· Compare and contrast the hydrogen ion concentration for various acid and base solutions, Chemistry Project

Five Units in Chemistry 1, each with its own Unit Project. The Unit Projects for Units 1, 2, 3, and 5 all have at least partial rubrics; the rubric for Unit 4 is the only one I had to write from scratch.

Unit 1 Project: Student must write an essay on the subject of how atomic theory and the periodic table were developed.

Atomic Theory Essay Rubric Excellent Average Poor Focus 20% Essay clearly maintains focus and remains on topic throughout.

Essay follows all aspects of essay prompt Essay lapses in foc us on the topic Essay follows some instructions some of the time Essay may fail to establish focus on the topic.

Essay does not follow instructions or essay prompt Organization 30% Student uses introduction paragraph to provide background on the topic and state the thesis Student uses topic sentences to show how one paragraph leads to the others Student uses a conclusion to tell the reader “So What?” Student has an introduction, but sentences are mostly “filler” Student has topic sentences, but they do not promote argument or transition from one idea to another Student’s conclusion is present but does not tie up the essay Student lacks an introduction Topic Sentences are absent or confusing Conclusion is absent Support/Evidence 30% Essay includes multiple supporting details from research including expert quotes, historical facts, or statistics Essay explains the relevance of the evidence presented Essay includes a few supporting details, but they are too few or wea k (such as anecdotes or appeals to emotion) Evidence is presented but not Essay is mostly opinion Evidence is insufficient or absent and how it relates to the thesis incorporated or explained Writer’s Reflection 10% Reflection is present as directed and addresses all bullet points thoughtfully Reflection is present but does not address all bullet points Reflection is absent Grammar/Mechanics 10% Essay is relatively error -free Essay includes multiple error patterns such as spelling and grammatical errors. Essay includes significant errors that hinder the reader’s understanding, such as spelling and grammatical errors. Unit 2 Project: student must fill out three parts. In the first part, he or she completes a partly -filled table of information on several molecules. In the second par t, the student says where the least reactive and most reactive metals are on the periodic table, and why. In the third part, the student writes two example mass -mass problems, along with instructions another student could use to solve them. Excellent Aver age Poor Part A Chart is correctly filled out, and each response is placed in the correct cell. Chemical formulas are written correctly and each present element is listed Chart is not correctly filled out or some responses are in the incorrect cell. Chemical formulas have minor errors or a present element is missing Chart is incomplete or several responses are in the incorrect cell.

Chemical formulas are represented incorrectly or present elements are not correctly listed. Part B Student response is clear, coherent, and uses specific details to support the conclusion.

Student shows a solid understanding of electron configurations and periodic trends.

Completed sentences are used and there are very few spelling or grammatical errors. Student’s response is structured in a slightly unclear way, or not enough details are included to support the conclusion. Student shows some understanding of electron configurations and periodic trends. The response has spelling and grammatical errors that make the response unclear Student’s response is not organized well, or no details are given to support the conclusion.

Student does not demonstrate understanding of electron configurations and periodic trends. The response has numerous spelling and grammatical errors that make the paper very difficult to understand. Part C Student correctly constructs sample problems. Sample problems are formatted correctly, and include Student makes minor errors in constructing sample problems.

Sample problems contain minor Student makes major errors in constructing sample problems.

Sample problems have major formatting error step by step instructions about how to solve them. The solution to the problem is correct and clearly stated. formatting errors, or are missing minor steps in the instructions. The solution to the problem is not clearly stated. or are missing major and important steps in the instructions. No solution to the problem is stated. Unit 3 Project: student creates a PowerPoint presentation or other multimedia, describing an y three of five laws learned in this Unit, and how to use them. Excellent Average Poor Clarity: 40% Presentation is easy to follow and informative. Presentation communicates information, but viewer may struggle. Presentation has too much text per slide.

Presentation has too little information and cannot stand alone. Accuracy: 40% Math is correct.

History is factually accurate.

Each variable in the formula is correctly identified. Math includes some errors in computation.

There are some historical fac ts that are inaccurate.

Some variables are not correctly identified. Math is not correct.

History is not correct.

Incorrect formulas were used.

Formula is incorrect or lacking variables. Graphics: 20% Presentation includes a variety of appropriate visual aids. Presentation only has one type of graphics.

Some graphics are inappropriate or irrelevant. Presentation does not include graphics. Unit 4 Project: student must measure pH in real life, and make generalizations about acids and bases. Excell ent Average Poor Materials: 10% Student acquires litmus paper, plus the liquids listed. Student handles all materials properly. Student is unable to acquire specified materials, but makes substitutes (pH indicating solution for litmus paper, orange juice for lemon juice, etc). Student may make minor mistakes in handling materials. Student makes no attempt to acquire materials. Stud ent fails to dilute all testing materials, or fails to practice safe lab technique. Data/Procedure: 40% Student makes notes of following procedure.

There is a hypothesis given for each substance to be tested.

Data Table is filled out. Student states they followed procedure, but forget to explain steps.

Data may be incomplete, or student may have all data, but forget to fill out table. Student makes no mention of procedure.

There are no hypotheses, or the data table is missing entire rows or columns. Quest ions/Analysis: 40% All questions are completely answered.

Student uses previous knowledge yet answers questions with own words. A few questions may be only partly answered, answers may be paraphrased, or show a lack of research. Questions are overlooked, c omplex questions are answered with only a “yes” or “no.” Grammar: 10% Student uses complete sentences, with proper spelling and grammar.

There are few if any typos. Student may slip into idioms, or misspell a few words, or sometimes use sentence fragments Spelling, grammar, or both are consistently bad. Unit 5 Project: student is required to perform an experiment, and write a lab report on that experiment. Excellent Average Poor Introduction: 20% Student describes question and bases hypothesis wholly on that question. Student formulates a hypothesis on a weak foundation, or one not completely related to the question. Student has hypothesis completely unrelated to question, or states hypothesis without referring to question. Process: 20% Student gives detailed notes of process, including materials and steps taken. All data is clearly recorded. Student may mention materials used in lab, without explaining preparing those items beforehand. Process may be missing steps.

Some data points may be absent. Student’s process is disorganized, or missing major steps. It’s unclear what materials are being used. Data is completely absent. Summary: 20% Student reviews own process and data, noting points of interest. Student summarizes process and data wit h little or no regard for ‘highlights.’ Summary may overlook steps. Student skips summary and goes directly to analysis, or fails to mention data. Analysis: 25% Student uses data to justify a conclusion.

Student notes whether hypothesis is confirmed or re futed by the conclusion. Student presents a conclusion which may be only partly supported by data, or may overlook contradictory data. Student’s conclusion isn’ t based on data, or is completely contrary to data. Student forgets to relate conclusion to hypothesis. Student may state hypothesis is “true” or “false,” or may stretch conclusion to fit hypothesis. Grammar: 15% Student uses complete sentences, with proper spelling and grammar.

There are few if any typos. Student may slip into idioms, or misspell a few words, or sometimes use sentence fragments Spelling, grammar, or both are consistently bad.