(SECONDARY)
(July 2013)
The AP Chemistry course presents a rigorous study of advanced chemistry topics. It is a course intended to be the equivalent of a university level general chemistry course. As such, the course is intended for highly motivated students in the upper secondary levels. Prerequisites for the course include successful completion of ten units of both Chemistry and Advanced Mathematics I (Algebra II) classes. These prerequisites may be waived for advanced students with the permission of the AP Chemistry instructor and the Director of Instruction or Director. Students are also expected to own a scientific calculator.
The course is divided into ten units based on the six Big Ideas outlined in the AP Chemistry Curriculum
Framework. The Big Ideas are as follows:
• Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangements of atoms. These atoms retain their identity in chemical reactions.
• Big Idea 2: Chemical and physical properties of materials can be explained by the structure and the arrangement of atoms, ions, or molecules and the forces between them.
•
Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons.
•
Big Idea 4: Rates of chemical reactions are determined by the details of molecular collisions.
• Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter.
•
Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations.
*A schedule of suggested activities to support the Big Ideas can be found on pages 9-10
The Framework supports the Big Ideas by outlining 96 Learning Objectives. The ten Essential Units of the AP Chemistry course are designed to solidify these learning objectives by incorporating multiple Big
Ideas and several Learning Objectives into each unit. Successful completion of this course will adequately prepare the student for the AP Chemistry examination as well as to continue the study of chemistry and related fields at the university level.
All ten Essential Units must be assessed for mastery. QSI’s philosophy of Mastery Learning requires every student to master each unit to an ‘A’ or a ‘B’ level. If a student does not sufficiently master a unit the first time, the student must restudy the material and be reassessed until mastery is achieved. Units are considered in progress (P) until mastery at the A or B level is acheived.
The AP Chemistry course is designed to assist students in the pursuit of active, inquiry-based learning and problem solving. Though using formulas and the recollection of facts are a natural part of the study of chemistry, this course focuses more on a conceptual understanding of chemical concepts and the development problem solving skills. Students are assisted in this pursuit through an inclusive hands-on laboratory component of the course. Each unit includes suggested laboratory assignments which will provide the student opportunities to practice laboratory skills, develop an appreciation for chemistry in practice, and solidify chemical concepts through application. The importance of laboratory component of the course cannot be overemphasized.
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A solid foundation of chemical concepts and techniques is essential for success in AP Chemistry.
Selective Unit One provides an opportunity for students to review and refine such foundational skills.
Though these skills are crucial, time is short and a unit reviewing basic skills takes valuable class time.
For this reason it is suggested that students intending to take AP Chemistry engage in Selective Unit One during the summer in preparation for the rigors of the upcoming school year. Performing a simple laboratory using household materials and writing a lab report prior to the school year is an excellent opportunity for students to prepare for AP Chemistry. Alternatively, Selective Unit One may be covered in the first week of class, but it is not recommended to spend more than one week on this unit.
Students in AP Chemistry should attend class for five periods of 48 minutes per week. Additional time for laboratory work, comprising of a two period block, should be scheduled to accommodate the completion of twenty experiments throughout the year. If these extended class periods are not available, students may need to attend school outside of regularly scheduled times, such as arriving at school early, staying at school late, or attending weekend sessions in order to accommodate the laboratory component of the course. A minimum of 25% of instructional time must be dedicated to hands-on laboratory experiences integrated throughout the course. A schedule of suggested laboratory experiments with the associated Science Practices from the AP Chemistry Curriculum Framework follows on page eight. The laboratory activities listed are recommended by the AP College Board, but other similar labs may be substituted.
Suggested Course Materials:
Textbook (required):
Zumdahl, Steven S. and Zumdahl, Susan A., Chemistry .8
th
ed. Boston: Houghton Mifflin
Company, 2010. ISBN 0-547-12532-1 (ZUM)
Laboratory Texts (required)
Vonderbrink, Ph.D., Sally A. Laboratory Experiments for Advanced Placement Chemistry ,
2 nd
ed. Batavia, IL: Flinn Scientific, Inc. 2006. ISBN 978-1-933709-02-4 (Vonderbrink)
Hostage, David and Fossett, Martin, Laboratory Investigations for AP Chemistry
, People’s
Education Inc., New Jersey, 2006. ISBN 1-4138-0489-6 (Hostage)
Nelson, John and Kemp, Kenneth Chemistry the Central Science: Laboratory Experiments ,
10 th ed, Pearson Prentice Hall 2006 ISBN 0-13-146479-5 (Nelson& Kemp)
Laboratory Notebook (required)
Hayden-McNieil 100 Set Carbonless Duplicate Spiral Bound Laboratory Notebook ISBN
978-1429224543
Supplemental Materials: (Optional, but purchase of a single copy of each is highly recommended)
5 Steps to a 5 AP Chemistry , 2014-2015 Edition (5 Steps to a 5 on the Advanced Placement
Examinations Series) by Richard H. Langley and John Moore (Jul 12, 2013) ISBN: 978-0-
07180373-1
Cracking the AP Chemistry Exam , 2013 Ed. The Princeton Review. ISBN 978-0-37542989-7
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An outline of the 10 essential units and three selective units with suggested materials follows.
These unit outcomes are normally engaged in the given order. Ten essential units comprise the complete course and must be assessed for mastery.
Essential Units:
E01 - Chemical Reactions: ZUM Chapters 3& 4
Essential unit one describes three types of chemical reactions; precipitation reactions, acidbase reactions and oxidation-reduction reactions. The student will write balanced chemical equations and solve stoichiometric problems using the mole concept for each type of reaction.
Key Concepts:

