Colton Hope, Student Summative Assessment Creation

Dr. Tim Molnar, October 24, 2016, ECUR 326.3

Physical Sciences 20;

Total:
Foundations of Chemistry Quizam /48
(Bonus: /
For this Quizam, students are allowed to have to following with them during
the test; periodic table of the elements, polyatomic ions sheet with
solubility chart and calculator. Absolutely no written notes are to be on these
sheets. Make sure your exam booklet has five pages before beginning.
Determine the type of chemical reaction (there are five) displayed in each
of the equations below, write your answer in the space provided (Marks /10):
i) 3 H2(g) + N2(g) 2 NH3(g)

ii) Zn(s) + 2HCl(l) H2(g) + ZnCl2(aq)

iii) CH4(g) + 2 O2(g) CO2(g) + 2 H2O(g)

iv) H2CO3(l) H2O(l) + CO2(g)

v) 4 Al(s) + 3 O2(g) 2 Al2O3(s)

vi) BaCl2(aq) + Na2SO4(aq) BaSO4(s) + 2NaCl(aq)

vii) 2KBr(s) + Cl2(g) 2KCl + Br2(g)

viii) 2 C2H6(l) + 7 O2(g) 4 CO2 (g) + 6 H2O(l)

ix) Pb(NO3)2(aq) + 2KI(aq) 2KNO3(aq) + PbI2(s)

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For all of the above questions (i-ix) please refer to the following outcomes,
indicators and levels of Blooms Taxonomy:
PS20-FC1 Predict products of the five basic types of chemical reactions and
evaluate the impact of these reactions on society and the environment. [DM, SI]
a. Observe and analyze synthesis, decomposition, combustion, single-
replacement and double-replacement (including acid base neutralization)
reactions. (S, K)
Taxonomic Level: Knowledge

Determine the balanced chemical equation from the skeletons given

below, providing your answers in the blanks and showing all work in the space
provided for full marks. Also name the type of reaction placing your answer in
the box (Marks /9):

i. H2SO4(aq) + Ba(OH)2(aq) H2O(l) + BaSO4(s)

ii. Fe(s) + S8(aq) FeS(aq)

iii. C4H10(g) + O2(g) CO2(g) + H2O(g)

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For all of the above questions (i-iii) please refer to the following outcomes,
indicators and levels of Blooms Taxonomy:
PS20-FC1 Predict products of the five basic types of chemical reactions and
evaluate the impact of these reactions on society and the environment. [DM, SI]
b. Represent synthesis, decomposition, combustion, single replacement and
double-replacement (including acid base neutralization) reactions using
atomic models, other manipulatives, skeleton equations, balanced
chemical equations and International Union of Pure and Applied Chemistry
(IUPAC) nomenclature. (S) c. Explain the importance of skeleton equations.
Taxonomic Level: Application

What are the four components of a combustion reaction? (HINT: there

are two key reactants and two key products in every combustion reaction)
Provide a skeleton equation in the blanks below (words only) and describe
each of the four components in detail in the space allotted (Marks /10):
+ +

What is the role of heat in a combustion reaction? (Marks /1)

Bonus: construct your own balanced combustion reaction using any organic
carbon containing compound we have discussed in-class, not found in this exam!
Dont forget to name your compound! (Marks /2)
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For all of the above questions please refer to the following outcomes, indicators
and levels of Blooms Taxonomy:
PS20-FC1 Predict products of the five basic types of chemical reactions and
evaluate the impact of these reactions on society and the environment. [DM, SI]
b. Represent synthesis, decomposition, combustion, single replacement
and double-replacement (including acid base neutralization) reactions
using atomic models, other manipulatives, skeleton equations,
balanced chemical equations and International Union of Pure and
Applied Chemistry (IUPAC) nomenclature. (S) c. Explain the importance
of skeleton equations.
Taxonomic Level: Comprehension/Synthesis (Bonus)

From the following lists of reactants, determine the products. This will
be most easily done by writing the complete balanced chemical reaction, and
describing the type of reaction in the box provided. (Marks /8)

i. Solid calcium reacts with hydrogen nitrate (a.k.a. nitric acid).

ii. Sodium sulphate reacts with barium chromate.

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For all of the above questions (i-ii) please refer to the following outcomes,
indicators and levels of Blooms Taxonomy:
PS20-FC1 Predict products of the five basic types of chemical reactions and
evaluate the impact of these reactions on society and the environment. [DM, SI]
b. Represent synthesis, decomposition, combustion, single replacement and
double-replacement (including acid base neutralization) reactions using
atomic models, other manipulatives, skeleton equations, balanced
chemical equations and International Union of Pure and Applied Chemistry
(IUPAC) nomenclature. (S) c. Explain the importance of skeleton equations.
f. Predict products of double-replacement reactions, including acid-base
neutralization reactions, and precipitate formation using solubility rules. (S,
K)
Taxonomic Level: Application

The following is a fictional situation wherein a scientist is a lab is not utilizing

safe laboratory practises. Summarize both the mistakes the scientist is making
and ways to improve his performance in the lab. Highlight things like personal
protective equipment (PPE), chemical handling and storage practises,
instrumentation and WHIMIS information.

