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Running head: HIGH SCHOOL CHEMISTRY ONLINE 1

High School Chemistry Online

Greg Fowler

American Intercontinental University

HIGH SCHOOL CHEMISTRY ONLINE 2

Abstract

The following paper explains the main concepts of a program called High School Chemistry

Online (HSCO). HSCO is an online, flexible, highly efficient course designed using the ADDIE

model of instructional design, and it is full of differentiated lessons, assignments, assessments,

projects, and virtual labs. Along with being rich in chemistry content, HSCO relies heavily on

the use of Facebook, FaceTime, Wikispaces, blogs, Twitter, Google Docs, Skype, PowerPoint,

PowToon, and other nifty presentation software and trendy technologies. Four units containing

lessons, assignments, labs, and assessments that are guided by Common Core Georgia

Performance Standards make up the curriculum of HSCO. High School Chemistry Online is

special because it appeals to teenagers in peculiar situations (i.e. pregnant teenage mothers,

displaced disaster victims, inmates, injured, handicapped, etc.). These types of students may find

themselves in special situations at any time of the year. Therefore, HSCO will allow students to

join at any time, and the students can complete the work at their own pace. HSCO will keep each

student as the sage-on-the-stage and the instructor as the guide-on-the-side. To earn their science

credit from HSCO, students must pass a final assessment with at least a 70%, and they must have

an overall grade of at least 70% or more.


Table of Contents

Introduction………………………………………………………………………………………..5

Overview of HSCO………………………………………………………………………………..6

Basic Necessities of HSCO………………………………………………………………………..7

Utilizing the ADDIE Model…………………………………………………………………….....8

The Analysis Phase………………………………………………………………………….....8-16

Where HSCO will be Utilized………………………………………………………....9-11

Proctored Testing……………………………………………………………..10-11

FaceTime…………………………………………………………………………11

HSCO’s Target Audience…………………………………………………………….12-15

Standards to be Addressed……………………………………………………………15-16

Pre-tests to Determine Focus of Students………………………………………………..16

The Design Phase…………………………………………………………………………….17-37

Synchronous and Asynchronous Communication……………………………………….17

HSCO Grading…………………………………………………………………………...18

Virtual Labs……………………………………………………………………………...18

Units, Lessons, Assignments, and Assessments of HSCO…………………………...19-37

The Development Phase……………………………………………………………………...37-45

Bloom’s Taxonomy…………………………………………………………………..37-38

Gagne’s Theory of Instruction………………………………………………………..38-41

Assessments used within HSCO…………………………………………………..…41-43

Differentiation………………………………………………………………………..43-44

Technology used in Development……………………………………………………44-45


Wikispaces……………………………………………………………………….44

Materials Needed for HSCO……………………………………………………………..45

The Implementation Phase…………………………………………………………………...46-48

Training the Instructors…………………………………………………………………..46

Cost of Implementation…………………………………………………………………..46

HSCO Scheduling……………………………………………………………………......47

The Evaluation Phase………………………………………………………………………...47-51

HSCO Surveys………………………………………………………………………..48-49

Pre-test, Benchmark, and Post-test…………………………………………………...49-50

HSCO’s Summative Evaluation……………………………………………………...50-51

Conclusion……………………………………………………………………………………51-52

References……………………………………………………………………………………53-57

Appendix A: SC1a Assessment and Answer Key……………………………………………58-59

Appendix B: SC1b Assessment and Answer Key……………………………………………60-61

Appendix C: SC1c Assessment and Answer Key……………………………………………62-63

Appendix D: SC1d Assessment and Answer Key……………………………………………64-65

Appendix E: SC2a Assessment and Answer Key……………………………………………66-67

Appendix F: SC3a Assessment and Answer Key…………………………………………….68-69

Appendix G: SC3b Assessment and Answer Key……………………………………………70-77

Appendix H: SC3c Assessment and Answer Key……………………………………………78-79

Appendix I: SC4a Assessment and Answer Key……………………………………………..80-81


High School Chemistry Online

Students across the nation are becoming less engaged in their studies at school (O’Keeffe,

2013). Often times, these students are referred to as millennials (Lippincott, 2012). Millennials

are a generation of video game players, iPod users, laptop loving, and ear bud wearing

individuals. Millennials want to know what is going on with their friends on Facebook, Twitter,

Instagram, etc. What they do not really have an interest in is school. If the students want

technology, then we need to give it to them! As long as students recognize that they will need an

education in order to pursue their dreams and aspirations, then they will have an excellent chance

at completing an online chemistry course that can help them earn the credits they need to

graduate.

A high school chemistry class that can be completed online is not exactly a new, mind-

blowing idea. However, designing the online class in such a way that it allows for continued

improvement and enhancements, and draws support from local, state, and federal governments is

the ultimate goal; these are a few of the necessary ingredients in a recipe for success. The need

for online high school classes will most likely grow as the situations of teenagers continue to

become more peculiar and difficult to remedy. Online education is an excellent option for some

of these students, and becoming increasingly popular, because it does not carry the limitations of

time or space (Huang & E-Ling, 2012).

Provided HSCO gains the necessary support from all facets of the education system and

the governments involved, the credits that students earn count towards their collection of high

school graduation credits. HSCO will offer a type of learning freedom and flexibility that can be

beneficial for pregnant students, displaced students, sick or homebound students, etc. Also

important, HSCO’s curriculum would utilize several popular software programs and applications


such as: Skype, blogs, wikis, and Google Docs. It is important that students be exposed to these

types of programs and technologies in order to make themselves more marketable when

searching for jobs and careers (Clough, 2008, October).

This paper discusses the major functions of High School Chemistry Online that will

prepare students for their state tests and help students to earn credits needed to graduate from

high school. The individuals units, lessons, assignments, and assessments of HSCO’s curriculum

will be discussed, and to keep up with the demand for utilizing the Universal Design for

Learning and differentiation, alternatives for the lessons, assignments, and assessments are also

given. Most importantly, ideas for the infusion of technology are discussed.

Overview of High School Chemistry Online

High School Chemistry Online (HSCO) will be offered to students in grades 10 – 12.

Students in grades nine and lower tend to be more immature and are still acquiring some basic

knowledge that they must have secured by the time they enter high school. Pre-requisites to

HSCO will also be required. Specifically, physical science and algebra will need to have been

passed (it would be strongly recommended that the passing grade be an 80% or higher).

Prerequisites will help to weed out students who would waste their, and their online instructors’,

time and fail out rapidly because of the possible difficulties of the class.

Pre-tests to determine eligibility for HSCO will also be implemented. The pre-tests will

help determine which subject/areas within the chemistry class they may struggle the most with.

This will be valuable formative feedback for both the student and the instructor, and the feedback

will allow them to set up extra work or question-and-answer sessions to make sure success is

obtained. If tutors are brought into the HSCO picture, then this feedback would give them an

idea on what areas that students would need assistance.


Other Basic Necessities for HSCO

Having access to internet connections will be a necessity for HSCO students.

Connections will be needed at some point to ask questions, post assignments, take tests, watch

live lectures, etc. Most households in the United States carry an internet connection (Hart, 2012).

For those without the connection, smartphones may get them by until they are able to utilize a

computer with a connection at their school, a public library, or a friend’s house. Another option

may be for students to print off assignments beforehand, and complete the assignments on days

where they will not have internet access.

School approval. Another important necessity for HSCO is school approval. The credits

earned from the completion of the program must count towards the pool of credits the HSCO

student needs to graduate. The Common Core State Standards (CCSS) seek to anchor all schools

with the same set of education standards to teach to (Kornhaber, Griffith, & Tyler, 2014). Forty-

five states and the District of Columbia have adopted the CCSS (McShane, 2014). If HSCO

gained the approval of the federal government and the states that have adopted the CCSS, then

the program would be more widely accepted. The students that utilized the program would also

be able to transfer credits earned to other schools that utilize CCSS in order to complete

graduation requirements.

Common Core and adapting to change. With so many educational trends and cure-all

ideas coming and going, High School Chemistry Online must be able to withstand change. The

standards that HSCO will initially use (they are listed later in the paper) are part of the Common

Core Georgia Performance Standards (CCGPS). With there already being a fairly large following

of people that believe the Common Core ideals are worthless and there is no evidence for their

need, there will undoubtedly be another change in education at some point (Krashen, 2014).


Much like instructors adapt to change within their school districts, the probable changes within

education must be absorbed to by HSCO.

Utilizing the ADDIE Model

The ADDIE (analyze, design, develop, implement, and evaluate) model is one of the

most widely used design models when it comes to designing online curriculum (Soto, 2013).

Each phase of the ADDIE model helps instructional designers to expertly piece together a

program from start to finish (Peterson, 2003). The five phases of the model began to make more

sense as it was discovered that the model provided scaffolding for the students, and the analysis

and evaluation phases of the ADDIE model began to make more sense because they sought out

to discover what the students needed rather than the instructors (Peterson, 2003). Ergo, the

ADDIE model fits today’s style of education where the instructor is no longer the sage-on-the-

stage; the learners have become – and should always remain – the focus. For these reasons, the

ADDIE model was followed closely throughout the design of HSCO.

The Analysis Phase

The analysis phase of the ADDIE model attempts to clarify what is to be learned by the

individuals involved (Colborn, 2011). Another major aspect of this phase is to identify the target

learning audience (Peterson, 2003). The analysis phase can be as simple or as complicated as the

curriculum designer would like it to be. It serves to analyze any previous data there may be, and

the phase also identifies important features of the instructional content (i.e. standards) of the

course (Peterson, 2003). However, with greater amounts of analysis being done on the program

and target audience more data will be available to help the program designer during the

evaluation phase. An improved program will provide better results and ideally become more

used and accepted. For example, identifying any performance gaps during the analysis phase


may prove beneficial to the program (Chevalier, 2011). High School Chemistry Online will

incorporate an analysis phase that continually helps to mold the program into something simple,

strict, and efficient.

Where HSCO can be Utilized

Hopefully, HSCO will become a common name within school districts. Superintendents,

administrators, and instructors will know that it is an excellent, logical alternative to taking

chemistry classes in a physical school setting. School officials will know that HSCO is a

convenient way to get their students the knowledge and credits they will need to graduate from

their districts high school, and that HSCO is capable of accommodating students in a variety of

situations and predicaments. With HSCO being an online program with relaxed time restrictions

on assignments and completion dates, the program will be able to be utilized nearly anywhere.

In the school environment. Online learning environments already exist in schools today

(Ingerham, 2012). These learning environments allow students to take classes that are not offered

at their high school in some sort of media center in place of attending a class on a real, physical

campus. What will separate HSCO from other online programs will be the utilization of current

program and application trends within today’s technological society, and HSCO can be

completed anytime and anywhere. However, the physical school environment would also be an

ideal place to take HSCO because of access to instructor-help and resources. Of course,

instructor-help would be available through the online class, but it would be even more beneficial

to have instructors on campus as a resource.

Requirements within the school environment. First, internet access will be needed. The

student will also need a computer or tablet at some point to complete required assignments. A

web cam would be required so the student could utilize Skype to chat with the instructor or other


students, and some of the HSCO assignments will require Skype. However, since HSCO is so

relaxed with assignments and due dates, there would be no rush for the student to suddenly

acquire a webcam or any other expensive equipment.

In the home environment. Taking High School Chemistry Online in the home

environment would probably be one of the most common cases when considering the target

audience (i.e. pregnant teens, advanced students, students not allowed in the main-stream public

education system, etc.). Taking the course at home would also probably be the most relaxed

situation, but the students would need to show some discipline within their studies. It is still

unknown how proficient students truly become when taking online learning courses (Kerton &

Cervato, 2014). Whether students become proficient or not, HSCO is not a “gimme” high school

science credit. The course will be just as rigorous as a chemistry course found at a top-tier high

school.

Requirements within the home environment. As with the school environment, internet

will be required at some point. Even with most public libraries offering free internet use, it would

be very difficult for a student to complete the class without access to the internet at home. The

sheer convenience of it would make for a more enjoyable online experience. A webcam and

possibly (depending on the direction the HSCO program goes) other equipment would also be

necessary at some point.

Proctored testing. In both the school and home environments, some of the assessments

that will be given through the HSCO program will need to be proctored. With the program

hoping to eventually partner with – or become endorsed by – the Common Core curriculum,

students will be able to go to their local school district and arrange for a proctored testing time

without much trouble. Even without endorsements from local governments and/or schools,


certain assessments would have to be proctored in order to keep the legitimacy of the online

program.

Anywhere there is a smartphone. The beauty of HSCO is in the simple design and

information delivery/retrieval options. For example, any material that needs to be learned about

will be accessible via the internet. Therefore, smartphones will have the capability to display this

material so the student – assuming they have a smartphone – can read it. Many teenagers carry

smartphone technology, and they love to use it. “School districts are suddenly waking up to the

reality that our students are socially, academically, and emotionally connected to their

smartphones” (Cunningham, 2010, p. 1). HSCO will give students even more reason to log onto

Facebook and fellow bloggers’ websites. Webpages, podcasts, blogs, videos, the use of

FaceTime to talk with the instructor or fellow classmates, etc. are other programs that can be

utilized during the course via a smartphone. Some assignments and assessments will require

more than a smartphone, but the fact remains that much of the student responsibilities throughout

the HSCO course will be achievable via a smartphone.

FaceTime. FaceTime is a free program by Apple that allows users to video-chat with

each other with iPhones or other Apple products with the correct operating systems. FaceTime

allows users to “be there in person, even when you’re not” (FaceTime, 2014). This program

would have obvious implications for individuals taking HSCO. It would allow students the

opportunity to video-chat with their instructors and fellow students very easily. The drawback is

that FaceTime would only be an option for individuals with iPhones and/or other Apple

products.


HSCO’s Target Audience

The target audience of HSCO are 10th – 12th graders that have unique situations

surrounding them. However, the program should will ultimately be available to anybody. The

idea of HSCO is to keep things simple and relaxed. Why? Because of the target audience and

what they bring to the table. While being simple and relaxed, HSCO will be a strict course that

forces its students – at some point – to be able to express what they have learned.

Inmates. In any given year, there are over 500,000 youth admitted into detention centers

(Holman & Ziedenberg, 2006). Some of these children are in private, non-profit organizations

(i.e. boot camps), and some of the incarcerated teenagers are in local, state, or federal prison

facilities. Some of these children are teenagers without a complete high school education. If

HSCO was offered to them, then they could begin working towards there high school diploma.

Yes, it is only one science credit for them, but at least they would still be working towards

something that would help them once they are placed back into mainstream public life.

Jails and prisons are often referred to as correctional institutions. Individuals believe that

inmates are rehabilitated in these places. So why not offer them something that would help them

take a positive step forward? Most importantly, if HSCO was endorsed and accepted by a large

number of school districts and governments, then the work that the inmates do will be

transferable to a larger number of high schools.

Pregnant teenagers. The United States is going through an epidemic of teenage

pregnancies. In 2012, 305,388 babies were born to teenage girls ages 15-19 (CDC, 2014). Some

of these pregnant teenage girls may be too embarrassed to go to school once they are showing, or

they may drop out of school in order to start working and preparing for their new responsibility.

Bottom line, these individuals (even though they have made a terrible mistake) need to be given


every opportunity to graduate from high school. HSCO would give them that. With relaxed

assignments and completion dates, HSCO would be a perfect fit for pregnant students who will

most likely need time off to endure their pregnancies.

At-risk youth. This phrase, at-risk youth, is a very broad phrase/category. It seems

nowadays every teenager is at-risk of something. However, at any given moment there are a

large number of teenagers that are struggling with teenage life inside public high schools. Peer-

pressure, drugs, sex, violence, etc. may be taking a toll on certain teens that want more than

anything to get away from it; possibly because they were once caught up in that sort of lifestyle,

or they have had to live among it for so long they are about ready to break. These types of high

school students would benefit a great deal from an online high school class that would allow

them to be away from public school settings for most of it. At-risk youth participating in HSCO

would help them to finally be able to thrive in an educational (albeit virtual) environment.

More types of at-risk youth. Student attrition is a major problem now more than ever

before (O’Keeffe, 2013). Students are concerned with Facebook, smartphones, Instagram,

Twitter, etc. Their education sometimes takes what seems to be a backseat. Many students go to

school for the simple reason of avoiding the consequences of not attending. HSCO would give

these individuals the power to complete assignments and assessments on their own time, and

with the technology that surrounds HSCO’s curriculum, the students may be more compelled and

interested in completing the course work. Rather than dropping out, enrolling in HSCO would

give them a fighting chance at a high school diploma and, hopefully, lead to something more.

Injured teenagers. Teenagers unable to get to school because of injuries would be great

candidates for HSCO. Also, teenagers that have simply broken their leg and would otherwise

have a great deal of trouble maneuvering around a high school would be great candidates for


HSCO. This program would only be able to offer them a science credit, but with the relaxed

atmosphere it would be an asset to them. Think about it! Teens with broken legs, broken necks,

broken backs, suffering from concussions, etc. would have a much simpler time completing

HSCO then they would a course in the physical high school setting. Walking around crowded

hallways and sitting in uncomfortable desks is a daunting task for teenagers with these types of

injuries.

Handicapped teenagers. Even with high schools being required by Public Law 94-142

(the Education for All Handicapped Children Act) and IDEA (Individuals with Disabilities

Education Act) to accommodate handicapped students, it may be the preference of the student to

complete certain credits within their own homes or another, more comfortable, setting. HSCO

would provide these individuals with an efficient way of earning science credits. The public

school system in the United States served nearly 6.5 million students with disabilities during the

2011-2012 school year (National Center for Education Statistics, 2014). HSCO would be a

perfect fit for some of these students.

Teens in rehab centers. The number of teenagers choosing the path of drugs is steadily

increasing in the case of marijuana and prescription pill use (National Institute on Drug Abuse,

2013). Some of these teenagers are sent to rehab facilities (either court-ordered or parent-

ordered) and are still needing to complete science credits in order to graduate from high school

on time. Imagine a student not graduating with their class because they developed a drug

problem and had to seek help. It would be a boost for these students to kick their habit and be

able to walk with their class at graduation time. A drug addict already faces great hurdles with

detoxing and living the rest of their life drug-free. It would be a great help to them to be able to


stay current with their studies rather than be penalized further by going to school without their

classmates.

Displaced teenagers. Displaced teenagers are one of the original driving forces behind

the idea of High School Chemistry Online. A large number of teenagers were displaced from

hurricanes Rita and Katrina, and the situation created a mess as far as determining credits and

graduation requirements goes (Jacobson, 2006). These displaced teens could have immediately

began taking online courses such as HSCO. Displaced teenagers would possibly be in several

different states, but with today’s society being so connected by computers, internet, smartphones,

etc. this would not be a problem. Hurricanes, floods, tornados, fires, etc. will all eventually

displace teens from their homes or schools. These teenagers would be a perfect fit for HSCO. If

HSCO and the ideas behind it ever received global-level recognition, it could also serve as an

option for illegal immigrants, refugees, and other teenagers that have found themselves in harsh

circumstances.

Standards to be Addressed

Any course designed should have standards for the instructors to teach to. They are like

small stepping stones towards the larger, overall goal of the course. High School Chemistry

Online will use Common Core Georgia Performance Standards (CCGPS). Four major standards

were selected from the list of available CCGPS chemistry standards. These standards were

chosen because they seemed the most relevant to the course and the course’s target audience.

Just like the lesson plans of an instructor, HSCO is to be thought of as a fluid course.

Georgia has its own standards, and so do many other states in the United States. Most of these

standards are relevant to the Common Core curriculum. So, the standards that a typical high

school may require a student learn in order to graduate may change. Overall, the standards


among the states will most likely be very similar. Of course, depending on the school and how

they would like the course to be delivered to the student, standards may be added, subtracted, or

altered.

Georgia Performance Standards for high school chemistry. Although they may soon

be, the standards in high school chemistry are not the same in every state. To begin, HSCO is

adopting some of the Common Core Georgia Performance Standards for high school chemistry.

These standards (which can be found at https://www.georgiastandards.org/Pages/default.aspx)

are as follows: SC1. Students will analyze the nature of matter and its classifications; SC2.

Students will relate how the Law of Conservation of Matter is used to determine chemical

composition in compounds and chemical reactions; SC3. Students will use the modern atomic

theory to explain the characteristics of atoms; and SC4. Students will use the organization of the

Periodic Table to predict properties of elements. Each of these standards also contains sub-

standards that are labeled a, b, c, d, and so on. Assignments and assessments are based on these

sub-standards and will be discussed within the design section of this paper.

Pre-tests to Determine Focus of Students

As discussed earlier, it would be helpful if students took a pre-test in order to determine

which standards they may struggle with. All standards will be addressed throughout the course,

but the pre-test would let the students and instructors know which ones may bring trouble.

Moreover, the pre-tests, coupled with the post-tests, would be another source of evaluation of

student and instructor performance. Based on the increase in score, and in what areas (standards),

it could be determined if learning had occurred.


The Design Phase

The design phase of the ADDIE model (and of HSCO) consists of several facets; the first

one being the overall course objective – completion for high school science credits. The overall

program goal is to – along with earning science credits – facilitate and encourage student

learning using a several popular software technologies available online. Upon completion of this

goal, students will not only have learned about basic chemistry, the students will also have

learned how to use technology to acquire useful information rather than just utilizing the social

technologies for the sake of gossip. The different facets of the design phase also include the

instructional strategies to be used to achieve the objectives in the course, and the mixed-media

methods to be utilized while doing this (Peterson, 2003). Keep in mind, basic chemistry is

important to learn, but the instructional media they will use, and the various programs students

will learn and utilize, are the icing on the cake.

Synchronous and Asynchronous Communication

With HSCO, both synchronous and asynchronous communication will be exploited.

Asynchronous communication is a form of online communication via e-mail, blogs, wikis,

recordings, etc. that do not require real-time participation of both the instructor and the student

(Huang & E-Ling, 2012). Since participants in this form of communication do not have to

immediately respond to questions or feedback, it is found that, with more time to think about

what must be said, this form of communication brings forth a large amount of critical-thinking

(Huang & E-Ling, 2012). Synchronous learning involves communication that takes place

instantly via chat rooms, instant messaging, video-conferencing, etc. This type of

communication, which would also be present within HSCO instruction, has been found to

improve student brainstorming and group-work skills (Huang & E-Ling, 2012).


HSCO Grading

Grading within HSCO is straightforward. The idea is to keep things simple. Student

assessments will count towards 30% of their overall grade; assignments will count towards 50%

of their overall grade; and the final assessment will count towards 20% of their overall grade.

However, students must score at least a 70% on their final assessment in order to pass the course.

When examining the numbers, it is found that student assignments count towards 50% of

their grade, and all of the assessments count towards 50% of their overall grade. This may seem

like an assessment-heavy grading scheme, but this is necessary to secure the legitimacy of the

course. Keep in mind, as will be seen further in the reading, the lesson assessments are very

flexible, and they are built to give the students several opportunities at achieving higher grades.

Students should have little difficulty at going into their final assessment with at least a 90% in

the course. This would allow them to score the minimum allowed 70% on the final assessment

and still be able to pass HSCO (they would have earned approximately 72% in the class).

Virtual Labs

HSCO is an online chemistry course, so virtual labs are a necessity. Virtual labs are also a

safe and easy way to carry out experiments in which students can repeatedly try various

maneuvers (Karagöz & Özdener, 2010). A few virtual labs are mentioned within the following

units, but more labs would eventually be added. One problem with HSCO attaining quality

virtual labs is money. The higher-tier labs cost money to have access to, so HSCO would need

funding for this (unless the virtual lab owners/companies agreed to something). Also, some

virtual labs require expensive computers in order for the program to run effectively, and some

HSCO students may not be able to run these types of labs on their computers.


Units, Lessons, Assignments, and Assessments of HSCO

The four units that make up HSCO, along with the lessons, assignments, and assessments

of each unit are described below. Keep in mind, that with differentiated instruction and keeping a

fluid, flexible, student-led learning environment the following unit ideas can be changed for the

better in an infinite number of ways – and they should be. The overall ideas for the lesson and

assessments are provided, but the details are to be determined by the instructors and – more

importantly – the students as the course evolves to completion.

It should also be noted that each of the following lessons mentioned will be accompanied

by a live lecture from the instructor. The lecture will also be recorded and posted to a class wiki

page so students can access it at a later time. The lectures will be kept simple, and they will be

accompanied by a PowerPoint or some other form of presentation software. The idea would be to

present each lecture with a different form of presentation software (i.e. Prezzi, VisualBee,

PowToon) in order to introduce students to the abundance of helpful technologies available to

them. Along with the lecture, reading assignments and helpful web sites will be provided to the

students. The combination of these items will help the students complete their lesson

assignments, lesson assessments, and the final course assessment.

Unit 1 (SC1). The main standard of the first unit states: Students will analyze the nature

of matter and its classifications. Unit 1 contains four separate sub-standards, student objectives,

assignments, and assessments. Each of these is described in detail below. Unit 1 is larger than the

other units and will take approximately four weeks to complete.

SC1a standard. Relate the role of nuclear fusion in producing essentially all elements

heavier than helium.


SC1a learning objective. Using the internet as a resource, the students will be able to

construct diagrams depicting alpha and beta decay with 100% accuracy.

This objective utilizes a few different levels of Bloom’s taxonomy. Locating information

and examples on the internet is a part of the knowledge level of Bloom’s, and constructing

diagrams resides on the synthesis level of Bloom’s. The students will also differentiate between

the two reactions as they piece them together. Differentiating falls on Bloom’s analyses level.

SC1a lesson idea(s). In this lesson, students should be allowed to scour the internet via

computers, tablets, and/or smartphones in order to locate diagrams that depict radioactive decay;

specifically, alpha and beta decay. Students will probably stumble upon examples of other types

of decay (i.e. electron capture), and advanced students should be encouraged to explore these and

report on them as well.

The diagram that students construct will be elaborately drawn with detail and explained

with small summaries. Another option may be for students to locate flow-chart or graphic

organizer programs on the internet that would allow them to convey the necessary drawing and

information; it will be the instructor’s job to provide examples of a few of these programs.

Students will also convey nuclear equations that describe the appropriate types of radioactive

decay. Upon looking at a completed diagram, students not currently taking chemistry should be

able to read the diagrams and completely understand how and why these various types of

radioactive decay occur.

Overall, this assignment is built to be very flexible. The students should be allowed to

express the information they find in a variety of ways while still keeping the basic idea of the

assignment intact. The assessment for this standard is over nuclear equations, so this part of the

assignment should be stressed.


The class wiki page. The main idea behind the lesson is to give students a simple task and

allow them to locate several different pieces of information on the topic. They must, in some

way, display radioactive decay, and they must write a description of the process. The information

students find will also be added to the class wiki page. A separate page for radioactive decay will

be created by the instructor, and students can add information, diagrams, videos, pictures of their

projects, etc. to the page. This will be an excellent way for students to study. The instructor has

an option of adding their lecture on this topic to the wiki page, or finding another program (i.e.

YouTube) to upload their lecture to for students to listen to. Instructors will be playing the guide-

on-the-side rather than the sage-on-the-stage, so the students will be able to listen to the lecture

when and where they would like.

SC1a assessment. The assessment for this standard is a basic question and answer

assessment (see appendix A). It asks that students write out two alpha decay equations and two

beta decay equations. It is meant to be a very straightforward assessment. In other words, if the

students know how to write out alpha and beta decay equations, then they will pass. If not, then

they will fail to earn the points.

The assessment can be taken/given in a variety of ways; it is meant to accommodate the

students and when and how they choose to be assessed over writing nuclear equations. If

students would like to take the assessment in front of their instructor online, then they may

choose to do so over Skype. If the students would like to take the paper-and-pencil assessment

while being proctored at their local high school or school district office, then they may do so.

The assessment can be scanned and sent to the instructor via email. Are there ways that students

can cheat and slide by with HSCO assessments? Yes. However, it is HSCO’s strictly proctored


final assessment that will separate out most of the students who have not put in the proper

amount of time and effort into studying.

SC1b standard. Identify substances based on chemical and physical properties.

SC1b learning objective. Using the internet as a resource, the student will be able to

generate a graphical, explanatory list of at least five physical properties and five chemical

properties with 100% accuracy.

Generating lists would be on the knowledge level of Bloom’s Taxonomy. The graphical

explanations of the lists can be drawn or generated from the internet. Both of these paths

coincide with Bloom’s creative level. The explanations of the list will involve a fair amount of

differentiating between the two properties. These actions are part of Bloom’s analyses level.

SC1b lesson idea(s). Students will be introduced to physical and chemical properties in

this lesson. They must be able to determine the difference between the two types of properties. In

order to aid themselves, students are to surf the web for various kinds of physical and chemical

properties. They are not supposed to simply list the properties once they are determined; they are

to provide pictures and explanations as to why the specific property is physical rather than

chemical and visa-versa. Physical science and chemistry assessments often include questions that

ask students to be able to determine the difference between these two types of properties, so

although it is simple, this is a valuable assignment.

If students have difficulty determining the difference between the two properties, or if

they have difficulties with the assignment, then the instructor should bend (differentiate) for

them. For example, if the students have trouble describing the differences in words, then they

may be allowed to hand in a list of web links for each type of property. The links may possibly

show videos of a specific property (i.e. the flashpoint of methane gas).


The class will be encouraged to get crazy with this assignment. Pod casts, rap videos,

YouTube, etc. should be used to provide the needed list. A sheet with the properties listed on it

will not be accepted. Students should be encouraged to take charge of their learning and get

creative! They are to be the sage-on-the-stage!

The class wiki page. The class will already have a page (provided by the administrator of

the class wiki page) that is specific to physical and chemical properties. Students should be

encouraged – and possibly required – to upload helpful information to the page. This will give

others a chance to see what other students have found. Videos and lab demonstrations of physical

and chemical properties would be very beneficial.

SC1b assessment. Students will be asked to provide five physical properties and five

chemical properties along with detailed explanations. By this time, students should have been

exposed to, and read about, physical and chemical properties in great detail. Their fellow

classmates and instructor will have posted large amounts of information (including their

completed assignments) on the subject to the class wiki page in order for others to see and study

from.

The test is short and to the point. With each question counting for two points, the entire

assessment is worth only 20 points. In other words, each question counts. It is vital that students

be prepared for an assessment like this. This particular assessment will be given via Skype by the

instructor, so the student must find access to a webcam before taking it.

SC1c standard. Predict formulas for stable ionic compounds (binary and tertiary) based

on the balance of charges.


SC1c learning objective. Using the internet as a resource, the student will be able to

construct puzzle pieces that represent assigned polyatomic ions, and they will be able to put the

pieces together to create neutral ionic compounds with 100% accuracy.

This learning objective utilizes the synthesis level of Bloom’s because of the puzzle piece

construction. The objective/assignment also falls within the analysis level of Bloom’s because

the students must take time to determine why various charged cations will only combine with a

certain number of variously charged anions.

SC1c lesson idea(s). In this lesson, students must learn about charged atoms (ions).

Positively charged atoms (cations) and negatively charged atoms (anions) come together in a

way that leaves the overall charge of the newly formed ionic compounds neutral. The key words

here are come together. Students must construct puzzle pieces, each representing a specific anion

or cation, in such a way that they will only fit together if the overall charge will be neutral.

Examples of these pieces can be seen in Appendix B.

Students should be left to follow through with whatever ideas they have for the pieces

just as long as they convey the proper message. In other words, the instructor should be flexible

and allow students to be extremely creative. If advanced students already understand the concept

of creating an overall neutrally charged ionic compound, then they should be allowed to verbally

explain, or engage in a deep discussion on, the topic with their instructor via Skype. This

discussion would act as an oral formal assessment that could take the place of the assignment.

Ergo, it would be a form of differentiation; the instructor is catering to the needs and skills of the

student. The puzzles created by the students can be used for practice before they take their

assessment on this particular standard.


The class wiki page. Posting the information about ions and ionic compound formation to

the class wiki page would be very beneficial. The students may also post their puzzle projects so

others could print them off and practice with them. Hyperlinks to various websites that offer ion

matching games should also be posted to the wiki page. For example, SmartExchange (2014) is a

website that offers a game that allows students to put ionic puzzle pieces together to visually see

what will and will not work when trying to achieve a neutral charge. Several more of these sites

may be discovered by the students and posted to the class wiki page.

SC1c assessment. The assessment for this standard (see Appendix C) is very relaxed; it is

a rehash of the assignment. Students are to construct puzzle pieces that represent both anions and

cations with specific charges. After the student constructs the pieces, they must demonstrate how

they fit together. As an alternative, students who are poor with puzzle piece construction may

verbally explain the concept to the instructor. This assessment will be done via Skype or

FaceTime (students may choose).

SC1d standard. Use IUPAC nomenclature for both chemical names and formulas:

Ionic compounds (Binary and tertiary)

Covalent compounds (Binary and tertiary)

Acidic compounds (Binary and tertiary)

SC1d learning objective. Using the internet and various resources given by the instructor,

the student will construct flowcharts which will allow them to name various ionic and covalent

compounds with 100% accuracy.

This objective asks students to name various compounds using IUPAC (International

Union of Pure and Applied Chemistry) nomenclature which coincides with Bloom’s knowledge

level. The objective also asks students to construct flowcharts. This part of the objective entails


the synthesis level of Bloom’s because of the construction, and it entails the evaluation level of

Bloom’s because of the decisions that must be made to properly – and effectively – construct a

flow chart. Also, the chart must be able to be used to correctly name certain chemical

compounds; this would coincide with Bloom’s application level.

SC1d lesson idea(s). This is a lesson in which the students should be directed towards

web sites that allow them to construct flowcharts of other types of graphic organizers. Basically,

the students need to construct a graphically-appealing cheat-sheet that would allow them to

identify ionic and covalent compounds on a test or assignment. The instructor should be open to

many of the ideas the students come up with for this cheat-sheet. If the students would like to

draw their organizer, then so be it. If the students use programs found on the internet, then so be

it. However, with exposing the students to large amounts of helpful technology and programs

being one of the major goals of the course, students should be heavily pushed in the direction of

using graphic organizer programs found on the internet. One such program the students could

use is Gliffy.com. The site allows the user to construct elaborate graphical organizers using

shapes, arrows, graphics, etc.

The class wiki page. Once complete, the assignments should be posted on the class wiki

page that is specific to IUPAC nomenclature. Students should be encouraged to use any of the

graphic organizers that suit them, and to upload any helpful information they have discovered

that may help others to understand the basics of IPUAC nomenclature. TeacherTube.com and

other websites offer a large collection of videos that explain how IUPAC nomenclature works.

This assignment will also require students to contact each other via Skype or FaceTime

for the purpose of quizzing each other over nomenclature. Students will be paired up, and contact

information will be exchanged. With their graphic organizers in hand, they will quiz each other


by asking each other how a certain formula or compound is named. There is no way to check to

see if students actually complete this part of the assignment – the honor system will have to be

used. However, as mentioned before, the final assessment of the course will (to some extent)

weed out those who took the course seriously and those who did not.

SC1d assessment. The assessment for this standard is fairly straight-forward (see

Appendix D). Students will be given a chemical formula and/or a compound name and asked to

give the proper formula. The assessment will be done via Facebook’s instant messaging

capabilities. This type of assessment should prove to be successful simply because so many

teenagers already have Facebook accounts and love to use them (Chueng & Vogel, 2010). The

instructor will message a problem, and the student will message the answer right back.

Again, the test will be taken with the honor system kept in mind. And again, the students

who fail to abide by the honor system will most likely be separated from the others once the

results of the final exam are calculated. Students will be strongly encouraged to complete the

assessment via Facebook, but if they would rather communicate with the instructor through

Twitter or Skype then this would be acceptable.

Unit 2 (SC2). The main standard of unit 2 states: Students will relate how the Law of

Conservation of Matter is used to determine chemical composition in compounds and chemical

reactions. This unit has only one sub-standard and should only take approximately 1-2 weeks to

complete. A second week may be needed because identifying different types of chemical

reactions can be difficult, and balancing chemical equations can prove tedious to many students.

SC2a standard. Identify and balance the following types of chemical equations:

Synthesis

Decomposition


Single Replacement

Double Replacement

Combustion

SC2a learning objective. Using the internet as a resource, the student will be able to

identify and correctly balance a list of chemical reactions as synthesis, decomposition, single

replacement, double replacement, and/or combustion with 100% accuracy.

This learning objective points out that students must identify certain types of chemical

reactions. Identification is part of the knowledge level of Bloom’s taxonomy. The learning

objective also states that student must correctly balance the given equation. Balancing equations

is a difficult concept and requires students to analyze an equation, and it involves a certain

amount of number prediction. Analysis and prediction coincide with the analysis and evaluation

levels (respectively) of Bloom’s Taxonomy.

SC2a lesson idea(s). For this lesson, students will be asked to scour the internet and

locate equations that depict each of the aforementioned types of chemical reactions. Once the

equations are found and determined to be balanced, the students must find a video that depicts

each of the reactions. For example, sodium reacting with water is a single-replacement reaction.

Students would need to find the correct equation for this reaction, make sure that it is balanced,

and then locate a video that depicts the reaction. Students would also be asked to describe the

reactions, and everything that is taking place throughout the reactions, in detail. They would be

allowed to do this in written or verbal form.

Once the students have found the required information for each of the types of reactions,

then they would need to present it to the instructor via PowerPoint or some other presentation

software found on the internet. The instructor would provide them with several examples of


presentation software that they can use. This would be an excellent chance for students to

become familiar with some of the current and up-and-coming presentation software that they will

most likely have to utilize once they are in college. The students will be encouraged to ask their

instructor, or each other, for ideas on how to present their information. Restrictions will be kept

to a minimum since the stage is literally theirs to be on – not the instructor’s.

Students will be encouraged to locate worksheets online that explain balancing chemical

equations and offer practice problems. Students will be told that the ability to balance chemical

equations is a must for the final exam, and this skill can sometimes be troublesome. In order to

help students to understand balancing chemical equations, each student should be required to

sign up for a time to chat with the instructor via Skype so the instructor can determine if learning

has occurred or if further help and/or explanations is/are needed.

Chemistry lab. For this lesson, students will also be asked to go to phet.colorado.edu and

participate in the balancing chemical equations lab. The lab helps students visualize balancing

chemical equations with molecules rather than just numbers and chemical symbols. Students will

be asked to report on their experience at phet.colorado.edu by discussing the lab on the class wiki

page.

The class wiki page. As information about the different types of chemical reactions is

found, students will be required to upload/enter it onto the class wiki page. As before, the

instructor will have created a separate page for information on chemical reactions and how to

balance them. Videos, podcasts, useful links to websites, etc. should all be uploaded on the page.

Each of these will help the students study for the assessment and inevitable final exam.

SC2a assessment. The assessment for this standard (see Appendix E) asks that students

determine which type of reaction (synthesis, combustion, single-replacement, double-


replacement, etc.) a certain equation is representing. The students must also determine if the

equation is balanced. This assessment will be given to the students via paper-and-pencil with no

alternative available. The students must take this assessment with a proctor present. Determining

types of chemical reactions and being able to balance them are key components of chemistry.

Unit 3 (SC3). The unit 3 standard states: Students will learn the modern atomic theory to

explain the characteristics of atoms. This unit comes with three sub-units. It should take roughly

three weeks to complete. This unit is essential as it deals with protons, neutrons, electrons, and

differentiating between different types of chemical bonds.

SC3a standard. Use the orbital configuration of neutral atoms to explain its effect on the

atom’s chemical properties.

SC3a learning objective. Using the internet as a resource, the student will be able to

construct, and properly fill in with 100% accuracy, orbital diagrams of various atoms assigned to

them by their instructor.

In this learning objective, the construction of the orbital diagrams associates best with the

synthesis level of Bloom’s Taxonomy. Although it is not stated within the learning objective, the

students will have to do a significant amount of research in order to determine how to construct,

interpret, and fill in the orbital diagrams. Therefore, the analysis and knowledge levels of

Bloom’s Taxonomy will also be accessed.

SC3a lesson idea(s). Students will be building blank orbital diagrams. In order to do this,

they will need to search the internet for information. Each energy level of the orbital diagrams

should be thoroughly labeled and described. Hund’s Rule and the Aufbau Principle will need to

be followed, and they should both be described somewhere within the project. Students will be


told that there projects should be detailed enough that a student who knew nothing of the subject

could read them and properly fill electrons for any element given within the orbital diagrams.

In order to understand this project, students will have to do extensive research on the

topic. Many students will be unable to fully grasp the idea by simply reading about it, so lesson

alternatives should be offered by the instructor. For example, students could play games dealing

with orbital diagrams found on the SmartExchange website, or students could look up videos on

YouTube that help to explain the concept. If identified, advanced students will be given the

option of thoroughly explaining the topic and how to properly fill the orbital diagrams to the

instructor. The explanations will be done via Skype or some other form of synchronous

communication. The instructor will also be able to ask several probing questions to ensure that

the advanced students understand the concept and do not need to complete the basic assignment.

Students could also be given the option to complete this project in groups if they choose.

Forming groups would help reinforce students’ understanding of the subject matter. Once the

project is complete, the instructor will hold an instant messaging seminar with the group to ask

probing questions. The instant messaging will be done via the class wiki page messaging center.

The class wiki page. Any important information that the students find should be added to

the wiki page for this assignment (the instructor will already have created an appropriate page).

Videos, images, information, and directions can all be added to the page. Again, this page will

serve as an important study tool for the student before they take their final assessment.

Completed assignments will also be posted to the page for others to view and study from.

SC3a assessment. The assessment for this standard involves filling arrows (electrons)

into a blank orbital diagram (see Appendix F). Using Skype, students will be asked to properly

fill in the electrons for 10 different elements. For example, the instructor will tell the student to


complete the orbital diagram for sodium, and the student will have to properly (there are rules to

how the electrons/arrows fill) place sodium’s 11 electrons on the diagram. There will be no

alternative assessment for this standard. However, it would be expected that students have cheat-

sheets near them while they take the test. With the element-type being called out at random for

the student, cheating would be somewhat difficult.

SC3b standard. Explain the relationship of the proton number to the element’s identity.

SC3b learning objective. Using a Periodic Table and other resources found on the

internet, the student will be able to draw out the structures (protons, neutrons, and electrons) of

four different atoms and write down an explanation of the relationship between proton number

and atomic number with 100% accuracy.

This objective requires students to research information on the internet which coincides

with the comprehension level of Bloom’s Taxonomy. Then, the students must draw/construct

atoms and explain the many relationships between the subatomic particles within the atom.

These two tasks correspond with the synthesis and comprehension levels of Bloom’s,

respectively.

SC3b lesson idea(s). This lesson is very basic, but it is also very important. Students must

recognize the relationships between the subatomic particles (protons, neutrons, and electrons) in

atoms. Students can use the internet to find the information needed to describe these special

relationships, and they can use examples on the internet to construct their own models of atoms.

Students will be encouraged to use drawing programs found on the internet in order to construct

the diagrams. However, if they prefer to draw them free-hand, then they should be allowed to do

so. The finished products will be posted to the class wiki page.


The class wiki page. Students should post relevant and helpful information they discover

on the class wiki page. The instructor will have created a separate page for this assignment. The

information should contain videos, web links, diagrams, etc. If students chose to draw their

assignments, then they will have to take a picture and upload it to the wiki page. This would give

them a chance to utilize their smartphones or other electronic equipment they may have access

to.

SC3b assessment. The assessment for this standard (see Appendix G) ties into the

previous lesson on orbital diagrams. At this point, students must know a great deal of

information about electrons, their behavior, and how they tend to fill energy levels in atoms. The

students will be asked to fill in the appropriate number of protons, neutrons, and electrons in the

correct place (principle energy level) in a blank diagram of an atom. Students will have to

complete this assessment via Skype so the instructor can watch them as they fill in the subatomic

particles. At this point, there is no alternative assessment.

SC3c standard. Compare and contrast types of chemical bonds (i.e. ionic, covalent).

SC3c learning objective. Using the internet and other resources given by the instructor,

the student will be able to identify various compounds as ionic or covalently bonded, and they

will describe the difference between the two types of bonds with 100% accuracy.

In this objective, identifying chemical compounds coincides with Bloom’s knowledge

level. Students must also somehow describe (compare and contrast) the difference between types

of bonds coincides with Bloom’s analysis level.

SC3c lesson idea(s). For this lesson, students will have to construct a video that explains

to their classmates the difference between these two types of bonds (ionic and covalent). In order

to retrieve the information for the video, students will have to do some research on the internet.


Students will also be asked to find a worksheet and game on the internet that could be used to

support their learning. These will both need to be posted to the class wiki page. Students who

would rather not construct a video will be allowed to describe the difference between the bonds

directly to the instructor by any means necessary (i.e. phone, text, Tweet, Facebook, Skype, etc.).

The students should be prepared to get an ample amount of probing questions back from their

instructor.

Chemistry lab. Students will go to iqa.evergreenps.org and complete a virtual lab on

chemical reactions. The lab will allow them to see the reactions between ions and ionic

compounds, and reactions between various covalent compounds. It is a fun and unique lab that

even requires students to put gloves on! Students will also complete a lab report for this

particular lab. The report is located within the website they go to, and the site will help walk the

students through the report. The report will be turned in via Google Docs.

The class wiki page. As mentioned above, the constructed video (if that is what the

student chose to do) will be posted to the class wiki page. Any other relevant information,

videos, web sites, etc. found during the students’ search will also be posted. If the students chose

an alternative assignment, then this will also be posted to the wiki page (if possible). Discussion

between the students on the differences between the bonds, and the various ways they can

identify these differences, will also be required to take place via the discussion board on the class

wiki page.

SC3c assessment. The assessment for identifying the different types of bonds (see

Appendix H) is straightforward and difficult. Students will be asked 14 questions in which they

must be able to identify compounds as ionic or covalent. The answer is either right or wrong with

no in-between, so students will be encouraged to know the information very well before


attempting the assessment. Students can choose to do the assessment via Skype (the instructor

will ask the questions and wait for the student’s response), or they can take the written exam with

an approved proctor present.

Unit 4 (SC4). The unit 4 standard states: Students will use the organization of the

Periodic Table to predict properties of elements. This unit is important because it focuses on the

Period Table – a foundation of chemistry. It asks that students be able to use the table to identify

trends among the elements. Unit 4 consists of only one lesson that will require at least one week

to complete.

SC4a standard. Use the Periodic Table to predict periodic trends including atomic radii,

ionic radii, ionization energy, and electronegativity.

SC4a learning objective. Using the internet as a resource, the student will be able to find

a blank Periodic Table and use their creativity to correctly identify the following trends within

the Periodic Table: atomic radii, ionization energy, and electronegativity.

In this objective, the students are asked to understand and identify trends which coincides

with Bloom’s comprehension level. The students are also asked to construct a periodic table that

depicts an accurate representation of various trends; this coincides with Bloom’s synthesis level.

At the end of the assignment, students will also be asked to declare other trends in the table that

were not asked in the original assignment. For example, the increasing atomic number from left

to right. Students will also critique each other’s creations. The critiquing falls on Bloom’s

evaluation level.

SC4a lesson idea(s). Students will have to locate, and download, blank Periodic Tables

from the internet. They will have to fill these tables in with 100% accuracy. The job seems

tedious, but by going through the motions, students are inadvertently rehearsing and memorizing


the information within the Periodic Table. Once completed, the students must identify and show,

in their own creative way, certain trends (i.e. atomic radii, ionization energy). For example, they

can color code them, use arrows, use 3-D images, etc. Students will be allowed to deviate from

the assignment a great deal. If they find other Periodic Tables that convey information much

easier, then they can use (construct) them. In other words, they should be allowed to get

extremely creative with this assignment.

Once they have completed their Periodic Tables, the students must post them to the wiki

page. The students will then be asked to view a certain number of their classmates’ Periodic

Tables, critique them, and offer suggestions on how they could be improved. The Periodic

Tables are to be of high quality because some of them will be selected to use in future classes.

Simply writing on them will most likely not be enough (although it can be offered as an

alternative for struggling students). Students will also be asked to send pictures of their finished

product to others via Instagram.

Chemistry lab. Students will be asked to go to http://www.chemicalelements.com and

complete the Periodic Table virtual lab on that site. The lab allows students to see various trends

within the Periodic Table. The lab also points out other features of the Periodic Table such as the

date of an element’s discovery and its crystal structure. Students will be asked to comment on

this lab and write about their experiences on the class wiki page.

The class wiki page. As mentioned before, the Periodic Tables will be posted on the class

wiki page. The page will already have been created and named by the instructor at the beginning

of the assignment. Each post must be discussed by members of the class. Any logical

improvements suggested will be implemented by the student, and the project will be re-uploaded.

The finished product should be worthy of being published in a chemistry text book.


SC4a assessment. The assessment for this standard is straight-forward. Students will be

asked to identify the same trends they studied about within the Periodic Table. Students will have

a choice of receiving a blank table and identifying the trends, or they can have a one-on-one

session with the instructor and verbally identify/describe the trends. This assessment will need an

approved proctor.

The Development Phase

The development phase of the ADDIE model primarily consists of assembling everything

created in the design phase (Herlo, 2013). The phase also consists of identifying any pre-training

that may be needed, and the phase seeks to identify any supplemental materials (i.e. technology)

that are needed for the course (Chevalier, 2011). Also to be discussed are the usage of Gagne and

Bloom’s ideas, and the technology that should be implemented and encouraged throughout the

course.

Bloom’s Taxonomy

Bloom’s taxonomy is an idea that consists of six levels of learning. Each level requires

more cognitive thought then the last. The levels are as follows: knowledge, comprehension,

application, analysis, synthesis, and evaluation. Each student learning objective was put together

and dissected keeping Bloom’s levels in mind. The learning objectives and lessons that were

listed earlier were compared to Bloom’s levels, and any specific learning-type words (i.e.

construct, design, compare, select) were diagnosed and related to one of Bloom’s levels.

It should be noted that even though the learning objectives do not contain words from

every level of Bloom’s, as the assignment and/or assessment progresses, the other levels of

Bloom’s will be activated. For example, lesson SC4a asks that students construct a Periodic

Table and label certain aspects of it appropriately. Breaking down what will actually occur


throughout the assignment we find the following: labeling the table coincides with the

knowledge level; demonstrating their table to classmates coincides with the comprehension

level; choosing how to demonstrate various trends (i.e. color-code, numbering) coincides with

the application level; researching what each periodic trend means coincides with the analysis

level; designing and creating their own Periodic Table coincides with the synthesis level; and

critiquing their classmates’ Periodic Tables coincides with the evaluation level.

The main point here is this: although it may not be listed above, each assignment asks

that students access abilities from each level of Bloom’s Taxonomy. With the differentiation and

freedom that HSCO students will have in their assignments, very thoughtful and creative

assignments should surface. Again, the students are to be the sages-on-the-stages – not the

instructor.

When speaking of student learning that is apart from traditional instructor lectures, Eber

and Parker (2007) state, “Such experiences included the ability to think independently and

challenges to think through the material, not just memorizing. These experiences are built in to

Bloom’s Taxonomy and help the student to progress through higher levels of cognitive

development” (p. 47). Each of the lessons, assignments, labs, and assessments of this course,

thus far, can offer much more than what one may see at face value. In the end, it is up to the

student (who is on the proverbial stage) to perform.

Gagne’s Theory of Instruction

While developing the base ideas for each of HSCO’s lessons, Robert Gagne’s Nine

Events of Instruction were used as developmental guidelines. Gagne’s Nine Events of Instruction

are as follows (Driscoll, 2005):

1. Gaining attention


2. Informing learners of objective

3. Stimulating recall of prior learning

4. Presenting the stimulus

5. Providing learning guidance

6. Eliciting performance

7. Providing feedback

8. Assessing performance

9. Enhancing retention and transfer

Gagne’s theories within HSCO. Gagne’s first event, gaining attention of the students,

may be difficult to recognize because the class is web-based. However, showing students

captivating videos and pictures, using clever terminology or quotes, or showing unique websites

will suffice as attention-getters. Gagne’s second event requires the objectives and standards of

each lesson will be clearly stated to the students. HSCO instructors will do this at the beginning,

throughout, and at the end of each of the lectures. Gagne’s third instruction, stimulating recall of

prior knowledge, will be evident throughout the lesson. Students will most likely try and recall

information they learned in physical science or life science classes they would have taken prior

to taking chemistry.

Presenting the stimulus, Gagne’s fourth event, relates to how the information is to be

given and ultimately learned. Is the information stimuli going to be a textbook or a video? In

order to stimulate today’s students who are considered technology-loving millenials (Lippincott,

2012), presenting the stimulus should take many forms; these forms should be rich in popular

technology in order to engage the students.


Gagne’s fifth event, which requires instructors presenting learner guidance, will take

place within the asynchronous and synchronous communication throughout the HSCO course.

Hopefully, the students will ask for ample amounts of guidance. If they are asking questions, it

means they are involved and curious. Even during assessments that must be taken via Skype with

the instructor watching, students will receive guidance in their studies.

Gagne’s sixth event, eliciting performance, will come from a variety of situations.

Students will be encouraged to take learning into their own hands. Some of the projects

mentioned in the lessons require a lot of creativity on the students’ part. The assignments do not

come with a lot of do’s and don’ts. The assignments are simply given, and it is up to the students

to rise to the occasion. Constant encouragement and suggestions for modification will need to

come from the instructor. Also, with the students being asked to share their work and ideas with

one and other via wiki’s, Skype, etc., they will also receive encouragement from their

classmates.

Gagne’s seventh event, providing feedback, will also be seen many time throughout each

of the lessons. Students will be free to email, tweet, FaceTime, Facebook, blog, call, and/or

Skype with the instructor in order to get feedback on assignments or ideas. Feedback will also be

received by students from their classmates on some of the projects. Assessing performance will

take place throughout the lessons, assignments, and assessments. Formal assessments will

constantly be taking place through any type of communication between the instructor and

students, or between the students and their classmates critiquing each other. The summative

assessments will be the end-of-lesson assessments given by the instructor. Students will receive a

grade plus emailed feedback on each of these.


Gagne’s last event of instruction, enhancing retention and transfer, is typically seen

throughout instruction even though it is the last event (Driscoll, 2005). This event asks that a

variety of examples be provided to the students in order to help the transfer, and retention, of

information. Differentiation in instruction, and allowing students to choose their own path to

assignment completion, should help students retain the necessary information. Feedback given

by the instructor and other students should help as well.

Assessment Instruments used in HSCO

Each High School Chemistry Online standard is supported by one lesson and one

assessment. The assessments can be found in the appendices. Some of the assessments in the

appendices are worksheets, but they are not simply taken as paper-and-pencil assessments.

Students are given a variety of options of how they would like to complete some of the

assessments. For example, with some of the assessments, students will be allowed to verbally

explain their answer to the instructor via Skype rather than write it. However, some of the

assessments require that students complete them with no other option. Sometimes there can be

no way around this in chemistry – the subject matter must simply be learned. Little is known

about student strategies for completing online assessments (Kerton & Cervato, 2014). It will be

assumed that students will study the material provided by the instructor and approach the

assessment with a legitimate understanding.

Assessment items. There are no multiple choice questions to be found in the lesson

assessments that will be offered by HSCO. Some of the assessments may have questions that

would qualify as short answer, but most of the assessment questions consist of working with

equations or providing one-word answers (see assessments Sc1a, SC1b, SC1d, SC2a, and SC3c).

Some of the assessments require students to construct objects (see assessment SC1c) and


demonstrate an understanding of what they will do, and some of the assessments require students

to complete charts and/or diagrams (see assessments SC3a, SC3b, and SC4a).

The elimination of multiple-choice assessments aims to help the overall legitimacy of the

lesson/standard assessments. In other words, there is not much room for guessing; the material

must be understood in order to perform well on the assessments. Multiple choice tests also tend

to overlook whether or not a student really understands the material they are responding to in the

questions (Liu, Lee & Linn, 2011).

Other assessments used. Ideally, after students have completed each of the lessons and

assessments they will have earned a higher grade, and the students, through completing unique

projects and being given unique options to score well on their assessments, will be prepared for a

difficult multiple choice assessment (their end-of-the-course summative assessment). A pre-test,

benchmark, and a post-test will be implemented by HSCO, and each of these tests will be

multiple-choice. The reason behind HSCO employing multiple-choice assessments stems from

being able to easily monitor and record growth. The pre-test, benchmark, and post-test will all be

exactly the same.

It was mentioned earlier that eliminating multiple-choice lesson assessments will help to

keep the legitimacy of the course – this is true. This is why all of the unit assessments are not

multiple choice. However, multiple choice assessments provide a better means to the end than

other test formats. Haladyna (2004); Lukhele, Thissen and Waiuer (1994) state that “…

psychometricians defend the multiple-choice format, arguing that multiple-choice items are a

more efficient, cost-effective way to measure student achievement than other more open ended

test formats” (as cited in Reich, 2013, p. 5). These three assessments will allow instructors to see


where students begin, how they are moving along during, and how much they learned in the end.

They will be the only assessments that are multiple-choice, and they will be strictly proctored.

Differentiation in HSCO

Differentiation is present in all aspects of High School Chemistry Online. This is

important because differentiation is an aspect of the Universal Design for Learning, and

differentiation helps to improve and enhance learning in students (Stanford & Reeves, 2009).

Differentiation seems to be the direction that public education is heading, so while keeping that

in mind, HSCO allows a variety of options (some of which they may completely make up

themselves) in most of the assignments and assessments that the students must take.

Differentiating the assignments. Assignments given by HSCO are built to be as

differentiated as possible. The assignments are very broad and the instructors are to allow the

students to dictate what kind of work they will do on the assignment. With the students dictating

a large amount of what they will do to earn points, and one student’s work possibly being

drastically different than another student’s, the instructor must be careful to grade the

assignments appropriately. For example, if a student decides they would like to hand-draw the

Periodic Table in the SC4a assignment, then their work, if completed correctly and is of high

school level quality, should be graded the same as a student’s work that was constructed and

printed via a computer program. Basically, the assignments offer an extremely high amount of

flexibility.

Differentiating the assessments. Many of the HSCO assessments also offer a certain

degree of differentiation. Differentiation in assessment is a great way to promote student

learning. Formative assessments such as student-instructor conversations on the subject matter

are effective in determining if the student has learned the subject matter (Doubet, 2012).


Assessments SC4a and SC3c are examples of assessments that allow differentiation. The other

assessments do not currently have differentiation built into them, but, as mentioned earlier, the

instructor is to be flexible and fair.

Technology used in Development

Technology is one of the most important components of High School Chemistry Online.

Students will be exposed to the basic elements of chemistry, but they are to acquire as many

technology tools as they can. The students will be introduced to technologies in a variety of

ways. For example, instructors will use PowerPoint, Prezzi, PowToon, and other presentation

software to convey information, and introduce new technologies, to students. The lessons

embedded in HSCO also ask students to utilize a variety of technologies such as Facebook,

Skype, Twitter, blogs, wikis, etc.

Differentiation and student comfort are important components of HSCO. Students will

most likely want to do assignments comfortably in their own way, and HSCO instructors will

encourage this. In other words, the instructors will differentiate student learning. It is the hope of

HSCO that students offer these new ideas so everyone (students and instructors) involved can

acquire new technology tools and ideas.

Wikispaces. Wikispaces is a wonderful technology that will be used heavily throughout

HSCO. Wikispaces is described as, “a social writing platform for education” and “…incredibly

easy to create a classroom workspace where you and your students can communicate and work

on writing projects alone or in teams” (Wikispaces, 2014). Each student will be responsible for

contributing information to the various class wiki pages. The information comes in a variety of

forms (i.e. videos, podcasts, hyperlinks, pictures) and may be accessed later in order to study

from.


Technology within the assessments. HSCO assessments will also be laden with various

forms of technology. Some of the assessments are taken via a messaging service (i.e. Twitter) of

the student’s choice, or the assessment can be taken via a form of synchronous communication

such as FaceTime or Skype. Again, students will be encouraged to participate in the assessments

the way the instructor asks and with the recommended technologies, but the differentiation that is

stressed in the program will allow for other options that are comfortable for the student and

compatible with the instructor.

Materials Needed for HSCO

The instructors will need access to, or have accounts with, the following programs:

Facebook, FaceTime (only available through iPhones), Twitter, Wikispaces, Skype, Google

Docs, PowerPoint, Prezzi, PowToon, Blogspot, Instagram, VisualBee, and many more. At this

point, HSCO only utilizes programs that are free of charge. Instructors will also need computers

with webcams and iPhones. Students will need to get involved with all of the preceding

programs as well, but they are not required to have laptops or iPhones. The lessons, assignments,

and assessments that require these technologies can be found in public libraries and schools. In

other words, if a student is economically disadvantaged, they will still have plenty of

opportunities to succeed in the program.

Textbooks. At this point, a textbook is not required for HSCO. Any information found in

a typical chemistry textbook can be found online at reliable websites. For example,

chem4kids.com is a user-friendly site that details the basics of chemistry, talks about

biochemistry, and is even offered in Spanish. In the future, if funding allows for it, textbooks

may be provided to the students of HSCO if they would like one.


The Implementation Phase

The implementation phase of the ADDIE model consists of training the instructors and

students for the course. This phase also seeks to determine the overall cost of implementing the

course. How much will the instructors need to be paid? How much will it cost students to take

the course? Serious thought and discussion on where the funding for the program will come from

is also addressed during this phase. Lastly, the schedule to which the instructors and students will

follow should be developed and fine-tuned.

Training the Instructors

Instructors will need to learn how to use all of the technology that has been mentioned up

to this point (i.e. Facebook, Twitter, Wikispaces, etc.). The instructors will also need to set up

user accounts for these programs. Even if they currently have a personal account, they should be

sure to set up another account that is professional in nature. Students should also be made aware

of the types of software and programs that they will need to utilize. Both instructors and students

should be familiar with digital citizenship and the responsibilities that come with it.

Cost of Implementation

Total cost of implementation is a very grey area for High School Chemistry Online.

Determining the amount of money it is believed instructors should be paid for their time will be a

work in progress. With differentiation and the relaxed nature of the course, instructors may be in

for more work than normal. Differentiation in assignments and assessments takes a lot of work.

On the other hand, students will not have to pay a single thing for the course. Their public

education with HSCO will be free. At this point, all of the programs and software that will be

implemented in HSCO are free, and textbooks will not be mandatory, so cost is minimal.


HSCO funding. Like most other schools in the United States, it is likely that funding

would come from local, state, and federal governments. In order for HSCO to gain attention and

momentum, schools will have to experience and recognize it. Therefore, with the recognition and

hopeful adoption, HSCO would be funded by the aforementioned governments. If not, then

looking to the private sector for funding would be an option. At the very least, the entire idea of

HSCO could be used by instructors as a tutoring regiment for their students.

The HSCO Schedule

One of the greatest aspects of High School Chemistry Online is the relaxed schedule and

admissions. First off, it is difficult to predict when a disaster will strike a family, or when an

individual may become addicted to drugs and either incarcerated or put into a treatment facility.

With so many uncertainties in the lives of teenagers, HSCO would offer admission at any time

throughout the year. Once admitted, the students can complete the lessons and assignments on

their own at whatever pace they feel comfortable with. It will not matter if the students take two

months or even two years to complete this program.

The Evaluation Phase

The evaluation phase of the ADDIE model consists of two main parts: the formative

evaluations and summative evaluation (Herlo, 2013). Formative evaluations are ones that take

place throughout the program and allow for adjustments during that specific time-frame. For

example, an instructor questioning students about the functionality of the class wikipage may

reveal problems with downloading data. The instructor can fix the problem at that time, and they

may take note of the problem in order to discuss at the end of that particular school year. The

final (summative) evaluation of the program also takes place during the evaluation phase. The


summative evaluation analyses all of the formative evaluations, including the assessment of

student outcomes (Colborn, 2011).

HSCO Surveys

Surveys can be a huge asset to a program. They can be used to collect both quantitative

and qualitative data. HSCO will use surveys that collect information on the students, instructors,

and any other individual involved with the program. The surveys will be used to find flaws in the

HSCO program, and they will be used to add components that will help students succeed and

instructors teach.

Student surveys. Student surveys of the HSCO program will ask a variety of questions.

Some of the questions will use the Likert scale in order to quantify the data. However, it is

understood that often times the students’ opinion of an instructor interferes with the survey

(Yettick, 2013). In other words, survey data often reflect the students’ like or dis-like of the

instructor. For this reason, the survey will also contain open-ended, qualitative questions that the

students must write an answer for. It may also be a good idea to cross-check each survey with the

grade of the student who completed it. The instructor would not be privy to this information, but

this type of information may prove valuable to the HSCO program when making important

decisions.

Instructor surveys. Instructors will also take surveys of the HSCO program. Instructor

input will also prove valuable to the program. They should be able to see what assignments work

and which ones do not. Instructor surveys should also reveal the character and ethics of the

typical HSCO student because they will be working with them one-on-one. Instructors will also

have several excellent ideas on how to better the program as it moves forward, and what

technologies should be incorporated and/or abandoned.


Miscellaneous surveys. The bottom line is that surveys are a way of retrieving

information from the individuals who are at the heart of the HSCO program. Their input will

ultimately make the program more successful – and possibly profitable. Administrators,

programmers, technicians, the parents of students, etc. should all be sought out in order to get

beneficial feedback from them. Knowledge is power, so the more knowledge HSCO has of its

shortcomings, the more powerful it will become.

Student Success Rates

Student success rates will be measured in several different ways. Surveys will be helpful

in telling whether or not the students are pleased with the course, and they should tell if the

students (in their opinion) are learning anything or find HSCO effective. Student success rates

will also be based on grade evaluations. Overall grades will let the instructors know which

standards the students struggle with, and which standards they are typically successful at.

Success or failure may be a matter of the technology used to implement the

standard/lesson that is making the difference. It may also be the instructor who teaches the

standards. Either way, the success rates and surveys will help to shed light on this issue. Aside

from the assessments taken for each standard, overall student success rates will be judged by the

final assessment of the course.

Pre-test, Benchmark, and Post-test

The students will take a pre-test before being involved in any instruction within HSCO.

The pre-test will help the instructor and students determine which standards they may need extra

help in. The pre-tests will also let the instructor know how much prior knowledge the student

may have of chemistry. The pre-test will not count towards a student’s final grade in any way.


The benchmark test will let the students and instructor know which standards, taught up

to the point at which the benchmark is given, the student has been successful at gaining

understanding. If the student still struggles with certain standards, then they may go back and

continue to study them. The instructor will also offer the student supplemental resources to help

them. The benchmark will also serve as a wake-up-call to students. If they do not see a

significant increase in their learning, then they will know it is time to be proactive in their

learning rather than reactive.

The post-test seeks to measure what has been learned. No, a multiple choice test cannot

measure everything a student has learned, but these types of assessments are a quick,

economical, standard way of measuring student learning (Liu, Lee & Linn, 2011). Keep in mind,

the pre-test, benchmark, and post-test will all be the exact same test. Students will see several

times what they need to know for the final assessment.

HSCO’s Summative Evaluation

The summative evaluation of High School Chemistry Online will be the most important

one. The evaluation will determine which instructors are effective, and which ones need help.

The summative evaluation will also determine how successful the students were. Ultimately,

student success is the most important issue. The students are what matter most.

Student pass/fail rates will be evaluated during this phase. As mentioned earlier, the final

assessment (the multiple choice post-test) counts for 20% of the students overall grade.

Additionally, the student cannot score lower than a 70% on this particular assessment. HSCO

will set a goal to pass a minimum of 70% of the students that take the course. Each year, after

overall pass/fail results become available, new goals will be set. For example, if HSCO passed


78% of its students, but inmates passed at a 58% rate, then the new goal may be to pass 64% of

inmates (a 6% increase) and 80% of all of the students (a 2% increase), the following year.

The idea behind the evaluation stage of ADDIE is to continuously evaluate a program

and make proper changes to improve it. HSCO will incorporate this idea in order to continually

improve. Student pass/fail rates, student surveys, instructor surveys, miscellaneous surveys, and

all other evaluative materials will be analyzed by HSCO. Any problems with the teaching,

assignments, lessons, assessments, etc. will be thoroughly examined. After all of this information

is gathered and studied, major decisions within the program can be made.

Conclusion

High School Chemistry Online is a program for the students that will continually be built

by the students. The groundwork will be laid, but the feedback from the students is what will

strengthen the foundation of the program. Students of all types, not just troubled youth, will

benefit from this program These types of students, the ones that are more difficult to reach in the

regular classroom, are the ones that will be able to offer real advice on what should be going on

in the classroom (whether real or virtual) in order to grab the attention of students and infuse

them with knowledge that they will be able to reproduce.

HSCO is filled with differentiated instruction, lessons, assignments, labs, and

assessments. The students will be the sages-on-the-stages and not the instructors. Students will

dictate what they learn and how they learn it. However, in order to maintain the sanctity of the

program, HSCO will use the final assessment to regulate who passes and who fails.

HSCO’s goal is to pass all students, but allowing students who are without sufficient

knowledge of the subject matter to continue on their path would be a mistake. It would be

detrimental to have a student claim they have passed an online chemistry course that is


reportedly equal in rigor to most other chemistry courses, and the student noticeably lacks basic

knowledge of chemistry, basic technologies, and popular programs. Therefore, in the end, the

student must pass HSCO’s final assessment to prove that they have learned the necessary skills.

With it being unlikely that all students will pass, HSCO will make any necessary adjustments to

continually raise the student pass rate.


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Appendix A

NAME _______SC1a______________________ CLASS ____________________

Complete the following questions. Please write neatly. (2 points each)

(1) Write the nuclear equation showing the alpha decay of polonium-210 (do not include gamma rays).

(2) Write the nuclear equation showing the alpha decay of Uranium-238 (do not include gamma rays).

(3) Write the nuclear equation showing the beta decay of carbon-14 (do not include gamma rays).

(4) Write the nuclear equation showing the beta decay of Iodine-131 (do not include gamma rays).


Appendix A

NAME __SC1a_____ANSWER KEY____________ CLASS ____________________

Complete the following questions. Please write neatly. (2 points each)

(1) Write the nuclear equation showing the alpha decay of polonium-210 (do not include gamma rays).

210/84Po 4/2He + 206/82Pb

(2) Write the nuclear equation showing the alpha decay of Uranium-238 (do not include gamma rays).

238/92U 4/2He + 234/90Th

(3) Write the nuclear equation showing the beta decay of carbon-14 (do not include gamma rays).

14/6C 0/-1β + 14/7N

(4) Write the nuclear equation showing the beta decay of Iodine-131 (do not include gamma rays).

131/53I 0/-1β + 131/54Xe


Appendix B

NAME ________SC1b____________________________ CLASS ____________________

Physical and Chemical Properties

Please list 5 physical and 5 chemical properties in the space below. Each correct property listed is worth 2 pts.


Appendix B

NAME ____SC1b______ANSWER KEY_______________ CLASS ____________________

Physical and Chemical Properties

Please list 5 physical and 5 chemical properties in the space below. Each correct property listed is worth 2 pts.

Answers may vary. Some possible answers are listed below.

Physical Properties

Color

Shape

Size

Density

Melting Point

Boiling Point

Chemical Properties

Flammability

Reactivity with other chemicals

Toxicity

Coordination number

Flammability

Heat of combustion

Oxidation states

Chemical stability

Types of chemical bonds that will form


Appendix C

NAME ___________SC1c________________________ CLASS ____________________

Ionic Compound Puzzle Assessment

Directions: Puzzle pieces must be constructed (drawn, cut out, and labeled) to show how cations and anions numerically pair up in order to create neutrally charged ions. For example an anion with a 2- charge must be paired with a cation with a 2+ charge or two cations each with a 1+ charge. The shape of the pieces is up to you, but they must fit together in order to demonstrate a working balance of charges. After the pieces have been constructed, you must use the pieces to demonstrate your understanding of ionic compounds and their charges to your instructor.

Example:

| || |__| 2+ __||______________|

_______________| ||__ 2- | __| ||_____________ |


Appendix C

Ionic Compound Puzzle Assessment

SC1c – ANSWER KEY

This is a screen shot of some possible puzzle pieces that may be created. The students’ puzzle ideas will most likely vary a great deal. As long as they put together the pieces (and they fit) and create a neutrally charged ion, then credit should be awarded.


Appendix D

NAME _____________SC1d_____________________________ CLASS ____________________

Nomenclature Assessment

All of the following questions are worth 1 point each.

Provide the formula for the following covalent formulas.

1. carbon dioxide

2. phosphorus triiodide

3. sulfur dichloride

4. nitrogen trifluoride

5. dioxygen difluoride

Give the name of the following covalent compounds.

6. N2F4

7. SCl4

8. ClF3

9. SiO2

10. P4O10

Determine whether the following compounds are covalent or ionic and give them their proper names.

11. Ba(NO3)2

12. CO

13. PCl3

14. KI

15. CF4

16. MgO

17. Cu2S

18. SO2

19. NCl3

20. XeF6


Appendix D

NAME _____SC1d___ANSWER KEY________________________ CLASS ____________________

Nomenclature Assessment – ANSWER KEY

All of the following questions are worth 1 point each.

Provide the formula for the following covalent formulas.

1. carbon dioxide CO2

2. phosphorus triiodide PI3

3. sulfur dichloride SCl2

4. nitrogen trifluoride NF3

5. dioxygen difluoride O2F2

Give the name of the following covalent compounds.

6. N2F4 Dinitrogen tetrafluoride

7. SCl4 Sulfur tetrachloride

8. ClF3 Chlorine trifluroide

9. SiO2 Silicon dioxide

10. P4O10 Tetraphosphorous decaoxide

Determine whether the following compounds are covalent or ionic and give them their proper names.

11. Ba(NO3)2 Ionic - Barium nitrate

12. CO Covalent - Carbon monoxide

13. PCl3 Covalent - Phosphorous trichloride

14. KI Ionic – Potassium iodide

15. CF4 Covalent – Carbon tetrafluoride

16. MgO Ionic – Magnesium oxide

17. Cu2S Ionic – Copper (I) sulfide

18. SO2 Covalent – Sulfur dioxide

19. NCl3 Ionic – Nitrogen trichloride

20. XeF6 Covalent – Xenon hexafluoride


Appendix E

NAME _________SC2a_________________________________ CLASS ____________________

Chemical Reaction Classification and Balancing Assessment

There are 5 major types of reactions simplified by the following equations:

Synthesis/Combination A + B AB Decomposition AB A + B Combustion ? + O2 ? Single Replacement X + AB XB + A or Y + AB AY + B Double Replacement XY + AB XB + AY

Classify and balance each of the following reactions:

Each question is worth 2 points.

1. Zn + Cl2 ZnCl2

2. 2 H2S + 3 O2 2 SO2 + 2 H2O

3. Cu + 2 AgNO3 Cu(NO3)2 + 2 Ag

4. Mg(OH)2 MgO + H2O

5. CaCl2 + Na2SO4 CaSO4 + 2 NaCl

6. CaO + H2O Ca(OH)2

7. Pb + 4 HCl PbCl4 + 2 H2

8. Li2O + CO2 LiCO3

9. SO2 + H2O H2SO3

10. MgCO3 MgO + CO2


Appendix E

NAME ___SC2a____ANSWER KEY_________________________ CLASS ____________________

Chemical Reaction Classification and Balancing Assessment

There are 5 major types of reactions simplified by the following equations:

Synthesis/Combination A + B AB Decomposition AB A + B Combustion ? + O2 ? Single Replacement X + AB XB + A or Y + AB AY + B Double Replacement XY + AB XB + AY

Classify and balance each of the following reactions:

Each question is worth 2 points.

1. Zn + Cl2 ZnCl2 Synthesis

2. 2 H2S + 3 O2 2 SO2 + 2 H2O Combustion

3. Cu + 2 AgNO3 Cu(NO3)2 + 2 Ag Single Replacement

4. Mg(OH)2 MgO + H2O Decomposition

5. CaCl2 + Na2SO4 CaSO4 + 2 NaCl Double Replacement

6. CaO + H2O Ca(OH)2 Synthesis

7. Pb + 4 HCl PbCl4 + 2 H2 Single Replacement

8. Li2O + CO2 LiCO3 Synthesis

9. SO2 + H2O H2SO3 Synthesis

10. MgCO3 MgO + CO2 Decomposition


Appendix F

NAME ________SC3a__________________________________ CLASS ____________________

Orbital Diagram Configuration Assessment


Appendix F

NAME ____SC3a_____ANSWER KEY_______________________ CLASS ____________________

Orbital Diagram Configuration Assessment

Answers will vary based upon the specific atoms that students will be asked to draw the orbital diagrams for.


Appendix G

NAME _______SC3b_____________________________ CLASS ____________________

Proton Number and Atomic Number Relationship Assessment

Directions: Give each atom the correct number of protons, neutrons, and electrons. Be sure to provide a method to differentiate between the three different subatomic particles that you draw. Each correctly drawn atom is worth 5 points.

Sodium (Na)


Appendix G

Magnesium (Mg)


Appendix G

Neon (Ne)


Appendix G

Chlorine (Cl)


Appendix G

Appendix G


Appendix G


Appendix H

NAME ________SC3c____________________________ CLASS ____________________

Types of Chemical Bonds Assessment

Directions: Classify the following compounds as ionic (a metal + a nonmetal), covalent (a nonmetal + a nonmetal) or both (a compound containing a metal and a polyatomic ion).

Each of the following questions is worth 2 points.

1.) CaCl

2.) CO

3.) H2O

4.) Sr3(PO4)2

5.) K2O

6.) NaF

7.) Al2(CO3)3

8.) CH4

9.) SO3

10.) LiBr

11.) Mg3(PO4)2

12.) (NH4)2HPO4

13.) C12H22O11

14.) H2O


Appendix H

NAME ____SC3c______ANSWER KEY_______________ CLASS ____________________

Types of Chemical Bonds Assessment

Directions: Classify the following compounds as ionic (a metal + a nonmetal), covalent (a nonmetal + a nonmetal) or both (a compound containing a metal and a polyatomic ion).

Each of the following questions is worth 2 points.

1.) CaCl ionic

2.) CO covalent

3.) H2O2 covalent

4.) Sr3(PO4)2 ionic

5.) K2O ionic

6.) NaF ionic

7.) Al2(CO3)3 ionic

8.) CH4 covalent

9.) SO3 covalent

10.) LiBr ionic

11.) Mg3(PO4)2 ionic

12.) (NH4)2HPO4 ionic

13.) C12H22O11 covalent

14.) H2O covalent


Appendix I

NAME _______SC4a_____________________________ CLASS ____________________

Periodic Table Trends Assessment

Directions: Using arrows (or some other means of differentiating between the trends needing to be depicted), show the following trends within the periodic table: atomic radii, ionization energy, and electronegativity.


Appendix I

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