Counting by weighing

Balancing chemical equations

Determining molecular and empirical formulas

Limiting reagent and percent yield

The nature of aqueous solutions: strong & weak electrolytes

Composition of a solution

Describing reactions in solution


Stoichiometry of precipitation reactions
Types of chemical reactions
Precipitation reaction
Acid-base reactions
Oxidation-reduction reactions
E02 - Gases & Thermochemistry: Chapters 5 & 6
Unit two introduces gas behavior according to the Kinetic Molecular Theory, gas stoichiometry, and thermochemical properties such as enthalpy, calorimetry, and specific heat. The student investigates gas behavior under changing conditions as well as how enthalpy (heat) can be transferred in systems.
Key Concepts:

Gas laws of Boyle, Charles and Avogadro

The Ideal Gas Law
 Dalton’s Law of Partial
Pressures

Kinetic Molecular Theory of
Gases

Effusion & Diffusion

Real Gases

The Nature of Energy

Enthalpy & Calorimetry
 Hess’s Law

Standard Enthalpies of formation
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E03 - Atomic Structure: Chapter 7
Unit three tracks the history of the development of the quantum mechanical model of the atom. Students relate electron behavior to atomic properties and periodic trends.
Key Concepts:

Electromagnetic radiation

Atomic spectrum of
Hydrogen

The Bohr Model

Quantum Mechanical Model of the Atom

Orbital shapes and energies

Electron spin and the Pauli
Principle

Polyelectronic Atoms

Aufbau Principle and the
Periodic Table

Periodic Trends and
Properties of a Group
E04 - Bonding: Chapters 8 & 9
Columb’s Law is integral in explaining many chemical properties. Unit four relates
Columb’s Law and electrostatic forces to the bonding of atoms and the shapes of molecules.
The student compares categories of bonds, creates Lewis structures, employs the rules for making VSEPR models of atoms, and explores hybridized bonds. The student will also investigate molecular geometry.
Key Concepts:

Types of Bonding

Electronegativity

Bond Polarity and Dipole
Moments

Sizes of Ions

Electron Configurations and
Formation of Binary Ionic
Compounds

Covalent Bonding

Localized Electron Bonding
Model

Lewis Structures



Exceptions to the Octet Rule
Resonance
The VSEPR Model

Orbitals and Hybridization

Molecular Orbital Model

Homo-nuclear and Heteronuclear Diatomic Molecules

Combining Localized
Electron and Molecular Orbital
Models
E05 - States of Matter: Chapters 10 & 11
Unit five introduces the student to forces which exist between molecules. The student relates properties of solids, liquids, and gases to the intermolecular forces existing within the sample. The student also investigates the properties of different states of matter.
Key Concepts

