Assignment #2

Taylor Murie

0521182

EDUC 4490 YJ

Matt Roy

Pages: 7

Assessment Tool #1
 QUIZ: Periodic Trends (SCH3U)

1. Electronegativity increases as you:

a) Go down a column of the periodic table.

b) Go toward the middle of the periodic table.
c) Go from the upper left hand corner to the lower right hand corner
of the periodic table.
d) Go from the lower left hand corner to the upper right hand corner
of the periodic table.
e) None of the above.

2. Using your knowledge of periodic trends, predict which element would

react vigorously with water to produce hydrogen gas.

a) Hydrogen
b) Francium
c) Helium
d) Radon
e) Rhodium

3. What is the trend in atomic radius as you go from top to bottom of a

group? Explain your answer.

4. Lucy, a Grade 12 chemistry student, indicated that the element with

the largest electronegativity is Helium. Why is this answer incorrect
and where do you think she went wrong in her process of selecting this
answer? What is the correct answer for the element with the largest
electronegativity? What is electronegativity?

QUIZ: Periodic Trends (SCH3U)

Self-Assessment:

I can Very Well Well Mostly A little bit Not at all

describe
electronegati
vity and its
general trend
on the
periodic
table
I understand Very Well Well Mostly A little bit Not at all
the
properties of
various
families on
the periodic
table
I understand Very Well Well Mostly A little bit Not at all
atomic radii
and their
general trend
on the
periodic
table
Assessment Tool #2: Matter, Chemical Trends and Bonding Unit Review Self Assessment

Skill Got It Need some Need some help Need some

practice on my from another help from Ms.
own student Murie
Know the general trend of electronegativity on
the periodic table.
Can explain what electronegativity is and why
one element might be more electronegative
than another.
Know the general trend of atomic radius on the
periodic table.
Can explain what atomic radius is and why one
element might be more electronegative than
another.
Know the general trend of ionization energy on
the periodic table.
Can explain what ionization energy is and why
one element might be more electronegative
than another.
Can identify the different families (alkali
metals, halogens, noble gases, etc.) present on
the periodic table and their properties.
Can draw a Bohr-Rutherford diagram of any
element on the periodic table.
Can calculate the relative mass of a radioactive
element present in a sample.
Can identify which elements may be more
reactive than others based on the reactivity
series developed in class.
Can name ionic and covalent compounds.
Can name polyatomic compounds and acids
and bases.
Can describe the effects of an everyday
chemical that could be dangerous when used in
large amounts.
Can draw and interpret Lewis dot diagrams
Can differentiate between intermolecular and
intramolecular forces

Planning

1. What skills am I going to ask my peers for help with?

2. What skills am I going to ask Ms. Murie for help with?

3. What skills am I going to practice on my own to ensure that I am prepared for evaluation?
 Assessment Tool #3
Culminating Task

An assignment that students could complete as a culminating task for this unit could be an in-depth
research paper and presentation (10 min) on an object that people use everyday (like cosmetics) that
contains chemicals that could potentially be dangerous. Students would pick an object and then research
the chemicals in it and the properties of those chemicals. They can then draw the Lewis diagrams for their
compound and provide the correct IUPAC name for each chemical. The affects of those chemicals and ways
to reduce their impact on the user/environment could also be discussed. Alternatives to these chemicals
can also be discussed if they are available. The students would do a presentation in front of the class and
provide a paper copy of their findings as well.

Criteria Novice Apprentice Practitioner Expert

Thinking and
Investigation
Initiating and -Does not clearly -Identifies the -Identifies the -Identifies the
Planning Skills identify the problem. problem with some problem with problem with
-Does not select quality clarity. effective clarity. exceptional clarity.
or varied resources. -Selects few quality -Selects some quality -Selects only quality
-Little evidence of a and varied resources from resources from
plan and strategies to resources. various sources. various sources.
develop the -Some evidence of a -Evidence of a plan
presentation and paper. plan and strategies and strategies to
to develop the develop the
presentation and presentation and
paper. paper.
Processing Skills -Little evidence of -Some evidence of -Considerable -High degree of
and Strategies gathering data. gathering data. evidence of evidence
 -Provides limited -Provides some gathering data. surrounding data
rationale for: the rationale for: the -Provides collection.
effects of the effects of the considerable -Provides effective
chemicals, ways to chemicals, ways to rationale for: the rationale for: the
reduce the impact of reduce the impact of effects of the effects of the
the chemicals and/or the chemicals and/or chemicals, ways to chemicals, ways to
alternatives. alternatives. reduce the impact of reduce the impact of
the chemicals and/or the chemicals and/or
alternatives. alternatives.
Critical/Creative -Limited analysis and -Some analysis and -Considerable -Effective analysis
Thinking interpretation of interpretation of analysis and and interpretation of
Processes, Skills findings on the findings on the interpretation of findings on the
and Strategies & chemicals found in an chemicals found in findings on the chemicals found in
Transfer of object. an object. chemicals found in an object.
Knowledge and -Forms an unclear -Forms a somewhat an object. -Forms a very clear
Skills to Unfamiliar solution, unsupported clear solution with -Forms a clear solution with good
Contexts by research findings. limited support from solution with support support from
research findings. from research research findings.
findings.
Application
Application of -The skills acquired in -The skills acquired -The skills acquired -The skills acquired
Knowledge and class and their in class are in class are in class are clearly
Skills integration into the somewhat integrated integrated into the and effectively
project are limited. into the project and project and integrated into the
Little connections were some connections connections were project and many
formed between the were formed formed between the connections were
research and the class between the research and the formed between the
work. research and the class work. research and the
class work. class work.

Making -The impact of science -The impact of -The impact of -The impact of
Connections on people, other living science on people, science on people, science on people,
Between Science, things and the other living things other living things other living things
Technology, environment was and the environment and the environment and the environment
Society and the demonstrated with was demonstrated was demonstrated was demonstrated
Environment limited effectiveness. with some with considerable with a high degree of
 effectiveness. effectiveness. effectiveness.
Proposing Courses -Proposes courses of -Proposes courses of -Proposes courses of -Proposes courses of
of Action to Deal action with limited action with some action with action with a high
With Problems effectiveness. effectiveness. considerable degree of
Relating to effectiveness. effectiveness.
Science,
Technology,
Society and the
Environment