Вы находитесь на странице: 1из 20

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY

CONTENT STANDARDS FOR ATOMIC AND MOLECULAR STRUCTURE

LEARNING EXPECTATION PERFORMANCE EVALUATION

State Content Standard Instructional activities Assessment activities to


enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
1.a. – Students know how to 1.a. Show the 1.a. Quiz on the
relate the position of an representation of differences and
element in the periodic Mendeleev’s original similarities between
table to its atomic number periodic table of Mendeleev’s periodic
and atomic mass. elements. Compare and table and the modern
contrast this arrangement periodic table
with that of the modern
periodic table.
1.b. – Students know how to 1.b. Visual Strategy— 1.b. Worksheet
use the periodic table to Discuss with students all assessment
identify metals, semimetals, the main regions and
non-metals, and halogens. classification on the
periodic table.
1.c. – Students know how 1.c. Video—Comparing 1.c. Class discussion and
to use the periodic table to Reactivities of Alkali oral presentation and lab
identify alkali metals, Metals and Alkaline-Earth report.
alkaline earth metals and Metals.
transition metals, trends in
ionization energy, Chemical Activity of
electronegativity, and the Metals Lab
relative sizes of ions and
atoms.
1.d. – Students know how to 1.d. Lecture or class 1.d. Journal entries.
use the periodic table to discussion on valence Homework and lab report.
determine the number of electrons. Brainstorming.
electrons available for Conductivity of molecular
bonding. and ionic compounds
(lab).
1.e. – Students know the 1.e. Draw and explain the 1.e. Classroom
nucleus of the atom is much atomic structure. . Bingo presentation on the
smaller than the atom yet activity to learn the atomic models
contains most of its mass. elements.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ATOMIC AND MOLECULAR STRUCTURE

LEARNING EXPECTATION PERFORMANCE EVALUATION

State Content Standard Instructional activities Assessment activities to


enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
1.f. – Students know how to 1.f. Worksheet activities 1.f. Quiz
use the periodic table to and Video. Compare and
identify the lanthanide, contrast transuranium 1.f. Research paper.
actinide, and transactinide elements and non-
elements and know that the transuranium elements.
transuranium elements
were synthesized and
identified in laboratory
experiments through the
use of nuclear accelerators.
1.g. – Students know how to 1.g. Teach and explain 1.g. Group activity –
relate the position of an the electron configuration identity the s,p,d,f block
element in the periodic pattern (orbital notation). in the periodic table.
table to its quantum Flame test demonstration. Lab report
electron configuration and
to its reactivity with other
elements in the table.
1.h. – Students know the 1.h. Application— 1.h. Journal entries.
experimental basis for Discuss and analyse Test.
Thomson’s discovery of the Thomson’s Experiment,
electron, Rutherford’s The Photoelectric Effect,
nuclear atom, Millikan’s oil Rutherford’s Foil
drop experiment, and Experiment, and Einstein
Einstein’s explanation of the contributions to the
photoelectric effect. modern atomic theory.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ATOMIC AND MOLECULAR STRUCTURE

LEARNING EXPECTATION PERFORMANCE EVALUATION

State Content Standard Instructional activities Assessment activities to


enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
1.i. – Students know the 1.i. Review and 1.i. Oral Presentation
experimental basis for the reinforcement of the Quiz
development of the Quantum Theory;
quantum theory of atomic Explain Bohr’s model
structure and the historical
importance of the Bohr
model of the atom
1.j. – Students know that 1.j.—Explain the 1.j. Group discussion
spectral lines are the result electromagnetic spectrum Lab report
of transitions of electrons and the significance of
between energy levels and wavelength and
that these lines correspond frequency.
to photons with a frequency Laboratory
related to the energy Investigation
spacing between levels by Spectral Analysis of
using Planck’s relationship Fluorescent Lights.
(E=hv).
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL BONDS

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
2. a. Students know atoms 2.a. Explain covalent 2.a. Oral presentation;
combine to form molecules bonding and the Worksheet on Covalent
by sharing electrons to form characteristics of covalent Bonding
covalent or metallic bonds bonding.
or by exchanging electrons KWL Activity
to form ionic bonds.
2.b. Students know 2.b. Explain chemical 2.b. Teacher-directed
chemical bonds between bonding and why most questions
atoms in molecules such as atoms form chemical
H 2 , CH 4 , NH 3 , H 2 CCH 2 , bonds.
N 2 , Cl 2 , and many large
biological molecules are
covalent.
2.c. Students know salt 2.c. Lab Activity— 2.c. Lab report, quiz, and
crystals, such as NaCl, are Students identify journal writing
repeating patterns of electrolytes from a group
positive and negative ions of compounds (ionic and
held together by molecular compounds).
electrostatic attraction.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL BONDS

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
2.d. Students know the 2.d. Teacher-directed 2.d.. Response from
atoms and molecules in discussion. students
liquids move in a random
pattern relative to one Explain the heating curve Lab report
another because the for phase changes from
intermolecular forces are ice to water vapor.
too weak to hold the atoms
or molecules in a solid form.
2.e. Students know how to 2.e. Explain the six basic 2.e. Assess students’
draw Lewis dot structures. steps in drawing Lewis dot drawings .
structures.
2.g.* Students know how 2.g. Classify bonding type 2.g. Worksheet and group
electronegativity and according to electro activity
ionization energy relate to negativity differences.
bond formation.
2.f.* Students know how to 2.f. Student activities 2.f. Outcome of student
predict the shape of simple using molecular models activities
molecules and their polarity
from Lewis dot structures.
2.h.* Students know how to 2.h.Laboratory 2.h. Lab report
identify solids and liquids Investigation—
held together by Van der Properties of Ionic and
Waals forces or hydrogen Covalent Bonds
bonding and relate these
forces to volatility and How many drops of water
boiling/melting point could you pile on a
temperatures. panny?
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CONSERVATION OF MATTER AND STOICHIOMETRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
3.a. Students know how to 3.a. Describe five basic 3.a. Journal writing
describe chemical reactions types of chemical Class practice
by writing balanced reactions—synthesis, Work sheet
equations. decomposition, single Test
replacement, double
replacement, and
combustion.

3.a. Steps in writing


balanced chemical
equations
3.b. Students know the 3.b. Explain the mole 3.b. Lab assessment
quantity one mole is set by concept.
defining one mole of carbon
12 atoms to have a mass of 3.b. Lab Activity—Moles
exactly 12 grams. and Mass in a Reaction
3.c.Students know one mole 3.c. Explain the mole 3.c. Group activity in
equals 6.02 X 10 23 particles concept. calculation moles.
(atoms or molecules). Lab assessment
3.c. Lab Activity—Moles
and Mass in a Reaction
3.d. Students know how to 3.d. Solving stoichiometric 3.d. Homework,
determine the molar mass problems; peer tutoring classwork, quiz, and lab
of a molecule from its report
chemical formula and a
table of atomic masses and 3.d. Lab Activity—Moles
how to convert the mass of of Iron and Copper
a molecular substance to
moles, number of particles,
or volume of gas at
standard temperature and
pressure.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY


CONTENT STANDARDS FOR CONSERVATION OF MATTER AND STOICHIOMETRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
3.e. Students know how to 3.e. Solving stoichiometric 3.e. Homework,
calculate the masses of problems; peer tutoring classwork, quiz, and lab
reactants and products in a report
chemical reaction from the
mass of one of the 3.e. Lab Activity—Moles
reactants or products and of Iron and Copper
the relevant atomic masses.
3.f.* Students know how to 3.f. Solving stoichiometric 3.f. Homework, classwork,
calculate percent yield in a problems; peer tutoring quiz, and lab report
chemical reaction.
3.f. Lab Activity—Moles
of Iron and Copper
3.g.* Students know how to 3.g. Experiment— 3.g. Lab report
identify reactions that Explore the effect of
involve oxidation and adding oxygen to a
reduction and how to solution of methylene
balance oxidation-reduction blue and glucose
reactions.
3.g. Explore how different
metals react with a weak
acid.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR GASES AND THEIR PROPERTIES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
4.a. Students know the 4.a. Lecture and 4.a. Students write a
random motion of transparencies on Kinetic comparison of the
molecules and their Molecular Theory. pressure, temperature,
collisions with a surface volume relationships.
create the observable
pressure on that surface.
4.b. Students know the 4.b. Diffusion experience 4.b. Journal entry
random motion of using bottles of perfumes requiring students to
molecules explains the placed in one area of the explain the process of
diffusion of gases. room. diffusion.

