STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ATOMIC AND MOLECULAR STRUCTURE
LEARNING EXPECTATION
State Content Standard
1.a. – Students know how to
relate the position of an
element in the periodic
table to its atomic number
and atomic mass.
1.b. – Students know how to
use the periodic table to
identify metals, semimetals,
non-metals, and halogens.
1.c. – Students know how
to use the periodic table to
identify alkali metals,
alkaline earth metals and
transition metals, trends in
ionization energy,
electronegativity, and the
relative sizes of ions and
atoms.
1.d. – Students know how to
use the periodic table to
determine the number of
electrons available for
bonding.
1.e. – Students know the
nucleus of the atom is much
smaller than the atom yet
contains most of its mass.
PERFORMANCE EVALUATION
Instructional activities Assessment activities to
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
1.a. Show the 1.a. Quiz on the
representation of differences and
Mendeleev’s original similarities between
periodic table of Mendeleev’s periodic
elements. Compare and table and the modern
contrast this arrangement periodic table
with that of the modern
periodic table.
1.b. Visual Strategy— 1.b. Worksheet
Discuss with students all assessment
the main regions and
classification on the
periodic table.
1.c. Video—Comparing 1.c. Class discussion and
Reactivities of Alkali oral presentation and lab
Metals and Alkaline-Earth report.
Metals.
Chemical Activity of
Metals Lab
1.d. Lecture or class 1.d. Journal entries.
discussion on valence Homework and lab report.
electrons. Brainstorming.
Conductivity of molecular
and ionic compounds
(lab).
1.e. Draw and explain the 1.e. Classroom
atomic structure. . Bingo presentation on the
activity to learn the atomic models
elements.
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ATOMIC AND MOLECULAR STRUCTURE
LEARNING EXPECTATION
State Content Standard
1.f. – Students know how to
use the periodic table to
identify the lanthanide,
actinide, and transactinide
elements and know that the
transuranium elements
were synthesized and
identified in laboratory
experiments through the
use of nuclear accelerators.
1.g. – Students know how to
relate the position of an
element in the periodic
table to its quantum
electron configuration and
to its reactivity with other
elements in the table.
1.h. – Students know the
experimental basis for
Thomson’s discovery of the
electron, Rutherford’s
nuclear atom, Millikan’s oil
drop experiment, and
Einstein’s explanation of the
photoelectric effect.
PERFORMANCE EVALUATION
Instructional activities Assessment activities to
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
1.f. Worksheet activities 1.f. Quiz
and Video. Compare and
contrast transuranium 1.f. Research paper.
elements and non-
transuranium elements.
1.g. Teach and explain 1.g. Group activity –
the electron configuration identity the s,p,d,f block
pattern (orbital notation). in the periodic table.
Flame test demonstration. Lab report
1.h. Application— 1.h. Journal entries.
Discuss and analyse Test.
Thomson’s Experiment,
The Photoelectric Effect,
Rutherford’s Foil
Experiment, and Einstein
contributions to the
modern atomic theory.
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ATOMIC AND MOLECULAR STRUCTURE

LEARNING EXPECTATION PERFORMANCE EVALUATION

State Content Standard Instructional activities Assessment activities to

enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
1.i. – Students know the 1.i. Review and 1.i. Oral Presentation
experimental basis for the reinforcement of the Quiz
development of the Quantum Theory;
quantum theory of atomic Explain Bohr’s model
structure and the historical
importance of the Bohr
model of the atom
1.j. – Students know that 1.j.—Explain the 1.j. Group discussion
spectral lines are the result electromagnetic spectrum Lab report
of transitions of electrons and the significance of
between energy levels and wavelength and
that these lines correspond frequency.
to photons with a frequency Laboratory
related to the energy Investigation
spacing between levels by Spectral Analysis of
using Planck’s relationship Fluorescent Lights.
(E=hv).
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL BONDS

