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Chemistry Honors Curriculum Plan

NORTH CAROLINA CHEMISTRY HONORS

Public Schools of Robeson County LEA:780

Course Description: Honors Chemistry focuses on the study of matter and the changes matter undergoes. Major topics include the structure of atoms, properties of matter, chemical reactions, conservation of energy and matter, and the interaction of energy and matter.Honors Chemistry follows the Common Core and Essential Standards, but differs from Standard Chemistry in several ways, including:

a) Students study select objectives in the CCES in more detail than in Standard Chemistry.b) Students are expected to show a greater mastery of certain CCES objectives.c) Students explore additional chemistry topics which are not outlined in the CCES.

LEA Representative: _________________________________________________

Curriculum Content:

Teacher Rationale for Curriculum ContentHonors Chemistry is formatted as a rigorous, college-prep science course. It is designed for students that want to be challenged and produce qualitative outcomes. Students will learn chemistry concepts through a combination of class instruction and independent study. Diverse learning methods will be utilized such as exploratory lab experiments, written lab reports and scientific research projects where students are expected to demonstrate a greater responsibility for their learning process.

Standards and Objectiveshttp://www.ncpublicschools.org/docs/acre/standards/new-standards/science/chemistry.pdf

Curriculum Plan

http://www.ncpublicschools.org/docs/acre/standards/new-standards/science/chemistry.pdf


UNITS Standards

(*State standards;

others for alignment with Comm. Coll.

Curriculum; essential skills are bold)

Glencoe

Chemistry

Matter and Change

Resources For Differentiation

Unit: 1

Unit: 2

Safety

Chemistry 1.3

States of matter

Physical and chemical properties and changes

1.4 (p. 14-17) and lab 1.1 (to demonstrate safe lab practices)

1.2 (p. 7-9)3.1(p. 54-60)

3.2(p.61-65)

Lab 3.1 (p.17)

Lab 3.2 (p.21)

MiniLab (p.68)

Demo – gold pennies p. 62-63

Small-scale lab 2

Forensics lab A

ACS safety video, worksheets, and quiz

Honors: Lab #2:

A Review of Basic Laboratory Techniques

Honors Lab #1:

Physical and Chemical Changes

Lab - Observing physical and chemical changes

Lab – Density of soda

Unit: 2

Chemistry 1.1

Atomic structure

*The nucleus of the atom is much smaller than the atom yet contains most of its mass.

*The quantum model of the atom is based on experiments and analyses by many scientists, including Dalton, Thomson, Bohr, Rutherford, Milliken,

4.1

4.2

4.3

“Black box” Lab

Honors: Lab #4

Emission Spectra

C. Johannesson


UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


and Einstein. *The position of an element

in the periodic table is related to its atomic number.

MiniLab p. 102 – isotopes (pennies)

Lab 4.1 (p. 25)

Lab p. 108-109 (very small particles)

Discovery Lab p. 117 (or black box lab)

Unit: 3

Chemistry 1.3

Periodicity

*The electron configuration of elements and their reactivity can be identified based on their position in the periodic table.

*The periodic table can be used to identify metals, semimetals, nonmetals, and halogens.

*The periodic table can be used to identify trends in ionization energy, electronegativity, the relative sizes of ions and atoms, and the number of electrons available for bonding.

5.3

6.1

6.2

6.3

Labs – 6.1(similar to Secret Agent activity)

6.2

Secret Agent activity – as introductory activity

“Electron Configuration Polka” – Chemistry Songbag

“Mendeleev” – Chemistry Songbag

Research and write a report on an element.

Make a model of the

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UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


7.3 Periodic Puzzle element.

Unit: 5 & 6

Chemistry 1.2 & 1.3

Chemical Bonds

*Atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.

*Salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction.

*Chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many biological molecules are covalent.

*Lewis dot structures can provide models of atoms and molecules.

*The shape of simple molecules and their polarity can be predicted from Lewis dot structures.

*Electronegativity and ionization energy are related to bond formation

8.1

8.2

Lab 8.1 (properties)

Lab 8.2 (formation of a salt)

ChemLab 8 (p. 232 - making ionic compounds)

9.1

Discovery Lab (p. 241 – oil and vinegar)

Lab 9.1

9.2

Quick demo – p. 265 – salt and sugar – how to tell difference

“If It Isn’t Love, What’s Going On?” –

Chemistry songbag

Chromatography lab (chem.lab 9 p. 268 or

similar lab)

C. Johannesson


UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


9.5

Unit: 7

Unit: 8

Chemistry 2.2 & 3.2

Chemical Reactions and Solutions

*Chemical reactions can be described by writing balanced equations.

*The quantity of one mole is set by defining one mole of carbon-12 atoms to have a mass of exactly 12 grams.

*One mole equals 6.02 x 1023 particles (atoms or molecules).

*The molar mass of a molecule can be determined from its chemical formula and a table of atomic masses.

*Hess’s law is used to calculate enthalpy change in a reaction.

Students will be able to describe solutions, calculate concentrations of solutions, describe factors that affect solubility.

10.1

10.2

Discovery Lab (p. 277 – observing change)

Lab 10.1

Lab 10.2

11.1

11.2

11.3

Lab 11.1

Small-scale lab 11

16.4

ChemLab 11 – p. 342 – hydrated crystals

15.1

15.2

“A Mole is a Unit” – Chemistry Songbag

Honors: Lab # 3

Determining the Percent Composition of a Compound

Honors: Lab #5

Formula of a Hydrate

Chemistry 2.2 Cold Pack – lab

C. Johannesson


UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


Unit: 9

Stoichiometry

Students will be able to identify limiting reactant in a chemical reaction.

Students will be able to calculate the theoretical yield of a reaction when given the amounts of the reactants (or at least the limiting reactant).

Students will be able to calculate the percent yield of a chemical reaction from actual yields and data needed to calculate theoretical yield.

12.1

12.2

12.3

MiniLab (p. 362 – baking soda stoichiometry)

ChemLab 12 (p. 374)

Lab 12.1

Lab 12.2

12.4

(Stoichiometry song from Chemistry Songbag)

Honors: Lab #6

Mole-to-Mole Relationships in a Chemical Reaction

Honors: Lab #9

Double Displacement Reactions

Honors: Lab #7

Mass Relationships in Chemical Reactions

C. Johannesson


UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


Unit: 11

Chemistry 3.1

Reaction Rates

*The rate of reaction is the decrease in concentration of the reactants or the increase in concentration of products with time.

*Reaction rates depend on such factors as concentration, temperature, and pressure.

*A catalyst plays a role in increasing the reaction rate by changing the activation energy in a chemical reaction.

*Equilibrium is established when forward and reverse reaction rates are equal.

17.1

17.2

MiniLab (p. 539 – RXN rate & temp.)

ChemLab 17 (p. 550 – RXN rate and conc.)

Discovery Lab (p. 529 – or CAPT Tiny Bubbles lab)

18.1

18.2

Lab 18.1

Lab 18.2

PASCO probeware – temperature and colorimeter experiments

Lab #8

Solubility Curves

Honors: Lab #10

Stoichiometry and Solutions

Lab #11

Reactions of Solutions of Known Concentration

Unit: 10

Chemistry 2.1

Gases and Gas Laws

Students will be able to explain and apply the gas laws.

14.1

Demo – marshmallow with syringe (?)

Boyle’s Law Lab with blocks and syringes

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UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


Students will be able to describe kinetic molecular theory to explain behavior.

Students will be able to use the ideal gas equation to solve problems.

ChemLab 14 (p. 444)

MiniLab (p. 439)

Discovery Lab p. 419 as demo

Lab 14.1

14.2

14.3

PASCO probeware – dissolved oxygen experiment

“The Gas Laws” – Chemistry Songbag

Unit: 12

Chemistry 3.2

Acids, Bases, and Salts

Students will be able to differentiate between acids, bases, and salts.

Students will be able to determine and explain ionization constants of acids and relate to strength of acids and bases.

Students will be able to explain the purpose and use of an indicator.

Students will be able to describe and identify neutralization reactions.

Students will be able to perform acid-base titrations.

19.1

Discovery Lab (p. 595)

Quick demo (p. 597)

19.2

MiniLab (p. 604)

19.3

19.4

Lab 19.1

Lab 19.2

Small-scale Lab 17

Small-scale lab 18

Forensics Lab B

ChemLab 19 (p. 626)

Honors: Lab # 12

Acid-Base Titration

If burets are not available, a small-scale titration may be done using a pipette.

Honors: Lab #12

Acid-Base Titration

PASCO probeware – pH experiment

“Acids and Bases” – Chemistry Songbag

C. Johannesson


UNITS Standards

(*State standards;



Glencoe

Chemistry

Matter and Change


Use “homemade” indicators like red cabbage juice and turmeric.