4.c. Students know how to 4.c. Practice problems in 4.c. Test


apply the gas laws to calculating gas laws
relations between the including the Ideal Gas
pressure, temperature, Law.
and volume of any amount
of an ideal gas or any Molar Volume of a Gas Lab activity and lab
mixture of ideal gases. (Lab) report.
4.d. Students know the 4.d. Use visual (cube) to 4.d. Quiz.
values and meanings of explain the STP conditions
standard temperature and of gases, including
pressure (STP). temperature, pressure,
volume, moles and
Avogadro’s number.
Same as 4c lab.
4.e. Students know how to 4.e. Practice problems 4.e. Homework in solving
convert between the Celsius temperature conversions.
and Kelvin temperature Temperature vs. Time Lab Oral Presentation.
scales. (involving conversions of Lab report.
temperature units and
graphing)

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY


CONTENT STANDARDS FOR GASES AND THEIR PROPERTIES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
4.f. Students know there is 4.f. Class discussion. Use 4.f. Journal entry
no temperature lower than transparency to show the
0 Kelvin. value of absolute zero (0
Kelvin)
4.g.* Students know the 4.g. Analyze and 4.g. Group discussion and
kinetic theory of gases interpret graph showing oral pressentation
relates the absolute the absolute temperature.
temperature of a gas to the
average kinetic energy of
its molecules or atoms.
4.h.* Students know how to 4.h. Practice problems 4.h. Quiz/Test
solve problems by using the
ideal gas law in the form PV
= nRT.
4.i.* Students know how to 4.i. Analyzing situations 4.i. Lab Report
apply Dalton’s law of partial and solving problems that
pressures to describe the require the Dalton’s Law,
composition of gases and Graham’s law of diffusion,
Graham’s law to predict and relate these concepts
diffusion of gases. to real life situations.
Diffusion of Gas Lab
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ACIDS AND BASES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
5.a. Students know the 5.a. Lecture, discussion, 5.a. pH scale using
observable properties of and transparencies household solutions or
acids, bases, and salt showing properties of substances.
solutions. acids and bases Explore; Lab report.
Class demonstration using
acids, bases, and salts.
Determining the strengths
of acids and bases.
5.a. Lab activity:The pH
Lab
5.b. Students know acids 5.b. Lecture, discussion, 5.b. Quiz
are hydrogen-ion-donating and transparencies
and bases are hydrogen- showing properties of
ion-accepting substances. acids and bases Explore;
Class demonstration using
acids, bases, and salts.
5.c. Students know strong 5.c. Lecture, discussion, 5.c. Review and
acids and bases fully and transparencies Reinforcement Defining
dissociate and weak acids showing properties of acids and bases
and bases partially acids and bases. Explore; Determining the strengths
dissociate. Conductivity of Acids and of acids and bases.
Bases
5.c. Lab activity: CBL 5.c. Comparing Acid/Base
(computer based lab) Strength Lab Report
5.d. Students know how to 5.d. Same as 5a and 5c 5.d Same as 5a and 5c
use the pH scale to
characterize acid and base
solutions.
5.e.* Students know the 5.e. Lectures. Use of 5.e. pH lab report
Arrhenius, Brønsted-Lowry, transparencies. Problems, calculations,
and Lewis acid–base and completion items.
definitions.
5.f.* Students know how to 5.f. Lectures and 5.f. Quiz.
calculate pH from the demonstration measuring
hydrogen-ion concentration. different acids’ strength Titration Lab
Titration
5.g.* Students know buffers 5.g. Lectures 5.g. Written response to
stabilize pH in acid–base Demonstration using demonstration.
reactions. buffer solutions to explain
the role of the buffer.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY


CONTENT STANDARDS FOR SOLUTIONS

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
6a. Students know the 6.a. Lecture, Discussion, 6.a. Review and
definitions of solute and and transparencies Reinforcement;
solvent. Nature of Solutions,
6.a. Explore; Solutions of Concentration of
gases, liquids and solids. Solutions, Formation of
Solutions, Colligative
Properties.
Test items to show
recognition response.
6.b. Students know how to 6.b. Lecture, Discussion, 6.b. Review and
describe the dissolving and transparencies Reinforcement;
process at the molecular Nature of Solutions,
level by using the concept 6.b. Apply; Electrolytes Concentration of
of random molecular Solutions, Formation of
motion. Solutions, Colligative
Properties.
Test items to show
recognition response.
6.c. Students know 6.c. Lecture, Discussion, 6.c. Review and
temperature, pressure, and and transparencies Reinforcement;
surface area affect the Nature of Solutions,
dissolving process. 6.c. Demonstrations; Concentration of
Factors affecting Solutions, Formation of
solubility. Solutions, Colligative
Explore; Sweet Properties.
Solutions Test items to show
Apply; The Bends recognition response.
Enrich; Coming up for
Air
6.d. Students know how to 6.d. Lecture, Discussion, 6.d. Review and
calculate the concentration and transparencies Reinforcement;
of a solute in terms of Nature of Solutions,
grams per liter, molarity, 6.d. Explore; How much Concentration of
parts per million, and will dissolve? Solutions, Formation of
percent composition. Practice Problems Solutions, Colligative
Properties.
Test items to show
recognition response.
6.e.* Students know the 6.e.
relationship between the Explore; Colder than Ice
molality of a solute in a Water
solution and the solution’s Practice Problems
depressed freezing point or Enrich; Artificial Kidneys
elevated boiling point.
6.f.* Students know how 6.f. Lab; Chromatography 6.f. Lab Report ;
molecules in a solution are and distillation. Distillation
separated or purified by the
methods of chromatography
and distillation.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL THERMODYNAMICS

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
7.a. Students know how to 7.a. Based on the Kinetic 7.a. Multiple choice and
describe temperature and Molecular theory, explain constructed response
heat flow in terms of the the motion – behavior of items to demonstrate
motion of molecules (or molecules/atoms with student understanding.
atoms). change of temperature.
Demonstration on
exothermic and
endothermic systems.
7.b. Students know 7.b.c Use graphs to show 7.b. Lab report
chemical processes can reaction path and energy Journal writing
either release (exothermic) changes on
or absorb (en-dothermic) exo-endothermic
thermal energy. processes.

7.b. Lab Activity:


Demonstration on
exothermic and
endothermic systems.
7.c. Students know energy 7.c. Lab Activity: 7.c. Lab Report:
is released when a material Calorimeter Calorimetry.
condenses or freezes and is
absorbed when a material
evaporates or melts.
7.d. Students know how to 7.d. Explain and 7.d
solve problems involving demonstrate solution Quiz
heat flow and temperature process in solving specific Journal writing.
changes, using known heat problems. Get
values of specific heat and students to master
latent heat of phase change appendix tables where
specific heat values are
given.
7.e.* Students know how to 7.e. Lecture and practice 7.e. Work problems
apply Hess’s law to problems for applying using Hess’s law and
calculate enthalpy change Hess’s law and Gibbs Free Gibbs Free Energy.
in a reaction. Energy.

7.f.* Students know how to 7.f. Lecture and practice 7.f. Work problems using
use the Gibbs free energy problems for applying Hess’s law and Gibbs Free
equation to determine Hess’s law and Gibbs Free Energy to determine
whether a reaction would Energy. Determine if the spontaneity (occurrence)
be spontaneous. reaction would be of reactions.
spontaneous or not.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY


CONTENT STANDARDS FOR REACTION RATES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
8.a. Students know the rate 8.a. Lecture, discussion, 8.a. Quiz; Reaction
of reaction is the decrease and transparencies; process and chemical
in concentration of Energy Diagrams and kinetics
reactants or the increase in Effect of Temperature on
concentration of products Reaction Rate.
with time. Practice Problems
Apply; Graphing
Changes in Concentration
8.b. Students know how 8.b. Lecture, discussion, 8.b. Journal: List factors
reaction rates depend on transparencies and notes affecting rate of reaction
such factors as and explain each of them.
concentration, temperature,
and pressure.
8.c. Students know the role 8.c-d. Energy Diagrams 8.c-d. Students label and
a catalyst plays in and Effect of catalyst on identify on different
increasing the reaction rate. Reaction Rate. graphs the effects of
Identify homogeneous using a catalyst on
and heterogeneous reaction activation
catalysis systems energy.
Explain how catalyst
affects directly the Lab report on Enzyme
activation energy. Reaction
Lab Activity:
Enzyme Reaction:
Catalase
8.d.* Students know the Refer to 8c Refer to 8c
definition and role of
activation energy in a
chemical reaction.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL EQUILIBRIUM

