Kingdom of Saudi Arabia. The National Commission for Academic Accreditation & Assessment. Course Specifications (CS)

Transcription

1 ATTACHMENT 2 (e) Course Specifications Kingdom of Saudi Arabia The Course Specifications (CS) Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 1

2 Course Specifications Institution King King Abdulaziz University College/Department: Chemistry Department Date of Report A. Course Identification and General Information 1. Course title and code: General Chemistry II (CHEM 202) 2. Credit hours: 4 (Four) 3. Program(s) in which the course is offered. Undergraduate program for science college as a compulsory course for the students enrolled in the chemistry and biochemistry department. 4. Name of faculty member responsible for the course Dr. Ehteram A. Noor 5. Level/year at which this course is offered: 1 st year (Level 3) 6. Pre-requisites for this course (if any) : General Chemistry I (CHEM 110), Lab course (CHEM 281) 7. Co-requisites for this course (if any) : Safety (CHEM 200) 8. Location if not on main campus: In the main campus 9. Mode of Instruction (mark all that apply) a. Traditional classroom What percentage? 85 % b. Blended (traditional and online) What percentage? c. E-learning What percentage? 10% d. Correspondence What percentage? f. Other What percentage? 5% Comments: General physical chemistry II course is one of the most important courses in chemistry because it provides the student with the fundamentals knowledge to understand chemical reactions which is of great concern in all branches in science college. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 2

3 B Objectives 1. What is the main purpose for this course? General Chemistry II builds on the concepts of General Chemistry I and focuses on the general principles of physical chemistry, including intermolecular forces, physical properties of solutions, thermochemistry, spontaneity of reaction, thermodynamics, types of chemical reactions, electrochemistry, chemical kinetics and nuclear reactions. The laboratory experiments reinforce the concepts covered in the lectures. On successful completion of the course the student will be able to demonstrate competency in the course material, as well as the ability to analyze and report laboratory observations. 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) - Enhancing the use of credible web resources as an extra resources for the course materials. - Improve the lab assessments to include one report prepared by the students using the bases of the scientific methodology - Suggesting a symbolic prize for the tope three students in the class C. Course Description (Note: General description in the form to be used for the Bulletin or handbook should be attached) 1. Topics to be Covered List of Topics No. of Contact Hours Weeks Intermolecular Forces and Liquids and Solids 1 -Lectures : 3hrs -Lab hours: 3hrs Physical Properties of Solutions 1 -Lectures: 3 hrs -Lab hours: 3 hrs Thermochemistry 3 -Lectures: 9 hrs -Lab hours: 6 hrs Themodynamics (Entropy, Free Energy, and Equilibrium) 3 -Lectures: 9 hrs -Lab hours: 6 hrs Reactions in Aqueous Solution 1 -Lectures: 3 hrs -Lab hours: 3 hrs Electrochemistry 2 -Lectures: 6 hrs -Lab hours: 6 hrs Chemical Kinetics 2 -Lectures: 6 hrs -Lab hours: 6 hrs Nuclear Chemistry 1 -Lectures: 3 hrs -Lab hours: 3 hrs Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 3

4 2. Course components (total contact hours and credits per semester): Contact Hours Lecture Tutorial Laboratory Practical Other: Total 3 14= Credit 3hrs/weak - 1hrs/weak 4 3. Additional private study/learning hours expected for students per week Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning, assessment, and teaching. The National Qualification Framework provides five learning domains. Course learning outcomes are required. Normally a course has should not exceed eight learning outcomes which align with one or more of the five learning domains. Some courses have one or more program learning outcomes integrated into the course learning outcomes to demonstrate program learning outcome alignment. The program learning outcome matrix map identifies which program learning outcomes are incorporated into specific courses. On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. Fourth, if any program learning outcomes are included in the course learning outcomes, place symbol next to it. Every course is not required to include learning outcomes from each domain. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 4

5 NQF Learning Domains And Course Learning Outcomes 1-0 Knowledge 1-1 Understand the basic concepts of intermolecular forces between chemical species, solution properties, different types of chemical reactions, thermochemistry, thermodynamic laws, electrochemistry, chemical kinetics and nuclear reactions 2-0 Cognitive Skills Utilize critical thinking techniques to cause, listen, make observations, and draw conclusions. Convert word problems to the appropriate mathematical language. Solve quantitative problems and demonstrate reasoning clearly and completely. 3-0 Interpersonal Skills & Responsibility Course Teaching Strategies Lectures: - Introductory lecture to illustrate the significant of the course and the topics to be covered. - Assigned 5 minute of each lecture to discuss with the students the most important terms and equations are given in the last lecture. - Classroom tutorial discussions in solving selected home assigned problems from each text book chapter. Lab: The Lab session must be related to the fundamental understanding of the topic to be covered in the lectures - Problems - Promote the use of Internet research - Relate between theoretical and applied knowledge. - Scientific debate among the students for analyzing or comparing the different terms studied in the topics will be covered in this course Course Assessment Methods - Class work including short quizzes - Lab work including short quizzes. - Student's participation, homework assigned questions, and evaluation - Midterm exams. - Final exam. - Short answer questions: Brief answers that can measure analysis, problem-solving and evaluative skills. - Case and open problems: An intensive analysis of a specific example The students will have the ability to work beneficially in grouping. - Students should be in charge for their own education that requires using means to find new - Group project - Solving problems in groups during lectures. - Give students critical - Group discussion and oral presentation - Quizzes and exams Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 5

6 3-3 information data, or techniques of analysis. - Give the students confidence to think critically and engage in deliberations with the instructor in classroom. 4-0 Communication, Information Technology, Numerical thinking questions. - Increasing interpersonalstudy skills by encouraging students to use internet and library recourses Build up the scientific terms and skills - Expand communication skills with others using websites or - Student will have adequate understanding in information technology that will allow them to gather, interpret, and communicate information and ideas. - Students will have enough background in statistical or mathematical techniques that will facilitate them to be relevant in interpreting and suggesting solutions. 5-0 Psychomotor 5-1 Perform general chemistry laboratory experiments using standard chemistry glassware and equipment and demonstrate appropriate safety procedures. - Using scientific language during lectures to enhance building up the scientific terms for the students - Encourage students to use online technology to get access to the course material. - Promote using "PowerPoint" software to present duties, projects. Doing experiments in the Lab. - Research project presentation - Problems Lab Exam. Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching NQF Learning Domains Suggested Verbs Knowledge Cognitive Skills Interpersonal Skills & Responsibility Communication, Information Technology, Numerical list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize demonstrate, show, illustrate, perform, dramatize, employ, manipulate, Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 6

7 Psychomotor operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows: Consider Maximize Continue Review Ensure Enlarge Understand Maintain Reflect Examine Strengthen Explore Encourage Deepen Some of these verbs can be used if tied to specific actions or quantification. Suggested assessment methods and teaching strategies are: According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping. Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student learning activities. 5. Schedule of Assessment Tasks for Students During the Semester Assessment task (e.g. essay, test, group project, examination, speech, Week Due oral presentation, etc.) 1 Lab work End of the week 2 Lab final exam 16 th week 10% 3 Midterm Exam (I) 11 th week 20% 4 Midterm Exam (II) 15 th week 20% 5 Final Exam 18 th 40% 6 Total 100% D. Student Academic Counseling and Support Proportion of Total Assessment 10% (1 marks x 10 experiments) 1. Arrangements for availability of teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) - Students can approach during the office hours for the faculty member to ask questions to clarify some points missed during the lecture. - Students can communicate with the teaching staff through the website and ask questions related to all Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 7

8 aspects of the lesson. The students will get written answers as soon as possible. - The teaching staff are available during all the day, where they are ready to clarify any points related to the course. E. Learning Resources List Required Textbooks R. Chang (2013). General Chemistry, 11 th ed., McGraw Hill, U.K. General Laboratory Manual II ed., 2011 Dar Hafez, Jeddah, Saudi Arabia. Subsidiary books: K. Gogarty, C. Harrison, G. Dobinson (2007). Practical Experiments in Chemistry, 1 st ed., Blake Education. E. M. Khairy, H.M. Sammour, A. Ragheb, M.F. El-Ghandour, I.A. Ammar and K. Aziz (1969). Laboratory Manual of Physical Chemistry, Dar El-Nahda El- Arabia, Cairo. 2. List Essential References Materials (Journals, Reports, etc.) 3. List Recommended Textbooks and Reference Material (Journals, Reports, etc) General Chemistry laboratory Manual II 4. List Electronic Materials (eg. Web Sites, Social Media, Blackboard, etc.) Other learning material such as computer-based programs/cd, professional standards or regulations and software. Electrochemical cell simulation: Electrolysis cell simulation: Heat of solution simulation: Henry's Law simulation: F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 8

9 1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) - Classrooms (50 seats) outfitted with learning media - Labs (25 seats) equipped with suitable objects for teaching chemistry 2. Computing resources (AV, data show, Smart Board, software, etc.) - Data Show - White board - Internet 3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list) - Calorimeters - Viscometer Conductivity bridges - Metal electrodes (iron, Zinc, Copper and silver) - Reference electrode (calomel electrode) G Course Evaluation and Improvement Processes 1- Strategies for Obtaining Student Feedback on Effectiveness of Teaching Summative evaluation occurs at the end of a semester. The evaluation is performed by the recent students of the class. Students have the choice to reflect on the teachers instruction without fear of punishment because course evaluations are entirely secret and nameless. This can be done in one of two ways; either with a paper form or with online technology. This feedback is to be used by teachers to improve the quality of their instruction. The information can also be used to evaluate the overall effectiveness of a teacher. 2 - Other Strategies for Evaluation of Teaching by the Program/Department Instructor Formative evaluation is performed by peer consultation. Other experienced teachers will review one of their peer s instructions. The reason of this evaluation is for the teacher to obtain useful analysis on teaching. Peer feedback is given to the instructor typically in the form of an open session meeting. 3 Processes for Improvement of Teaching Attending workshop, reading books, and the searching for e-resources. 4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) - Check marking by an independent member teaching staff of a sample of student work. - periodic exchange and remarking of tests or a sample of assignments with staff at another institution Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 9

10 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. - Reviewing students feed back - Update text books - Consulting other top universities course specifications and contents Faculty or Teaching Staff: Prof. Sanaa T. Arab Dr. Ehteram A. Noor Dr. Salwa Al Rashed Dr. Aza Al Senbary Signature: Date Report Completed: 20/1/ 2013 Received by: Dean/Department Head Signature: Date: Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 10