Annotated SAMPLE
Objective 5
General Education Course Approval Form
College and Department:
College of Science and Engineering, Chemistry
Course Name and Number:
General Chemistry I (CHEM 1111/1111L)
General Education Objective:
Physical/Natural Science
Catalog Description: “Introductory course for students in scientific and technical fields;
structure and reactivity of elements and compounds, stoichiometry, states of matter, solutions,
and chemical periodicity. May be repeated upon completion of CHEM 1111L. Partially satisfies
Objective 5 of the General Education Requirements. PREREQ: MATH 1143 or MATH 1147 or
equivalent. F, S”
Commented [GERC1]: Note that labs and lectures, if they
are corequisites, are considered together and should be
described in one proposal even if they receive separate
grades. Combination of closely related courses in the same
sequence is also encouraged if the content is sufficiently
similar.
Signatures
Department Chair: _________________________________
Date: _____________
Dean: ____________________________________________
Date: _____________
(Please refer to the Objective Rubrics in answering the questions below.)
Provide a brief description of the course including information about texts/resources used
and assignments/exams given. Demonstrate rigor appropriate to a General Education course.
CHEM 1111/1111L is the first semester of the general chemistry sequence taken primarily by
physical and natural science majors, engineers, and pre-med/dent/pharm students. It is taught
by tenure track faculty and lecturers, and with its corequisite lab totals 5 credits. The lab is
taught primarily by graduate and senior undergraduate students who are trained during a twoday pre-semester session, supervised in weekly TA meetings, and overseen by a lab
coordinator. The course is highly standardized across the country, and assessed at the end of
the semester using a final exam written by the ACS, the national accreditation body for
chemistry education. Raymond Chang’s “Chemistry – The Essential Concepts” is the most
widely used among a number of similarly established texts adopted across multiple sections.
The content of the first semester is focused on the basics of atomic and molecular structure,
chemical reactions, and calculations involving various quantities related to simple chemical
change.
Commented [GERC2]: A few more helpful points to
include in this section: What role does the course play in the
department – who takes the course? Who teaches it? Is it
online or traditional? What is the general content, and
structure of instruction and assessment?
Annotated SAMPLE
Objective 5
How does the proposed course satisfy each of the defined student learning outcomes for this
particular objective? Provide specific examples.
1. Apply foundational knowledge and models of a natural or physical science to analyze
and/or predict phenomena.
CHEM 1111 teaches the Bohr model of the atom and Valence Bonding Theory's description of
the structure of molecules. Exams ask students to describe these principles, and apply them to
predict energy levels of atomic orbitals, electron configurations, and structural characteristics
of molecules such as geometries and relative bond lengths. Students also learn stoichiometry,
gas laws, and simple thermodynamics, and on exams use these concepts to predict changes
associated with chemical reactions, including the mass yields, temperature changes, and effects
on pressure and volume.
2. Understand the scientific method and apply scientific reasoning to critically evaluate
assertions.
In addition to reviewing the scientific method in the abstract, students are introduced to
several aspects of atomic and molecular structure through the key experimental findings that
led to modern theories, particularly those that required significant reconsideration of previous
hypotheses (including the Rutherford scattering experiment and the photoelectric effect).
Students use data to assess the truth of simple assertions, for instance using elemental
composition information about a salt to validate the supposed charge of a constituent ion. As is
discussed below, the co-requisite lab involves much more extensive engagement with the
scientific method, including discussion and regular practice of all steps.
3. Interpret and communicate scientific information via written, spoken, and/or visual
representations.
Students learn how to read, write, and use chemical equations to describe chemical change,
and how to interpret and construct Lewis Dot diagrams to illustrate chemical structures. Both
writing and reading these forms are core aspects of chemical communication, and are integral
to exams. Exams also ask students to use correct chemical nomenclature, and compose short
interpretations of results or justifications of observations. In the co-requisite lab, students
describe procedures, results, and interpretations by keeping a laboratory notebook. Their
entries, typically about two pages in length, include paragraph-length narrative descriptions of
how experimental results relate to specific scientific questions. The lab also requires students
to construct and interpret graphs, and deliver both a written report and an oral presentation
describing a proposed experiment.
4. Describe the relevance of specific scientific principles to the human experience.
Many examples in the classroom and lab are drawn from important policy issues (energy,
environment), areas of potential career interests (medicine), or everyday experiences (hard
Commented [GERC3]: In this section we are looking for a
point by point description of the curriculum content and
class activities that develop and demonstrate each targeted
learning outcome. Detailed specific examples are generally
more helpful than longer lists, and it is important to include
classroom assessment activities in addition to an outline of
the material covered in lectures and readings. For this
objective GEM courses must currently satisfy 4 of the 5
listed competency guidelines, although we recommend
hitting all 5.
Commented [GERC4]: Learning outcomes 1-5 are taken
from section III.N of the SBOE General Education Policy.
Annotated SAMPLE
Objective 5
water, the operation of household cleaners). Lab report discussions and exam questions also
involve these applications of chemical concepts.
5. Form and test a hypothesis in the laboratory or field using discipline-specific tools and
techniques for data collection and/or analysis.
Most experiments in the co-requisite laboratory are inquiry oriented, asking students to
respond to a specific question by posing a hypothesis, devising a procedure to test it, and
evaluating their results. In one example, students observe the solubility of various ion
combinations by performing a series of simple reactions and observing the formation of solids.
They are asked to find patterns in their results and pose hypothetical solubility rules to
generalize their findings, and then to choose additional reactions that would specifically test
their hypotheses. Upon collecting these additional data they compare their findings with those
of the class at large, and try to jointly arrive at concise, refined theories of solubility. Other
experiments involve differing equipment, techniques, and conceptual subject matter, but
follow this same general structure.
How will you assess the course’s ability to meet the objective’s student learning outcome?
Within the course, students are assessed by regular homework, quizzes and exams including
calculations, drawings, and short narrative answers, and lab reports with multiple pages of
original writing. The final exam is standardized, allowing for comparison of core scientific
knowledge to that of peers around the country. Assessment performed by student TAs is
overseen by the laboratory instructor, who regularly reviews lab grading both in general and in
specific instances.
Commented [GERC5]: This section actually has two
aspects: how are students evaluated within the course
(much of which can be covered under the specific
competency objectives), and how is the success of the
course in achieving target competencies assessed
externally. GERC is in the process of refining its approach to
macroscopic assessment, which is not currently emphasized
(as of Fall 2014).
The course as a whole has not previously been assessed at a higher level for its effectiveness in
achieving desired general education outcomes. In the future, this will be accomplished through
periodic review by a departmental committee including, but not limited to, instructors of the
course. The committee will examine selected syllabi, exams, student work, and student
feedback to determine whether the 5 competencies listed above are indeed being developed at
an acceptable level by graduates of the course.
Appendices:
•
•
Sample exam
Sample lab assignment, including assignment page for students, and teaching notes
supplied to lab instructors.
Commented [GERC6]: These materials are not formally
required by GERC, but can dramatically reduce the
explanatory work required above. Two pages of text and an
attachment or two is often more than adequate.
Annotated SAMPLE
Objective 5
Chemistry 1111
Exam 5
Name _______________________
1. [20 pts] Circle the letter of the one best answer for each of the following questions.
A. Which variety of bonding is not present in the compound Na2SO4?
a) Ionic
b) Polar covalent
c) Purely covalent
d) All three are present
B. Which of the following atoms is most electronegative?
a) P
b) S
c) Se
d) As
C. Which of the following statements is true?
a) Between two given atoms, stronger bonds will also be longer bonds.
b) Between two given atoms, double bonds are longer than single bonds.
c) Be will not form structures with less than 8 valence electrons.
d) C will not form structures with more than 8 valence electrons.
D. Which sequence below correctly ranks CaF2, and CaO, NaF, and KF in order of increasing
lattice energy?
a)
NaF
<
KF
<
CaO
<
CaF2
c)
CaF2
<
CaO
<
KF
<
NaF
b)
KF
<
NaF
<
CaF2
<
CaO
d)
CaO
<
CaF2
<
NaF
<
KF
E. Which of the following statements regarding π and σ bonds is true?
a) sp2 hybridization at a given atom leaves two unhybridized p orbitals.
b) A π bond is usually formed between two unhybridized p orbitals.
c) A double bond is a combination of two π bonds.
d) In σ bonds, electrons are located above and below the two nuclei.
Annotated SAMPLE
Objective 5
2. [8 pts] Complete the following Lewis dot structures by assigning formal charges. Note that
the overall charges for each species are provided, and that you need not indicate formal
charges of zero.
Cl
C
Cl
Cl
(monocationic)
(monoanionic)
(neutral)
3. [14 pts] Draw complete Lewis dot structures for the following molecules.
Sulfur Dioxide
Nitrogen Oxide Cation
4. [14 pts] Use Valence Bonding and VSEPR theory to answer the following questions about
the Lewis dot structure below.
a) What is the hybridization at C?
________
b) How many unhybridized p orbitals are there on C?
