RUNNING HEAD: PORTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

Pre- Quiz: Moles!

1. What is the value of a mole?
a. 6.02x1016
b. 6.03x1023
c. 3.15x1023
d. 3.15x1026
2. Describe how a mole is used in Chemistry
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3. How many atoms are in 66 grams of Carbon?

4. What is the mass of one mole of (NH4)2CO3?

5. 25g of AlPO4 contains how many oxygen atoms?

6. Another name for a mole is

a. Atomic Number
b. Mass Number
c. Avogadros Number
d. Isotopic Number

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

Pre- Quiz Analysis

25
20
15

Number of Students

10
5
0

PreFigure 1: Pre-Quiz Analysis; Moles

Quiz Analysis
Information from Unit 7 was presented in Unit 5 when we were discussion conversions.
We talked about how you would use a mole to convert between the number of molecules in a
certain molecule based on the molar mass. Based on the knowledge that they should have gained
from that section we determined that at least 18 of the 25 students (or just under of the class
should get this question correct. If 18 of the students answered correctly this would qualify as a
section that could be skimmed over and the remaining seven students would pick up the
information from the discussion or the required readings. In question two we expected twelve of
the students to get it correct, however if 18 of them did we would be allowed to skim it.
Questions 3, 4, and 5 were much more difficult. We expected four students to be able to deduce
how to do these problems. Partial credit was available (.5 of a point if they were able to begin the
problem correctly) but only one student received partial credit. Question six was an easier
problem, and through elimination students should have been able to successfully answer this

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

problem. 18 students correctly answered this question and therefore we were able to skim this
section. Students were told the correct answer. The same question was given in a homework
problem and none of the students answered incorrect. Therefore this section was mentioned in
class but not explained.

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

Mole Rubric

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

Personal Goal Setting.

Students were given a set of questions on the board to answer in their course journals.
Students are required to keep an up to date journal of what is going on in class. This includes
everything from in class questions, and responses, to experiments and homework. Students are
expected to keep it up to date and organized. They are brought to every class and collected
randomly throughout the year for grading. We randomly collected the journals to see what they
wrote down as their goals for this unit. The students are not typically asked to write down their
responses so this was a new experience for them. The title for their entry was Unit 7: Moles;
Learning Goals. The students were given the goals that we had at the beginning of the unit, and
the rubric on the previous page. The board specifically said I will be able to define and use
moles in chemistry to convert to a number of molecules After this they were asked: What do
you expect to get out of this unit. What do you want to learn about moles? And how do you think
that you could connect the concept of moles to their everyday lives or future careers.
The journals were collected the next day allowing the students to take extra time outside
of what they were given in class to expand on their answers, and research some other possible
responses. Once collected one of the students answered I expect to be able to use molarity well
enough to do conversions without needing to refer to my book or notes. I also want to find out
how people use moles to find Molarity of liquids. This was good to know that the students knew
that moles connect to molarity, but just did not know how to do that yet. All together it seemed
like students knew that moles has to do with conversions, but they were unsure how exactly to do
the conversions, or what the end result would be. Another student who seemed more confident
with the idea of moles wrote that it can be used to determine precise measurements in a
pharmacy. The technician would need to know exactly how many molecules are needed in a drug

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

to keep it consistent. This very insightful answer could be correct, however I believe that this
student did research on this topic.
Altogether the students seemed to be confused on how exactly to use moles, however
they did use good techniques to research where to find their answers.
Analysis
Altogether from this information that we gathered we can determine that students do
remember moles being mentioned from a previous chapter, however they are not sure how to use
them, or what it exactly entails. They do not know how to do the conversions required for moles.
This information is useful not only to us as teachers but to the students as well. The students
were able to look over their quiz and as we work our way through the chapter we will continue to
go over the answers. After the chapter is taught again we will be able to see improvement in all
areas.
From the data that we gathered, we know that there is one or two students that feel
somewhat confident with moles (Figure 1). Because of this we will come up with more challenge
questions for these students. These questions will be extra credit, but will allow these students to
still feel challenged. In previous chapters this has allowed students to continue to push
themselves to see how far they can go. Without these questions we have found that students will
tend to check out once they know how to answer the questions on the quiz or test.

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

Pre- Quiz Analysis

25
20
15

Number of Students

10
5
0

Figure 2: Pre- Quiz Analysis;. Moles

Based on the pre- quiz I believe that students will be more driven to learn the
information. We made sure to use questions that access deeper thinking. Although many students
did not know how to use moles, we know that most understand basic information about moles.
This allows us to move through the easy questions at a faster rate, and focus on how moles are

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

used and how it impacts us. Altogether, using these touchstones is a good tool for students and
teachers to access deeper knowledge and to get students to be involved in what they are learning
and the speed that we are going at (Goodwin and Hubbell, 2013)

PROTFOLIO PROJECT: PRE-QUIZ, RUBRIC AND ANALYSIS

Works Cited
Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying
focused every day. Alexandria, VA: Association for Supervision & Curriculum
Development