Intermolecular Forces

The Liquid State

Structure and Types of Solids

Structure and Bonding in
Metals

Network Atomic Solids:
Carbon & Silicon

Molecular and Ionic Solids

Vapor Pressure and Change in State

Solution Composition

Factors affecting solubility

Vapor Pressure of Solutions and Osmotic Pressure

Colloids
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E06 - Kinetics: Chapter 12
Unit six takes into account that to be useful, a chemical reaction must occur at a reasonable rate. The student calculates rate laws, examines the effect of catalysts on reaction rates, explores reaction mechanisms, and investigates factors which affect reaction rates.
Key Concepts:

Reaction Rates and Formation of Rate Laws

Integrated Rate Law

Reaction Mechanisms

Half Life

A Model for Chemical Kinetics

Catalysis
E07 - Equilibrium: Chapters 13 & 14
Unit seven presents the student with the idea that although a system at equilibrium is macroscopically static, it is microscopically dynamic. The student uses a balanced chemical equation to determine the equilibrium constant for a reversible reactions. The student also predicts equilibrium shifts given various stresses to the system and examines equilibria of acids and bases. The student will finally investigate factors affecting equilibrium.
Key Concepts:

The Equilibrium Condition

Equilibrium Constant

Equilibrium Expression
Involving Pressures


Heterogeneous Equilibria
Solving Equilibrium
Problems
 Le Châtelier’s Principle

Acid strength and the pH scale

Calculating pH of Strong and
Weak Acids

Polyprotic Acids

Acid-Base Properties of Salts and Oxides

Effect of Structure on Acid-
Base Properties

Lewis Acid-Base Model
E08 - Applications of Equilibria: Chapter 15&16
Unit eight builds on acid-base concepts. The student calculates pH, designs buffer solutions, interprets titration curves, predicts solubility, and examines factors which affect solubility.
The student also investigates acid-base equilibria and/or solubility of salts.
Key Concepts :

Common Ion Effect

Buffer Solutions and Buffer
Capacity

Titrations and pH Curves

Acid-Base Indicators

Solubility Equilibria and
Solubility Product

Precipitation and Qualitative
Analysis

Complex Ion Equilibrium
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E09 - Thermodynamics and Electrochemistry: Chapters 17& 18
Unit nine introduces the laws of thermodynamics. The student applies the thermodynamic laws to determine if a reaction is favorable. The student also explores the basics of electrochemistry, including electrolytic and galvanic cells. The student investigates the principles of thermodynamics and electrochemistry.
Key Concepts:

Thermodynamically Favored
Processes and Entropy

Second Law of
Thermodynamics

Effect of Temperature on
Spontaneity

Free Energy and Chemical
Reactions

Entropy Changes in
Chemical Reactions

Dependence of Free Energy on Pressure

Free Energy, Equilibrium and
Work

Galvanic Cells

Standard Reduction Potential

Cell Potential, Electrical
Work and Free Energy

Dependence of Cell Potential on Concentration

Batteries, Corrosion, and
Electrolysis

Commercial Electrolytic
Processes
E10 - Organic and Biological Molecules: Chapter 22
Unit ten gives the student a basic introduction to organic chemistry. The student recognizes and names various organic molecules, including those with important biological significance, such as nucleic acids and proteins. The student also investigates the synthesis and purification of an organic compound.
Key Concepts:

Alkanes

Alkenes and Alkynes

Aromatic Hydrocarbons

Hydrocarbon Derivatives

Polymers and Natural
Polymers
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Selective Units:
S01 - Chemical Foundations: Chapter 1&2
Selective Unit one reviews basic chemistry concepts with which the student should be familiar. As this is a review unit, it could be assigned as a summer assignment or be covered in the first week of class. The student reviews basic units of measurement including significant figure usage and dimensional analysis, the atom and its fundamental particles, the
Periodic Table, and naming ionic and covalent molecules.


