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22 Learning Outcomes-based Curriculum Framework for Undergraduate Education
= Explain the atomic theory of matter, composition of the atom, which defines the
identity of a given element.
= Explain the relative sizes, masses, and charges of the proton, neutron, and electron, and
their assembly to form different atoms.
= Define the term isotope, and their atomic and mass numbers.
= Use the Periodic Table to rationalize similarities and differences of elements, including
physical and chemical properties and reactivity.
= Predict common ionic charges of group 1A, 2A, 3A, 6A, and 7A elements based on
position in the periodic table.
Organic Chemistry I: Basics and Hydrocarbons (Semester–II/ Core Course–III):Some
examples of course-level learning outcomes that a student of this course is required to
demonstrate are indicated below:
= Describe molecular structure and bonding in organic molecules.
= Classify organic compounds by structure, use the IUPAC nomenclature, and identify
conformational effects in organic compounds.
= Predict the products of reactions of alkenes and describe the mechanisms showing how
the products are formed.
= Draw and interpret reaction coordinate diagrams, and relate the energetic changes
associated with chemical reactions to equilibrium constants and rate; and differentiate
kinetic versus thermodynamic control of reactions.
= Identify the types of isomerism in organic compounds, to identify and classify chiral
centers, and explain the physical and chemical consequences of chirality.
= Correctly represent the structures and bonding of alkynes, and describe the mechanisms
for reactions of alkynes and predict the products of such reactions.
= Identify compounds in which resonance is important, predict the effect of resonance on
the stability of compounds and reactive intermediates, and draw resonance structures.
= Identify conjugated pi systems and explain the effect of conjugation on molecular
structure and reactivity; and predict the products of reactions of dienes.
= Describe mechanisms for substitution and elimination reactions, and predict the
effect of nucleophile, leaving group, and solvent on the relative rates of S 1 versus S
2 reactions, and E1 versus E2 reactions, as well as on the relative rates of substitution
versus elimination.
Physical Chemistry II: Chemical Thermodynamics and its Applications (Semester–II/
Core Course–IV):Some examples of course-level learning outcomes that a student of this
course is required to demonstrate are indicated below:
