SummativeAssessmentQuestion

“Summative Assessment Questions”
Nathan Ducharme
104212471
Prof. Bonnie Belczowski
EDUC 5380 General Science (Teachable Subject)
January 13th, 2020
Introduction:
The role of this assignment is to develop summative assessment questions that assess the
thinking of students at different levels of Bloom’s Taxonomy. There are strengths and
weaknesses of applying this hierarchal model to develop an assessment/evaluation. One of the
primary strengths is it allows students to be challenged on questions that reflect the unit they
have just learned. The questions they are asked will challenge students in various ways, from
remembering basic concepts (remember) to applying what they have learned and creating
original work (create). This is a well-rounded way of evaluating a student’s true understanding of
the concepts taught, as opposed to having students simply memorize and regurgitate information.
This model can be difficult to apply to all subjects or various units within a certain subject.
Depending on the age of the students as well, critical thinking skills may not be fully developed,
and questions that require students to create or evaluate may be difficult. Assessment and
evaluation may also be challenging to some students, especially those who become anxious with
multiple choice questions. The questions I have developed using blooms taxonomy for a grade 7
class who have just learned about matter and energy reflect the entire unit learned. The questions
asked, such as the third creative question, requires students to think outside the box and apply
what they have learned to a new situation. Although this is a difficult question, this creative
question will evaluate how well the students grasped material taught.
Creative questions:
1- Reflecting on your knowledge of pure substances, mixtures, mechanical mixtures,
solutions, and the processes used to separate mixtures from solutions; can you formulate
a theory that puts into perspective the unique traits of the particles (hint particle theory of
matter). (2.2, 3.2)
2- Your peers are confused about the difference between a pure substance and mixtures.
You, being an expert in the subject of matter and energy, decide to create a Venn diagram
that puts into perspective the differences and similarities of these substances. Create this
diagram. (2.5, 2.6, 3.1, 3.3)
3- Sewage is an example of a mixture that can be harmful to the environment if not handled
correction. Can you propose an alternative to simply dumping sewage into our local
lakes? (Hint: This is something we do in Windsor) (1.1, 1.2, 2.3, 2.4)
Evaluating:
1- Can you elaborate on why water is referred to as a universal solvent? Additionally, what
is its significance to the human population? (2.5, 2.6, 3.10)
2- Say you’re stuck in the woods for three days and are in desperate need of clean water.
Sadly, the closest thing to water you have is a muddy puddle (contains transparent brown
liquid). You are desperate to survive. Lucky for you, instead of packing food supplies,
you’ve packed all sorts of tools that would help you separate the solvent from the solute.
What separation technique would you recommend be used? What steps would you have
to follow to obtain fresh water? Are you separating a homogeneous or heterogeneous
mixture? (2.2,2.3, 3.5)
3- Your family is planning to host a large pancake breakfast during the holidays.
Unfortunately, your family forgot to purchase maple syrup. Fortunately, you have been
collecting maple syrup from the maple tree in your backyard. You recall that maple syrup
is a homogenous mixture. What separation technique would be better? Distillation or
Evaporation? Elaborate on why you chose that particular technique and identify the
solute and solvent. (2.5, 3.5)
Analyzing:
1- What is the relationship between a homogenous mixture and a heterogenous
mixture? Select the best answer. (3.4)
a. Homogenous mixtures don’t actually exist whereas heterogenous mixtures
do.
b. Homogenous mixture is different from a heterogenous mixture as a
homogenous mixture resembles a mixture of different substances whereas
a heterogenous mixture resembles a pure substance.
c. Homogenous mixtures have identical particles to that of a heterogenous
mixture.
d. A heterogenous mixture and a homogenous mixture are both a mixture of
particles from multiple pure substances.
2- How does heat affect particle movement in a pure substance? (3.2)
a. An increase of heat will not affect particles, but a substance can change
into a different state of matter.
b. An increase a heat will give particles more energy. This can result in a
substance changing to another state of matter.
c. An increase of heat will result in the particles becoming more attracted to
one another and will therefore vibrate more in close proximity to one
another.
d. An increase of heat will result in particles having less energy as heat
makes the particles “tired”
3- How is a solvent related to a solute? (3.6, 3.7, 3.8, 3.9)
a. A solute is a substance to be dissolved whereas a solvent is the one doing
the dissolving.
b. A solute can only be sugar whereas a solvent can be any pure substance.
c. A solute and a solvent can only both be a pure substance. There are no
exceptions to this rule.
d. A solute and a solvent are in no way related.
