CH-151 General Chemistry 1 Laboratory Basic Skills Assessment Report (6 out of 12 CH-151 Laboratory sections totaling 77 students participated) Sections: M3B, P4, C5, P1A, J2 and J2A Submitted by Marlon Moreno Full Time Lecturer, Chemistry Fall 2014 Overview of Course Assessment: This course is the first part of the two semester general chemistry sequence and is intended to provide students with a fundamental knowledge of the modern theory in general and inorganic chemistry. It covers many important topics, with emphasis on developing problem-solving skills as well as on concepts and theories. The course also covers topics that are essential to many disciplines in science and technology. These include: matter and energy; stoichiometry; gas laws; phase equilibrium; periodicity of elements; atomic and molecular structure; chemical bonding; molecular orbital theory; kinetic theory; states of matter and intermolecular forces; atomic spectra; properties of solutions; electrolytes; colligative properties; acid-base neutralization. The laboratory work emphasizes physical-chemical measurements, quantitative and qualitative analysis, and compound synthesis all with the goal of encouraging analytical thinking and good laboratory technique. The laboratory is designed to support and illustrate chemical concepts studied in the lecture portion of the course, as well as to introduce important basic laboratory techniques emphasizing the safe handling of chemicals and the proper use of laboratory equipment. Assessment Description: There are essential laboratory, practical, and generic skills that a 1st year general chemistry student should show competency in. The American Chemical Society's Committee on Professional Training states, " These skills, which can also be termed process skills, soft skills, or employability skills, share the characteristics that they are generic and transferable, are marketable and lifelong, and have wide applications that go beyond course content alone." The specific skills this assessment focused on are: 1) Competency in basic laboratory techniques. 2) Competency in numeracy. 3) Competency in interpreting data and communicating results. 4) Competency in identifying sources of Scientific information, and 5) Competency in apparatus assembly and handling. The assessment was administered during laboratory checkout week (A.K.A. Finals week). The students were told two weeks prior the assessment date that they will be participating for extra credit laboratory points. Some students had time conflicts with Final exams and could not participate. Out of the twelve CH-151 laboratory sections that ran in the Fall of 2014 half (6) participated in this assessment giving a total of 77 students that participated. The honors CH151 lab section F5 was not one of the 6 sections that participated.

Student learning outcomes and the General Education Outcomes: General Education Outcomes: 1) Communicate effectively through reading, writing, listening, and speaking. 2) Use analytical reasoning to identify issues or problems and evaluate evidence in order to make informed decisions. 3) Reason quantitatively and mathematically as required in their fields of interest and in everyday life. 9) Employ concepts and methods of the natural and physical sciences to make informed judgments. Table A. list of student learning outcomes and the corresponding General Education Outcomes General Education CH-151 Laboratory Student Learning Outcomes Outcomes Students will show competency in basic laboratory techniques. 1,2,3,9

2,3,9

1,2

1,9

- By correctly identifying and using a standard piece of laboratory equipment in the completion of a routine task. - By handling any chemicals used in conjunction with that equipment with an appropriate level of care. -By recording the data accurately with appropriate significant figures and units. -By disposing of chemicals in the proper waste receptacles. Students will show competency in numeracy. -By performing a quantitative analysis. -By applying fundamental chemical principles. - By carrying out simple multistage chemical calculations quickly and accurately, -By providing an answer so that the reasoning at each stage of the calculation is clear and easy to follow. -By providing appropriate significant figures and units. Students will show competency in interpreting data and communicating results. -By performing a qualitative analysis. -By examining and interpreting data results from an experiment. -By applying chemical concepts to analyze data. -By contextualizing and explaining the results in a written objective and conclusion. Students will show competency in identifying sources of Scientific information.

-By providing at least 4 sources, the more specific the better, where scientific information can be found. 2,9

Students will show competency in apparatus assembly and handling. - By problem solving. - By being able to plan and design experiments. - By selecting equipment appropriate to the task at hand from a selection of standard laboratory equipment and glassware, and -By manipulating the equipment and glassware to assemble a safe and secure apparatus conducive to solving the problem at hand.

Description of assignments completed by students: On the last scheduled day of laboratory (Lab checkout day) 77 students took part in a timed laboratory practical. The lab practical consisted of five stations at which students individually complete a tasks meant to evaluate their competency at basic lab skills learned throughout the course: 1) basic laboratory techniques 2) numeracy 3) interpreting data and communicating results 4) identifying sources of Scientific information and 5) apparatus assembly and handling (see Table B). Students were given 10 min per station to accomplish the tasks before they were asked to rotate to the next station. Approximately, a 1 minute break was given between stations making it about 55 minutes to complete all 5 stations. Two sets of 5 stations were set up allowing 10 students to be assessed at one time (see Fig. 1). The remaining students got their chance to complete the 5 stations after the first 10 students completed the assessment. Station 1, basic lab techniques, and station 5, apparatus assembly and handling, required the presence of a faculty member who monitored what the students actually did by completing a performance assessment scoring sheet (PASS) which is essentially a check list of maneuvers or accomplishments which have been assigned a point value by the primary investigator. (see index at the end). Station 5 was also blocked off from the other stations by a large cardboard box so that the other students could not see what was being assembled by their classmates. With the possible exception of station 4 all other equipment, tools, tasks, and chemical reactions eluded to in stations 1,2,3 & 5 were all used or performed at some time during the semesters regular laboratory sessions.

Table B. Laboratory practical stations and tasks. Station 1 Station 2 Station 3

Station 4

Station 5

Basic laboratory techniques.

Numeracy

Interpreting data and communicating results.

Identifying sources of Scientific information.

Apparatus assembly and handling.

The student is to perform the following tasks and when finished dispose of any chemicals used properly. 1) Weigh out approximately 1.2000 g of the unknown solid and record the mass below. 2) Measure out approximately 15.00 ml of the unknown liquid and record the volume below.

From a balanced chemical reaction, molar masses and the data given the student must complete the data sheet, showing all calculations and determine the %yield of the product.

The student is given colored pictures of a qualitative experiment before and after. 1) The student must analyze the given data and determine the unknown ion. 2) Write an appropriate "Objective" and "Conclusion" for this laboratory experiment.

The student is given a short passage about Carbon Nanotubes and is asked to List 4 sources were he/she may be able to get more information on Carbon Nanotubes.

The student is asked to treat water as an unknown flammable liquid. A sample of this unknown liquid must be heated slowly to 80°C. The student must set up an apparatus to accomplish this task.

Evidence of Student Achievement: All stations were scored using a PASS. The points assigned to the PASS check list items reflect the importance of the maneuvers and/or accomplishments needed to be done to successfully complete the particular task. Each of the maneuvers and accomplishments listed on the PASS's correlate directly or indirectly with the student learning outcomes. Stations 1 & 5 were scored by the faculty proctors as the student actually performs the tasks. Stations 1,2,3 & 4 had a written portion that the students had to hand in once they were done with the task or if the 10minute time limit was up. The written portions were later scored by the primary investigator using the PASS for that particular station (see Fig.2). The students were awarded points if they accomplished or performed the specific maneuvers. The points were tallied and the students were given an overall score for each station. The students score was used to give a final assessment of performance rating of unsatisfactory, satisfactory and excellent. Fig. 2 (See Appendix B for larger versions)

Analysis (Summary) of Assessment results:

pts 2 2 2 1 1 1 1 1 1 1 1 1 2 1 2 2 1 2

Station 1 - Basic laboratory techniques CH-151 Gen Chem 1 lab Sections assessed Specific Tasks: M3B P4 C5 P1A J2 J2A tot % four-figure analytical balance selected 9 15 5 13 8 8 58 75 correct size weighing paper selected 8 14 7 13 10 13 65 84 50ml or 100ml graduated cylinder selected 4 11 7 10 11 8 51 66 both doors on the balance opened and solid added 0 1 0 0 0 0 1 1.3 Both doors are closed prior to taking a reading 2 8 2 9 2 5 28 36 does not waste time trying to weigh 1.2000 g exactly 3 7 6 4 5 5 30 39 does not waste time trying to measure 15.00 ml exactly 0 7 5 5 9 6 32 42 reads volume of the liquid on a flat level surface 3 12 3 7 8 5 38 49 Handles and treats chemicals with respect 10 17 11 13 13 13 77 100 responds in an appropriate and timely way to spillages Disposed solid properly 6 9 10 7 7 7 46 60 Disposed liquid properly 6 9 4 7 10 7 43 56 Weight of Solid Significant figures & Units (Both recorded) 4 15 3 9 2 4 37 48 Significant figures OR Units (at least one recorded) 6 0 7 3 4 4 24 31 Mass recorded is within +/- 0.1 g (1.3000 and 1.1000) 9 11 9 11 11 11 62 81 Volume of Liq. Significant figures & Units (Both recorded) 2 11 6 6 4 7 36 47 Significant figures OR Units (at least one recorded) 6 3 3 4 6 1 23 30 Volume recorded is within +/- 0.1 ml (15.10 and 14.90) 6 14 10 12 12 9 63 82 Overall % of students showing competency in basic laboratory techniques Unsatisfactory (0 - 13 pts) 6 4 6 3 6 9 34 44 Satisfactory (14 - 19 pts) 4 11 5 8 7 3 38 49 Excellent (20 - 23 pts) 0 2 0 2 0 1 5 7

Note: 77 students total assessed

7% 49%

Unsatisfactory 44%

Satisfactory Excellent

Basic Laboratory Techniques

Station 2 - Numeracy CH-151 Gen Chem 1 lab Sections assessed Q M3B P4 C5 P1A J2 J2A tot 4 Calc. Wt. of Alum Compound produced 5 13 8 10 12 11 59 Correct Significant Figures 2 4 2 4 7 3 22 Showed work 5 13 8 9 12 11 58 5 Calc. moles of Iron used 3 9 9 8 6 8 43 Correct Significant Figures 3 4 7 4 3 7 28 Showed work 3 9 10 8 6 9 45 6 Calc. theoretical moles Alum 2 2 4 5 2 4 19 Correct Significant Figures 1 3 2 1 1 8 Showed work 2 2 4 4 2 4 18 7 Calc. theoretical mass Alum 1 1 3 4 1 3 13 Correct Significant Figures 1 3 4 1 8 Showed work 1 1 3 4 1 3 13 8 Calc. %yield of Alum 1 2 1 3 7 Correct Significant Figures 1 1 2 Showed work 1 2 1 2 6 Overall % of students showing competency in numeracy Unsatisfactory (Calc. Q's 4 and/or 5 or none) 8 15 6 8 11 9 57 Satisfactory (Calc. Q's 5 and 6) 2 2 4 5 2 3 18 Excellent (Calc. All Q's w/ sigfigs & work) 1 1 2

% 77 29 75 56 36 58 25 10 23 17 10 17 9 3 8 74 23 3

Note: 77 students total assessed

3% 23%

Unsatisfactory Satisfactory

74%

Excellent Numeracy

1 2 1

2 1 1 2 1

Station 3 - Interpreting data and communicating results CH-151 Gen Chem 1 lab Sections assessed M3B P4 C5 P1A J2 J2A tot Objective successfully establishes concept of a qualitative analysis. 8 2 5 5 7 27 effectively presents the objective of the lab. 9 9 9 6 10 8 51 uses proper scientific terminology 5 6 4 3 7 6 31

% 35 66 40

Unsatisfactory = 0-1 pts Satisfactory = 2-3 pts Excellent = 4pts Conclusion effectively addresses the objective of the lab. successfully determines the unknown Metal ion. Chooses ion because wells look the same. explains w/ descriptions why he/she ruled out other ions. uses proper scientific terminology

1 4 5

7 9 1

2 5 4

7 6

4 4 5

4 6 3

25 34 18

33 44 23

M3B 8 6 6 3 5

P4 13 11 11 7 10

C5 9 5 5 3 6

P1A 10 9 9 3 3

J2 8 8 12 4 10

J2A 10 8 4 3 8

tot 58 47 47 23 42

% 75 61 61 30 55

Unsatisfactory ( 0-3 pts) Satisfactory ( 4-6 pts) Excellent ( 7 pts )

4 3 3

5 8 4

5 4 2

5 8

5 7 1

6 4 3

30 34 13

39 44 17

Note: 77 students total assessed

Overall % of students showing competency Interpreting data and communicating results

23%

17%

Unsatisfactory

33%

Satisfactory 44%

39%

44%

Excellent Objective

Unsatisfactory Satisfactory Excellent

Conclusion

Station 4 - Identifying sources of Scientific information CH-151 Gen Chem 1 lab Sections assessed M3B P4 C5 P1A J2 J2A Sources Given Science text books 6 7 6 7 7 6 Science Journals 4 7 1 2 2 2 Library 2 7 7 5 5 2 Internet (search engines) 6 10 8 8 9 7 Internet - Wikipedia 1 1 2 Internet - YouTube 1 1 1 1 Science Teacher 2 9 5 3 9 4 TV - science channels 1 1 Taking a course on topic 1 1 Ask Friends 1 Encyclopedia 1 1 1 News paper 1 2 American Chemical Society 1 1 1 EBSCO 1 1

tot 39 18 28 48 4 4 32 2 2 1 3 3 3 2

% 51 23 36 62 5 5 42 3 3 1 4 4 4 3

Overall % of students showing competency identifying sources of Scientific information

Station Results Unsatisfactory ( 0 - 1 sources) Satisfactory ( 2 - 3 sources) Excellent ( 4+ sources )

M3B 3 4 3

P4 5 5 7

C5 1 6 4

P1A 4 6 3

J2 4 1 8

Note: 77 students total assessed

38%

28%

Unsatisfactory

Satisfactory 34%

Excellent

Identifying Sources of Scientific Information

J2A 5 4 4

tot 22 26 29

% 28 34 38

pts 1 5 1 3 1 1 1 3 1

Station 5 - Apparatus assembly and handling CH-151 Gen Chem 1 lab Sections assessed M3B P4 C5 P1A J2 J2A tot % Maneuvers & Accomplishments selects a HOT Plate. 10 16 11 13 12 13 75 97 selects the utility clamp that can hold test tubes 9 14 8 12 9 11 63 82 and round bottom flasks. selects a ring stand. 10 17 10 12 12 12 73 95 selects a beaker 400 ml or larger. 9 13 8 12 11 12 65 84 fills beaker ¾ with tap water. 8 8 4 11 6 9 46 60 assembles the ring stand and utility clamp to hold 9 14 6 12 6 9 56 73 the test tube with the sample. maneuvers the ring stand/ test tube above the 8 7 5 12 4 7 43 56 water bath and lowers test tube into bath. Sample in test tube is below the top of water bath 8 5 4 8 2 4 31 40 level. makes appropriate adjustments to assembly. 8 7 5 6 4 4 34 44 Overall % of students showing competency in apparatus assembly and handling Unsatisfactory ( 0-9 pts ) 2 5 5 1 6 2 21 27 Satisfactory ( 10-14 pts ) 8 2 4 5 8 27 35 Excellent ( 15-17 pts ) 8 4 4 8 2 3 29 38

