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 03 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Run a reaction, weigh the product, compare to the prediction.
The student walks the mole map out loud (Page 4).
Calculations, measured mass, and percent yield 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 run the math and justify it against the bench result. 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 |
|---|---|---|
| Counting matter | ||
| Mole | 6.022×10²³ particles | A counting unit, not a mass; one mole differs in grams per substance |
| Molar mass | grams per mole | From the periodic table; bridges grams ↔ moles |
| Avogadro's number | N₈ | Particles per mole; bridges moles ↔ particles |
| Reaction arithmetic | ||
| Coefficient | balancing number | Adjust coefficients to balance — never subscripts |
| Mole ratio | stoichiometric ratio | Comes from balanced coefficients; set it up right-side-up |
| Limiting reagent | limiting reactant | Runs out first and caps the product; the other is in excess |
| Theoretical yield | predicted yield | From calculation; compare to the measured (actual) yield |
| Percent yield | actual ÷ theoretical × 100 | Loss is normal; explain where product was lost |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| The mole & molar mass | Treats the mole as just a big number with no use. | Converts grams to moles but slips on Avogadro's number or molar mass. | Moves fluently among mass, moles, and particles using molar mass and Avogadro's number. |
| Balancing equations | Changes subscripts to balance or leaves equations unbalanced. | Balances simple equations by trial but struggles with polyatomics. | Balances complex equations by adjusting coefficients only, conserving every atom. |
| Mole-ratio calculations | Ignores coefficients when relating reactants to products. | Uses the ratio but sets it up upside down at times. | Uses balanced coefficients to convert reliably between any two species in a reaction. |
| Limiting reagent & excess | Assumes reactants always run out together. | Identifies the limiter but cannot find leftover excess. | Determines the limiting reagent, the product amount, and the mass of excess remaining. |
| Yield & separation evidence | Reports product mass with no comparison to theory. | Computes theoretical yield but mishandles the actual measurement. | Justifies a separation choice; calculates yield, recovery and purity, explains losses, and separately demonstrates approved measurement technique. |
| 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 setup over answer: a right number from an upside-down ratio is luck. Ask the student to label every unit in the conversion; the units should cancel cleanly.
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 | The mole & molar mass | Dev / Prof / Mast | |
| 2 | Balancing equations | Dev / Prof / Mast | |
| 3 | Mole-ratio calculations | Dev / Prof / Mast | |
| 4 | Limiting reagent & excess | Dev / Prof / Mast | |
| 5 | Yield & separation evidence | 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.