You are here

General Chemistry III

Use this tool to understand how the research skills contained in the course outcomes, or other indicators, align with developmental stages of information literacy and critical thinking. See how PCC Librarians can help support the integration of research concepts and skills at levels appropriate to the course outcomes. This guide was prepared by the PCC librarians for General Chemistry III (CH 223)

Research support framework

The following shows where General Chemistry III fits into the Research Support Framework developed by PCC Librarians.

Information literacy developmental stage: 
Critical Thinking Support
  • I can use these resources to identify pro and con positions
  • I understand the scholarly conversation in this discipline and can recognize the experts
Cognitive domains and information literacy outcomes: 
Information exploration
  • Intellectual inquiry
  • Engagement with scholarly resources

Library support of CCOGs

These are the course outcomes and other indicators which require library support.

Intended course outcomes related to information literacy: 
  • Critically evaluate sources of scientific information to logically decide the bias, strengths and weaknesses of the information concerning the effect of chemistry and chemical concepts on themselves and their environment.


Other indicators of required information literacy outcomes: 
  • Students will gather information from a variety of sources, including, but not limited to, peer reviewed scientific papers and journals, popular science magazines and journals, the Internet, television and radio
  • Students will apply critical and rational thinking skills to determine the validity of such sources as they make informed decisions on such issues

Course integrated research support

These are the ways that the librarians can support information literacy achievement for the students in this course.

Corresponding information literacy outcomes: 
  1. Locate published information sources about the effect of chemistry and chemical concepts on humans, and evaluate for context, bias, and authority
  2. Locate articles in scientific journals and evaluate for context, currency, and peer review
  3. Devise a research question related to chemistry, within the context of human well being and the environment


Information literacy instructional objectives: 
  1. Identify the parties responsible, and their qualifications, for chemistry articles, to evaluate reliability of information
  2. Select sources for locating relevant chemistry journal articles, including library databases
  3. Develop a researchable question related to chemistry, and identify the context and perspectives of the authors


Bridging competencies: 
  • Recognize authors' affiliation statements in journal articles
  • Recognize agencies as corporate authors
  • Navigate to library website, and select relevant databases
  • Use background reading to construct reasonable topic statement