38%

27%

Unsatisfactory Satisfactory

35%

Excellent

Apparatus Assembly and Handling

Discussion of Assessment Results: This assessment was done to examine the competency level of basic laboratory skills by the CH-151 General Chemistry 1 students after having completed the course. Before I discuss the results I believe it is important to mention that the students did not know that they would be participating in an assessment laboratory practical until two weeks prior. Most if not all students never participated in an examine where they were timed, watched and graded for what they physically did. I believe that, at the very least, 80% of our students should be able to show a satisfactory competency level in all of the basic laboratory skills assessed.

STATION 1: Being the primary investigator and the Station 1 (basic lab techniques) proctor/examiner for all six sections I noticed how nervous and confused many of the students were as they were being watched. The students had to be reminded to behave as if this was a task during a regular lab session. Many students wasted a lot of time just trying to get their thoughts together. In my opinion this station stressed out the students the most. As we can see from the station 1 data summary table most students met the learning outcome of correctly identifying and using a standard piece of laboratory equipment in the completion of a routine task by choosing the proper pieces of equipment, the analytical scale and 50 or 100 ml graduated cylinders. Both percentages, 75 & 66, are below the desired 80% which shows that there is still improvement needed. When it came to learning outcomes two and three, handling any chemicals used in conjunction with that equipment with an appropriate level of care and recording the data accurately with appropriate significant figures and units, less than half the students accomplished these learning outcomes. Most students did not open both doors on the analytical scales or close both doors prior to taking the mass reading. Most students wasted far too much time trying to measure out exactly 1.2000g of the solid and 15.00ml of liquid when they were directed to measure approximately 1.2000g of the solid and approximately 15.00ml of liquid. Less than half the students did not properly hold the graduated cylinder on a FLAT surface as they made their volume reading. More than 50% of the students failed to record their mass and volume with both the correct number of significant figures and units. The two bright spots being that 100% of the students treated the chemicals with respect and over 80% recorded their values within an acceptable range. As for the last learning outcome, disposing of chemicals in the proper waste receptacles, approximately 60% of the students disposed of the solid in the properly labeled "solid waste" container and the liquid in the proper labeled "liquid waste" container. Disposing of waste properly is an extremely important laboratory technique that 100% of our students should be able to accomplish. The students were told to treat the solid (sand) and liquid (water) used at this station as unknowns! Several of the students that did not meet this learning outcome said that they put the solid and liquid back into the container or into the regular garbage can or sink because they knew that the solid and liquid were just sand and water. Therefore, I believe that we would have a higher percentage for this learning outcome if the students would simply follow the instructions carefully. Finally, we see that only 49% of the students scored enough points to earn at least a satisfactory rating for this task and even more disheartening only 7% scored an excellent rating. There are several things that I believe can be done to improve the basic laboratory techniques skills of our students. First, perhaps after the viewing of the lab safety video, which occurs on the 1st day of lab, the laboratory instructor can give a demonstration on the proper procedures to follow when weighing or measuring the volume of a sample of solid or liquid and then show how and where to properly dispose the chemicals. A second thing that can be done to reinforce the techniques demonstrated by the lab instructor is to include some questions about the demonstration on the laboratory equipment quiz that is normally given at the beginning of the 2nd lab session. A third thing that can be done is to deduct points from the students lab session if the student is seen repeatedly doing a basic task incorrectly. Finally, a fourth thing that can be done is to have the laboratory instructors remind the students that all lab partners must be involved in the laboratory procedures. Many students get used to standing around and watching their partner(s) do everything. Everyone must get a chance to perform theses basic lab techniques.

