CC and LO Update Planning

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CHEM-1312CC and LO Updates

This page is to help track needed CC and LO changes.

Home: Course CompetenciesIn Progress

These are the old competencies.

CC1.1 Determine qualifications for molecular bonding based on geometric shapes

CC2.1 Evaluate how solids and liquids interact

CC3.1 Evaluate the physical properties of mixtures

CC4.1 Evaluate the dynamics of chemical systems

CC5.1 Compare the properties of acid and bases to determine strength and solubility

CC6.1 Predict the spontaneity of chemical reactions using the three laws of thermodynamics

CC7.1 Evaluate the different kinds of batteries and nuclear reactions

These are the new competencies.

Module 5: CompetenciesIn Progress

These are the old competencies.

CC5.1 Compare the properties of acid and bases to determine strength and solubility

LO5.1.1 Define the properties of acid and bases

LO5.1.2 Demonstrate how the mixing of acids and bases affect equilibria and solubility

These are the new competencies.

CC5.1 Compare the properties of acid and bases to determine strength and solubility

LO5.1.1 Apply acid-base theories (Brønsted, Lewis) to identify conjugate pairs

LO5.1.2 Calculate pH and pOH for strong and weak acid/base solutions

LO5.1.3 Analyze buffer systems and calculate pH changes

LO5.1.4 Interpret acid-base titration curves and select indicators

LO5.1.5 Apply solubility principles to predict precipitation

LO5.1.6 Predict pH effects on solubility and complex ion formation

Module 1: Learning Objectives - CRITICAL PEDAGOGICAL ISSUESHIGH PRIORITY

🔴 CRITICAL FINDINGS: Module 1 Learning Objectives Fail Pedagogical Standards

Comprehensive audit reveals that Module 1 learning objectives are pedagogically inadequate for a sophomore chemistry course and undermine educational value.

Objective Comparison: Current vs. Pedagogically Sound

LO	❌ Current (Inadequate)	✅ Recommended (Pedagogically Sound)
LO1.1.1	Identify different types of geometries • Low cognitive level • Vague outcome • No application context	Apply VSEPR theory to predict three-dimensional molecular geometries from Lewis structures • Application level • Specific method & outcome • Clear assessment criteria
LO1.1.2	Identify dipole moments • Basic recognition only • No practical skill • Missing context	Analyze molecular polarity by evaluating bond dipoles and molecular geometry • Analysis level • Explains HOW to analyze • Connects concepts
LO1.1.3	Classify the Valence Bond Theory • Comprehension level • Unclear categories • No application	Apply valence bond theory to explain bonding and hybridization in molecules • Application level • Clear purpose • Problem-solving focus
LO1.1.4	Classify the Molecular Orbital Theory • Comprehension level • Vague classification • No comparison skill	Compare molecular orbital and valence bond theories to predict molecular properties • Evaluation level • Comparative analysis • Prediction outcomes

Bloom's Taxonomy Analysis

Current Module 1 ❌

Remember/Understand Identify (basic)
Remember/Understand Identify (basic)
Understand Classify (comprehension)
Understand Classify (comprehension)

Problem: All objectives at freshman-level cognitive complexity

Revised Module 1 ✅

Apply VSEPR theory
Analyze molecular polarity
Apply valence bond theory
Evaluate Compare theories

Solution: Appropriate sophomore-level progression

Module 5 (Good Example) ✅

Apply acid-base theories
Calculate pH and pOH
Analyze buffer systems
Interpret titration curves

Standard: Established quality benchmark

Five Critical Pedagogical Problems

1. Low-Level Cognitive Verbs ❌

Problem: All objectives use "Identify" and "Classify" - basic knowledge/comprehension level.

Impact: Students only recognize concepts, don't learn to USE them.

Standard: Sophomore courses should require Application/Analysis levels.

2. Inadequate Specificity ❌

Problem: Vague objectives - "identify geometries" HOW? For WHAT purpose?

Impact: Unclear assessment criteria, inconsistent instruction.

Solution: Specific actions with clear outcomes and methods.

3. Missing Context & Application ❌

Problem: No connection to problem-solving or real-world applications.

Impact: Students can't transfer knowledge to new situations.

Standard: Learning objectives should enable practical application.

4. Poor Cognitive Progression ❌

Problem: Flat progression: Identify → Identify → Classify → Classify

Impact: No scaffolding from basic to advanced thinking skills.

Better: Predict → Analyze → Apply → Compare

5. Course Level Mismatch ❌

Problem: Freshman-level objectives for sophomore chemistry.

Impact: Objectives don't prepare students for course assessments or subsequent courses.

Standard: Should match CHEM-1312 rigor and expectations.

Cross-Module Comparison

Module 5 Success Model: Recent restructuring established pedagogically sound objectives using higher-order cognitive verbs (Apply, Calculate, Analyze, Interpret).

Module 1 Gap: Dramatically lags behind established quality standards.

Implementation Strategy for Stakeholder Approval

✅ Key Selling Points for Stakeholders:

Educational Quality:

Aligns objectives with actual course rigor
Matches established Module 5 quality standards
Follows best practices in learning objective design
Improves student transfer to advanced courses

Assessment Improvement:

Clear criteria for measuring student success
Objectives that match exam expectations
Better alignment with ALEKS assessments
Reduced student confusion about expectations

🎯 Current Module 1 Learning Objectives (INADEQUATE):

LO1.1.1 Identify different types of geometries
LO1.1.2 Identify dipole moments
LO1.1.3 Classify the Valence Bond Theory
LO1.1.4 Classify the Molecular Orbital Theory

🎯 Recommended Module 1 Learning Objectives (PEDAGOGICALLY SOUND):

LO1.1.1 Apply VSEPR theory to predict three-dimensional molecular geometries from Lewis structures
LO1.1.2 Analyze molecular polarity by evaluating bond dipoles and molecular geometry
LO1.1.3 Apply valence bond theory to explain bonding and hybridization in molecules
LO1.1.4 Compare molecular orbital and valence bond theories to predict molecular properties

PRIORITY RECOMMENDATION

Status: HIGH PRIORITY - Current objectives undermine educational quality

Action Required: Complete revision of Module 1 learning objectives to match Module 5 quality standards

Timeline: Critical for Summer 2026 development cycle

Stakeholder Impact: Essential for maintaining course accreditation standards and student success outcomes