Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
Student lessons, data, and worked answers: Unit 02 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Build a molecule, then verify with conductivity or solubility.
The student explains why structure dictates behavior (Page 4).
Structures, predictions, and test results kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both build the model and justify the chemistry behind it. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Bond types | ||
| Ionic bond | electron transfer bond | Metal + nonmetal; large electronegativity difference |
| Covalent bond | shared-electron bond | Nonmetal + nonmetal; small electronegativity difference |
| Electronegativity | electron-pulling power | The difference classifies the bond, not one atom alone |
| Metallic bond | sea of electrons | Delocalized electrons; explains conductivity and malleability |
| Structure & shape | ||
| Lewis structure | electron-dot structure | Show lone pairs and formal charge, not just bonds |
| VSEPR | electron-domain theory | Lone pairs push too — molecular shape ≠ electron geometry |
| Bond polarity | dipole | Polar bonds can cancel by symmetry → nonpolar molecule |
| Resonance | delocalized structure | Not flipping back and forth; an average of structures |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Bond type & electronegativity | Cannot tell ionic from covalent from metallic. | Classifies bonds by element type but not by electronegativity difference. | Uses electronegativity differences to classify bonds and predict each type's properties. |
| Lewis structures | Draws structures with wrong electron counts. | Draws simple molecules but misses lone pairs, formal charge, or resonance. | Draws valid structures including resonance, expanded octets, and correct formal charges. |
| VSEPR & molecular geometry | Cannot name a molecular shape. | Names shapes from a chart without accounting for lone pairs. | Predicts shape and bond angles from electron domains, distinguishing molecular from electron geometry. |
| Polarity & intermolecular consequences | Calls every molecule with polar bonds polar. | Identifies polar bonds but ignores symmetry. | Uses geometry and dipole cancellation to determine overall polarity and predict solubility; evaluates a Beer-Lambert concentration estimate with stated optical assumptions and limits. |
| Lab technique (model building / conductivity) | Builds models that violate the structure or skips testing. | Builds correct models but cannot link them to a property test. | Builds accurate 3-D models and confirms predictions with a conductivity or solubility test. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is structure drives property: not just naming a shape, but using it to predict whether the molecule dissolves, conducts, or has a dipole. Ask “so what does that shape do?”
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Evidence record for Page 5: Level: ______ Case/dataset: ______ Criterion: ______ Work/source/date: ______ Assumptions/units/uncertainty: ______ Transfer/variant: ______ (Attach independent calculations; practical observation is separate.)
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | Bond type & electronegativity | Dev / Prof / Mast | |
| 2 | Lewis structures | Dev / Prof / Mast | |
| 3 | VSEPR & molecular geometry | Dev / Prof / Mast | |
| 4 | Polarity & intermolecular consequences | Dev / Prof / Mast | |
| 5 | Lab technique (model building / conductivity) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.