Scientific Method
Units of Measurement,
Uncertainty and Significant
Figures

Dimensional Analysis

Classification of Matter
 Dalton’s Atomic Theory

Molecules and Ions

Periodic Table and Naming
Simple Compounds


Atomic masses
History of the atom
S02 - Nuclear Chemistry: Chapter 19
Selective Unit two changes the focus from importance of the electron interaction to that of the nucleus of the atom. The student determines what makes a nucleus stable as well as quantifies the energy contained within the nucleus and how it can be used. The student also calculates half-lives and evaluates the potential dangers of nuclear radiation.
Key Concepts:

Nuclear Stability and Radioactive
Decay

Kinetics of Radioactive Decay

Nuclear Transformations

Detection and Uses of
Radioactivity

Thermodynamic Stability of the
Nucleus

Nuclear Fission and Fusion

Effects of Radiation
S03 – End of Year Project
Unit Statement: Selective Unit three is an end of year project in which students should engage following completion of the AP Chemistry examination. The student finds a movie clip which contains an element of chemistry and researches the topic to determine if the clip contains fact or fiction. The student then writes a scientific research paper and presents findings in a multimedia presentation. This project was adapted from a project found online.
A link to the original document can be found under Technology Resources below.
Key Concepts:

Research

Scientific Writing

Oral presentation

Review of Chemistry Concepts
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Schedule of suggested laboratory experiments (guided inquiry format is suggested for labs shaded in gray)
Unit #
E01
Lab
#
1
Name of Laboratory
Determination of Empirical Formula of Silver Oxide
Lab Manual
Vonderbrink
Associated
Science
Practices
2,3,5,6,7
E01
E01
Vonderbrink
Vonderbrink
2,3,4,5,6
2,3,4,5,6
E01
E01
E02
E02
E02
2 Analysis of Silver in an Alloy
3 Gravimetric Analysis of a Metal Carbonate
4 Analysis of Alum: AlK(SO
4
)
2
·12H
2
O
5 Finding the Ratio of Moles of Reactants in a Chemical
Reaction
6 Thermodynamics – Enthalpy of Reaction and
Hess’s Law
8 Determining the Molar Volume of a Gas
Vonderbrink 2,3,4,5
Vonderbrink 1,2,3,4,5,6,7
Vonderbrink
Vonderbrink
1,2,3,4,5,6,7
1,2,3,4,5,6,7
E02
E03
- Micromole Rockets
7 An Activity Series
E04 11 Molecular Geometries of Covalent Molecules: Lewis
Structures and the VSEPR Model
E05 9 Determination of the Molar Mass of Volatile Liquids
E05 11 Molar Mass By Freezing Point Depression
E06 12 Kinetics of a Reaction
E06 13A Kinetics: Differential and Integrated Rate Laws: Part A
E07 13 The Determination of K eq
for FeSCN 2+
E07 14 Determination of K a
for Weak Acids
E07 15 Acid-Base Titrations
E08 16 Selecting Indicators for Acid-Base Titrations
Chemmybear*
Vonderbrink
2,3,4,5,6
1,4,5,6,7
Nelson &
Kemp
1,5,6,7
Vonderbrink 1,2,3,4,5,6,7
Vonderbrink
Vonderbrink
2,3,4,5,6
2,3,4,5,6,7
Hostage 1,2,3,4,5,6
Vonderbrink 1,2,3,4,5,6,7
Vonderbrink
Vonderbrink 1,2,3,4,5,6,7
Vonderbrink
Vonderbrink
Vonderbrink
1,5,6,7
1,2,3,4,5,6,7
3,4,5,6
2,3,4,5,6
E08 17 Preparation and Properties of Buffer Solutions
E08 18 Determination of the Solubility Product of an Ionic
Compound
E09 22 Electrochemical Cells
E09 23 Electrolysis
E09 17 Exploring Electrochemistry
E10 25 Synthesis, Isolation, and Purification of an Ester
S01 1 Determination of the Empirical Formula of Silver
Oxide
S01 26 Predicting the products of Chemical Reactions and
Writing Chemical Equations
S02 13B Kinetics: Differential & Integrated Rate Laws: Part B
Vonderbrink
Vonderbrink
Hostage
2,3,4,5,6,7
Vonderbrink 1,2,3,4,5,6,7
Hostage 1,2,3,4,5,6,7
Vonderbrink 1,2,3,4,5,6,7
Vonderbrink 2,3,5,6,7
1,2,3,4,5,6,7
1,2,3,4,5,6,7
* http://www.chemmybear.com/groves/apch04_micromolerockets.pdf
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Schedule of possible activities which support the Big Ideas