STATION 2: Competency in Numeracy as it relates to a general chemistry course means having the ability to carry out simple multistage calculations where each step of the calculation is clear and easy to follow with the correct number of significant figures and units. The students needed to understand the data given, the goal of the experiment, the information given in the instructions and the balanced chemical reaction to problem solve and attain a quantitative numerical percentage as a final answer. Looking at the station 2 data summary table it is clear that the students had the most difficulty with this basic laboratory skill. This assessment showed that the learning outcome of being able to carrying out simple multistage chemical calculations quickly and accurately was not accomplished by 74% of the students. Only 26% of the students were able to calculate the theoretical # of moles of the Alum (product) from the # of mole Iron (Fe) that they calculated in the previous step. Most students, 75%, showed that they can exhibit the learning outcome of providing an answer so that the reasoning at each stage of the calculation is clear and easy to follow by showing their work clearly when they were ask to calculate the mass in grams of the Alum produced. The learning outcome that is the most critical to achieve and necessary to accomplish this basic laboratory task successfully is the applying of fundamental chemical principles. The main chemical principle behind this task in the law of conservation of mass. The students needed to recognize this principle in the form of the coefficients in the balanced chemical equation of the reactant Iron (Fe) and the product Alum. Knowing this would have allowed them to calculate the theoretical # of moles of the Alum then, the theoretical mass of the Alum and subsequently, the percent yield of the Alum. Unfortunately, only 23% of the students were able to calculate the theoretical # of moles of the Alum by using the coefficients. I believe that those 23%, being able to complete the key calculation of the series, if given more time or a not so stressful situation would have been able to complete all the other calculations which is why I considered them as Satisfactory completing the task. The most alarming finding is that only 3% of the students were able to complete all the calculations with the correct significant figures. This means that there was a poor showing of the learning outcome of performing a quantitative analysis. Again, I believe this number would have been higher if those 23% students had more time. The data also shows that learning outcome of providing appropriate significant figures and units needs to be addressed and improved upon. In every calculation where a student actually showed the work and gave a written answer approximately half the students did not provided the correct significant figures. Giving the correct number of significant figures is an extremely important basic laboratory skill since it directly correlates to the accuracy, precision and subsequently to the overall validity of the laboratory work. As the station 2 data summary table shows only, 23% + 3%, 26% of the students scored at least a satisfactory rating for the basic laboratory skill of numeracy. Besides continuing to tell the students to study and review their notes and text books there are a couple of suggestions I have that may improve this basic lab skill. During the 2nd lab session, in a regular semester, the instructors are asked to review the rules for assigning significant figures and scientific notation with the students and then the following lab session, the 3rd, the students are given a quiz on what was covered the previous week. Some students perform poorly on this quiz and nothing comes of it but a bad quiz grade. I suggest that any student that fails that quiz retake it as many times until they pass it. Another thing that can be done is for those labs that require a multistage calculation, a quiz can be given the following week were the student must complete an identical multistage calculation, similar to what was done in this assessment with the "Preparation of an Alum" lab, which the students performed earlier in the semester. I believe these tactics will cause students to study harder, be more prepared and hopefully master the rules of assigning significant figures.

STATION 3: Competency in interpreting data and communicating results is a basic laboratory skill that was assessed by having the students analyze the data and results of a lab that they had performed earlier in the semester, "Reactions in aqueous solutions", which can be classified as a qualitative analysis. This particular task directed the students to analyze the plastic wells filled with an unknown sample of a metal ion before the reagents were added and then after the reagents were added. The skills that the students had to draw upon to succeed at this task is problem solving, have knowledge of the solubility rules and the identification of a precipitate, proper chemical terminology and the ability to express their thoughts and understanding in the form of a written objective and conclusion. As can be seen on the station 3 data summary table the "objective" and "conclusion" written portions were scored separately. This was done because they are two separate entities of a lab report that convey two different pieces of information both requiring the student to analyze and understand the given data. One explains the goal of the experiment, the objective, and the other explains if the goal of the experiment has been achieved, the conclusion. The data shows that most students exhibited the learning objective of performing a qualitative analysis since at least 60% of them were able to write either a satisfactory or excellent objective or conclusion. Since, I was able to read and understand what these students had written this showed that at least 60% of the students were capable of performing the learning outcome of contextualizing and explaining the results in a written objective and conclusion. When it comes to the learning outcome of examining and interpreting data results from an experiment it can be concluded that this was accomplished by again at least 60% of the students since they were able to determine the correct unknown metal ion to be the zinc ion (Zn2+). The students did not fare as well to the last learning outcome of applying chemical concepts to analyze data. Yes, at least 60% of the students were able to determine the unknown ion but only 30% were able to explain how they came to this conclusion by giving proper scientific descriptions as to why the ruled out the other metal ions. The other ~30% said that they chose the Zinc ion simply because their unknown wells matched the wells that were known to contain the Zinc ion thereby analyzing correctly but not expressing their conclusion scientifically. The approximate 40% of the students that were scored as unsatisfactory either did not complete what they were writing, wrote something that did not have any connection to the experiment, were not comprehendible or simply did not write anything at all. Expressing yourself through writing can be a difficult thing to do especially if your English grammar and writing skills are not your best qualities. Throw in the need to know scientific concepts and terminology makes expressing yourself through writing an extremely daunting task. Having said that, we are dealing with college STEM students who, if they complete their degree requirements, will eventually be working in the real world where they will be expected to express their understanding or work in writing. The one thing I purpose that can be done to improve the ability of the students to formulate a quality laboratory objective and conclusion is to have the instructor at the end of the lab session go over the days experiment and together with the students come up with a suitable objective and conclusion. This can be done for the first two scheduled lab experiments, Density of a solution and Melting & boiling point. Hopefully, having seen and helped formulate what an acceptable objectives and conclusions looks like the students would be able to write their own objectives and conclusions for the remaining experiments on their own.