Advance Topics

Organic Chemistry and Biochemistry

*The bonding characteristics of carbon result in the formation of a large variety of structures, ranging from simple hydrocarbons to complex biological molecules and synthetic polymers.

*Large molecules (polymers), such as proteins, nucleic acids, and starch, are formed by repetitive combinations of organic monomers.

*Amino acids are building blocks of proteins.

22.1

22.2

22.3

22.4

22.5

23.5

24.4

24.2

make slime (p. 737)

24.1

Discovery Lab (p. 697)

MiniLab p. 751

Discovery Lab (p. 775 – test for sugars)

Lab 23.2

Make Gak (Flinn)Diaper lab

Quick demo (p. 782 – test for starch)

Suggested Web Resourceswww.chemmybear.com

www.nclark.net/chemistry

C. Johannesson

http://www.nclark.net/chemistry

http://www.chemmybear.com/


www.sciencegeek.net/chemistrywww.mrsj.exofire.net/chemistry

Instructional Materials & Methods:Teacher Rationale for Instructional Materials & MethodsHonors Chemistry utilizes the course textbook: Glencoe Chemistry: Matter and Energy. This resource is essential in the Chemistry student understanding of concepts. Chemistry instructors utilized diverse instructional practices: 1. Technological devices for practical delivery and implementation of science concepts for the 21st century learners. 2. Demonstrative activities to completely engage students. The strengths of the course materials is in the diverse best instructional practices that address all learning styles.

Instructional Materials and Methods:In the course diverse learning strategies and methods of instruction will be utilized to enhance and provide an environment conducive for preparing students for 21st century learning. Students will engage in lab activities using laboratory equipment (CBLs, PASCO Probe ware, glassware, balances, etc.) in order to adequately prepare students to inquire, investigate qualitative and quantitative measures. Students will utilize technological devices to research, produce interactive, demonstrative projects and reports for active engagement.

Sample Units & AssignmentsUnit 2 Atomic Structure

CHEMISTRY INSTRUCTIONAL ALIGNMENTStrand: Matter Properties and Change

Domain: Physical Science: Chemistry

Essential Standard(s):Chm. 1.1 Analyze the structure of atoms and ionsChm. 1.3 Understanding the physical and chemical properties of atoms based on their position on the Periodic Table.

Essential Question(s):1. Why do scientists use models in chemistry?2. How would you describe the contributions made by

scientists to develop the atomic theory?3. How do the early models of the atom lead to the

current atomic theory?4. How would you describe subatomic particles?5. What is the relationship between an isotope and the

mass of an atom?6. What do you need to know to calculate the average

atomic mass of an electron?7. How would you describe the arrangement of the

Clarifying Objective(s):Chm. 1.1.1 Analyze the structure of atoms, isotopes, and ionsChm. 1.1.4 Explain the process of radioactive decay using nuclear equations and half-lifeChm. 1.3.1 Classify the components of a periodic table (period, group, metal, metalloid, nonmetal, transition).

C. Johannesson

http://www.mrsj.exofire.net/chemistry

http://www.sciencegeek.net/chemistry


periodic table in reference to groups and periods?

8. How are elements arranged on the periodic table?

Pacing Guide: Fall: September Spring: February

Revised Blooms Taxonomy: X Remembering X Understanding X Applying X Analyzing X Evaluating

X CreatingUnit of Study

*Atoms*Periodic Table

Major ConceptsAtomic Theory

Describe the composition of the atom and the experiments that led to that knowledge

Describe how Rutherford predicted the nucleus

Atomic Structure

Characterize the protons, neutrons, electrons: location, relative charge, relative mass (p=1, n=1, e=1/2000).

