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Student Learning Outcomes

Discipline: Degree: AS-T - Geology - S0670
Course Name Course Number
Calculus and Analytic Geometry Math 180
  • Students can solve optimization problems.
  • Students can compute instantaneous rates of change in applications
  • Students can differentiate algebraic and transcendental functions
  • Students can evaluate integrals of elementary functions using the method of substitution.
Calculus and Analytic Geometry Math 181
  • Students can integrate algebraic and transcendental function using a variety of techniques
  • Students can apply the definite integral to applications.
  • Students can determine convergence of infinite series of various forms using various techniques.
  • Students can describe objects algebraically and geometrically in various 2- or 3-dimensional coordinate systems.
General Chemistry I CHEM 50
  • Chem 50 students will be able to demonstrate an understanding of stoichiometric principles, such as: \na.\tMole-to-mole conversions\nb.\tMole-to-mass conversions\nc.\tMass-to-mass conversions\nd.\tIdentifying limiting reactant\ne.\tCalculating the theoretical yield\nf.\tCalculating the amount of excess reactant\n
  • Chem 50 students will be able to demonstrate an understanding of solution chemistry such as: \na. calculating molarity \nb. making dilutions \nc. performing stoichiometric calculations. \n
General Chemistry I - Honors CHEM 50H
  • Chem 50 students will be able to demonstrate an understanding of solution chemistry such as: \na. calculating molarity \nb. making dilutions \nc. performing stoichiometric calculations. \n
  • Chem 50H students will be able to demonstrate an understanding of stoichiometric principles, such as: \na.\tMole-to-mole conversions\nb.\tMole-to-mass conversions\nc.\tMass-to-mass conversions\nd.\tIdentifying limiting reactant\ne.\tCalculating the theoretical yield\nf.\tCalculating the amount of excess reactant\n
General Chemistry II CHEM 51
  • Outcomes (SLO statement): \nChem 51 students will be able to: \na.\tDefine and identify a buffer solution \nb.\tDetermine the pH of a buffer solution \nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base \nd.\tDetermine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration \n
  • Chem 51 students will be able to \na.\tDefine and identify a buffer solution\nb.\tDetermine the pH of a buffer solution\nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base\nd.\tDetermine the chemical quantitates needed in order to prepare a buffer solution of given pH and acid or base concentration\n
  • Chem 51 students will be able to \na.\texamine and predict the effect of common ions on an aqueous equilibrium system \nb.\texamine and predict the effect of common ions on an aqueous equilibrium system as applied to the Solubility Procudt Constant (Ksp) Experiment \nc.\tpredicting degree of solubility based on solubility product constants \nd.\tcalculating the value of the solubility of a solution containing a common ion \nThe questions focused on determination of solubility, understanding the concept of Ksp, and the effects of the common ion effect on solubility. Some of the questions related directly to experiences that they had in several lab experiments.
  • By using the concept of Le Chatelier’s Principle, students will be able to \na.\tpredict the effect that causes the reaction to shift toward products in a gas phase reaction initially at equilibrium. \nb.\tpredict the correct effect of different stresses on a gas phase reaction at equilibrium \nc.\tpredict the correct effect of adding a substance that reacts with a component in the equilibrium system of a slightly soluble salt that was used in the “Review of \nEquilibrium Systems” experiment \nd.\tpredict the correct effect (by color of solution) from adding common ion in the aqueous phase equilibrium system used in the “Review of Equilibrium Systems” experiment \ne.\tpredict the correct effect (by color of solution) from adding a substance that reacts with a component in the equilibrium system used in the “Review of Equilibrium Systems” experiment. \nThe questions focused on determining the direction of shift of a reaction upon adding a variety of stresses to a system at equilibrium. Some of the questions related directly to experiences that they had in several lab experiments.
  • SLO on Buffers focused on the following course measurable objective: \nPrepare buffer solutions of a given pH and molarity and predict the response of the buffers to additions of acids and bases. \n\n\nOutcomes (SLO statement): \nChem 51 students will be able to: \na.\tDefine and identify a buffer solution \nb.\tDetermine the pH of a buffer solution \nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base \nd.\tDetermine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration \n\n
General Chemistry II - Honors CHEM 51H
  • Chem 51 students will be able to \na.\tDefine and identify a buffer solution\nb.\tDetermine the pH of a buffer solution\nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base\nd.\tDetermine the chemical quantitates needed in order to prepare a buffer solution of given pH and acid or base concentration\n
  • Outcomes (SLO statement): \nChem 51 students will be able to: \na.\tDefine and identify a buffer solution \nb.\tDetermine the pH of a buffer solution \nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base \nd.\tDetermine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration \n
  • Chem 51 students will be able to: \na.\tDefine and identify a buffer solution \nb.\tDetermine the pH of a buffer solution \nc.\tPredict the change in pH of a buffer solution upon addition of a strong acid or base \nd.\tDetermine the chemical quantities needed in order to prepare a buffer solution of given pH and acid or base concentration \n\n
Historical Geology GEOL 2
  • Students will be able to analyze causes and effects of Earth processes in the evolution of life and the Earth's crust using the scientific method and scientific thinking.
  • Students will be able to describe how global tectonics has influenced geography, climate, and evolution of life through time.
  • Students will be able to reconstruct paleogeographic conditions through analysis of biogeochemical data
  • Students will be able to describe and categorize sedimentary rocks and construct geologic maps.
  • Students will be able to articulate the concept of deep geologic time using the record of rocks and fossils.
Physical Geology GEOL 1
  • Students will be able to analyze patterns and trends in observable data from a natural system, and form conclusions based on those patterns and trends.
  • Students will be able to analyze how tectonics influences the formation and occurrence of minerals, rocks, earthquakes, volcanoes, oceans, continents, and landscapes.
  • Students will be able to use simple tools and techniques for field and lab identification of common minerals and rocks.
  • Students will be able to analyze deep time as it relates to the physical and chemical evolution of Earth over time.
  • Students will be able to apply scientific thinking and scientific method to analyze geologic problems, and the causes and effects of geologic processes.