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Demonstrate proficiency with unit cancellation
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you produce a valid unit-cancellation setup for a given problem
answer is mathematically correct, includes the correct unit(s) and contains the proper number of significant figures
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Validate solutions to mathematical problems
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you check the validity of a solution by correctly applying an appropriate technique
you explain the validation process
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Use mathematical formulas appropriately
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you choose the correct formula for a given problem
you rearrange the formula as needed, correctly substituting values in the formula and correctly solving for the missing quantity
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Use graphs
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you choose appropriate scales for axes and accurately plots data points
you label and title the graph appropriately
you determine coordinate values and/or slope of a line from the graph
you interpret important features of the graph such as trends, fit of the data, etc
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Convert among various units of measurement
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
all relationships used in the solution are correct
you successfully convert the measurements involved
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Contrast the composition and properties of each of the following types of matter: elements, compounds, pure substances, mixtures
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you identify whether a single type of atom or more than one type of atom is present
you state whether or not the substance can be broken down into simpler substances
you indicate whether the proportions of various components is fixed or variable
you determine whether chemical or physical processes are necessary to separate the components
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Illustrate the composition of matter from the subatomic level to the macroscopic level, using any of the following tools as appropriate: drawings, isotopic notation, chemical formulas or molecular models
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you relate the subatomic composition of a given atom or ion to its isotopic notation
you interpret the composition of a compound from its chemical formula
you build a model or makes a pictorial representation of a given element, ion, ionic compound, covalent compound, pure substance or mixture
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Predict general physical and chemical properties of an element from the position of that element on the periodic table
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you use the concept of chemical families or groups to relate the behavior of a given element to others that behave similarly
you predict metallic or nonmetallic behavior from the position of an element on the periodic table
you recognize elements with little or no reactivity (the noble gases)
you recognize elements that exist as diatomic molecules
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Write balanced nuclear equations to describe alpha decay, beta decay and bombardment reactions
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
the equation identify the reactants and products using standard symbols correctly
the equation demonstrate conservation of mass and charge
any missing component has been correctly identified
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Solve half-life problems involving whole numbers of half-lives
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you determine the amount of radioisotope remaining or the half-life, as required
you explain or diagrams how the problem was solved
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Illustrate the type of chemical bonding that will occur between a given pair of atoms
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you use the electronegativity difference between atoms as the basis for determining bond type
you assign full or partial charges when appropriate
you describe the general behavior of the bonding electrons for each type of bond (ionic, nonpolar covalent, polar covalent)
you draw the Lewis structure for a given ionic or covalent compound
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Determine whether a given molecule is polar or nonpolar
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you use VSEPR principles to determine the geometry of central atoms
you determine the existence and direction of any molecular dipole
you categorize a molecule as polar or nonpolar
you use the principle of "Like Dissolves Like" to assign the more appropriate type of solvent for a given molecule
you explain the reasoning behind your solution
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Write formulas for ionic compounds and binary nonmetal compounds when given the name of the compound
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
formula contains correct symbols and subscripts
cation is written first for ionic compounds
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Illustrate chemical changes using balanced chemical equations, particle drawings and potential energy diagrams
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
equation indicates the formulas of reactants and products
equation is balanced in lowest terms
additional symbols such as precipitates, physical states and reaction arrows are used appropriately
particle drawings illustrate the chemical change using geometric shapes or other appropriate symbols for various kinds of atoms
potential energy diagrams have axes labeled correctly and indicate relative potential energy of reactants vs products
you identify the reactant oxidized and the reactant reduced in a given redox reaction
you explain your basis for identifying a reactant as being oxidized or reduced
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Calculate amounts of any reactant or product in a chemical reaction using stoichiometry principles
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you solve for grams or moles of any substance in a reaction when provided with the quantity of a different substance in that reaction
all relationships or conversion factors used are true
problem solving process is clearly documented, including units of quantities involved
you determine the percent yield for a given reaction when provided with actual yield data
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Illustrate the noncovalent interactions that can occur between given atoms, molecules or ions
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you identify the following noncovalent attractions when present between given molecules: ionic bonding, dipole-dipole interactions, hydrogen bonding and London forces
you diagram the noncovalent attractions between given molecules, including full or partial charges when applicable
you explain your reasoning
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Use the kinetic molecular theory to explain the general behavior of solids, liquids and gases
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you use the kinetic molecular theory to explain the relative densities, compressibilities and diffusion rates in solids, liquids and gases
you describe the relative spacing and motion of particles in solids, liquids and gases
you use the kinetic molecular theory to explain the effects of temperature, volume and number of moles on gas pressure
you explain at a molecular level the processes of melting, boiling, freezing and condensing
you explain the relationship between strength of attraction between particles and the melting or boiling point of a substance
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Predict relative melting points, boiling points or physical states of substances based on noncovalent attractions
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you determine the strongest noncovalent attraction for each substance
you clearly explain your reasoning
you make a reasonable prediction of relative melting points, relative boiling points or physical state based on the strengths of the noncovalent attractions for each substance in the problem
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Solve problems involving the combined gas law, the molar volume of an ideal gas and/or Dalton's law of partial pressures
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you use the combined gas law to calculate the volume or pressure of a gas under new conditions
you use the molar volume of a gas to solve stoichiometry problems involving gas volumes
you use Dalton's law of partial pressures to determine either a missing partial pressure or the total pressure of a gas mixture
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Illustrate the solute particles produced when a given substance is dissolved in water
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you describe or diagrams the species present in a given solution
you indicate the relative proportions of solute species present for the solution of a given electrolyte
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Calculate the concentration of a solution in %(wt/vol) or molarity
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you calculate the %(wt/vol) or molarity of a solution when given information about the amount of solute and volume of solution present
you convert concentration between %(wt/vol) and molarity
you clearly show the problem-solving process, including units on quantities used
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Use concentration as a conversion factor
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you calculate the mount of solute or volume of solution using concentration as a conversion factor
you write one or more sentences describing how to prepare the desired solution using the calculated mass of solute and the amount of water needed to reach the desired solution volume
you clearly show the problem-solving process, including units on quantities used
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Solve dilution problems
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you calculate the volume of stock solution needed to prepare the desired diluted solution or the concentration of the diluted solution
you write one or more sentences describing how to prepare the desired solution using the calculated volume of stock solution and the amount of water needed to reach the desired solution volume
you clearly indicate the problem-solving process
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Solve stoichiometry problems involving reactant solutions of known concentration and volume
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you determine the amount of a reactant required to react with a given volume of another reactant solution of known concentration
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Explain the effects of activation energy, temperature, concentration, surface area and catalysts on reaction rate
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you relate the size of activation energy to the probability of two molecules reacting when they collide
you correlate temperature with kinetic energy and with the frequency of collision
you correlate concentration or surface area with frequency of collision
you describe the effect of a catalyst in terms of lowered activation energy
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Characterize the behavior of reversible chemical reactions
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you contrast equilibrium and non-equilibrium reactions with respect to changes in concentration over time and the equality/inequality of forward reaction rate vs reverse reaction rate
you write the equilibrium constant expression for a given reaction
you relate the magnitude of the equilibrium constant to the predominance of reactants or products at equilibrium
you use Le Chatelier's Principle to predict the effects of concentration changes on equilibrium shifts and amounts of substances present
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Contrast the behavior of strong acids, weak acids, strong bases and weak bases
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you identify the acid, base, conjugate acid and conjugate base in an acid/base reaction
you contrast strong and weak acids with respect to degree of ionization
you write the acid-dissociation constant expression for a given acid
you rank acids in strength using acid dissociation constant values
you illustrate a neutralization reaction between a strong acid and a strong base
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Relate the pH of a solution to its acidity and to the concentrations of hydrogen ion (hydronium ion), hydroxide ion, weak acid and conjugate base
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you use the expression for the ion product of water to calculate hydrogen ion concentration from the hydroxide ion concentration or vice versa
you use provided formulas to calculate any of the following: hydrogen ion concentration, pH, conjugate base/weak acid ratio
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Describe the general components and behavior of buffer solutions
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you indicate that a buffer must contain a weak acid and its conjugate base (or a weak base and its conjugate acid)
you explain why both components must be present
you indicate that buffer solutions resist changes in pH
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Interpret structural formulas of organic compounds
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you label all common functional groups present
you expand a condensed structure to show all atoms and bonds
you write the molecular formula for a given structure
you recognize when two apparently different structural formulas are actually different molecules and when they are the same molecule
you identify double bonds as cis, trans or neither
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Draw a structural formula for a given hydrocarbon, benzene derivative or halogenated organic compound when given the name of the compound
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you draw a structural formula for any of the following when given the IUPAC name: a hydrocarbon with up to ten carbons in the main chain, a benzene derivative or a halogenated organic compound
you draw a structural formula for a disubstituted benzene when given a common name using ortho, meta or para
you draw a structural formula for a monohalogenated organic compound when given a common name using any of the following for the main chain: isopropyl, t-butyl, benzyl, phenyl or any linear alkyl group up to n-decyl
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Predict general physical properties of a given hydrocarbon or halogenated compound
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you describe the significant intermolecular attractions present
you predict general solubility in water and nonpolar solvents
you make a reasonable prediction of physical state at room temperature
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Illustrate common reactions of hydrocarbons
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you draw the structural formula(s) of the product(s) when given the structures of the reactants and the type of reaction to illustrate
you complete the following types of reactions for a new reactant: combustion of a hydrocarbon, addition of hydrogen, halogen or water across a double bond and substitution by a halogen
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Draw a structural formula for a given alcohol, aldehyde or ketone when given the name of the compound
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you draw a structural formula for an alcohol with up to ten carbons in the main chain when given the IUPAC name
you draw a structural formula for an alcohol or ketone when given a common name using any of the following for the main chain: isopropyl, t-butyl, benzyl, phenyl or any linear alkyl group up to n-decyl
you draw the structural formula of an aldehyde with up to four carbons in the main chain when given the common name of the aldehyde
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Predict general physical properties of a given alcohol, aldehyde or ketone
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you describe the significant intermolecular attractions present
you make reasonable predictions concerning solubility in water and in nonpolar solvents
you make a reasonable prediction of relative melting points, boiling points and/or solubility when comparing different molecules
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Illustrate common reactions of alcohols and aldehydes
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you draw the structural formula(s) of the product(s) when given the structures of the reactants and the type of reaction to illustrate
you complete the following types of reactions for a new reactant: dehydration of an alcohol, oxidation of an alcohol and oxidation of an aldehyde
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Classify carbohydrates according to their structural features
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you match common carbohydrate names to any of the following applicable categories: monosaccharide, disaccharide, polysaccharide
you identify chiral carbons in an open-chain carbohydrate structure
you classify in an open-chain sugar structure as D- or L-
you identifiy anomeric carbons in ring structures of sugars
you classify given carbohydrate ring structures as either alpha or beta
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Illustrate common reactions of sugars
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you show the oxidation of an aldose by Benedict's or Tollens reactions
you show the hydrolysis of a glycoside linkage
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Compare the functions and structural features starch (amylose and amylopectin), glycogen and cellulose
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you correlate the correct polysaccharide(s) with fuel storage or with a structural role
you classify a given polysaccharide as having either a linear or a branched structure
you list the type of glycoside linkages present in each of the polysaccharides above
you identify the monosaccharide building block of each polysaccharide
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Draw a structural formula for a given carboxylic acid or amine when given the common name of the compound
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Instructor's organic help sheet allowed (includes non-obvious side-group and benzen derivative structures and common carboxylic acid roots (1-4 carbons) and Greek letter conventions for locating side groups in the common system)
Criteria
you draw the structural formula for a carboxylic acid with up to four carbons in the main chain
you draw the structural formula of an amine when all R groups can be named as simple side groups
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Predict general physical properties of a given acid, ester, amine or organic salt
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Instructor's organic help sheet allowed (includes non-obvious side-group and benzen derivative structures and common carboxylic acid roots (1-4 carbons) and Greek letter conventions for locating side groups in the common system)
Criteria
you describe significant intermolecular attractions present
you predict general solubility in polar and nonpolar solvents
you make reasonable predictions about relative behavior with respect to melting points, boiling points and solubility when comparing various compounds
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Illustrate common reactions of carboxylic acids, esters, amines, organic salts and amides
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
student-generated notes of reaction patterns may be allowed by the instructor
Criteria
you draw the structural formula(s) of the product(s) when given the structures of the reactants and the type of reaction to illustrate
you complete the following types of reactions: acid/base reactions, condensation to form an ester or amide and hydrolysis of esters and amides
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Illustrate the effect of pH on the functional groups of carboxylic acids and amines
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
student-generated notes of reaction patterns may be allowed by the instructor
Criteria
you predict the structure and charge of acid/base groups when given the pH of the solution and the pKa of the group
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Indicate the components or major structural features of common types of lipids
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you list or diagrams the major components of triglycerides (triacylglycerols) and phospholipids
you recognize or draws the general ring structure characteristic of steroids
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Explain the major chemical and physical characteristics of fatty acids and of lipids containing fatty acids
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you describe the following general characteristics of most naturally occurring fatty acids: degree of branching, number of carboxyl groups, number of carbons (even or odd) and the configuration of any double bonds present
you correlate the degree of unsaturation with melting point trends
you recognize the general nonpolar nature of lipids
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Identify one significant biochemical role for each of the major classes of lipids studied
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you associate a significant biological role with each of the following types of lipids: fats, phospholipids and steroids
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Produce a labeled diagram representing the structure of a membrane
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
diagram shows lipid bilayer in with correct orientation of heads and tails, at least one peripheral and one integral protein are shown
diagram has the following labeled: polar heads, nonpolar tails and proteins
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Draw the complete structure of a specified peptide, labeling the N-terminus, C-terminus, peptide bonds and backbone
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
structural formula is correct
all peptide bonds are correctly identified
the N-terminus, C-terminus and backbone are correctly identified
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Illustrate common reactions of proteins/peptides
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you illustrate one of the following reactions as required: formation or hydrolysis of peptide bonds, formation of disulfide bridges, reduction of disulfide bridges
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Explain the four levels of protein structure and the types of interactions responsible for each level
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you define primary, secondary, tertiary and quaternary structure
you describe the role of hydrogen bonding in stabilizing secondary structure
you describe the role of hydrogen bonding, hydrophobic interactions, salt bridges and disulfide bonds in stabilizing tertiary structure
you predict the most important interaction between a given pair of amino acid R-group structures
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Explain why each of the following can denature globular proteins: heat, alcohol or urea, extreme pH changes, reducing agents and nonpolar solvents
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you describe the disruption in protein structure that occurs in denaturation
you use the following concepts appropriately: kinetic energy effects, hydrogen bond competition, changes in electric charge, breaking of disulfide bonds and disruption of hydrophobic interactions
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Explain the following terms: enzyme, substrate, cofactor, coenzyme and competitive inhibitor
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you define each term in a way that indicates an understanding of the meaning of each
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Discuss how each of the following factors will affect the rate of an enzyme catalyzed reaction: temperature, pH, substrate concentration and enzyme concentration
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you make a graph of enzyme activity vs the factor indicated
you explain why the graph has the shape that it does
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Explain why enzymes are usually very specific and why competitive inhibitors usually resemble the substrate of an enzyme
Assessment Strategies
through a written graphic or oral products/process
in a laboratory or classroom setting
Criteria
you indicate an understanding that the shape of the active site and the side groups lining that site affect which substrates will bind
you correlate the binding location of a competitive inhibitor with the similarity in structure between the inhibitor and the substrate
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Use appropriate scientific equipment and safety precautions
Assessment Strategies
during laboratory work or on a lab exam
Criteria
you follow generally recognized safety practices
you follow procedures as described by the instructor or lab manual
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Apply appropriate measurement principles
Assessment Strategies
during laboratory work or on a lab exam
Criteria
you determine the increment value (scale) of a given graduated device
you determine the appropriate number of digits and the correct unit to use for a given observation
you interpolate an estimated digit when appropriate
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Apply the scientific method by organizing, analyzing and interpreting data appropriately
Assessment Strategies
during laboratory work or on a lab exam
Criteria
you organize data in a fashion that can be understood by another person
you use appropriate scientific reasoning when interpreting data
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Work effectively in groups as well as individually
Assessment Strategies
during laboratory work
Criteria
you demonstrate respect for the rights, views and work of others
you work with your group to divide up tasks so that the work can be performed efficiently
you show responsibility in performing your role in the group