Use symbols: A= mass number, Z=atomic number

Use notation for writing isotope symbols:

or U-235

Identify

Instructional TaskChm 1.1

Engage/Explain: Power Point-Atomic Theory & Historical/Scientists

Engage/Explore: Timeline – History of Atom/Atomic Theory w/Scientists {Scroll}

Engage/Elaborate: Movie Maker - Scientists

Explain/Explore: Construct a Model of the Atom (example: clay, yarn, drawings)

Evaluate: Foldable – Comparison of Subatomic Particles

Engage: Video Clips (Discovery

EssentialVocabulary

Pre: Protons Neutrons Electrons Atoms Isotopes Ions Groups/

Families Periods Periodic

Table Transition

Elements Metal/

Nonmetal/Metalloid

radioisotope

alpha beta gamma strong

nuclear force

transmutation

transuranium elements

half-life radiochemi

cal dating nuclear

fusion nuclear

fission critical

mass

Instructional Resources

Text Resources:Glencoe: Chemistry Matter and ChangeChapter 3 Matter – Properties and ChangesChapter 4 The Structure of the Atom

Digital Resources:Laptop w/projector

www.msjs.comwww.eureka.comwww.discoveryeducation.comwww.misterguch.com

www.chemmybear.com

Literary Connections:*Word Wall*Laboratory Report*Vocabulary Drills*Scientific Journals & magazine

Sample Assessment Prompts

1. The following properties describe the element, mercury (Hg). Which one is a chemical property?

a. Its density is 5.43 g/cm3. c. It is a liquid at 298 K.

b. It is a silvery-white metal. d. Mercury(II) sulfide forms when it is exposed to sulfide ions.

2. All of the following are properties of SO2. Which one is a physical property?

a. It reacts with oxygen to form SO3

2-.

b. It condenses to a colorless liquid at 14°F and atmospheric pressure.

c. It is a strong

C. Johannesson



http://www.misterguch.com/

http://www.misterguch.com/

http://www.discoveryeducation.com/

http://www.discoveryeducation.com/

http://www.eureka.com/

http://www.msjs.com/


isotope using mass number and atomic number and relate to number of protons, neutrons and electrons

Have a conceptual awareness of the nature of average atomic mass. (Relative abundance of each isotope determines the average- no calculations)

Periodic Table

Identify groups/families as vertical columns on the periodic table

Identify periods as horizontal rows on the periodic table

Know that main group elements in the same family have similar properties, the same number of valence electrons, and the same oxidation number

Understand

Education, Eureka, Gaggle.tube

Elaborate/Evaluate: Isotope Candy/Marshmallow Lab Activity

Evaluate: Evaluation of Isotopes & Ions Handout (Subatomic Particles)

Evaluate: Calculations of average atomic mass

Chm. 1.3 Engage/

Explain: Power Point – Periodic Table

Engage/Elaborate: Reviewing the Periodic Table Coloring Sheet Activity

Engage/Elaborate: Movie Maker – Periodic Table & Families

Current: average

atomic mass

relative abundance

actual isotopic mass

Representative Elements

band of stability

nucleons positron

emission positron electron

capture radioactive

decay series

induced transmutation

mass defect breeder

reactor thermonucl

ear reactionIntroductory:

Bohr Model Periodic

Trends Atomic

radii Atomic

reactivity Electroneg

ativity Ionization

energy

reducing agent.

d. It reacts with water and oxygen to form an acid.

3. Use the following information to identify the atom or ion: 8 protons, 8 neutrons, and 10 electrons.a. S2+ b. O2–

c. O2+ d. S2–

e. Ne

4. Which best describes the relationship between subatomic particles in anyneutral atom?

A The number of protons equals the number of electrons.

B The number of protons equals the number of electrons.

C The number of neutrons equals the number of electrons.

D The number of neutrons is greater than the number of protons

5. The charge and mass number of a proton are:a. charge = +1,

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that reactivity increases down in a group of metals and decrease down in a group of nonmetals

Identify main group elements as A groups or as groups 1, 2, 13-18

Identify alkali metals, alkaline earth metals, halogens, and noble gases based on location on the periodic table

Identify transition metals as B groups or as groups 3-12

Nuclear Chemistry

Calculate half-life.

Use symbols for and distinguish between alpha, beta and gamma radiation include relative mass

Compare penetrating ability of alpha, beta,

Explore/Elaborate/Evaluate: Internet Scavenger Hunt – Make the Periodic Table Real

Explore/Elaborate: Research – Individual Elements (Utilization)

Explain: Chemistry Football – Goal Post – relationship between representative elements and alkali, alkaline earth, noble gases, halogen.