________
c) Name an atom that is sp3 hybridized.
________
d) What is geometry of the atoms around C?
________
e) What is geometry of the atoms around N?
________
f)
What is the (approximate) bond angle at O?
________
g) What is the (approximate) bond angle at B?
________
Annotated SAMPLE
Objective 5
5. [16 points] (a) Draw two resonance structures for diazomethane, CH2N2. Show formal
charges. The skeletal structure of the molecule is provided below.
H
H
C
N
N
C
H
N
N
H
b) Which of these two is the better resonance structure, and why? Briefly explain.
c) Draw a resonance hybrid structure for diazomethane.
6. [10 pts] The lattice energy of LiF can be calculated based on the Hess’s law relationship
illustrated on the left below. Identify the energies associated with each remaining step, using
the most specific terms possible and showing any changes in sign or coefficient required to
match the reaction as written.
Li(s)
→
Li(g)
Li(g)
→
Li(g)+
½ F2(g)
F(g)
→
+
e–
+
e–
F(g)
→
F–(g)
+ Li+(g) + F– (g)
→ LiF(s)
__________________________
Li(s) + ½ F2(g)
→
LiF(s)
∆Hrxn =
∆H of sublimation for Li
___
∆Hrxn =
____________________________
∆Hrxn =
____________________________
∆Hrxn =
____________________________
∆Hrxn =
____________________________
∆Hrxn =
____________________________
Which of the values above could be most readily measured experimentally? Briefly describe
how this would be done.
Annotated SAMPLE
Objective 5
7. [10 pts] a) Draw 3-dimensional representations of the following molecules, and b) illustrate
the bond dipoles and molecular dipoles of each.
H
a)
F
C
F
b)
Cl
H
Al
Cl
Cl
8. [10 pts] a) From the following data, calculate the enthalpy change for the combustion of
natural gas (methane):
CH4(g) + 2 O2(g)
Given: C(s)
2 H2(g)
C(s)
+ O2(g)
+ O2(g)
+ 2 H2(g)
→ CO2(g) + 2 H2O(l)
→ CO2(g)
→ 2 H2O(l)
→ CH4(g)
∆Hrxn = −393.5 kJ/mol
∆Hrxn = −285.8 kJ/mol
∆Hrxn = −73.4 kJ/mol
b) What volume of CO2 will be produced by generating 1,000 kJ of energy by combustion of
natural gas?
Annotated SAMPLE
Objective 5
9. [5 pts, Extra Credit] The allene molecule (C3H4) and allyl cation (C3H5+) both feature two
terminal carbon atoms bearing two hydrogen atoms. In allene, the two CH2 groups are in
perpendicular planes, while in the allyl cation they are in the same plane. Illustrate why by
drawing in the unhybridized p orbitals on the skeletal structures below, showing how they
interact to form bonds, and providing a sentence or two of explanation.
+
H
H
H
H
C
C
C
C
C
C
H
H
H
H
H
Annotated SAMPLE
Objective 5
Predicting Precipitation Reactions – Student Handout
Adapted from www.pogil.org
Overview
When solutions of ionic compounds mix, precipitates form when cations and anions can swap partners
to form insoluble salts. The goal of this experiment is to develop a set of general statements about the
aqueous solubilities of inorganic salts by experimenting with different combinations of a select few
anions and cations – in these mixtures new salts are always possible, but only the insoluble ones
precipitate from solution. By identifying the possible products of each reaction, and assessing the
effects of different ions on solubility, we may devise general rules that allow us to predict the behavior
of untested inorganic salts.
Questions of the Day
What specific and/or general statements can be made concerning the solubility/insolubility of the
inorganic salts derived from the following ions?
Anions Sources
Cation Sources
NaCl
NaI
Na2SO4
Na2CO3
NaOH
NH4NO3
AgNO3
Ba(NO3)2
Ca(NO3)2
Mg(NO3)2
KNO3
Al(NO3)3
Ni(NO3)2
Zn(NO3)2
What can you predict about the solubilities of other compounds based on the trends observed above?
Your Assignment
The solutions are in small dropper bottles. Make observations of all the possible cation/anion
combinations, remembering that clarity of language reduces confusion in communicating your
observations. Note specifically that “clear” and “colorless” have two distinct meanings. After you have
devised solubility rules, you will predict and then test the behavior of additional ions supplied by your
instructor.
Waste Disposal
Pour all of your waste into a large beaker. After you have completed the lab, empty your waste beaker
into the “Inorganic Waste” bottle in the hood. All glassware that you used must be cleaned and
returned to the shelves.