Larry the lab accident is mixing up a batch of dilute sulphuric acid (H 2SO4). He
enters the lab and begins immediately by removing the concentrated acid vial
marked H2SO4 from an unlocked cupboard with his bare hands while rocking a super
stylish ugly Christmas sweater, open toed sandals and his colored contacts. Larry,
without reading the remainder of the label on the vial, pours straight from the
concentrated acid container into the smallest round bottom flask he can find. He
notices its difficult to hold the RBF up and pour at the same time and that he has
managed to spill some acid on the counter and his favorite sweater. But like Larry
does, he just keeps on-keeping on. Larry sets the concentrated vial precariously
close to the edge of the counter before running over to the sink, turning the water
up to full blast and mistakenly filling past the mark. Knowing that the acid will now
be to dilute, Larry proceeds to pour the contents of his flask down the drain, before
accidentally dropping the RBF on the ground smashing it to pieces. Before anyone
notices whats happened, Larry has decided that he will head out for lunch and is in
too much of a rush to meet the guys, so cleaning up will have to wait.
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For all of the above question please refer to the following outcomes, indicators
and levels of Blooms Taxonomy:
PS20-FC1 Predict products of the five basic types of chemical reactions and
evaluate the impact of these reactions on society and the environment. [DM, SI]
i. Select and apply proper techniques for handling and disposing of lab
materials, as outlined in Workplace Hazardous Materials 30 Physical
Science 20 Information System (WHMIS 1998 and WHMIS 2015)
standards, and interpret Materials Safety Data Sheets (MSDS) and
Safety Data Sheets (SDS). (K, STSE, A)
Taxonomic Level: Evaluation

Student Summative Assessment Creation; Adaptations:

Adaptation: the changes made to instructional practises, materials or technology,
assessment strategies, curriculum content and the learning - environment in order
to meet the strengths needs and interests of individual students.
Some adaptations that could be used in the administration of this Quizam are
as follows. If students have difficulty with writing comprehension
capabilities/exceptionalities they may be paired with a paraeducator and allow the
use of a computer resource to answer the questions that require detail and/or
summarization. Assessment alterations can be made to better adapt the Quizam to
students with learning disabilities, in the manner that they may have the questions
simplified; i.e. simply name the atoms/compounds involved in some of the shown
unbalance reactions compared to completing the mathematical operations required
for balancing. Additionally, the learning environment can be better adapted for the
requirements of students that have difficulty preforming during tests in that they
may be allowed to write the test in a separate quiet/isolated location with a
paraeducator present, or be given additional time to complete the test If there are
extenuating circumstances. A final alteration to the assessment strategy may also
to be to incorporate a hands-on activity for active learners where and acid-base
neutralization reaction be carried out as a way of informally addressing the
evaluation of the learners degree of subject comprehension.
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Student Summative Assessment Creation; Assessment Rational:

Outcome: PS20-FC1 Predict products of the five basic types of chemical reactions
and evaluate the impact of these reactions on society and the environment. [DM, SI]
In developing this particular model for assessment, I was looking to really key
and focus on the first component of the above curricular outcome relating to the
identification and manipulation of the five types of chemical reactions that students
in a Physical Science 20 class are exposed to. I wanted to find a way to define a
Quizam, which in the spirit of outcomes based assessment can be functionally
weighted as either a quiz or exam relative to the level of student achievement. That
worked on students ability to; recognize, symbolically represent and balance,
identify key characteristics of and even develop, these five types of reactions
(synthesis, combustion, decomposition, single replacement and double
replacement). In chemistry, a lot is made of the students capabilities to manipulate
chemical symbolisms, and decipher elaborate formulas both mathematically and
focally for nomenclature. I think its important yes for students to be able to do this,
however they also need to be able to see the process, to get a chemical formula
that may already even be balanced and identify the actual science that is
insinuated by the written symbols. The guidance provided by Blooms Taxonomy was
also key in the development of the types of questions that I wanted to present in
the Quizam. At times; students simply need to be able to know the materials
(knowledge), in this I hoped they would be able to recognize the types of reactions
as written. Other times; they needed to actually be able to apply and have a
comprehensible understanding of processes related to the development of those
same reactions (application/comprehension), such as it was with the balancing of
the reaction, forming products from reactants and, breakdown of the combustion
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reaction. Lastly they needed to be able to; evaluate real world application of why
chemistry could have an effect on the practises they will come to exhibit and see
their educators demonstrate in a lab setting (evaluation), here I wanted to present
them with a case study that allows for a bit more critical -thinking and the
possibility for active learning comprehension.