Chm. 1.1 Engage/

Explain:– PowerPoint Nuclear Chemistry

Evaluate: Foldable- Comparison of Alpha, Beta and Gamma Particles

Explore/Elaborate:

Mass number = 1

b. charge = 0, Mass number = 1

c. charge = -1, Mass number = 0d. charge = +1, Mass number = 0

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and gamma

Fission and fusion

Internet BrainPop (Nuclear Chemistry -practical utilization)

Engage: Video Clips – Comparison between fusion & fission

Evaluate: calculations- Balancing nuclear equations, half-life

Explore/Elaborate: Modeling Radioactive Decay Laboratory Activity (p.819)

Elaborate/Evaluate: Independent Research Project ( Ex. Nuclear reactors)

Sample Assignment #1 Courtesy of www.nclark.net

Experiment #1: Physical and Chemical ChangesPrecautions: Safety glasses, safety aprons, DO NOT look directly at the burning magnesium.

Objective: To study the difference between a physical and a chemical change.

Apparatus: Bunsen burner, crucible tongs, medium test tubes, ceramic tile, mortar

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and pestle

Materials: Wood splints, copper strip, magnesium ribbon, sandpaper, sugar, glass rod, table salt

Procedures:1. . Examine a wood splint and note its physical properties in the table below.

Heat the splint until it takes fire and allow it to burn itself out on the ceramic tile. Record your observations in the table below.

2. Using a test tube holder, heat 1/6 of a test tube of water in a test tube until it boils. Hold a dry test tube in the escaping steam for a minute or two. What is the product that condenses on the tube? ________________ Record your observations in the table below.

3. Scour a piece of copper with sandpaper until it is perfectly clean. Examine it and note its properties. Hold the copper strip with the tongs and heat it in the Bunsen burner for several minutes. Examine and note its properties after heating. Record your observations in the table below.

4. Put a pinch of sugar in a dry test tube. Heat the test tube for several minutes. Note the properties of the sugar before and after heating. Record your observations in the table below.

5. Heat the end of a glass rod until it becomes soft and bends. When cool, examine and compare the heated with the unheated end of the rod. Record your observations in the table below.

6. Clean the magnesium ribbon with sandpaper. examine the magnesium and note its properties. Hold the magnesium strip with the tongs and ignite it in the Bunsen burner.

7. Taste some salt. Place 1/2 cm3 of salt in a clean mortar and pestle and grind it to a powder. Taste the ground salt. Dissolve some of the salt in « test tube of water. Taste the solution. Record your observations in the table.

Observations: Table of Observations

Materials Properties Before Heating

Properties After Heating

Chemical or Physical Change?

WoodWaterCopper

C. Johannesson


SugarGlassMagnesium

Salt Taste of Crystals

Taste when Ground

Taste when Dissolved

Summary Questions:1. Different kinds of matter are recognized by observing their _________________________.

2. Five characteristics or properties used to identify substances are ______________________

______________________________________________________________________________.

3. Two kinds of changes that matter may undergo are _______________________ and

______________________.

4. A change in which a substance loses the properties by which we identify it is called a

_____________________ change.

5. A change in which an element or compounds may change some of its physical properties but not

its chemical properties is called a _____________________ change.

Conclusions:1. A chemical change is one in which ___________________________________________

_______________________________________________________________________.

2. Compounds are formed as the result of __________________________ changes.

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3. A physical change is one in which _______________________________________________

___________________________________________________________________________

4. The formation of mixtures is a ______________________ change.

Related Questions:1. Matter is defined as ________________________________________________________.

2. The three states or forms of matter are _________________________________________.

3. Mixing iron fillings and sulphur is a ____________________ change because _________

__________________________________________________________________________

4. Heating a mixture of iron filings and sulphur produces a _______________ change because

__________________________________________________________________________

5. State whether the following are Physical (P) or chemical (C) changes:

a) Souring of milk _______ g) Burning of coal _______

b) Rusting of iron _______ h) Pulverizing sugar _______

c) Breaking glass _______ i) Boiling water ________

d) Tarnishing of silver _______ j) Melting ice ________

e) Dissolving salt in water ______ k) Melting paraffin _______

f) Magnetizing iron _______ l) Decaying of food _______

6. Does the application of heat to a substance always produce a chemical change? _______ Give

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examples to support your answer _________________________________________

7. Give an example of a chemical change produced by:

a) Light ________________________________________________

b) Electricity ___________________________________________

c) Heat ________________________________________________

8. Give an example of a chemical change which produces:

a) Light and Heat ________________________________________

b) Electricity ___________________________________________

c) Mechanical energy ____________________________________

9. How would you show that:

a) dissolving sugar in water is a physical change.

b) heating a platinum wire in air is a physical change.

