DO science. (2, 3f)
9.
To
expose students to the options for literature theses vs. research theses, and
to the opportunities presented by the BCS faculty for specific research topics.
(2, 3b)
·
Problem set in textbook, for example Lee.
·
Trips to library and library usage exercise.
·
Reflective essays
·
Assignment on scientific philosophy
BCS 402: Senior Research Paper in
Biological and Chemical Sciences
1.
To
complete an in-depth review of the current literature on a research question
(the “capstone project”) developed with the faculty advisor. (2, 3a-f, 5)
2.
To
assemble, rehearse, and deliver a scholarly oral presentation of findings to a
community of peers. (3e)
3.
To
gain the skills necessary to work
independently and to think critically
and in depth about a topic in the
discipline. (2, 3a-f)
·
Student’s
thesis.
Biology Courses
BIOL 151L:
Principles of Biology I – The Biology of Cells
1. For each
student to master enough of the basic information about the biology of the cell
to build a "big picture" about how cells work. (1)
See, for example, answer keys to Chem
Quiz (Fall, 2005), Exam I (October 30, 2005), Exam II (October 28, 2005), Exam
III (November 21-22, 2005), Final Exam (December 15, 2005 – Part I).
2. For each student to experience the process of
science – to ask a question, to design and conduct experiments, to analyze the
data, to communicate the results both orally and in writing (2, 3a, 3c, 3e)
See, for example, the instructions and
grading keys for two major lab reports:
1) Oral and Written reports
on “Independent Investigations on the Enzyme
Tyrosinase”
and
2) a) Short oral and written
reports on “The Alcohol Dehydrogenase Gene in
Drosophila”
– see instructions on page 4 of the lab (“Lab 8”)
description
b) Written report – “Drosophila Lab Report”
– on the genetic analysis of a
mutant
3. For each student to develop critical
thinking and cooperative learning skills. (3b)
For “critical thinking,” see
for example Genetics Problem Set – problems
and answer key; also, see example of “clicker” thought
question during
class time, and answer sheet
from student responses
For “cooperative learning
skills” see instructions for Oral report on
“Independent Investigations
on the Enzyme Tyrosinase”; see instructions for
Oral report on “The Alcohol
Dehydrogenase Gene in Drosophila” – page 4
4.
For each student to see the applications of the biology of the cell to
the world around us, and to consider the ethical implications of related
technology (3f, 5)
See, for example,
description of Lab #1, Resource Packet, and Hand-In Sheet
– “Embryonic Stem Cells,
Cloning, and the Law” – an ethical
analysis of a
bill passed by the US
Congress, but vetoed by President Bush, on research
on human embryonic stem
cells
See, for example, the
description of the student debates on two case studies –
- whether or not
“Intelligent Design” should be taught in the public schools
as part of science classes,
and whether or not transgenic plants should be
planted on the outskirts of
a small town
5.
For each student to sharpen the skills of learning how to learn, and to
continue the process of life-long learning in biology (1, 2, 3b)
See, for example,
description of Lab #1, Resource Packet, and Hand-In Sheet – “Embryonic Stem
Cells, Cloning, and the Law” – where students
are directed to talk about the issue in this lab, to make diagrams to explain
the techniques involved, to present the techniques to the class, and to write
down their decisions whether to vote yes or no on the bill – all different ways
of working on the information, with the hope that several of these (but not
necessarily the same ones) will be particularly effective for every student)
BIOL
152L - Principles of Biology: The Biology of Organisms
1.
Understand science as a process and how it
applies to the study of biology (1,2,3a-f,5)
·
In the Rapid Radish lab, students
design
and conduct an experiment to answer a simple question about plant growth
2.
Understand the importance of evolution to
explain the diversity of organisms. (1,2,4,5)
·
Labs for the field trips to the Paleontological
Research Institute’s Museum of the Earth, Rosalind Gifford Zoo, and Cornell’s
Botanical Conservatory
·
Natural
Selection Lab
·
Exam questions (for example, 2007 Exam 1
questions 26, 27, 30, 31, 32)
3.
Understand the basics of phylogeny and its
importance in understanding relationships among organisms. (1,2,4,5)
·
Labs on the use of Dichotomous keys, as well
as field trips.
·
Exam questions (for example, 2007 Exam 1 –
question 28; 2007 Exam 3 – question 28, 29)
4.
Understand taxonomic relationships among
organisms (Bacteria, Archaea, “Protists”, Plants, Fungi, and Animals), as well
as the development of anatomical and physiological structures and their
functions. (1,2,3a,4,5)
·
Dissection of the fetal pig
·
Exam questions (for example, 2007 Exam 2 -
question 25; 2007 Exam 3 - question 28, 29; 2007 Exam 4 - questions 26-28; 2007
Final Exam - question 79)
5.