STATION 4: Competency in identifying sources of scientific information is not a basic laboratory skill that is officially required as a learning outcome for this general chemistry laboratory course. STEM students who are conducting research with members of the Chemistry department faculty are required to take a workshop at the college library specifically to learn the various sources of information that are out there. The regular student body is not required to take this workshop. Yet, I decided to include this basic laboratory skill in this assessment to gage what our non-research students know about finding scientific information and because it is a basic skill that anyone with a STEM related career should possess. I feel that any first year college student should be able to come up with a couple of sources of information, which is why I gave any student that came up with at least 2-3 a satisfactory rating. If a student came up with 4 or more sources they were given a rating of excellent. As can be seen in the station 4 data summary chart 29% of the students received a rating of unsatisfactory, which means that they could only come up with 1 or no sources of information. This number is surprisingly very high and unexpected. Judging from the types of responses given by some of the students they clearly misunderstood the instructions of the task. Some tried to explain what an allotropic form of an element is. Some just rewrote what was in the passage. I believe that some of the misinterpreting of the task instructions was due to English being a second language. Some students I believe just need to focus and pay attention to the instructions better. As expected the source that most students gave was the Internet. If we add all 3 internet sources mentioned about 72% of the students would begin searching for information on the World Wide Web. This is a logical starting place in today’s electronic age but we must continuously remind the students that not all information on the web is accurate therefore, other sources of information are necessary. The 2nd main source that 59% of the students mentioned is the library (Scientific Journals included) which is an excellent source of finding reputable accurate information. The next two sources mentioned were the text book (51%) and their teachers (42%). As far as the learning outcome of providing at least 4 sources, the more specific the better, where scientific information can be found goes, 38% of the students were able accomplish this by providing 4 sources and giving specific locations like Google, Wikipedia and YouTube where information can be found.

STATION 5: Being able to show competency in apparatus assembly and handling was one of two basic lab skills stations that were monitored by a proctor (the lab sections regular instructor) who job was to score the students final apparatus set up by giving points for the proper equipment used and constructions of the apparatus. The instructions were to pretend that water was an unknown flammable liquid and a 1 inch portion of this liquid needs to be heated to 80◦C slowly, set up an apparatus to accomplish this task. The apparatus that the students needed to build is known as a "Water Bath" (see Fig.3).

This station was blocked off by a large piece of cardboard so that the other students could not see what was being constructed. The scoring was based on the importance of the particular piece of equipment and construction. There are several attachments you can attach to a ring stand to hold a test tube or flask. There is only one that can hold a test tube or flask from the top where they can be lowered into a water bath safely and that is the utility clamp. Therefore if a student used the utility clamp correctly they were awarded 5pts. 3pts were awarded for choosing the proper beaker size, 400ml or larger, to assure that the sample is heated slowly. Finally, 3pts were also awarded if the apparatus was set up where the liquid sample was well beneath the top of the water level (see Fig.3). The other pieces of equipment or maneuvers involved in the construction were awarded 1pt each because I believe they are the more obvious components of this apparatus. As can be seen on the station 5 data summary table the students performed the best at accomplishing this basic lab skill. 73% scored at least a satisfactory rating and the highest percentage rating of 38 was those students rated excellent. Most students that were rated satisfactory lost points because their samples were not completely submerged into the water bath which is a construction error that can affect the overall results of an experiment but one that can easily be corrected by simply adding more water to the bath or lowering the test tube deeper into the water. Those students that were rated unsatisfactory either picked the wrong pieces of equipment and built something but not a water bath and most did not build anything and appeared confused. Since most students were rated as satisfactory or excellent, most students accomplished, to some degree, all of the learning outcomes associated with this basic lab skill 1) Problem solving: the fact that the students were not told to build a water bath but most of them did, shows to some degree the ability to problem solve. They were given a laboratory scenario and figured out how to complete the task given. 2) Being able to plan and design experiments: Here again because the students knew that they had to build a water bath shows their ability to plan simple experiments. 3) Selecting equipment appropriate to the task at hand from a selection of standard laboratory equipment and glassware. The fact that the special utility clamp and correct size beaker were selected, two crucial pieces of equipment, shows that this learning outcome was achieved and 4) Manipulating the equipment and glassware to assemble a safe and secure apparatus conducive to solving the problem at hand. The fact that 73% of the students built at least a satisfactory apparatus that would have succeeded in heating an unknown liquid sample to 80°C slowly and safely reveals this learning outcome clearly. Although the students scored the best in this basic lab skill there is always room for improvement or at the very least remain at this high level. One suggestion I have to improve this skill is to have the lab instructors ask the students questions as he/she walks around the lab monitoring the students work. These questions can be something like, "What do you call this setup?", "What is the purpose of this setup?", "What is the name of this piece of equipment?" and "What effect would it have on the experiment if you used this piece of equipment instead of the one you used?". I'm sure that some of the lab instructors already do this but I believe all should get accustom of doing this. Another thing that is being done by some instructors but should be done by all is to build the apparatus in the front of the room. Show how to maneuver the parts of the apparatus. Explain the purpose of the apparatus. Finally, just like I mentioned earlier, for station 1 basic laboratory techniques, the instructors must remind the students that all lab partners must be involved in the laboratory procedures. This includes learning how to work with the different pieces of equipment. Many students get used to standing around and watching their partner(s) do everything. Everyone must get a chance to perform theses basic lab techniques.

