Final Review and Assessment

Optional Project Overview

For this project you MUST COMPLETE BOTH the review portion and the assessment portion of the project to receive credit. Directions for both sections of the project are listed below. This project, if you choose to do it, will not only help you review for your final exam, but it is also an opportunity to improve your lab grade. This project will be worth a 200 point lab grade. The project will be graded 100% on accuracy.

Everything you turn in MUST be typed. You may only handwrite the math portions of the project if you choose.

If you choose to use any outside sources (sources other than my notes), you must cite your sources within the project as well as include a works cited/bibliography page. You can use either MLA or APA format to cite your sources. You must keep your format consistent. If you choose MLA everything must be in MLA format, if you choose to use APA, everything must be in APA format. Failure to cite your sources is considered plagiarizing.

You must complete this project INDEPENDENTLY! Copying other students work is another form of plagiarism and is considered cheating.

Any form of plagiarizing or cheating will result in an administrative referral as well as a zero for the project.

THE PROJECT IS DUE MONDAY DECEMBER 1, 2014. LATE PROJECTS WILL NOT BE ACCEPTED.

Part 1 Final Review Topics:100pts

Directions: Complete all of the following tasks for each topic listed. EVERYTHING must be typed. You may only handwrite the math portions of the project if you choose. YOU MUST CITE ANY OUTSIDE SOURCES IF NECESSARY! Failure to cite sources is considered plagiarism. You must turn in the review in this order and label the start of each unit.

Unit 1: 25 pts
Phases of matter
3 states of matter and their properties
Phase changes
Include a Phase change diagram
how to read and label a phase change diagram
Include solid, liquid, gas, kinetic energy, potential energy, phase changes(6) should be labeled
Chemical and physical properties and changes
Define chemical change, physical change, chemical property, physical property
Include 3 examples of each
50 known elements – list the names and symbols
Significant Figures
Find a creative way to teach sig fig rules
Including how to determine number of sig figs, addition and subtraction with sig figs, and multiplication and division with sig figs
Include 2 examples of addition, 2 examples of subtraction, 2 examples of multiplication, and 2 examples of division
Metrics and Metric conversions
Identify the 3 main base units for metrics and what properties each unit measures
Create an acronym or a saying to remember prefixes Kilo, hector, deca, base unit, deci, centi, mili (You may not use King Henry)
Thoroughly explain how to convert between metric units
Include 5 examples of metric conversions
Scientific Notation
Explain how to write numbers in scientific notation include 2 examples with positive exponents, and 2 examples with negative exponents
Explain how to go from scientific notation to the number include 5 examples
Explain how to multiple and divide in scientific notation without a calculator include an example of a multiplication problem and a division problem
Explain how to add and subtract in scientific notation without a calculator include an example of an addition problem and a subtraction problem
Density
Give the formula for density, identify what each variable in the formula stands for and identify the units for each variable
Explain the purpose of density and what it is
Dimensional Analysis
Explain the purpose of dimensional analysis
Find 5 everyday life applications (outside of school) for dimensional analysis, and explain how or in what kind of situation dimensional analysis would be useful
Explain how to perform, and demonstrate dimensional analysis in these situations
An example of a real life situation (DO NOT USE THIS AS AN EXAMPLE)
Publix sells grapes for $1.99 per pound, and Kroger sells grapes for 15 cents per grape. There are 100 grapes in a pound. Which is a better deal?
Explanation: To determine which is a better deal, you could convert $1.99 per pound into cents per grape and compare; or you could convert 15 cents per grape to dollars per pound and compare
$1.99 x 100 cents x 1 lb _ = 1.99 cents per grape

Lb $1 100 grapes

Show an example of converting between Joules and calories using dimensional analysis or a t chart
Q=m x c x ∆T
Explain each variable and its units
Explain the use of this equation
Show two examples of how to solve q
Show two example of how to solve for m
Show two examples for how to solve c
Show two examples of how to solve for delta T
Conservation of energy
Explain the theory of conservation of energy
Q lost = Q gained
Explain the concept of q lost= q gained
Explain how you could experimentally determine the specific heat of a metal