Big Idea 1 – The Structure of Matter
›
The student justifies, with evidence, the arrangement of the periodic table and applies periodic properties to chemical reactivity.
›
The student is given several elements and pairs them by families or by period and are asked to rationalize the change in electronegativity of each group based on the electronic structure of the atom.
›
The student uses a mass spectrometer printout of the relative masses of isotopes of an element to determine a) the percentages of the isotopes and (b) the average atomic mass of the element.
›
The student graphs values for atomic radii, electronegativities, and ionization energies to predict trends and explain the organization of the periodic table.

Big Idea 2 - Properties of Matter - Characteristics, States, and Forces of Attraction.
›
The student makes drawings of a series of molecules and from those drawings predicts geometry, hybridization, and polarity.
›
The student is provided with Potential Energy Curves and compares single, double, and triple bonds, looks for patterns and investigates the strength of the different types of bonds.
›
The student uses Lewis diagrams and VSEPR theory to predict the geometry of molecules, identify hybridization, and make predictions about polarity.
›
The student constructs balloon models of the arrangement of pairs of electrons around a central atom, draws 2D pictures of these arrangements, and then applies these drawings to predicting the shapes of molecules.
›
The student examines a model of DNA or alpha helix and identifies which atoms/base pairs are involved in causing the helical structure through hydrogen bonding within the molecule. The student discusses how increased levels of UV light due to ozone depletion can cause mutations via the disruption of hydrogen bonding.

Big Idea 3 – Chemical Reactions
›
The student observes a series of chemical reactions using video clips from websites and:
 Classifies each reaction by type,
 Writes the balanced net ionic equation for each reaction,
 Writes a brief description of each reaction, and

Determines the driving force towards thermodynamic favorability for each reaction.
›
The student conducts an investigation into the major components of acid rain and writes the reactions which occur between the pollutant and the compounds naturally present.

Big Idea 4 – Rates of Chemical Reactions
›
The student studies the elementary steps of a mechanism and relates the steps to collision theory by using a web based simulation such as http://phet.colorado.edu/en/simulation/reactions-and-rates .
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›
The student simulates and graphs nuclear decay (first order kinetics) using a candy simulation such as http://www.thesciencehouse.org/countertop-chemistry/radioactivedecay-of-candium-experiment-27.php
›
The student orally presents the solution to a problem given a set of data of the change of concentration versus time, indicating the order of the reaction and the rate constant with appropriate units.

Big Idea 5 – Thermodynamics
›
The student determines if a situation is thermodynamically favored or not favored by calculating entropy, enthalpy, and Gibbs Free Energy when given a set of conditions.
›
The student calculates the needed volume of oxygen to react with a given volumes of gases in a reaction, determine the heat of the reaction, and determine the amount of work produced by using the distance the rocket traveled. (Activity to accompany http://www.chemmybear.com/groves/apch04_micromolerockets.pdf
)

Big Idea 6 – Equilibrium
›
The student will determine the concentration of species at equilibrium when given the equilibrium constant and the equilibrium concentrations of other species in the reaction.
› The student will apply Le Chatelier’s Principle quantitatively to equilibrium systems which are altered.
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10

