Continual Progress Report

Chemistry Unit 4: Describing Substances

These are the Unit 4 skills needed to be mastered before the end of the first semester.

You will be presented with opportunities to show your mastery (at least 3.0) of the Checkpoints (formative assessments) throughout this unit and till the end of the first semester. As we address each daily objective (Checkpoint) and you demonstrate the skill, mark your score with the date. At the beginning of the second day of class you will practice with an example. For all Checkpoints, there will be opportunities (either student or teacher generated) to improve that skill score throughout the unit and semester. After each attempt to show mastery of a Checkpoint, mark the score with the date on your CPR bidner copy. While you will also be able to check your current scores using Mastery Connect, it is expected that you continuously fill out this document and that the document stays in your science binder.

The unit exam will address the Summative Goals by asking you to again demonstrate your mastery of the Checkpoints under that goal. If you do not master all of the Summative Goals on the exam, you will have opportunities to retake the unit exam to attempt to master the Summative Goals.

LEARNING TARGETS / 0.0 / 0.5 / 1.0 / 1.5 / 2.0 / 2.5 / 3.0 / 3.5 / 4.0
Summative Goal 1a: Given observations about a sample of matter, I can distinguish between pure substances and mixtures with particle representations. I can use my understanding of the properties of the components of a mixture to separate it.
Summative Goal 1b: From observations or particle representations, I can distinguish between the two types of pure substance, elements and compounds.
Checkpoint 1.1a: Given a sample of matter, I can identify a pure substance by its characteristic set of properties (density, solubility, mp, bp, magnetism). I can also identify a mixture, which exhibits a mixture of the properties of the pure substances it contains. I can also recognize the two types of mixtures as homogenous and heterogenous.
Checkpoint 1.2a: Given data about the characteristic properties of two substances, I can identify an appropriate separation technique (solvation and filtration, distillation, magnetic force) for a mixture of those substances.
Checkpoint 1.3b: I can differentiate between mixtures and compounds by citing evidence that the properties of compounded elements are distinct from the properties of the elements in isolation or the intermediate properties of a mixture of those elements. I can identify an element as a substance that cannot be separated into component parts, even through chemical reactions such as electrolysis.
Checkpoint 1.4ab: I can identify pure substances as being made of one type of particle (atom or molecule) and mixtures as being made of more than one type of particle. I can list the two types of pure substances as being elements and compounds. I can identify elemental particles as being made of one type of atom, and compound particles as being made of more than one type of atom.
Summative Goal 2a: Using Avogadro’s hypothesis and the volumes or reactant gases and product gases in a chemical reaction, I can determine the composition of a compound formed through the combination of gases.
Summative Goal 2b: Using the Laws of Definite Proportion and Multiple Proportions, and the masses of the elements in two or more distinct compounds, I can determine the composition of the compounds.
Checkpoint 2.1a: I can identify Avogadro’s hypothesis as stating that gases at the same pressure and temperature have the same number of particles for a fixed volume.
Checkpoint 2.2a: Given the volumes of the reactants and products, I can use Avogadro’s hypothesis to determine the composition of compounds formed through the combination of gases.
Checkpoint 2.3b: Given the mass composition of the elements in a compound, I can find the simplest ratio of the masses of those compounds.
Checkpoint 2.4b: Given the mass composition of two elements in multiple compounds, I can determine the most likely molecular formulas for those compounds.
Percentage Range / Points / Explanation
95-100 / 4.0 / Complex content
90-94 / 3.5 / Target and some complex
85-89 / 3.0 / Target goal
80-84 / 2.5 / Simple and some target
75-79 / 2.0 / Simple/Foundational
70-74 / 1.5 / Partial success at simple content
65-69 / 1.0 / With help, partial success at 2.0 & 3.0 content
60-64 / 0.5 / With help, partial success at 2.0 content
59-55 / 0.0 / Even with help, no success

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Keeping Track of My Learning--Request for student generated assessment to replace learning target score*

Name: ______Class/Block: ______

Learning Goal I need to improve on: ______

My score at the beginning: ______. My goal is to be at score: ______by ______

Specific thing(s) I am going to do to improve/show mastery of learning score: ______

______

______

Requested Granted: ______Teacher Signature: ______

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*If a teacher doesn’t want to commit to creating a new assessment for the learning goal for students, they can opt to have students decide for themselves how they can show mastery of the learning target. If the student generated assessment is not granted, please work with the student to inform them what more they need to do or improve upon. This sheet can be turned in with the completed assessment to help the teacher remember what they approved.

STUDENT PROGRESS CHART

Name: ______Class/Block: ______

Learning Goal I need to Improve on: ______

My score at the beginning: ______. My goal is to be at score: ______by ______

Specific things I am going to do to improve: ______

Learning Goal:

4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
a / b / c / d / e / f / g / Summative Score*

a ______⇠Dates of times when presented with a specific learning target and the score.

b ______

c ______*This is the score that would appear in Gradebook

d ______

e ______

f ______

g ______