Understand the interconnections among
sub-disciplines within biology, including evolution, anatomy, physiology,
botany, zoology, ecology, and conservation biology. (1,2,3a,3b,3f,5)
·
Field trip to Paleontological Research Institute’s
Museum of the Earth
·
Spring Wildflower lab
·
Exam questions, specifically 2007
Final Exam - question 79
Chemistry Courses
CHEM 107L - General Chemistry
1. Think
about/understand nature at the atomic and molecular level. (1,2,3a,3b,3c,3f)
See, for example, answer key to Exam
#1 (28 September, 2006), questions 3 & 6
See, for example, answer key to
Final Exam (December 11, 2006), questions 3, 4
&7
2. Understand
and use the mathematics of chemistry. (1,2,3a,3b,3c,3f)
See, for example, answer key to Exam
#1 (28 September, 2006), questions 1, 2, 4
& 5
See, for example, answer key to
Final Exam (December 11, 2006), questions 1, 5
& 6
3. Understand
the role of energy (heat and electromagnetic radiation) in determining the
properties of atoms and molecules. (1,2,3a,3b,3c,3f)
See, for example, answer key to
Final Exam (December 11, 2006), questions 1, 2
&7
4. Effectively
perform laboratory experiments and then clearly communicate the goals and
results of these experiments to an outside audience. (1,2,3a-f,5)
See, for example, "Writing for
General Chemistry Laboratories"; handout shows what is expected of
students.
See, for example, "Slake, Smelt
& Slake, Ltd."; example of letter from client, plus lab instructions
See, for example, "GenChemCo
Industries" letters; first letter shows a well-written student letter with
my comments; second letter is example of a less-well-written student letter (no
comments are given on this one as this letter is used during peer-editing
exercise).
CHEM
108L - Chemical Analysis
1. Continue
to work on the goals from Chem 107L (1,2, 3a-f,5)
2. Understand
the dynamic and predictive properties of chemistry. (1,2,3a,3b,3c,3f)
See, for example, Chem 108L Exam #1
(8 March 2007), questions 1, 2, 3, 4 & 5
CHEM 213L - Organic Chemistry I
Chemistry
213L is the first semester of a two-semester lecture and laboratory class. The lecture portion of the class teaches
students the fundamental concepts in organic chemistry. In the laboratory
section students practice important techniques used in the organic chemistry
lab. A pre-requisite for the course is
general chemistry (Chem108L), and students in the class are typically in their
sophomore year. This is a core class in
the BCS major and is taken by students in all three major concentrations.
1. Recognize how the structure of carbon based
molecules can aid in predicting reactivity, including acid/base and
nucleophile/electrophile chemistry.(1,3b,3c)
-
These are assessed on the in-class exams and
quizzes. I have given a specific example
from one of the exams. Questions 5 and 6
test the students’ knowledge of acids/bases as well as nucleophiles.
-
Relevant artifacts:
o Chem213L
final exam - Questions 5 and 6
o Chem213L
in-class exam #3 - Questions 8, 9, and 10
2. Evaluate how organic chemistry plays a role
in our lives and how it is all around us. (1,2,3c,3f,4,5)
-
I typically use case-studies and in-class
exercises that the students work on in groups.
The exercises are not typically collected, but the worksheets the
students are given illustrate how this objective is met.
-
Relevant artifacts:
o Rubbers
and Raincoats in-class exercise*
o A
Case-study: Thalidomide: The pros and cons*
3. Become familiar with the techniques used by
an organic chemist in the lab and learn how to keep a good lab notebook.
(1,2,3a,3d,3f)
-
Keeping a good lab notebook is essential for
scientists and the students’ ability to write in one is assessed by grading
them. Each laboratory exercise teaches
the students a new technique in organic chemistry.
-
Relevant artifacts:
o Chem213L
Lab Notebook sheet and grading rubric
o Week 1
– Introduction to Techniques in the Organic Chemistry Lab (technique: melting
point) and example lab notebook
o Week 2 –
Fractional Distillation (technique: distillation) and example lab notebook*
o Week 3
– Extraction and Crystallization of Benzoic Acid and Triphenylmethane
(techniques: extraction, crystallization) and example lab notebook*
o Week 4
and 5 – Extraction of Caffeine from Tea (techniques: extraction, sublimation,
thin layer chromatography) and example lab notebook*
4. Identify trends in mechanisms and reactivity
to reduce the amount of memorization needed (1,2,3b).
-
There are a number of reactions that must be
learned in organic chemistry. To aid the
students in recognizing trends, they must complete a reaction notebook. This exercise highlights important trends in
reactivity as well as reaction mechanisms.
-
Relevant artifacts:
o List of
topics/information needed in your notebook
o Chem213L
Student Reaction Notebook
5. Work together to solve a problem that has
not been previously encountered and present the information to the class.
(3a,3b,3c,3e)
-
In their final lab project, students are
given a new reaction that they have not previously seen in lab. They are to use the skills developed
previously in lab as well as the knowledge gained in class to work through the
problem. The information must be presented
to the class.
-
Relevant artifacts included:
o Chem213L
Final Lab Project handout
o Chem213L
student grading rubric and presentation
o Chem213L
Acid catalyzed hydration of 1-hexene and student presentation
o Chem213L
Oxymercuration/reduction of 1-hexene and student lab notebook
o Chem213L
Free Radical Polymerization Reactions and student lab notebook
6. Work through a series of organic
transformations in the lab and in class (a multi-step reaction sequence).