Closing Remarks: I mentioned earlier, I believe that at least 80% of our students should show a satisfactory level of competency in these basic laboratory skills. Even though this percentage was not reached in any of the skills I still feel that it still can be reached in all if not most of the skills. There was a fairly decent showing in the basic skills of identifying sources of scientific information (72%) and apparatus assembly and handling (73%). The basic skill of interpreting data and communicating results was not very far behind either. For writing an acceptable objective and conclusion the percentages were 67% and 61% respectively. The two skills that need to show the most improvement are basic lab techniques and numeracy. If some of the suggestions made in this report to improve these skills and others that may be suggested later can be implemented successfully I believe all of these basic lab skill will improve. 7% 49%

44%

Unsatisfactory Satisfactory

3% 23%

74%

Excellent

Unsatisfactory Satisfactory

44%

Excellent

Satisfactory Excellent

Station 1: Basic Lab Techniques

23% 33%

Unsatisfactory

Station 2: Numeracy

17%

39%

44%

Unsatisfactory Satisfactory Excellent

Objective Conclusion Station 3: Interpreting data and communicating results

38% 28% 34%

Unsatisfactory Satisfactory Excellent

Station 4: identifying sources of Sci info

38%

27%

35%

Unsatisfactory Satisfactory Excellent

Station 5: apparatus assembly & handling

Special Thanks to: I would like to thank Dr. Dominic Hull, Dr. George Lyons, Prof. Thomas Wong, Prof. Neil Edwards and CLT. Mel Rodriquez for agreeing to participate in this assessment as station 5 proctors/examiners. I would also like to thank CLTs Pete Irigoyen, Tian Chun Xu and the other CLTs that helped prepare the carts with the equipment and materials needed for the assessment.

Appendix A (Instructions given to students)

Station 1

Date:

______________________

Student Name:

_____________________

CH-151 L section: _____________________

Directions: Perform the following tasks and when you are finished dispose of any chemicals used properly. - Weigh out approximately 1.2000 g of the unknown solid provided and record the mass below. - Measure out approximately 15.00 ml of the unknown liquid and record the volume below.

Data Sheet:

1) Mass of Solid Sample: ________________________________

2) Volume of Liquid sample: __________________________________

Station 2

Student Name: ___________________________ CH-151 L section:____________ Date: _________

Directions: Lithium Iron (III) Sulfate is an Alum (MM = 942.17 g/mole) compound that was prepared by treating 0.8531g of Fe(s) (MM = 55.845 g/mole) with LiOH(aq) and excess H2SO4(aq) in water. The overall balanced equation is given below. The experiments Data Sheet with the collected information is given below. Complete the Data sheet and show all your calculations.

2 Fe(S) + 2 LiOH(aq) + 22 H2O(l) + 4 H2SO4(aq) →

Li2SO4 ∙ Fe2(SO4)3 ∙ 24 H2O(s)

+ 3 H2(g)

Lithium Iron (III) Sulfate Alum Data Table: 1) Mass of Iron used

0.8531

.g

2) Mass of weighing paper, filter paper and Alum formed

5.6114

g

3) Mass of weighing paper and filter paper

1.2604

g

4) Weight of Alum compound formed

_______________ g

5) Moles of Iron used

_______________ mol Fe

6) Moles of Alum that can theoretically form.

_______________ mol Alum compound

7) Theoretical yield of Alum in grams

________________ g

8) Percent Yield of Alum compound

_______________% yield

CALCULATIONS: SHOW YOUR WORK!!! 4) __________________________________________________________________ 5) __________________________________________________________________ 6) __________________________________________________________________ 7) __________________________________________________________________ 8)

Station 3

Student Name: ___________________________ CH-151 L section:____________ Date: _________

Directions: It is often important for chemists to be able to identify individual metal ions in a sample of a solution. This type of task is referred to as a qualitative analysis. A plastic plate with 24 wells was set up as shown below. 10 drops of each reagent was added to each of the wells in the designated column. The pictures below show what the wells looked like BEFORE the reagents were added and then what they looked like AFTER the reagents were added. Analyze the pictures and write a suitable “Objective” and “Conclusion” for this experiment below. REAGENTS →

→

→ →

0.1M HCl

0.1M NaOH

6.0M NaOH

6.0M NH3OH

0.1M HCl

0.1M NaOH

6.0M NaOH

6.0M NH3OH

Unknown Sample→

Mg 2+

Ni 2+

Cr 3+

Zn 2+

Ag +

BEFORE

AFTER

OBJECTIVE: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

CONCLUSION: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Station 4

Student Name: ___________________________ CH-151 L section:____________ Date: _________

Directions: You just heard a lesson from your Chemistry teacher on different allotropic forms of elements. You were very interested in learning that the element Carbon exists in many allotropic forms such as Diamond and graphite just to name two. Carbon Nanotubes is another allotropic form of Carbon that is currently being studied for its various properties and possible applications in the electronics, optics and other fields. Being able to identify sources of scientific information is a skill that all STEM students should strive to acquire. List at least 4 sources were you may be able to get some information on Carbon Nanotubes. Be as specific as possible.