Applying:
1- How would the particles move in pure water if the temperature exceeded 110°C? What is
the state of matter? (3.5)
a. The particles are close together. The state of matter is solid
b. The particles are super unattracted to one another. The state of matter is gas.
c. The particles aren’t moving and are close together. The state of matter is liquid.
d. The particles are somewhat attracted to each other. The state of matter is liquid.
2- You and a friend are trying to collect a liquid from a solution containing a soluble solid.
You are aware distillation is the ideal separation technique. How would you apply this
method? (3.2, 3.5)
a. Freeze the solution and remove the soluble solid manually.
b. Slowly pour the liquid through a membrane with very small pores to collect the
liquid.
c. Heat the solution with a soluble solid and collect the vapor.
d. Distillation would not be an effective separation technique to isolate the liquid
from the solution.
3- Choose which of the following solutions would best represent a saturated solution. (3.7,
3.8, 3.9)
a. A solution with a low concentration of solute. The solute is completely dissolved
in the solvent but there is a strong pungent odour.
b. A solution with a high concentration of solute. So much so that the solute is not
completely dissolved in the solvent.
c. A solution with a high concentration of solute but the solution is clear and
odourless.
d. A salad is an example of a saturated solution.
Understanding:
1- You are very cold outside, so you and your friends decide to huddle up for warmth. Let's
say you’re a group of particles! Describe the state of matter you are in. (3.2, 3.3)
a. Gas
b. Liquid
c. Solid
d. Plasma
2- Identify which of the following images is a solution: (3.1, 3.4)
a.
A salad
b.
Gold
c.
Wine
d. Uranium
3- You are given a container filled with liquid. The liquid appears to be clear but contains a
strong, pungent odor. What can you say about this liquid? (3.1, 3.3, 3.4)
a. This liquid is a solution
b. This liquid is a mechanical mixture
c. This liquid is a pure substance
d. This liquid is most likely water
Remembering:
1- Which of the following statements of a pure substance is true? (3.1)
a. All particles in a pure substance are identical
b. All particles in a pure substance are different
c. All particles in a pure substance overlap, meaning there is no space between
particles
d. A McDonald’s Junior Chicken Sandwich is a pure substance
2- What is true regarding the particle theory? (3.2)
i. All matter is made up of particles
ii. All particles you will find in a pure substance is identical
iii. There is always space between particles
iv. All particles are in constant movement. They never stop movement. With
increased heat, they will have more energy and move more.
a. 1 of the above
b. 2 of the above
c. 3 of the above
d. All of the above
3- What is true in reference to the following statement: (3.4)
a. A mechanical mixture looks like a pure substance
b. A clear liquid is a mechanical mixture
c. A mechanical mixture is a heterogenous mixture
d. A mechanical mixture homogenous mixture
Curriculum expectations (specific expectations) and brief
explanation:
Creative questions:
Q1:
2.2 use scientific inquiry/experimentation skills (see page 12) to investigate factors
3.2- state the postulates of the particle theory of matter (all matter is made up of particles; all
particles are in constant motion; all particles of one substance are identical; temperature affects
the speed at which particles move; in a gas, there are spaces between the particles; in liquids and
solids, the particles are close together and have strong forces of attraction between them)
Q2:
2.5 use appropriate science and technology vocabulary, including mechanical mixture, solution,
solute, insoluble, saturated, unsaturated, and dilute, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with
different audiences and for a variety of purposes
3.1 distinguish between pure substances (e.g., distilled water, salt, copper pipe) and mixtures
(e.g., salad dressing, chocolate chip cookies)
3.3 use the particle theory to describe the difference between pure substances (which have
identical particles) and mixtures (which have different particles)
Q3:
1.1 assess positive and negative environmental impacts related to the disposal of pure substances
(e.g., uranium) and mixtures (e.g., paint, sewage)
1.2 assess the impact on society and the environment of different industrial methods of
separating mixtures and solutions
2.3 investigate processes (e.g., filtration, distillation, settling, magnetism) used for separating
different mixtures
2.4 use scientific inquiry/experimentation skills (see page 12) to investigate the properties of
mixtures and solutions
Evaluating questions:
Q1:
2.5 use appropriate science and technology vocabulary, including mechanical mixture, solution,
solute, insoluble, saturated, unsaturated, and dilute, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with
different audiences and for a variety of purposes
3.10 explain why water is referred to as the universal solvent
Q2:
2.2 use scientific inquiry/experimentation skills (see page 12) to investigate factors (e.g.,
temperature, type of solute or solvent, particle size, stirring) that affect the solubility of a
substance and the rate at which substances dissolve
2.3 investigate processes (e.g., filtration, distillation, settling, magnetism) used for separating
different mixtures
3.5 describe the processes (e.g., evaporation, sifting, filtration, distillation, magnetism) used to
separate mixtures or solutions into their components, and identify some industrial applications of
these processes (e.g., use of cheesecloth to separate seeds and skins from juice and pulp to make
fruit jellies; use of evaporation in maple syrup production; use of different sizes of sieves to
separate wheat grains in white bread production; use of strainers in industries to separate slurry
into solids and liquids)
Q3:
2.5 use appropriate science and technology vocabulary, including mechanical mixture, solution,
solute, insoluble, saturated, unsaturated, and dilute, in oral and written communication
3.5 describe the processes (e.g., evaporation, sifting, filtration, distillation, magnetism) used to
separate mixtures or solutions into their components, and identify some industrial applications of
these processes (e.g., use of cheesecloth to separate seeds and skins from juice and pulp to make
fruit jellies; use of evaporation in maple syrup production; use of different sizes of sieves to
separate wheat grains in white bread production; use of strainers in industries to separate slurry
into solids and liquids)
Analyzing
Q1: 3.4 distinguish between solutions and mechanical mixtures
Q2: 3.2 state the postulates of the particle theory of matter (all matter is made up of particles; all
particles are in constant motion; all particles of one substance are identical; temperature affects
the speed at which particles move; in a gas, there are spaces between the particles; in liquids and
solids, the particles are close together and have strong forces of attraction between them)
Q3:
3.6 identify the components of a solution (e.g., solvent, solute)
3.7 identify solutes and solvents in various kinds of solutions (e.g., copper and tin in bronze;
iodine and alcohol in iodine solution)
3.8 describe the concentration of a solution in qualitative terms (e.g., dilute, concentrated) and in
quantitative terms (e.g., 5 grams of salt in 1000 ml of water)
3.9 describe the difference between saturated and unsaturated solutions
Applying
Q1: 3.5
Q2: 3.2, 3.5
Q3: 3.7, 3.8, 3.9,
Understanding:
Q1: 3.2, 3.3.
Q2: 3.1, 3.4
Q3: 3.1, 3.3. 3.4
Remembering:
Q1: 3.1
Q2: 3.2
Q3: 3.4
Answer key:
Creative questions (4 marks each):
Q1- All matter is made up of particles; all particles are in constant motion; all particles of one
substance are identical; temperature affects the speed at which particles move; in a gas, there are
space between the particles in liquids and solids, the particles are close together and have strong
forces of attraction between them.
a. Full mark if students have all the above mentioned main points
b. Students get 3 marks if they list at least 3 of the above mentioned main points of
the particle theory of matter
c. Students get 2 marks if they list at least 2 of the above mentioned main points
Q2:
Unique to pure substances
All particles are identical
Can be an atom or molecule
In nature, this doesn’t really
exist
Similarities
Made up of particles
Always space between
particles
All particles are in constant
movement
Pure substance can be found
on the periodic table
All particles are attracted to
one another
Unique to mixtures
Not all particles are identical
Must be a mixture of
molecules
Will have a lower melting
point and higher boiling point
than a pure substance that is
similar (water and salt vs pure
water)
Exist in nature (mechanical
mixture, solution)
Students receive 4 marks if they are able to fill at least 3 rows per column. Students receive 3
marks if they are able to fill out at least 2 rows per column. Students receive 2 marks if they fill
out at least 1 row per column.
Q3- We can remove solid materials from sewage, which can be decomposed by bacteria. This
can be done by filtration, where liquid drains through a very small filter membrane with a small
pore size. Solids are left behind, and water is collected through the filter. The water can then be
safely returned to the lake and or river. The remaining substance, if the is no harmful material,
can be used as a fertilizer.
Students receive 4 points if their answer is similar to the answer above. 3 points if they describe
the process of filtration. 2 points if they show effort in coming up with a solution for the sewage
and describe a separation process/procedure. It is the discretion of the educator, creativity with
the answer could be consider 4 marks as oppose to 2 if the description provided by the student is
structurally sound.
Evaluating questions (4 marks each):
Q1- Water is called a universal solvent because it can dissolve more substances than any other
liquid on earth. This is important to all living creatures including humans. As water can dissolve
so many types of solutes, it can carry with it valuable chemicals, minerals and nutrients to various
locations. Humans use water for many daily activities, not to mention it makes up more than 50%
of the human adult body.
Students receive 4 points if their answer is similar to the answer above. 3 points if they identify
that water is a universal solvent as it can dissolve more substances than any other substance on
earth and identify the significance of water for humans. 2 points if students simply identify that
water is a universal solvent as it can dissolve more substances than any other substance on earth.
Q2- Distillation would be the ideal technique to use. Distillation is very similar to evaporation,
but the vapor is collected by condensation. In the case of evaporation, the soluble solid is
collected whereas the vapor, being the clean water is evaporated and not collected. Distillation
functions by heating a solution. Vapor rises in a beaker that is plugged, however there is an
extension (a condenser) leading the liquid into a different beaker. This is a homogenous mixture
as the solution looks like a pure substance as it is a transparent, brown liquid. The question does
not say whether there is any other solid material in the solution.
Students receive full marks if they identify that the ideal separation technique is distillation, the
student explains how to obtain clean water and identify the solution to be a homogenous mixture.
Students receive 3 marks if they identify the correct separation technique but do not identify the
solution to be a homogenous mixture. Students receive 2 marks if they identify the separation
technique to be evaporation.
Q3- Evaporation is the ideal separation technique as we are evaporating a solution of sap (solvent)
that contains maple syrup (solute). The maple syrup is the soluble solid that will later be collected.
Students receive full marks if they identify that the ideal separation technique is evaporation and
correctly identify the solute/solvent. Students receive 3 marks if they identify that the ideal
separation technique but do not identify the solute/solvent. Students receive 2 marks if they make
an effort to answer the question but do not answer the question correctly.
Analyzing (1 mark each):
1) d) A heterogenous mixture and a homogenous mixture are both a mixture of particles from
multiple pure substances.
2) b) An increase a heat will give particles more energy. This can result in a substance changing
to another state of matter.
3) a) A solute is a substance to be dissolved whereas a solvent is the one doing the dissolving.
Applying (1 mark each):
1) B) The particles are super unattracted to one another. The state of matter is gas.
2) C) Heat the solution with a soluble solid and collect the vapor.
3) B) A solution with a high concentration of solute. So much so that the solute is not
completely dissolved in the solvent.
Understanding (1 mark each):
1) C) Solid
2) C) Wine
3) A) is liquid is a solution
Remembering (1 mark each):
1)A) All particles in a pure substance are identical
2) D) All the above
3) C) A mechanical mixture is a heterogenous mixture
Citations:
Altaylar, S. (2015, March 19). Part(icles) of Your World: Crash Course Kids #3.2. Retrieved
from http://www.youtube.com/watch?v=npv74D2MO6Q&frags=pl%2Cwn
Collison, M. (2013). The particle theory of matter. Retrieved from
http://www.mrcollinson.ca/Tuck/7%20science/pure%20substances%20and%20mixtures/7_scien
ce_pure_substance_mixtures_lesson_11.pdf
T-Nez (2015). How would a solute affect the boiling point of water? eNotes Editorial.
https://www.enotes.com/homeworld-help/how-would-solute-affect-boilng-point-water552244.Accessed 21 Oct. 2019.
Rosen, S. (1992). Science Workshop Series: Chemistry Mixtures and Solutions. Globe Fearon
DiGiuseppe, M. (2010). Science & Technology Perspectives 7. Nelson Education Limited.
Kurtus, R. (2005). Elements, substances compounds and mixtures. eSchool Todsay.
http://www.eschooltoday.com/science/elements-mixtures-compounds/separation-ofmixtures.html
Good, G. (2019). Separation of mixtures. Good Science. https://www.goodscience.com/au/year7-chemistry/separation-of-mixtures/
Mchale, J. (2016, June 10). Making Maple Syrup: The Boiling Process. Retrieved from
https://www.youtube.com/watch?v=MZMi-qS-E_M