Unit 2:25pts
Structure of the atom- subatomic particle
Model the structure of an atom showing the subatomic particles in their correct location
Explain how the quantity of each subatomic particle can be found for different atoms
Isotopes
What is an isotope?
What is a nuclide? How are they expressed?
Explain the difference between mass number and average atomic mass
How is mass number calculated?
How is average atomic mass calculated?
Explain percent abundance
Electron Configuration (short and long hand)
Thoroughly explain how to write long hand and short hand electron configurations referring to the periodic table
Show two examples of long hand configuration and two example of short hand configuration
Make a key that indicates the energy levels, the orbitals, and number of electrons in a particular orbital (aka label it)
Orbital diagrams
Demonstrate how to draw orbital diagrams
Include 2 examples
Hund’s rule, Aufbau’s rule, Pauli exclusion principle
Explain each rule/principle
Show an example of a violation of each rule
Unit 3:25pts
Arrangement of Periodic Table:
Using a blank periodic table label the following and include a key: Families/groups, periods, alkali metals, alkaline earth metals, transition metals, halogens, noble gases, lanthanides, actinides, inner transition metals, metals, non-metals, metalloids, charges of families, valence electrons of families, elements that are liquid at room temperature, elements that are gases at room temperature
On this same periodic table, show the following trends:
Electronegativity
Ionization energy
Atomic radii
Metallic characteristic
Define in your own words the following characteristics:
Electronegativity
Ionization energy
Atomic radii
Metallic characteristic
Explain the properties of metals, non-metals, and metalloids
Unit 4:25pts
Types of bonds (binary ionic vs. ternary ionic vs. covalent)
Explain the similarities and difference between each type of bond
Describe 2 properties of ionic compounds and explain why ionic compounds have these properties
Explain the rules for naming the following types of compounds and include two examples of each (one name to formula and one formula to name):
Binary ionic type 1
Binary ionic type 2
Ternary ionic
Acids
Covalent compounds
Molar mass- explain what molar mass is and how to determine the molar mass of a compound, include 5 examples with correct units
Lewis structures
Explain the rules for drawing Lewis structures
Include 1 example of drawing Lewis structure with single bonds
Include 1 example of drawing Lewis structure with double bonds
Include 1 example of drawing Lewis structure with triple bonds
Covalent shapes and geometry
Model the different shapes and the show the bond angles for each shape:
Linear, bent, trigonal planar, pyramidal,and tetrahedral
IMFs
Explain the difference between intermolecular forces and intramolecular forces
Define the following IMFs and include what types of molecules are involved in each
Dipole-dipole
Dispersion forces
Induced dipoles
Hydrogen bonding
Give 3 examples of where each of the following intermolecular forces are present
Dipole-dipole
Dispersion forces
Induced dipoles
Hydrogen bonding
List the following IMFs in order of increasing strength
Dipole-dipole
Dispersion forces
Induced dipoles
Hydrogen bonding

Part 2 Assessment:100pts

Directions: You will create an assessment for the topics listed in the review. You should have a total of 80 questions.

Unit 1 Questions:You need a total of 20 questions that cover all topics in Unit 1. Of these 20 questions, you need at least 1 from each level of Bloom’s taxonomy (1 knowledge, 1 comprehension, 1 application, 1 analysis, 1 synthesis, and 1 evaluation) 25pts

The answer
Which topic the question covers
Why you choose this question
Which level of Bloom’s Taxonomy (if applicable)

Unit 2 Questions: You need a total of 20 questions that cover all topics in Unit 2. Of these 20 questions, you need at least 1 from each level of Bloom’s taxonomy (1 knowledge, 1 comprehension, 1 application, 1 analysis, 1 synthesis, and 1 evaluation) 25pts

The answer
Which topic the question covers
Why you choose this question
Which level of Bloom’s Taxonomy (if applicable)

Unit 3 Questions: You need a total of 20 questions that cover all topics in Unit 3. Of these 20 questions, you need at least 1 from each level of Bloom’s taxonomy (1 knowledge, 1 comprehension, 1 application, 1 analysis, 1 synthesis, and 1 evaluation) 25pts

The answer
Which topic the question covers
Why you choose this question
Which level of Bloom’s Taxonomy (if applicable)

Unit 4 Questions: You need a total of 20 questions that cover all topics in Unit 4. Of these 20 questions, you need at least 1 from each level of Bloom’s taxonomy (1 knowledge, 1 comprehension, 1 application, 1 analysis, 1 synthesis, and 1 evaluation) 25pts

The answer
Which topic the question covers
Why you choose this question
Which level of Bloom’s Taxonomy (if applicable)

For more information on Bloom’s taxonomy, see the next page.

What is Bloom’s Taxonomy? Video link:

Bloom's taxonomy is a way of determining what level of thinking a question requires.
Verbs associated with each level of Bloom’s taxonomy are listed below on the Bloom’s wheel
There are 6 levels of Bloom’s taxonomy (adapted from wikipedia):

Knowledge/Remembering: Exhibit memory of learned materials by recalling facts, terms, basic concepts and answers

Knowledge of specifics - terminology, specific facts
Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology
Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures
Questions like: What are the health benefits of eating apples?

Comprehension/ Understanding: Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating the main ideas

Translation
Interpretation
Questions like: Compare the health benefits of eating apples vs. oranges.

Application/ Applying: Using acquired knowledge. Solve problems in new situations by applying acquired knowledge, facts, techniques and rules in a different way

Questions like: Which kinds of apples are best for baking a pie, and why?

Analysis/ Analyzing: Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations

Analysis of elements
Analysis of relationships
Analysis of organizational principles
Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits.

Synthesize/ Creating: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions

Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.

Evaluation/ Evaluating: Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria

Judgments in terms of internal evidence
Judgments in terms of external criteria
Questions like: Do you feel that serving apple pie for an after school snack for children is healthy?