Understanding Chemistry Assessments

Brendan Finch from Inner Orbit introduces a video tutorial on the high school chemistry performance expectation HS-PS1-1. The video covers the standard itself, phenomena application, and various question types to scaffold students' understanding. It explains how to use the periodic table to predict element properties and discusses different question types, including prior knowledge, on-grade level, two-dimensional, and three-dimensional questions. The video aims to help teachers build assessments and understand the NGSS standards, offering resources for further exploration.

What is the main focus of the video presented by Brendan Finch?

• Studying the history of chemistry

• Understanding the chemistry performance expectation HS-PS1-1

• Exploring the periodic table in detail

• Learning about chemical reactions

What are students expected to use the periodic table for in HS-PS1-1?

• To memorize element names

• To predict the relative properties of elements

• To identify chemical reactions

• To calculate atomic mass

In the phenomena discussed, what common substance is used to illustrate the concept?

• Water

• Oxygen

• Sugar

• Table salt

What is the purpose of prior knowledge questions in the assessment?

• To assess creativity

• To introduce new concepts

• To evaluate readiness for high school performance

• To test students' memory

What do on-grade level knowledge questions focus on?

• Advanced chemistry topics

• Basic math skills

• Historical events in science

• Understanding the DCI

What do two-dimensional questions assess?

• Neither the DCI nor the crosscutting concept

• Only the DCI

• Only the crosscutting concept

• Both the DCI and the crosscutting concept

Which elements are compared in a two-dimensional question to assess understanding of electronegativity?

• Hydrogen and Helium

• Sodium and Potassium

• Carbon and Oxygen

• Neon and Argon

What is the key concept assessed in three-dimensional questions?

• Chemical formulas

• Valence electrons

• Molecular weight

• Atomic mass

What is the correct explanation for why sodium and chlorine have different properties?

• They have different numbers of valence electrons

• They belong to different groups in the periodic table

• They are in different periods

• They have different atomic masses

What is the final goal of the assessments discussed in the video?

• To study the history of chemistry

• To learn about chemical reactions

• To achieve mastery in understanding chemical bonding

• To memorize the periodic table