Assessment:
The College Board AP Chemistry examination is a comprehensive and rigorous test of students’ understanding of chemistry concepts. The test consists of both multiple choice and free response questions. The best way to prepare students for this examination is through repeated practice under conditions which simulate the actual exam experience (time limits, restriction on calculator use, etc.).
Students should answer several questions of both types for each unit of study. In assessing students, it is important to choose questions which are challenging yet attainable.
Assessment Resources:
There are amble web resources for generating AP Chemistry examinations. A few resources are listed below.
 http://danreid.wikispaces.com/AP+Chemistry+Exam+Multiple+Choice+Questions+Separated+by
+Topic
 http://www.appracticeexams.com/ap-chemistry
 http://www.ugdsb.on.ca/ccvisci/apchemma/sampexqu.pdf
Suggested Assessment Strategies:
Different teaching styles and philosophies lead to virtually endless possibilities for student assessment. The following information offers one possibility for assessing students and compiling a final unit grade.
Multiple Choice:
Offer two challenging questions for each outcome, to be assessed according to the rubric below.
Outcomes for which a student earns a ‘P’ must be reassessed. Once all outcomes are mastered, the multiple choice section grade is based on the majority of grades earned for each outcome.
TSW
1
‘A’
2 correct
‘B’
1 correct 1 wrong
‘P’
2 incorrect
2, etc. 2 correct 1 correct 1 wrong 2 incorrect
Free Response:
Free response questions are more lengthy questions and typically involve several concepts in each multi-part question. The free response questions chosen by the teacher should fully challenge the students. Any question for which the student earns a ‘P’ must be reassessed. The overall grade for the free response section is based on the majority of ‘A’ or ‘B’ grades. A suggested assessment rubric is found below.
Score Success
1 = ‘P’ The student did not understand the problem and either did not answer it or answered it in completely the wrong manner
2 = ‘P’
The student attempted the problem but had very limited knowledge or application.
3 = ‘P’
The student attempted the problem but struggled with one or more concepts and was not able to solve the problem to a successful conclusion.
4 = ‘B’ The student had good understanding of the process but made a slight error in calculation or judgment.
5 = ‘A’ Used sound strategy to successfully solve the problem.
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Suggested Lab Report Rubrics:
Two suggested rubrics are found below. The first is a rubric used to assess the written lab report. The second is a simple checklist designed to assess both the lab report and student performance during the laboratory experiment.
Item
Pre Lab Questions
‘A’
Completed and handed in before lab begins.
Answered correctly.
Completed before lab.
‘B’
Completed and mostly correct after the lab was done.
Lab #, Title, Date, Table of
Contents entry
Procedure
Complete
Data Table
Calculations
Completed before lab.
Succinct with all essential parts.
Completed before lab begins.
Filled in correctly & neatly during lab.
Simple cross outs where necessary.
Appropriate calculations shown with the correct answers.
Analysis
Aplication
Source of Error
Post Lab Questions -
Conclusion
Demonstrates clear understanding of the results and how they relate to theory.
Insightfully relates the experiment to everyday world applications, major societal implications, and technical components.
Calculates the correct % error where applicable.
Describes logical experimental sources of error and offers methods to reduce error.
Answered correctly.
Offers insightful conclusion.
Deadline Handed in by set deadline.
More rubric information on following page………………………
Succinct with all essential parts.
Completed during lab period with minimal mistakes.
Appropriate calculations shown with the correct understanding but with some minimal errors.
Logical explanation of the results.
Relates the experiment to everyday world applications, major societal implications, or technical components.
Calculates the correct % error where applicable.
Describes some sources of error.
Small number of errors but understands the concepts clearly.
Handed in late.
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Design
‘A’ ‘B’ ‘P’
Title:
Title: Clearly describes the purpose of the lab.
Background Info: Summarizes relevant background information in paragraph form.
Research Question: Identifies question addressed by the lab.
Hypothesis: Creates a prediction using an “if…then…” statement.
Procedure: All steps listed in a clear format such that the lab could be repeated by anyone.
Materials: All the materials used are listed in bullet form.
Data Collection
Results: Raw data tables appropriately labeled.
Conclusion & Evaluation
Conclusion: States the relationship between the variables based on the data.
Evaluation: Student explains what was learned from the experiment and recommends future improvements for the procedures.
Manipulative Skills
Follows Instructions: Follows instructions accurately,
adapts to new circumstances,
s eeks assistance only when required.
Technique: Competent and methodical with a range of techniques and equipment
Safety: Pays attention to safety issues.
Ethics: Is conscious of environmental issues.
Using the Lab Report Rubrics:
Any section for which the student earns a ‘P’ must be reassessed. The overall grade for the laboratory section of the unit is based on the majority of ‘A’ or ‘B’ grades.
Final Unit Assessment:
The final grade for each unit is compiled by combining the grades from each of the Multiple
Choice, Free Response, and Laboratory components of the unit.
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