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Test Item Analysis: Stoichiometry Jackie LaRue South Pittsburg HS Biology/Chemistry jlarue@mctns.net Frederick Carlisle Whites Creek High School Chemistry/Biology william.carlisle@mnps.org. Navigation Page. Step I: Item Analysis Standardized Test Item Test Item Type Test Item Structure

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  1. Test Item Analysis: StoichiometryJackie LaRueSouth Pittsburg HSBiology/Chemistryjlarue@mctns.netFrederick CarlisleWhites Creek High SchoolChemistry/Biologywilliam.carlisle@mnps.org

  2. Navigation Page Step I: Item Analysis Standardized Test Item Test Item Type Test Item Structure Embedded Content and Skills Step II: Standards Alignment Connections to Curriculum Framework Content Clarification Strand Map Step III: Instructional Alignment Lesson Plan

  3. Step I: Standardized Test Item A mass of 5.4 grams of aluminum (Al) reacts with an excess of copper (II) chloride (CuCl2 ) in solution, as shown below. 3CuCl2 + 2Al 2AlCl3 + 3Cu What mass of solid copper (Cu) is produced? A) 0.65 g B) 8.5 g C) 13 g D) 19 g Question from California Standards Test, 2009 NavigationPage

  4. Step I: Test Item Type and Structure Enhanced Multiple Choice • Stimulus: A mass of 5.4 grams of aluminum (Al) reacts with an excess of copper (II) chloride (CuCl2 ) in solution, as shown below • Stem: What mass of solid copper (Cu) is produced? • Diagram: 3CuCl2 + 2Al 2AlCl3 + 3Cu • Distractors: A,B,C each made one of the following mistakes: did not apply mole ratio, misused the concept of reactant and product, failed to convert to moles • Correct answer choice: D • What makes this the correct choice? This answer reflects appropriate mass-to-mass stoichiometric relationship between Al and Cu given the limiting mass of Aluminum in the reaction. W. Frederick Carlisle, william.carlisle@mnps.org NavigationPage

  5. Step I: Embedded Concepts & Process Skills Concepts, Skills, and Ideas : Chemical reactions, formula mass, the mole, mole calculations, mole ratios, stoichiometry, dimensional analysis Process (Inquiry or problem solving) Skills Assessed? Students must be able to calculate moles, read chemical reactions, determine mole ratios based upon a chemical reaction, and perform mass-mass stoichiometry calculations, mathematical contribution, solving problems using factor-label method. Webb’s Depth of Knowledge (DOK) Levels :Skill/Concept NavigationPage

  6. Step II: Connections to State Curriculum Framework CLE 3221.3.3  Explore the mathematics of chemical formulas and equations. CLE 3221.3.2  Analyze chemical and nuclear reactions. NavigationPage

  7. Step II: Connections to State Curriculum Framework CLE 3102.1.2  Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation, and then checking induced errors and the reasonableness of the solution. CLE 3102.1.4  Move flexibly between multiple representations (contextual, physical, written, verbal, iconic/pictorial, graphical, tabular, and symbolic), to solve problems, to model mathematical ideas, and to communicate solution strategies.

  8. Step II: Scientific Content Clarification Content Clarification Builder NavigationPage

  9. Step II: Math Content Clarification Content Clarification Builder W. Frederick Carlisle, william.carlisle@mnps.org

  10. Step II: Atlas of Science Literacy Strand Map Source Benchmarks from NSDL NavigationPage

  11. Step III: Instructional Alignment The S’mores Circus Lesson W. Frederick Carlisle, william.carlisle@mnps.org NavigationPage

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