____________________________________________________ ____________________________________________

__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

Station 5 Directions: 1) Sign your name on the list. 2) Pretend that the Water on the cart is a flammable liquid. 3) The experimental procedure says that approximately a 1-inch portion of the liquid must be heated slowly to 80°C, set up an apparatus to accomplish this task. Use the materials and equipment in the lab and on the cart and your knowledge from past experiments to set up your apparatus. 4) DO NOT actually heat your sample. 5) After the Lab proctor inspects your set-up disassemble your apparatus, put equipment back were you got them and dispose of the liquid.

Appendix B (Performance Assessment Scoring Sheets - PASS's)

Station 1 (Examiner's PASS)

Date: ______________________

Students Name: _____________________ CH-151 L section:____________

Identification of Appropriate Laboratory Equipment 2□ The student selects the four-figure analytical balance. 2□ The student selects the correct size weighing paper. 2□ The student selects the 50ml graduated cylinder. Handling chemicals and equipment methodically and safely. 1□ The student opens both doors on the balance and properly adds the solid onto the paper. 1□ The student closes the doors on the balance prior to taking a reading. 1□ The student does not waste time trying to weigh 1.2000 g exactly. 1□ The student does not waste time trying to measure out 15.00 ml exactly. 1□ The student reads the volume of the liquid on a flat level surface. 1□ The student treats chemicals with respect. 1□ The student responds in an appropriate and timely way to spillages. 1□ The student deposes the solid properly. 1□ The student deposes the liquid properly. Accurate Recording of Scientific Data 2□ The student records the solids weight accurately to 4 decimal places, with units. 2□ The student records the solids weight between 1.3000g and 1.1000g 2□ The student records the liquids volume accurately 4 significant figures, with units. 2□ The student records the liquids volume between 15.10ml and 14.90ml Unsatisfactory 0-13 pts Satisfactory 14-19 pts Excellent 20-23 pts Total score: _______

Station 2 Student Name: _____________________ CH-151 L section:____________

□ The student calculated the weight of Alum compound formed. 1□ The student showed the work. 1□ The student had the correct # of Significant Figures. 5) 1□ The student calculated the moles of Iron (Fe). 1□ The student showed the work. 1□ The student had the correct # of Significant Figures. 4) 1

□ The student calculated the Theoretical moles of the Alum. 1□ The student showed the work. 1□ The student had the correct # of Significant Figures.

6) 1

□ The student calculated the correct theoretical mass yield in grams. 1□ The student showed the work. 1□ The student had the correct # of Significant Figures.

7) 1

□ The student calculated the % yield of the Alum compound. 1□ The student showed the work. 1□ The student had the correct # of Significant Figures.

8) 1

Unsatisfactory Calculated Questions 4 and/or 5 or none Satisfactory Calculated Questions 5 and 6 Excellent Calculated All Questions w/ significant figures & showed all work

Station 3 Student Name: _____________________ CH-151 L section:____________ OBJECTIVE:

1□ The student successfully establishes the scientific concept of the lab (qualitative analysis) 2□ The student effectively presents the objective of the lab (to determine unknown ion). 1□ The student uses proper scientific terminology.

Unsatisfactory 0 - 1 pts Satisfactory 2 - 3 pts Excellent 4 pts Total score: _______

CONCLUSION:

2□ The student effectively presents the objective of the lab (to determine unknown ion). 1□ The student successfully determines the unknown Metal ion. 1□ The student chooses ion because wells look the same. 2□ The student successfully explains, with descriptions, why he/she ruled out other ions. 1□ The student uses proper scientific terminology.

Unsatisfactory 0 - 3 pts Satisfactory 4 - 6 pts Excellent 7 pts Total score: _______

Station 4 Student Name: _____________________ CH-151 L section:____________

□ The student identifies 4 sources. □ The student identifies 3 sources. □ The student identifies 2 sources. □ The student identifies 1 source. Unsatisfactory 0 - 1 sources Satisfactory 2 - 3 sources Excellent 4+ sources

Station 5 (Examiners PASS) Date: ______________________ Name: _____________________ Examiner: __________________ CH-151 L section:____________

Task Directions: The experimental procedure says that approximately a 1-inch portion of the liquid must be heated slowly to 80°C, set up an apparatus to accomplish this task. Use the materials and equipment in the lab and on the cart and your knowledge from past experiments to set up your apparatus. DO NOT actually heat your sample.

1□ The student selects a HOT Plate. 5□ The student selects the utility clamp that can hold test tubes and round bottom flasks. 1□ The student selects a ring stand. 3□ The student selects a beaker 400 ml or larger. 1□ The student fills beaker ¾ with tap water. 1□ The student assembles a ring stand and utility clamp to hold the test tube with the sample. 1□ The student maneuvers the ring stand/ test tube above water bath and lowers tt into bath. 3□ The student’s sample in test tube is well below the top of the water bath level. 1□ The student makes appropriate adjustments to assembly.

Unsatisfactory 0-9 pts Satisfactory 10-14 pts Excellent 15-17 pts Total score: _______