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Learning Outcomes-based Curriculum Framework for Undergraduate Education 21

= Use newer techniques of molecular modelling, electrochemical methods of analysis and
use of IR, NMR and other spectroscopic techniques in the identification of inorganic
and organic compounds at semi-micro level.

= Employ chemical techniques relevant to academia, industry and government, and
generic skills and global competencies, including relevant disciplinary knowledge and
skills that enable students to undertake further studies in the field of chemistry or multi-
disciplinary areas involving chemistry, and apply standard methodology to the solution
of problems in chemistry, including problems that emerge from both the subfields of
chemistry (analytical, inorganic, organic and physical), and broader interdisciplinary
subfields (eg. life, environmental and material sciences).

= Undertake hands on lab work and activities that help develop in students practical
knowledge and skills, that are required for pursuing career in pharmaceuticals, chemical
industry, teaching, research, environmental monitoring, product quality, consumer
goods industry, food products, cosmetics industry, etc. and skills for working safely
and competently in the laboratory;

= Recognize and appreciate the importance of the chemical sciences and its application
in academic, industrial, economic, environmental and social contexts.

3.9 Course-level learning outcomes

Some examples of course-level learning outcomes relating to courses within B.Sc (Honours)
degree programme in chemistry are indicated in the following sections:

Physical Chemistry I: States of Matter & Ionic Equilibrium (Semester–I/ Core Course–
II): Some examples of course-level learning outcomes that a student of this course is required
to demonstrate are indicated below:

= Explain the origin of Keq and its relation to fugacity and activity and apply these
concepts to ideal and real solutions of electrolytes and non-electrolytes and to colligative
properties.

= Apply the principles of electrochemistry to conductance, voltaic, and electrolytic
systems.

= Provide a physical basis for Debye-Huckel theory.
= List the methods for arriving at a plausible mechanism and/or rate law based on kinetic
information.

= Manipulate the gas laws to describe real and ideal gas behavior.

= Apply the steady-state hypothesis to obtain rate equations. Explain the basic principles
of photochemical and radiation-chemical reactions.

Inorganic Chemistry I: Atomic Structure & Chemical Bonding (Semester–I/ Core
Course–I): Some examples of course-level learning outcomes that a student of this course
is required to demonstrate are indicated below: