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 06 learning pathway.
The student demonstrates the following:
Five science criteria plus separately reported integration (Page 3).
Change a condition; measure the rate or watch the equilibrium move.
Assigned initial-rate practice and fresh T transfer for criterion 1; predict a shift before testing it (Page 4).
Condition changed, prediction, and observation 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. Require independent evidence for each science criterion; calculations do not replace supervised practical work. 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 |
|---|---|---|
| Rate | ||
| Reaction rate | speed of reaction | How fast, not how far; distinct from equilibrium position |
| Reaction order | concentration exponent | Derived from initial-rate comparisons, not the overall equation's coefficients |
| Rate constant (k) | kinetic constant | Units depend on total order; not the equilibrium constant K |
| Collision theory | effective-collision model | Reactions need collisions with enough energy and right orientation |
| Activation energy | Eₐ | The energy barrier; catalysts lower it without being consumed |
| Catalyst | enzyme (bio analogue) | Speeds rate, not consumed, does not move the equilibrium position |
| Equilibrium | ||
| Dynamic equilibrium | equal forward/reverse rates | Reactions continue; concentrations stop changing — not “stopped” |
| Le Châtelier's principle | stress-and-shift rule | System shifts to oppose the imposed change |
| Equilibrium constant (K) | Kₑ / Kᶜ | Changes only with temperature, not with concentration shifts |
| Reaction quotient (Q) | Q | Compare Q to K to predict the shift direction |
Ask for the rate law and units before revealing the transfer key. Separately ask “which way will it shift, and why?” before an approved demonstration. A coached answer is practice, not yet independent evidence. Record the selected level and what still needs demonstration.
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| Reaction rate & factors | Cannot explain rate changes or compare initial rates. | Explains factors or rate ratios but needs help deriving the law, units, or prediction. | Explains concentration, temperature, surface-area and catalyst effects; derives orders from initial-rate comparisons (not equation coefficients), calculates k with units, and predicts a new rate. |
| Kinetic models & activation energy | Thinks every collision yields a reaction. | Uses a kinetic formula but needs help choosing a law, barrier or approximation. | Uses collision theory and energy profiles; checks integrated rate laws, Arrhenius units and mechanism approximations without treating a fit as unique mechanistic proof. |
| Dynamic equilibrium | Believes reactions simply stop at equilibrium. | Says rates are equal but calls the system static. | Describes equilibrium as equal forward and reverse rates with constant concentrations. |
| Le Châtelier's principle & K | Cannot predict the effect of a stress. | Predicts a shift's direction but not its cause or the role of K. | Predicts shifts from concentration, temperature or pressure; compares Q with K, solves equilibrium material balances, checks approximations, and distinguishes catalyst effects from changes in K. |
| Lab technique (rate / equilibrium shift) | Cannot observe or time a rate change. | Collects data but draws conclusions loosely. | Measures a rate or induces a visible equilibrium shift and links the observation to theory. |
| 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. |
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 | Reaction rate & factors | Dev / Prof / Mast | |
| 2 | Kinetic models & activation energy | Dev / Prof / Mast | |
| 3 | Dynamic equilibrium | Dev / Prof / Mast | |
| 4 | Le Châtelier's principle & K | Dev / Prof / Mast | |
| 5 | Lab technique (rate / equilibrium shift) | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
Criterion 1 rate-law evidence:
Level: __________ Dataset/variant: __________
Work/source: ____________________ Transfer/date: ____________________
Attach comparisons, orders, k with units, predicted rate, and mole-ratio check.
Integration is separate and cannot lower the science grade or block a practical pass.
☐ 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.