Chemistry 12 Portfolio Project (20% of final grade)
The purpose of a portfolio is to allow you to spend some time thinking about what you have learned, as you organize and present the information clearly. Creating a portfolio can help you to remember and make sense of the connections between topics. I recommend a 2”, three-ring binder to present your work, with all of the following elements. Electronic formats are also welcome.
A table of contents
• include the title of the item and the page number(s) where it can be found
• number all pages after the table of contents
• REPLACE with an update for each new unit
Items to include for each unit:
A title page
• include the name of the unit, your name, and the date
Glossary
• I will give you a list of terms that are connected to the unit. You will write a definition for each term IN YOUR OWN WORDS, with an example.
• Diagrams and examples are also EXPECTED for most concepts. (See THREE-POINT DEFINITION organizer, CONCEPT FRAME and CONCEPT RELATIONSHIP)
Concept map
• Using your glossary terms, you will make a concept map that shows your understanding of how the words are connected. (You must organize the terms by category, sequence or hierarchy , that is, the format must demonstrate relationships between the terms. See Handout.)
An article that relates to a real world application of one or more topics in the unit (that you have read and understood!). You might also use scientific publications from research chemists that relate to the unit.
• this could be an article from a newspaper, magazine, scientific journal or web site
• complete an article analysis graphic organizer (fact-based or issue-based)
• two to three paragraphs explaining how the article relates to the unit, or extends the basic concepts
• citation in ACS style for the source
An alternative to the research article will be a creative piece of your original work (song, poem, drawing, video…) that clearly demonstrates your understanding of a concept from the unit.
Examples of your work
• Six examples of the types of questions or problems found in the unit, showing as much of the content of the unit as possible. (Don’t do five problems of the same type). The sixth example will be the type of question you found most challenging in the unit, with an explanation of what you found confusing, and how you fixed your confusion.
• Each problem must include a problem statement (the question asked, and information given) and give a general explanation of the steps involved to solve all similar problems.
• You may use any problem you were asked to solve in class, on assignments and quizzes, or find good examples from other sources. These must be revised and presented neatly – you may NOT use pages taken from your notes.
Past exam questions
• Clearly identify the exam date and problem number you are solving. (Problem statement is then optional.)
• Select a variety of content from the unit – you may not use two very similar problems from both exams.
• Completed with detailed solutions (unless you chose several multiple choice problems) for a total of not less than 10 points.
Self evaluation (forms will be provided)
You may choose to present each section as flip cards, or in some other creative or convenient format, not on standard size paper.
Electronic formats (document files, web pages, video etc.) are welcome.
Chemistry 12 Portfolio Evaluation Part A Self Evaluation
Answer these questions with specific examples relating to your learning style and the use of learning strategies and study skills.
Name: Unit: Date:
How well do you understand the concepts in this unit? Circle the most appropriate response:
poorly enough to pass pretty well completely
Which concepts did you understand/like the most? the least? WHY?
What were your area(s) of greatest success in class/work habits? WHY?
What topic(s) did you find most interesting? WHY?
What topic(s) would you like to learn more about? WHY?
Comments on your overall effort on this unit
Part B Score your portfolio using the rubric below. For each category, circle the score box that BEST represents your work.
not attemptedor didn’t meet basic guidelines / applied
some guidelines / achieved
expectations / exceeded expectations
Table of Contents, Unit Title Page / 0 / 1
some errors / 2
updated and accurate
Glossary (explanations and connections in your OWN WORDS, complete 3 point definitions) / 0-1
partly plagiarized or mainly incomplete / 2
partial or missing definitions / 3
complete, concise 3 point definitions / 4
Plus: evidence of connection/study skills
Concept Map or Graphic Organizer
(logical structure, connections are clear) / 0
shows little understanding of the connections / 1
structure and connections are not always logical / 2
logical structure, connections are clear / 3
Plus: complete explanation of all key connections
Examples / 0-1
demonstrates little understanding of the work done in the unit / 2
no problem statement, some
explanation,
missing key parts of the unit / 3
complete solutions with
explanation of key steps,
showing all of the unit’s key content / 4
Plus: evidence of connection, study skills or generalized method
Past Exam Problems / 0-1
demonstrates little understanding of the work done in the unit / 2
Errors, missing key parts of the unit / 3
Correct solutions, showing steps where needed, showing diversity from the unit’s key content / 4
Plus: challenging, may include extra information demonstrating learning
Article analysis and paragraph
(relevant, explained and citation) or
Creative work
(original and relevant to the unit) / 0-1
irrelevant or misunderstood, no citation / 2
not directly relevant, some misunderstanding, or incomplete citation / 3
relevant, demonstrates understanding of one or two unit concepts and includes ACS citation / 4
Plus: challenging, with multiple connections showing understanding of several concepts
Self Evaluation / 0-1
minimal effort or incomplete / 2
lacking some detail or evidence of study skills / 3
thoughtful responses demonstrating deliberate use of study skills, complete rubric / 4
Plus: detail, suggestions for alternate learning strategies, resources, or activities
____ /25
Comments: