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sites to help students practice skills needed for the Chemistry exam Page last edited 2/24/2009 Standards Atomic Structure | Matter and Energy | Interactions of Matter | Solutions and Acid/Bases
Virginia Standards of Learning - Select Chemistry and 10, 20 or 40 questions - Repeat for a new set of questions |
a site for teachers | 
a PowerPoint show | 
Adobe Acrobat document | 
a Word document
sound | 
video format | 
interactive lesson | 
a quiz | 
to print| Level 1 |
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categorize an element as a metal, metalloid, nonmetal or noble gas based on its position in the periodic table & identify an element’s atomic number and name or symbol, given the number of protons or electrons in a neutral atom using a periodic table |
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identify protons, neutrons and electrons with regard to their relative mass, relative charge and/or location in an atom |
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Level 2 |
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identify the major characteristics of various models of the atom: Democritus, Thomson, Rutherford, Bohr, and the modern quantum mechanical model |
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determine the number of protons, neutrons and/or electrons in an atom or ion, given the symbol of the atom or ion and a periodic table |
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compare s and p orbitals in an energy level in terms of general shape, energy and/or numbers of electrons possible |
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determine the Lewis electron-dot structure or number of valence electrons for an atom of any main group element (1, 2, 13-18), given its atomic number or its position in the periodic table |
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Level 3 |
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describe the trends present in the periodic table with respect to atomic size, ionization energy, electron affinity or electronegativity |
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Sample Task |
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Flame Test Demonstration: glass petri dishes or watch glasses, chloride compounds (CuCl 2, SrCl 2, CaCl 2, LiCl, etc.), ethanol (ethyl alcohol) or isopropanol (isopropyl alcohol) Place .5 g of each salt in separate watch glasses or petri dishes; add 20 mL of alcohol. Stir to distribute the salt in the alcohol. Light and observe the characteristic color of each metal’s spectrum. The students may also look at the flame through a spectroscope or diffraction grating. |
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| Level 1 |
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identify a pure substance as element or compound, when given its chemical name or formula |
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distinguish among elements, compounds, solutions, colloids, and suspensions, given examples |
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classify changes in matter as physical or chemical, given examples or scenarios |
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classify properties of matter as physical or chemical when given examples or scenarios |
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distinguish between heat content and temperature when given a unit, a definition and/or an example |
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| Level
2 |
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distinguish among gases, liquids and solids in terms of particle spacing and relative movement, given a diagram or scenario |
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predict the effect of changing one gas variable (volume, temperature or pressure) on one of the others, given a scenario |
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demonstrate an understanding of the law of conservation of matter, given experimental data |
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categorize a process as endothermic or exothermic, given an example or scenario |
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| Level
3 |
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| demonstrate an understanding of the law of conservation of energy by equating heat loss and heat gain in an interaction, given the formulas -q=q and q=mc D t, and the specific heat |
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Sample Task |
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| Students are given samples of seven white powders, each of which is a common household substance, and five test reagents. They are to develop a procedure to distinguish among the powders based on their physical and chemical properties, and to identify each powder when given a chart of expected results. The seven white solids are baking powder, baking soda, sugar, flour, sugar substitute, washing soda, and calcium supplement. The test reagents are water, phenolphthalein (or pH test paper), vinegar, iodine solution and alcohol. |
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| Level 1 |
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| distinguish between a chemical symbol and a chemical formula, given examples |
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identify the parts (reactants or products) of a chemical reaction, given a balanced chemical equation |
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identify the types of chemical reactions (composition, decomposition, double replacement, single replacement), given a balanced equation |
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determine the number of atoms, formula units or molecules of a particular substance, given a balanced equation |
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| Level 2 |
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distinguish between ionic and covalent compounds, given binary formulas. |
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identify the formula for a compound using a periodic table and a list of common ions, given the name of the compound |
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identify the name of compounds and common acids (sulfuric acid, nitric acid, hydrochloric acid, acetic acid, and phosphoric acid), using a periodic table and a list of common ions. |
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select a correctly balanced chemical equation, when given examples. |
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recognize a balanced chemical equation using appropriate symbols, given a word equation. |
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convert between any two of the following quantities of a substance: mass, number of moles, number of particles, or molar volume (at STP) |
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determine molar ratios expressed in balanced chemical equations. |
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analyze percent composition of the elements in a compound, given the formula. |
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solve mass to mass stoichiometry problems |
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| Level
3 |
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identify and solve different types of stoichiometry problems (volume (at STP) to mass, moles to mass, etc...) |
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Sample Task |
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(1) Using molecular model kits, have students construct shapes of various molecules. (2) Using marshmallows or gumdrops and toothpicks, have students construct elements and compounds involved in a balanced chemical equation. (3) Direct students to calculate the molar mass of a substance and measure that amount into a baggie to demonstrate mole amounts. (4) Have students make a model of the molar volume of a gas using balloons or boxes. |
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| Level 1 |
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classify substances as acid or base, given the formula of an inorganic acid or base |
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| Level 2 |
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identify the solute and solvent in a solid, liquid or gaseous solution, given its composition |
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classify a solution as saturated, unsaturated or supersaturated, given the composition of the solution and a solubility graph |
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calculate the concentration of a solution in terms of molarity or mass percent, given mass of solute and mass or volume of solution |
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classify a substance as an acid or a base, given at least two of the following properties: color of litmus, color of phenolphthalein, taste, pH and slippery or non-slippery |
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| Level
3 |
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predict the products of a neutralization reaction involving inorganic acids and bases, given the reactants. |
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Sample Task |
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Students will classify various household substances as acid or base using various natural and synthetic indicators. |
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