(1,2,3a,3c,3d)
-
These are assessed both in the lab and
in-class on the exams, quizzes and in-class exercises.
-
Relevant artifacts:
o Chem213L
– in-class exercises*
o Chem213L
– Synthesis of Aspirin from Oil of Wintergreen*
7. Apply knowledge of reactions learned in
class to laboratory exercises. (1, 3a-c)
-
This is actually done in a number of the
labs, but I will give a specific example.
-
Relevant artifacts:
o Chem213L
– Acid catalyzed hydration of 1-hexene and student lab notebook
CHEM 214L - Organic Chemistry II
Chemistry
214L is the second semester of a two-semester lecture and laboratory
class. The lecture portion of the class
teaches students the fundamental concepts in organic chemistry. In the
laboratory section students practice important techniques used in the organic
chemistry lab and learn how to search the primary scientific literature. A pre-requisite for the course is the first
semester of organic chemistry (Chem213L), and students in the class are
typically in their sophomore year. This
is a core class in the BCS major and is taken by students in all three major
concentrations.
1. Recognize how the structure of carbon based
molecules can aid in predicting reactivity, including acid/base and
nucleophile/electrophile chemistry.(1,3b,3c)
-
These are assessed on the in-class exams and
quizzes. I have given a specific example
from one of the exams.
-
Relevant artifacts:
o Chem214L
Final exam – question 1
2. Evaluate how organic chemistry plays a role
in our lives and how it is all around us. (1,2,3c,3f,4,5)
-
Here I show how handouts are used to relate
information to students as well as how exams and labs are used to test the
ability of the students’ ability to work through problems relevant to their
lives.
-
Relevant artifacts:
o Chem214L
Final exam - Question 6
o Chem214L
– Multi-step synthesis of N-methyl prozac and student lab notebook*
o Chem214L
– Useful chemistry… making soap and student lab notebook*
3. Become familiar with the techniques used by
an organic chemist in the lab and learn how to keep a good lab notebook.
(1,2,3a,3d,3f)
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In order to illustrate some of the important
spectrophotometric techniques used in organic chemistry, I have the supplement
my lecture with in-class exercises that are completed as the lecture
progresses.
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Relevant artifacts:
o Chem214L
– 1H-NMR worksheets*
4. Identify trends in mechanisms and reactivity
to reduce the amount of memorization needed (1,2,3b).
-
There are a number of reactions that must be
learned in organic chemistry. To aid the
students in recognizing trends, they must complete a reaction notebook. This exercise highlights important trends in
reactivity as well as reaction mechanisms.
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Relevant artifacts:
o Chem214L
Student Reaction Notebook
5. Work together to solve a problem that has
not been previously encountered and present the information to the class.
(3a,3b,3c,3e)
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In their final lab project, students are
given a new reaction that they have not previously seen in lab. They are to use the skills developed
previously in lab as well as the knowledge gained in class to work through the
problem. The information must be
presented to the class. They must also
identify a viable alternative synthesis to the one they will be carrying out
using the primary scientific literature.
-
Relevant artifacts included:
o Chem214L
Final Project - Presentation handout and grading rubric
o Chem214L
Student rubric and presentation (3-Step Preparation of Polystyrene from
Ethylbenzene)
6. Work through a series of organic
transformations in the lab and in class (a multi-step reaction sequence).
(1,2,3a,3c,3d)
-
These are assessed both in the lab and
in-class on the exams, quizzes and in-class exercises.
-
Relevant artifacts:
o Chem214L
Final exam - Question 4
o 2-Step
Semi-microscale Preparation of a Cinnamate Ester Analog instruction sheet and
student lab notebook
7. Apply knowledge of reactions learned in
class to laboratory exercises. (1, 3a-c)
-
This is actually done in a number of the
labs, but I will give a specific example of how the NMR lectures and worksheets
are integrated into the labs.
-
Relevant artifacts:
o Addition
of I2 to 4-pentenoic acid – with a twist! and student lab notebook*
8. Identify synthetic routes to complex
molecules using reactions encountered in class. (1,2)
-
Assessing the students’ ability to do this
is done using exams, quizzes and in-class exercises. A few examples are given below:
o Exam
Question 10
o Chapter
15 in-class exercise – Diels-Alder Reactions
o Chapter
10 in-class exercise – Retrosynthesis
o Electrophilic
Aromatic Substitution in-class exercise
9. Choose a problem to study in the lab and
design methods using the primary scientific literature to solve the problem
utilizing the scientific method. (1,2,3a-f)
-
The students are first given a worksheet
describing how to examine the scientific literature. Their ability to search and use the primary
literature is done through the writing of a proposal, where they must use and
properly cite references.
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Relevant artifacts:
o Chem214L
library worksheet
o Chem214L
final project overview
o Chem214L
final project synthetic proposal
o Chem214L
– example of a final project (grading rubric and proposal) – Preparation of
Polystyrene from Ethylbenzene