Annotated SAMPLE
Objective 5
INSTRUCTOR NOTES for Predicting Precipitation Reactions
Adapted from www.pogil.org
Overview and Purpose
In this lab, students are asked to devise solubility rules based on the precipitation reactions of some
representative anions and cations. The primary goals of this experiment are:
1) Making good qualitative observations
2) Forming and testing hypotheses based on observations – using the scientific method
3) Understanding precipitation reactions
Once all students understand the idea of precipitation reactions, they will devise a procedure by which
to mix a series of anion and cation sources in all possible combinations and record observations as
they go. They will then formulate rules to describe the solubility trends they have observed. At this
point, it is useful to discuss these rules as a class if possible. As the instructor, you will then assign each
group 2-4 additional ions, which they will use to test their rules. Only after they have shown you their
predictions should you give them the actual solutions with which to test those predictions.
Introductory Material
Students must have a basic understanding of what a precipitation reaction is, and how the likelihood
of a given compound’s precipitation is described by its solubility. In Chem 111, solubility is taught as a
binary property (salts are either soluble or insoluble). Writing a precipitation reaction or two on the
board is essential, and students should be asked to figure out that some of their reagents offer cations
and others anions to possible precipitates (the counterions invariably forming soluble substances).
One useful introductory activity for students is as follows:
Given that:
NaCl is soluble in water
NaNO3 is soluble in water
AgNO3 is soluble in water
AgCl is insoluble in water
Consider a 0.10 M solution of NaCl and a 0.10 M solution of AgNO3. Describe, as precisely as you can,
the composition of these solutions. Then describe, with as much detail as you can, what will happen
when 2 drops of the NaCl solution are mixed with 2 drops of the AgNO3 solution.
Procedures
1. Students may suggest conducting the reactions in test tubes. Well plates should be used instead.
Two drops of each solution suffices.
2. IF students do not suggest it, indicate that a table format organized the same as the well plate
might be used for recording observations. Check students’ observations as they begin to make
them, and hold them to a high standard in grading notebooks.
Annotated SAMPLE
Objective 5
3. Encourage students to write down reactions for each well until they clearly understand what’s
going on. They must also identify the possible precipitate in all the remaining wells.
4. After students have collected the first round of data, go over the results with them and guide
them to some generalizations. It is ideal to do this as an entire class if everyone finishes that
phase of the experiment at roughly the same time.
5. Give students the reagents for part II only after they have made predictions of what insoluble
salts should form with each new ion. Ideally they should choose to try reactions that specifically
test their hypothetical solubility rules.
6. If time permits, you may use the solubility properties students have observed to test tap water
for various ions. Students may also bring in tap water samples from home or elsewhere. This is
a great opportunity to relate this material to students’ everyday experiences with hard water in
Pocatello. (Hard water has a high concentration of Mg and Ca ions, which form insoluble
hydroxide salts.)
Questions & Prompts
1. What does soluble mean?
2. What does insoluble mean?
3. What does it mean to say that 0.1 M NaCl is a solution?
4. Can you use the same chemical as a source for the anion and cation?
5. What are the anions and cations in respective provided sources?
6. Provide two general statements (or hypotheses) about the solubility (or insolubility) of certain
types of inorganic salts based on your observations.
7. How do you know if the mixture of solutions produced a new compound that is insoluble in
water?
8. Can you distinguish a partially soluble product from an insoluble product?
9. What is the difference between a cloudy solution and one in which a precipitate formed?
10. What can you conclude if there is no apparent reaction?
11. Are there any trends within a family or across a period of elements?
12. What might be factors that affect whether or not two particular ions form an insoluble salt?
13. When a nitrate ion is combined with positive ions in water, are the results generally soluble or
insoluble? (and so on for other anions).
14. When a sodium ion is combined with negative ions in water, are the results generally soluble or
insoluble? (and so on for other cations).
15. How can you determine if two solutions will produce a precipitate when mixed?
16. What have we learned today?
17. How is what we learned today relevant and/or applicable?
18. Based on what you have learned today, how would you answer the question … ?
19. Using what you learned today, work problem …
Common Misconceptions & Errors
1. Failure to understand the nature of the reactions taking place, and the identities of the possible
precipitates.
Annotated SAMPLE
Objective 5
2. Failure to understand that the solubilities tested are those of the possible precipitates in each
reaction.
3. Using tap water.
4. Not using a clean well in the well plate (or well tray).
5. Cross-contamination from using a dirty stir bar.
6. Placing well plates on white paper makes it difficult to detect white precipitates.