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
2. a. Students know atoms
combine to form molecules
by sharing electrons to form
covalent or metallic bonds
or by exchanging electrons
to form ionic bonds.
2.b. Students know
chemical bonds between
atoms in molecules such as
H 2 , CH 4 , NH 3 , H 2 CCH 2 ,
N 2 , Cl 2 , and many large
biological molecules are
covalent.
2.c. Students know salt
crystals, such as NaCl, are
repeating patterns of
positive and negative ions
held together by
electrostatic attraction.
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
2.a. Explain covalent 2.a. Oral presentation;
bonding and the Worksheet on Covalent
characteristics of covalent Bonding
bonding.
KWL Activity
2.b. Explain chemical 2.b. Teacher-directed
bonding and why most questions
atoms form chemical
bonds.
2.c. Lab Activity— 2.c. Lab report, quiz, and
Students identify journal writing
electrolytes from a group
of compounds (ionic and
molecular compounds).
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL BONDS
LEARNING EXPECTATION
State Content Standard
2.d. Students know the
atoms and molecules in
liquids move in a random
pattern relative to one
another because the
intermolecular forces are
too weak to hold the atoms
or molecules in a solid form.
2.e. Students know how to
draw Lewis dot structures.
2.g.* Students know how
electronegativity and
ionization energy relate to
bond formation.
2.f.* Students know how to
predict the shape of simple
molecules and their polarity
from Lewis dot structures.
2.h.* Students know how to
identify solids and liquids
held together by Van der
Waals forces or hydrogen
bonding and relate these
forces to volatility and
boiling/melting point
temperatures.
PERFORMANCE EVALUATION
Instructional activities Assessment activities to
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
2.d. Teacher-directed 2.d.. Response from
discussion. students
Explain the heating curve Lab report
for phase changes from
ice to water vapor.
2.e. Explain the six basic 2.e. Assess students’
steps in drawing Lewis dot drawings .
structures.
2.g. Classify bonding type 2.g. Worksheet and group
according to electro activity
negativity differences.
2.f. Student activities 2.f. Outcome of student
using molecular models activities
2.h.Laboratory 2.h. Lab report
Investigation—
Properties of Ionic and
Covalent Bonds
How many drops of water
could you pile on a
panny?
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CONSERVATION OF MATTER AND STOICHIOMETRY
LEARNING EXPECTATION
State Content Standard
3.a. Students know how to
describe chemical reactions
by writing balanced
equations.
3.b. Students know the
quantity one mole is set by
defining one mole of carbon
12 atoms to have a mass of
exactly 12 grams.
3.c.Students know one mole
equals 6.02 X 10 23 particles
(atoms or molecules).
3.d. Students know how to
determine the molar mass
of a molecule from its
chemical formula and a
table of atomic masses and
how to convert the mass of
a molecular substance to
moles, number of particles,
or volume of gas at
standard temperature and
PERFORMANCE EVALUATION
Instructional activities Assessment activities to
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
3.a. Describe five basic 3.a. Journal writing
types of chemical Class practice
reactions—synthesis, Work sheet
decomposition, single Test
replacement, double
replacement, and
combustion.
3.a. Steps in writing
balanced chemical
equations
3.b. Explain the mole 3.b. Lab assessment
concept.
3.b. Lab Activity—Moles
and Mass in a Reaction
3.c. Explain the mole 3.c. Group activity in
concept. calculation moles.
Lab assessment
3.c. Lab Activity—Moles
and Mass in a Reaction
3.d. Solving stoichiometric 3.d. Homework,
problems; peer tutoring classwork, quiz, and lab
report
3.d. Lab Activity—Moles
of Iron and Copper
pressure.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY

CONTENT STANDARDS FOR CONSERVATION OF MATTER AND STOICHIOMETRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
3.e. Students know how to
calculate the masses of
reactants and products in a
chemical reaction from the
mass of one of the
reactants or products and
the relevant atomic masses.
3.f.* Students know how to
calculate percent yield in a
chemical reaction.
3.g.* Students know how to
identify reactions that
involve oxidation and
reduction and how to
balance oxidation-reduction
reactions.
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
3.e. Solving stoichiometric 3.e. Homework,
problems; peer tutoring classwork, quiz, and lab
report
3.e. Lab Activity—Moles
of Iron and Copper
3.f. Solving stoichiometric 3.f. Homework, classwork,
problems; peer tutoring quiz, and lab report
3.f. Lab Activity—Moles
of Iron and Copper
3.g. Experiment— 3.g. Lab report
Explore the effect of
adding oxygen to a
solution of methylene
blue and glucose
3.g. Explore how different
metals react with a weak
acid.
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR GASES AND THEIR PROPERTIES
LEARNING EXPECTATION
State Content Standard
4.a. Students know the
random motion of
molecules and their
collisions with a surface
create the observable
pressure on that surface.
4.b. Students know the
random motion of
molecules explains the
diffusion of gases.
4.c. Students know how to
apply the gas laws to
relations between the
pressure, temperature,
and volume of any amount
of an ideal gas or any
mixture of ideal gases.
4.d. Students know the
values and meanings of
standard temperature and
pressure (STP).
4.e. Students know how to
Instructional activities
enabling students to
achieve the standard.
4.a. Lecture and
transparencies on Kinetic
Molecular Theory.
4.b. Diffusion experience
using bottles of perfumes
placed in one area of the
room.
4.c. Practice problems in
calculating gas laws
including the Ideal Gas
Law.
Molar Volume of a Gas
(Lab)
4.d. Use visual (cube) to
explain the STP conditions
of gases, including
temperature, pressure,
volume, moles and
Avogadro’s number.
Same as 4c lab.
4.e. Practice problems
PERFORMANCE EVALUATION
Assessment activities to
measure achievement of Exceeds Achieves Approaches
the standard.
4.a. Students write a
comparison of the
pressure, temperature,
volume relationships.
4.b. Journal entry
requiring students to
explain the process of
diffusion.
4.c. Test
Lab activity and lab
report.
4.d. Quiz.
4.e. Homework in solving
convert between the Celsius
and Kelvin temperature
scales.
Temperature vs. Time Lab
(involving conversions of
temperature units and
graphing)
temperature conversions.
Oral Presentation.
Lab report.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY

CONTENT STANDARDS FOR GASES AND THEIR PROPERTIES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
4.f. Students know there is
no temperature lower than
0 Kelvin.
4.g.* Students know the
kinetic theory of gases
relates the absolute
temperature of a gas to the
average kinetic energy of
its molecules or atoms.
4.h.* Students know how to
solve problems by using the
ideal gas law in the form PV
= nRT.
4.i.* Students know how to
apply Dalton’s law of partial
pressures to describe the
composition of gases and
Graham’s law to predict
diffusion of gases.
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
4.f. Class discussion. Use 4.f. Journal entry
transparency to show the
value of absolute zero (0
Kelvin)
4.g. Analyze and 4.g. Group discussion and
interpret graph showing oral pressentation
the absolute temperature.
4.h. Practice problems 4.h. Quiz/Test
4.i. Analyzing situations 4.i. Lab Report
and solving problems that
require the Dalton’s Law,
Graham’s law of diffusion,
and relate these concepts
to real life situations.
Diffusion of Gas Lab
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ACIDS AND BASES
LEARNING EXPECTATION
State Content Standard
5.a. Students know the
observable properties of
acids, bases, and salt
solutions.
5.b. Students know acids
are hydrogen-ion-donating
and bases are hydrogen-
ion-accepting substances.
5.c. Students know strong
acids and bases fully
dissociate and weak acids
and bases partially
dissociate.
5.d. Students know how to
PERFORMANCE EVALUATION
Instructional activities Assessment activities to
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
5.a. Lecture, discussion, 5.a. pH scale using
and transparencies household solutions or
showing properties of substances.
acids and bases Explore; Lab report.
Class demonstration using
acids, bases, and salts.
Determining the strengths
of acids and bases.
5.a. Lab activity:The pH
Lab
5.b. Lecture, discussion, 5.b. Quiz
and transparencies
showing properties of
acids and bases Explore;
Class demonstration using
acids, bases, and salts.
5.c. Lecture, discussion, 5.c. Review and
and transparencies Reinforcement Defining
showing properties of acids and bases
acids and bases. Explore; Determining the strengths
Conductivity of Acids and of acids and bases.
Bases
5.c. Lab activity: CBL 5.c. Comparing Acid/Base
(computer based lab) Strength Lab Report
5.d. Same as 5a and 5c 5.d Same as 5a and 5c
use the pH scale to
characterize acid and base
solutions.
5.e.* Students know the
Arrhenius, Brønsted-Lowry,
and Lewis acid–base
definitions.
5.f.* Students know how to
calculate pH from the
hydrogen-ion concentration.
5.g.* Students know buffers
stabilize pH in acid–base
reactions.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR SOLUTIONS
LEARNING EXPECTATION
State Content Standard
6a. Students know the
definitions of solute and
solvent.
6.b. Students know how to
describe the dissolving
process at the molecular
level by using the concept
of random molecular
motion.
5.e. Lectures. Use of
transparencies.
5.f. Lectures and
demonstration measuring
different acids’ strength
Titration
5.g. Lectures
Demonstration using
buffer solutions to explain
the role of the buffer.
Instructional activities
enabling students to
achieve the standard.
6.a. Lecture, Discussion,
and transparencies
6.a. Explore; Solutions of
gases, liquids and solids.
6.b. Lecture, Discussion,
and transparencies
6.b. Apply; Electrolytes
5.e. pH lab report
Problems, calculations,
and completion items.
5.f. Quiz.
Titration Lab
5.g. Written response to
demonstration.
PERFORMANCE EVALUATION
Assessment activities to
measure achievement of Exceeds Achieves Approaches
the standard.
6.a. Review and
Reinforcement;
Nature of Solutions,
Concentration of
Solutions, Formation of
Solutions, Colligative
Properties.
Test items to show
recognition response.
6.b. Review and
Reinforcement;
Nature of Solutions,
Concentration of
Solutions, Formation of
Solutions, Colligative
Properties.
Test items to show
recognition response.
6.c. Students know
temperature, pressure, and
surface area affect the
dissolving process.
6.d. Students know how to
calculate the concentration
of a solute in terms of
grams per liter, molarity,
parts per million, and
percent composition.
6.e.* Students know the
relationship between the
molality of a solute in a
solution and the solution’s
depressed freezing point or
elevated boiling point.
6.f.* Students know how
molecules in a solution are
separated or purified by the
methods of chromatography
and distillation.
6.c. Lecture, Discussion,
and transparencies
6.c. Demonstrations;
Factors affecting
solubility.
Explore; Sweet
Solutions
Apply; The Bends
Enrich; Coming up for
Air
6.d. Lecture, Discussion,
and transparencies
6.d. Explore; How much
will dissolve?
Practice Problems
6.e.
Explore; Colder than Ice
Water
Practice Problems
Enrich; Artificial Kidneys
6.f. Lab; Chromatography
and distillation.
6.c. Review and
Reinforcement;
Nature of Solutions,
Concentration of
Solutions, Formation of
Solutions, Colligative
Properties.
Test items to show
recognition response.
6.d. Review and
Reinforcement;
Nature of Solutions,
Concentration of
Solutions, Formation of
Solutions, Colligative
Properties.
Test items to show
recognition response.
6.f. Lab Report ;
Distillation
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL THERMODYNAMICS

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
7.a. Students know how to
describe temperature and
heat flow in terms of the
motion of molecules (or
atoms).
7.b. Students know
chemical processes can
either release (exothermic)
or absorb (en-dothermic)
thermal energy.
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
7.a. Based on the Kinetic 7.a. Multiple choice and
Molecular theory, explain constructed response
the motion – behavior of items to demonstrate
molecules/atoms with student understanding.
change of temperature.
Demonstration on
exothermic and
endothermic systems.
7.b.c Use graphs to show 7.b. Lab report
reaction path and energy Journal writing
changes on
exo-endothermic
processes.

