Teacher Portal:
Chemical Reactions
Performance Assessment
ZERO-IN
The italicized font represents information to be shared orally or physically completed with the students at this time.
The non-italicized font represents additional information included supporting the teacher’s understanding of the content being introduced within the CELL.
MINDSET
This Performance Assessment is designed to:
- allow students to solve a problem using the concepts with which they have become
- allow students to solve a problem using the procedures used during the previous Investigations.
DOWNLOAD IT – PRINT IT
By clicking the link below, the Performance Assessment Grading Rubric may be downloaded as a PDF (Portable Document Format) and printed. It is suggested that the teacher uses the printed rubric as a guide and to make additional notes during the assessment.
BE PREPARED
Teacher Preparation for the Investigation includes the following. This preparation should be done prior to students arriving in the lab.
1. Provide each student group with the following materials:
one (1) triple beam balance, one (1) 500 ml Erlenmeyer flask, one (1) lab scoop, one (1) weigh dish, one (1) large balloon, one (1) 15 ml centrifuge tube, one (1) 100 ml graduated cylinder, baking powder, one (1) 400 ml beaker, vinegar, one (1) metric ruler, one (1) calculator, and one (1) stopwatch.
2. Place all materials at a central location.
3. Divide students into five cooperative groups.
INVESTIGATE
- Ask students to read the Background for the Performance Assessment, and discuss if necessary.
- Ask students to read the goals of the Performance Assessment, and discuss if necessary.
- Explain to students that the Performance Assessment requires only those procedures and skills that they have used in the previous Investigations.
- Allow students to conduct their experiments and encourage them to record their data carefully.
CLEAN UP
Let students know your expectations for cleanup. Ask them to clean up.
ANALYZE IT
Discuss the results of the Performance Assessment as a class, including:
- all possible solutions to the posed problem,
- whether each student group met the goals of the Performance Assessment, and
- any procedural difficulties student groups had in meeting the goals.