Sample Assignment #2 Courtesy of www.mrsj.exofire.net

The Mole Review

****ALL ANSWERS MUST INCLUDE THE PROPER UNITS & SIG FIGS.****

SOLVE THE FOLLOWING MOLAR CONVERSION & MOLARITY PROBLEMS:

1. How many grams would 8.1 1021 molecules of sucrose (C12H22O11) weigh?

C. Johannesson


2. How many grams of AgNO3 are required to make 25 mL of a 0.80M solution?3. How many moles are in 53.8 g of magnesium chloride?4. What volume of 0.15M SrSO4 can be made from 23.1 grams?5. Find the molarity of a 2.50 L solution containing 7 g of potassium fluoride.6. How many units are in 0.845 moles of NaNO3?7. How many grams of aluminum chloride are required to make 0.50 L of a 1.0M solution?8. How many molecules are in 50.0 g of calcium sulfide?9. Find the molarity of an 85 mL solution containing 2.6 g of ZnCl2.10. How many atoms are in a 2.0 kg ingot of gold? (Note mass units.)11. Find the molarity of a 750 mL solution containing 20.0 g of lithium bromide.

SOLVE THE FOLLOWING PERCENTAGE COMPOSITION PROBLEMS:

12. Find the percentage composition of sucrose (C12H22O11).13. Find the percentage composition of a sample containing 1.29 g of carbon and 1.71 g of

oxygen.14. Find the mass percentage of water in sodium carbonate decahydrate.15. How many grams of zinc are in a 37.2-gram sample of zinc nitrate?

SOLVE THE FOLLOWING EMPIRICAL & MOLECULAR FORMULA PROBLEMS:

16. Find the empirical formula of a compound that contains 75% carbon and 25% hydrogen.17. Find the empirical formula of a compound that contains 9.03 g magnesium and 3.48 g of

nitrogen.18. The empirical formula of a compound is NO2. Its molecular mass is 92 g/mol. What is its

molecular formula?19. Glucose has an empirical formula of CH2O. Find its molecular formula if its molecular mass

is 180.0 g/mol.20. A compound is composed of 34.2% sodium, 17.7% carbon, and 47.6% oxygen. Find its

empirical formula. If its molecular mass is 134 g/mol, find its molecular formula.

C. Johannesson


The Mole Review – ANSWER KEY

***ALL ANSWERS MUST INCLUDE THE PROPER UNITS & SIG FIGS.***

1. 4.6 g C12H22O11

2. 3.4 g AgNO3

3. 0.565 mol MgCl24. 0.84 L SrSO4 solution 5. 0.048M KF6. 5.09 × 1023 units NaNO3

7. 67 g AlCl38. 4.17 × 1023 molec. CaS9. 0.22M ZnCl210. 6.1 × 1024 atoms Au11. 0.31M LiBr 12. 42.098% C, 6.490% H, 51.411% O13. 43% C, 57% O14. 62.976% H2O 15. 12.8 g zinc16. CH4

17. Mg3N2 18. N2O4

19. C6H12O6

20. empirical: NaCO2 molecular: Na2C2O4

Student Work Samples

Teacher Rationale for Assessment Practices in Chemistry Honors:

Different learning styles will be taken into account, therefore using a variety of evaluation techniques. This will allow each student to display ability in a way that truly shows their understanding of the material. Self-evaluation components within lessons will allow students to assess their learning and improve learning strategies. Students will communicate their knowledge through a variety of ways such as class/group participation, activities that use rubric, projects in and out of class, unit tests, and lab reports.

C. Johannesson


Formative Assessments include items that informally measure student growth and understanding.

Examples

Exit slips

Question answer sessions

Graphic organizers

One page papers

Mini labs

Fishbowl topics of concern

Think pair share

Quick writes

Gallery walks

Four square

Jigsaw vocabulary

Summative Assessments include items that formally student growth and understanding.

Examples

Benchmarks

Interim progress reports

Unit tests

Common Exams

State Exams that measure growth or proficiency

Formal written lab reports

C. Johannesson


Assessment Sample #1

PHYSICAL SCIENCE INTERACTIVE NOTEBOOK GUIDELINES

PTS 1st Check 2nd Check 3rd Check 4th CheckCompleted Table of

Contents10

Pages Numbered 10All Diagrams Colored &

Labeled20

Organized/Neat 20All Pages Completed 40

Total Points 100

RANDOM SPOT CHECK

DateGrade

C. Johannesson

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