7.b. Lab Activity:

Demonstration on
exothermic and
endothermic systems.
7.c. Students know energy 7.c. Lab Activity: 7.c. Lab Report:
is released when a material Calorimeter Calorimetry.
condenses or freezes and is
absorbed when a material
evaporates or melts.
7.d. Students know how to 7.d. Explain and 7.d
solve problems involving
heat flow and temperature
changes, using known
values of specific heat and
latent heat of phase change
7.e.* Students know how to
apply Hess’s law to
calculate enthalpy change
in a reaction.
7.f.* Students know how to
use the Gibbs free energy
equation to determine
whether a reaction would
be spontaneous.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR REACTION RATES
LEARNING EXPECTATION
State Content Standard
8.a. Students know the rate
of reaction is the decrease
in concentration of
reactants or the increase in
concentration of products
with time.
8.b. Students know how
reaction rates depend on
such factors as
concentration, temperature,
and pressure.
8.c. Students know the role
a catalyst plays in
demonstrate solution
process in solving specific
heat problems. Get
students to master
appendix tables where
specific heat values are
given.
7.e. Lecture and practice
problems for applying
Hess’s law and Gibbs Free
Energy.
7.f. Lecture and practice
problems for applying
Hess’s law and Gibbs Free
Energy. Determine if the
reaction would be
spontaneous or not.
Instructional activities
enabling students to
achieve the standard.
8.a. Lecture, discussion,
and transparencies;
Energy Diagrams and
Effect of Temperature on
Reaction Rate.
Practice Problems
Apply; Graphing
Changes in Concentration
8.b. Lecture, discussion,
transparencies and notes
8.c-d. Energy Diagrams
and Effect of catalyst on
Quiz
Journal writing.
7.e. Work problems
using Hess’s law and
Gibbs Free Energy.
7.f. Work problems using
Hess’s law and Gibbs Free
Energy to determine
spontaneity (occurrence)
of reactions.
PERFORMANCE EVALUATION
Assessment activities to
measure achievement of Exceeds Achieves Approaches
the standard.
8.a. Quiz; Reaction
process and chemical
kinetics
8.b. Journal: List factors
affecting rate of reaction
and explain each of them.
8.c-d. Students label and
identify on different
increasing the reaction rate.
8.d.* Students know the
definition and role of
activation energy in a
chemical reaction.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR CHEMICAL EQUILIBRIUM
LEARNING EXPECTATION
State Content Standard
9. a. Students know how to
use LeChatelier’s principle
to predict the effect of
changes in concentration,
temperature, and pressure
9.b. Students know
equilibrium is established
when forward and reverse
reaction rates are equal.
9.c.* Students know how to
write and calculate an
equilibrium constant
expression for a reaction.
Reaction Rate.
Identify homogeneous
and heterogeneous
catalysis systems
Explain how catalyst
affects directly the
activation energy.
Lab Activity:
Enzyme Reaction:
Catalase
Refer to 8c
Instructional activities
enabling students to
achieve the standard.
9.a. Lecture, and use of
transparencies to
demonstrate the effects
of pressure, temperature
and concentration on
equilibrium position.
LAB: LeChatelier’s
principle.
9.b. Define chemical
equilibrium & give several
examples.
9.c. Lecture and practice
problems involving
equilibrium constants.
graphs the effects of
using a catalyst on
reaction activation
energy.
Lab report on Enzyme
Reaction
Refer to 8c
PERFORMANCE EVALUATION
Assessment activities to
measure achievement of Exceeds Achieves Approaches
the standard.
9.a. Lab Report on
LeChatelier’s principle.
9.b. Questions/Answers
session.
Oral responses.
9.c. Develop a poster
board demonstrating
equilibrium and how to
calculate the equilibrium
constant.
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR ORGANIC CHEMISTRY AND BIOCHEMISTRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
10.a. Students know large
molecules (polymers), such
as proteins, nucleic acids,
and starch, are formed by
repetitive combinations of
simple subunits.
10.b. Students know the
bonding characteristics of
carbon that result in the
formation of a large variety
of structures ranging from
simple hydrocarbons to
complex polymers and
biological molecules.
10.c. Students know amino
acids are the building
blocks of proteins.
enabling students to
achieve the standard.
10.a.c. f. Video
Presentation “Proteins”
Lab: Analysis of
biomolecules (glucose,
protein and lipids).
Lecture and Discussion
10.b.
Lecture and use of
visuals to represent
hydrocarbon structures &
derivates.
Discussion on the
uniqueness of carbon .
Use molecular model to
demonstrate structures of
single, double and triple
bonds.
10.c Visual aids to show
the structure of proteins.
measure achievement of Exceeds Achieves Approaches
the standard.
10.a. written report on
video presentation.
Answer to questions from
video.
Lab Report on “Analysis of
Biomolecules”.
10.b. Students produce
model-structures
independently or in
groups
10.c Article appreciation
on amino acids and
proteins.
10.d.* Students know the
system for naming the ten
simplest linear
hydrocarbons and isomers
that contain single bonds,
simple hydrocarbons with
double and triple bonds,
and simple molecules that
contain a benzene ring.
10.d Lecture, 10.d. Test on
transparencies, and hydrocarbons
practice problems. nomenclature and
Practice on molecular molecular building.
building on alkanes,
alkenes, and alkynes.

STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY

CONTENT STANDARDS FOR ORGANIC CHEMISTRY AND BIOCHEMISTRY

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
10.e.* Students know how
to identify the functional
groups that form the basis
of alcohols, ketones, ethers,
amines, esters, aldehydes,
and organic acids.
10.f.* Students know the R-
group structure of amino
acids and know how they
combine to form the
polypeptide backbone
structure of proteins.
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
10.e. Group Activity: Oral Presentation
Students develop a
project-presentation on
biomolecules and
functional groups.
10.f Teacher directed Portfolio
discussion.
Webquest on protein
structures
 STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR NUCLEAR PROCESSES

LEARNING EXPECTATION PERFORMANCE EVALUATION

Instructional activities Assessment activities to

State Content Standard
11.a. Students know
protons and neutrons in the
nucleus are held together
by nuclear forces that
overcome the
electromagnetic repulsion
between the protons.
11.b. Students know the
energy release per gram of
material is much larger in
nuclear fusion or fission
reactions than in chemical
reactions. The change in
mass (calculated by E = Ê
mc 2 ) is small but
significant in nuclear
reactions.
11.c. Students knows some
naturally occurring isotopes
of elements are radioactive,
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
11.a. Use Bohr model to 11.a. Have students draw
demonstrate the relative elements applying the
position and forces of the Bohr model as a guide.
subatomic particles.
11.b. Lecture and Journal entry
discussion using visuals
and transparencies to
show nuclear reaction
pathways.
11.c. Lecture on 11.c. Students can give
Radioactivity and its examples of radioactive
relationship to nuclear isotopes.
as are isotopes formed in
nuclear reactions.
11.d. Students knows the
three most common forms
of radioactive decay (alpha,
beta, and gamma) and
know how the nucleus
changes in each type of
decay.
STANDARDS- BASED INSTRUCTION AND ASSESSMENT RUBRIC FOR CHEMISTRY
CONTENT STANDARDS FOR NUCLEAR PROCESSES
LEARNING EXPECTATION
State Content Standard
11.e. Students know alpha,
beta, and gamma radiation
produce different amounts
and kinds of damage in
matter and have different
penetrations.
11.f.* Students know how to
calculate the amount of a
radioactive substance
remaining after an integral
number of half lives have
passed.
11. g.* Students know
protons and neutrons have
substructures and consist of
particles called quarks.
chemistry.
11.d. Identify all 11.d. Quiz on
radioactive Radioactivity Decay.
particles/emission,
provide their chemical
symbols and solve
problems.
PERFORMANCE EVALUATION
Instructional activities Assessment activities to
enabling students to measure achievement of Exceeds Achieves Approaches
achieve the standard. the standard.
11.e. Use visuals to show 11.e.f.g. Research Paper
size and penetrating and oral presentation on
characteristics of different nuclear chemistry.
particles and emissions
on different materials
11.f. Overview of types of 11.f. Refer to 11e
radiation and sub atomic
particles. Students will
work sample problems
calculating half-life.
11.g Use visuals to show 11.g. Refer to 11e
the existence of quarks