Object of the Course

Object of the Course.—In the laboratory exercises which constitute the working portion of this text, directions are given for the preparation of a number of chemical substances in more or less pure condition. 

The object in undertaking such a series of preparations is twofold (1) the acquisition of a certain degree of skill in dealing with the difficulties that are encountered in the process of making pure compounds and (2) the extension and classification of information regarding types of compounds, acquaintance with the methods available in their preparation, and acquaintance with their chief reactions. This should include familiarity with the colloidal state of matter which any material may assume. 

Accordingly, in the earlier exercises, 23 in number, attention is centered on methods of manipulation for overcoming the usual varieties of difficulties and in gaining experience in the use of preparative processes. Later exercises are arranged with reference to a number of types of compounds and the reactions available for their preparation. A final group of exercises is provided to illustrate the chief characteristics of colloidal systems. 

Note When possible, the references following each exercise should be consulted by the student. Information about most of the compounds may also be found in the dictionaries of Watts or Thorpe. 

The simplest problem that presents itself in the preparation of pure chemical materials is the purification of an impure specimen. In the case of many liquids, this is accomplished by fractional distillation in the case of some solids, it may be effected by the process of sublimation but for the most part, it is done by crystallization. For the present, attention will be directed to this last process. 

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A physical chemistry instructor is faced with a number of decisions the goals and objectives of the course, the level of presentation, the choice of textbook, what topics to include, the sequence of topics, the balance between fundamentals and applications, the amount of homework to assign, the use of classroom time, and so forth. Of the students in the class, only a small fraction might intend to become physical chemists. The physical chemistry instructor must make his or her decisions in this context. 

Unfortunately, there is at present no available textbook which combines a discussion of the relevent fundamental chemical and biological principles of forensic science with their applications to the identification and comparison of physical evidence. Paul Kirk s recent text (7) does offer a comprehensive insight into forensic techniques. However, although the text is an excellent contribution to forensic literature, it does not entirely fulfill the objectives of the course we have described. 

Students at the University of South Alabama are currently introduced to computational methods in a five credit hour special topics course. The course meets for four hours of lecture and three hours of laboratory for each week of a 10-week quarter term. This course is designed for students who have completed three terms (quarters) of physical chemistry, so that all the students have had some exposure to quantum chemistry. The object of the course is to expose the student to a wide variety of computational tools that can be used to solve various chemical problems. 

Whether affective characteristics are important as means to an end or ends in themselves has consequences for the type of characteristics assessed. If they are viewed as means, those chosen for assessment must relate one or more of the available alternative classroom settings or teaching styles to the cognitive objectives of the course or curriculum, or both. If they are viewed as ends in themselves, the characteristics selected for assessment must conform to the goals and objectives of the course or curriculum. 

The content of the written test or of the skill demonstration shall be relevant to the objectives of the course. The written test and skill demonstration should be updated as necessary to reflect changes in the curriculum and any update should be approved by the Training Director. 

The main objective of the course projects is to give more hands on experience to the students in addition to that knowledge gained in the regular course. Assessment is carried out as a part of CIE with a 20 % weightage. Table 1 shows the detailed review for the course project assessment with evaluation. 

The normal procedure by which an engineering institution accredits a degree course starts with a written submission from the department offering fhe course to the Institution. Among other things, this submission describes the objectives of the course, the syllabus,... 

Phase 0. In this cycle the activities in the first meeting had already led to confusion about the objectives of the course because teachers thought they were involved in a process of improving the details of a new innovative module. They reported in the evaluation that they were the subject of an inquiry. As in the first cycle, the introductory experiment had made teachers enthusiastic about using this approach. 

A lesson plan is an instructional prescription, a blueprint describing the activities the instructor and student may engage in to reach the objectives of the course. The main purpose is to prescribe the key events that should occur during the module. 

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