CST Self-Assessment
Name:_____________________
Date:____________
Period:_____
Directions: Fill in the information below based on how you think you did on the Chemistry CST
standards.
Part I. Predictions


Overall Percentage Correct:______
Overall Proficiency Level:_______
For each standard below color code your predictions by highlighting each standard with the
following color: Advanced-dark green (100-80%), Proficient -light green (79-60%), Basic-yellow
(59-40%) Below Basic – orange (39-20%), Far Below Basic-red (19%-or lower). You will need to
calculate the percentages based on the number correct divided by the total number of
questions (ie 2/4=50%=basic).
Unit 1: Atomic Theory and the Periodic Table
Unit Summary

This unit will focus on recognizing major subdivisions and trends in the periodic table, including
the similar chemical reactivity of elements in the same group, as well as trends in atomic mass,
atomic and ionic radii, electronegativity, and ionization energy. Students should understand the
relationship between the number of protons, neutrons, and electrons in an atom and the
respective element’s atomic number and atomic mass.
Unit 2: Chemical Bonds
Unit Summary

This unit will focus on chemical bonding, primarily ionic and covalent bonds. Students should be
able to recognize that electrons are shared in metallic bonds between metals and in covalent
bonds between nonmetals and that electrons are exchanged when metals and nonmetals form
ionic bonds. Students should be able to name and write the chemical formulas for molecules and
construct Lewis dot structures of them. They should also understand how an element’s
tendencies to form chemical bonds relate to its electron configuration. This unit also introduces
the concept of the mole and finding the molar mass of elements and molecules based on
information from the periodic table.
Unit 3: Chemical Reactions and Stoichiometry Part A
Unit Summary

This unit will focus on balancing chemical equations as a prerequisite skill to calculating the
masses of reactants and products using stochiometric conversions. The students should be able
to adjust coefficients to balance chemical equations and should be able to interpret the mole to
mole ratios of reactants and products based on reaction equations.
Unit 4: Chemical Reactions and Stoichiometry Part B
Unit Summary

This unit will focus on using balanced chemical equations to calculate the masses of reactants
and products using stoichiometric conversions. Students should be able to efficiently convert
between the number of particles, moles, and mass of a substance.
Unit 5: Gas Laws
Unit Summary

This unit will focus on the kinetic theory of random motion to explain gas pressure and diffusion. It
will also address the relationship between the pressure, volume, and temperature of an ideal gas.
Students should understand how to apply the various gas laws and to convert among different
units for temperature and pressure to solve application problems. They should also be familiar
with the conditions for standard temperature and pressure (STP) and with absolute zero.
Unit 6: Solutions
Unit Summary

This unit will focus on solutions. Students should be able to distinguish between the terms solute
and solvent, to compute concentrations of solutions in terms of morality, parts per million, and
percent composition, and to calculate solubility. The unit will also address the effects of
temperature, pressure, and surface area on the rate of the dissolving process.
Unit 7: Acids and Bases
Unit Summary

This unit will focus on the properties of acids and bases and the pH scale. Students should be
familiar with identifying a substance as a strong or weak acid or base from its pH value and
should be able to relate the pH of a substance to its tendencies to donate or accept hydrogen
ions.
Unit 8: Temperature and Thermodynamics
Unit Summary

This unit will focus on the relationship between kinetic energy and temperature. Students should
understand the difference between exothermic and endothermic reactions and be able to identify
a given phase change as either heat absorbing or heat releasing. They should also be able to
calculate equations using information provided on heat flow in the context of specific heat and the
latent heat of phase change.
Unit 9: Rates of Chemical Reactions and Chemical Equilibrium
Unit Summary

This unit will focus on the effects that reactant and product concentration, temperature, and
pressure have on the forward and reverse rates of a chemical reaction. Students should
understand the definition of chemical equilibrium and should be able to apply Le Châtelier’s
principle to determine if a given change in a system will favor the forward or reverse chemical
reaction. They should also be able to recognize signs that a chemical reaction is taking place in
order to analyze the duration of the reaction (e.g., bubbling, temperature change, formation of a
precipitate). This unit also addresses the role of catalysts in increasing the rate of chemical
reactions by lowering activation energy.
Unit 10: Biochemistry
Unit Summary

This unit focuses on the relationship between polymers and their monomer precursors. It also
addresses the bonding capabilities of carbon and the large number of different molecules that
subsequently contain carbon.
Unit 11: Nuclear Chemistry
Unit Summary

This unit will focus on nuclear fission and fusion reactions and the different types of radiation that
are produced from radioactive decay. Students should understand that nuclear fission and fusion
reactions release an enormous amount of energy. They should also be familiar with the nature
and penetration of alpha, beta, and gamma radiation.
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Reflection Questions:
o Which standard(s) did think you scored the highest on? Why?
o Which standard(s) do you think you needed to improve on?
o Did you think you met your CST goal?
Part II. Final Reflection.

Progressive Steps for Improvement:
o What can you do on a daily basis to improve your CST score/standards proficiency?
o What are the best ways that you learned Chemistry throughout the year?
o What are steps you can take outside of class to improve your understanding of Biology
content standards or any content area?