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
9. a. Students know how to 9.a. Lecture, and use of 9.a. Lab Report on
use LeChatelier’s principle transparencies to LeChatelier’s principle.
to predict the effect of demonstrate the effects
changes in concentration, of pressure, temperature
temperature, and pressure and concentration on
equilibrium position.
LAB: LeChatelier’s
principle.
9.b. Students know 9.b. Define chemical 9.b. Questions/Answers
equilibrium is established equilibrium & give several session.
when forward and reverse examples. Oral responses.
reaction rates are equal.
9.c.* Students know how to 9.c. Lecture and practice 9.c. Develop a poster
write and calculate an problems involving board demonstrating
equilibrium constant equilibrium constants. equilibrium and how to
expression for a reaction. calculate the equilibrium
constant.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ORGANIC CHEMISTRY AND BIOCHEMISTRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
10.a. Students know large 10.a.c. f. Video 10.a. written report on
molecules (polymers), such Presentation “Proteins” video presentation.
as proteins, nucleic acids, Lab: Analysis of Answer to questions from
and starch, are formed by biomolecules (glucose, video.
repetitive combinations of protein and lipids). Lab Report on “Analysis of
simple subunits. Lecture and Discussion Biomolecules”.
10.b. Students know the 10.b. 10.b. Students produce
bonding characteristics of Lecture and use of model-structures
carbon that result in the visuals to represent independently or in
formation of a large variety hydrocarbon structures & groups
of structures ranging from derivates.
simple hydrocarbons to Discussion on the
complex polymers and uniqueness of carbon .
biological molecules. Use molecular model to
demonstrate structures of
single, double and triple
bonds.
10.c. Students know amino 10.c Visual aids to show 10.c Article appreciation
acids are the building the structure of proteins. on amino acids and
blocks of proteins. proteins.
10.d.* Students know the 10.d Lecture, 10.d. Test on
system for naming the ten transparencies, and hydrocarbons
simplest linear practice problems. nomenclature and
hydrocarbons and isomers Practice on molecular molecular building.
that contain single bonds, building on alkanes,
simple hydrocarbons with alkenes, and alkynes.
double and triple bonds,
and simple molecules that
contain a benzene ring.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY


CONTENT STANDARDS FOR ORGANIC CHEMISTRY AND BIOCHEMISTRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
10.e.* Students know how 10.e. Group Activity: Oral Presentation
to identify the functional Students develop a
groups that form the basis project-presentation on
of alcohols, ketones, ethers, biomolecules and
amines, esters, aldehydes, functional groups.
and organic acids.
10.f.* Students know the R- 10.f Teacher directed Portfolio
group structure of amino discussion.
acids and know how they Webquest on protein
combine to form the structures
polypeptide backbone
structure of proteins.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR NUCLEAR PROCESSES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
11.a. Students know 11.a. Use Bohr model to 11.a. Have students draw
protons and neutrons in the demonstrate the relative elements applying the
nucleus are held together position and forces of the Bohr model as a guide.
by nuclear forces that subatomic particles.
overcome the
electromagnetic repulsion
between the protons.
11.b. Students know the 11.b. Lecture and Journal entry
energy release per gram of discussion using visuals
material is much larger in and transparencies to
nuclear fusion or fission show nuclear reaction
reactions than in chemical pathways.
reactions. The change in
mass (calculated by E = Ê
mc 2 ) is small but
significant in nuclear
reactions.
11.c. Students knows some 11.c. Lecture on 11.c. Students can give
naturally occurring isotopes Radioactivity and its examples of radioactive
of elements are radioactive, relationship to nuclear isotopes.
as are isotopes formed in chemistry.
nuclear reactions.
11.d. Students knows the 11.d. Identify all 11.d. Quiz on
three most common forms radioactive Radioactivity Decay.
of radioactive decay (alpha, particles/emission,
beta, and gamma) and provide their chemical
know how the nucleus symbols and solve
changes in each type of problems.
decay.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY


CONTENT STANDARDS FOR NUCLEAR PROCESSES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to


State Content Standard enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
11.e. Students know alpha, 11.e. Use visuals to show 11.e.f.g. Research Paper
beta, and gamma radiation size and penetrating and oral presentation on
produce different amounts characteristics of different nuclear chemistry.
and kinds of damage in particles and emissions
matter and have different on different materials
penetrations.
11.f.* Students know how to 11.f. Overview of types of 11.f. Refer to 11e
calculate the amount of a radiation and sub atomic
radioactive substance particles. Students will
remaining after an integral work sample problems
number of half lives have calculating half-life.
passed.
11. g.* Students know 11.g Use visuals to show 11.g. Refer to 11e
protons and neutrons have the existence of quarks
substructures and consist of
particles called quarks.