Personal Communication Assessment for Unit 7 Chemistry

Background Information
Day One
Students will be split into four teams. Each team will be given a different lab to complete. The
problem will be posed:
“You are a chemist working for an antacid company. The company has had issues with
their current antacid not dissolving fast enough to be effective in relieving stomach pain causing
many customer complaints. To remedy this, the company has split the chemists into four teams,
each tasked with researching and experimenting a specific way to cause the antacid to dissolve
more quickly. After completing the given lab and making observations, your team will create an
8-minute oral presentation complete with the following information:
 Explaining the science behind the method you were given to research and observe
 Briefly describe the steps of the lab
 What was the reaction rate for the antacid tablet to dissolve
 Pros and cons of using this method
 Your team’s analysis of why you think the company should or should not make changes to
the tablet or directions of use.

You may use Powerpoint, Prezi, or a poster if desired to organize your presentation.
NOTE: Each member of your team must present part of the total group presentation, split
talking time equally among members. Be prepared to answer questions posed by members of
other teams and the instructor.”
Each student will be given the directions for the lab they are to complete along with the problem
posed above and the rubric that will be used to grade the presentation.
Day Two
Students will present their findings to the class. They will have 8 minutes to present the
information in the description above. Each member of the group must present part of the total
presentation. All other groups will be given the exit document to write down potential questions
they have for the group after hearing the presentation.
After each group has presented, the entire class will be given the opportunity to discuss which
method the company should use to re-market the antacid and ask any questions that they have
written down after hearing the individual presentations.
Exit Document: Students will be given a document to fill out including questions for the whole
group discussion, ranking the four methods from best to worst, and a rational explaining their
choic
 _____/36 points Possible

Chemistry Unit 7 Communication Assessment

Thermochemistry/Kinetics
Name:___________________________ Date:_______________

Unit Outcome: Students will examine and define concepts of Thermochemistry and Kinetics to investigate and explain interactions
between molecules.

Learning Outcome: Chem 7.6: Define factors that cause reaction rates to change and indicate how increasing or decreasing these
factors will affect the rate of reaction.

Rubric for Team Presentation and Discussion

Exemplary (4) Proficient ( 3) Progressing (2) Beginning (1) Score

Interpretation Shows a full Shows a good Shows a good Does not seem to
and Assertions understanding of the understanding of the understanding of parts understand the topic
topic. Includes topic. Most of the topic. Some very well.
correct and pertinent information in the information in the Information provided ___ of 4
information in the presentation is correct presentation is in the presentation is
presentation. and pertinent. incorrect or not useful. incorrect or not
useful.

Comprehension Student is able to Student is able to Student is able to Student is unable to

accurately answer accurately answer accurately answer a accurately answer
almost all questions most questions posed few questions posed by questions posed by ___ of 4
posed by classmates by classmates about classmates about the classmates about the
about the topic. the topic. topic. topic.
Preparedness Student is completely Student seems The student is Student does not
prepared and prepared but might somewhat prepared, but seem at all prepared
obviously practiced have needed to it is clear that practice to present. ___ of 4
presenting. practice more. was lacking

Collaboration Almost always listens Usually listens to, Often listens to, shares Rarely listens to,
with Peers to, shares with, and shares with, and with, and supports the shares with, and
supports the efforts of supports the efforts of efforts of others in the supports the efforts of
others in the group. others in the group. group but sometimes is others in the group.
Does not speak over Usually does not not a good team Often is not a good
other group members speak over other group member. Occasionally team member and ___ of 4
during presentation or members during does not let other speaks out of turn.
question/answer presentation or members speak or
session. question/answer share ideas.
session.

Stage Presence Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or ___ of 4
distinctly all (100- distinctly all (100- distinctly most (at least can not be understood
95%) the time, and 95%) the time, but 75%) of the time. OR mispronounces
mispronounces no mispronounces one Mispronounces no more than one word.
words. Volume is word. Volume is loud more than one word. Volume often too soft
loud enough to be enough to be heard by Volume is loud enough to be heard by all
heard by all audience all audience members to be heard by all audience members
members throughout at least 90% of the audience members at
the presentation. time. least 75% of the time
Posture and Eye Stands up straight, Stands up straight and Sometimes stands up Slouches and/or does ___ of 4
Contact looks relaxed and establishes eye contact straight and establishes not look at people
confident. Establishes with everyone in the eye contact. during the
eye contact with room during the presentation.
everyone in the room presentation.
during the
presentation.
Group Discussion Asks open-ended Offers questions to Offers no response when Expresses criticism
questions that stimulate probe others’ interpretations or focused on attributes of
Skills discussion. Offers interpretations and assertions are challenged, the speaker rather than
comments that build on assertions. Responds to or responds to questions on attributes of the
ideas expressed by challenges and questions by reasserting the idea ideas presented. Makes
others during the with further information, being questioned. Offers no attempt to interact
discussion. Offers or refines own ideas to comments that ignore with questions or
questions to probe accommodate new previous contributions or challenges to an
others’ interpretations; perceptions or appear unrelated to the interpretation or
elaborates challenges to information. Speaks flow of ideas in the assertion. Consistently
others’ ideas with directly to other students discussion, with no interrupts others while
reasoned evidence. during discussion. Uses attempt to connect them. they are speaking.
Responds to challenges words, phrases, and Sometimes interrupts Consistently directs
and questions with terminology that others while they are comments or questions
further information, or communicate intended speaking. Sometimes to the teacher when it
refines own meaning. Maintains speaks directly to other would be more
interpretations to engagement throughout students during appropriate to speak to
____ of 12
accommodate new the discussion. discussion; at other times, those participating in
perceptions or directs comments or the discussion. Uses
information. Speaks questions to the teacher words, phrases, and
directly to other when it would be more terminology in a way
students during appropriate to speak to that obscures meaning.
discussion. Selects those participating in the Disengages from the
words, phrases, and discussion. Uses words, discussion repeatedly
terminology to enhance phrases, and terminology or completely.
intended meaning. in a way that sometimes
Maintains engagement confuses other
throughout the participants. Maintains
discussion. engagement in parts of
the discussion;
disengages in other parts.

12 points 8 points 4 points

 _____/22 points Possible

Chemistry Unit 7 Communication Assessment

Exit Document
Thermochemistry/Kinetics
Name:___________________________ Date:_______________

Unit Outcome: Students will examine and define concepts of Thermochemistry and Kinetics to
investigate and explain interactions between molecules.

Learning Outcome: Chem 7.6: Define factors that cause reaction rates to change and indicate
how increasing or decreasing these factors will affect the rate of reaction.

Questions/Thoughts for each Method:

Directions: In the space below, indicate which presentation number and method used by each
team and jot down ideas and questions for each presentation. These questions will be asked
during the whole group discussion. You must ask at least one of your questions during the
discussion. (4 points for each presentation)

Presentation #_____________ Method Used by Group:_______________

Presentation #_____________ Method Used by Group:______________

Presentation #_____________ Method Used by Group:______________

 Ranking of Each Method:
Directions: Rank each method of reducing reaction rates in order of effectiveness; Increase
Surface Area, Increase Temperature, Increase Concentration, and Add Catalyst using the
information you received from each presentation. (4 points)

1. ___________________ (Most Effective)

2. ___________________

3. ___________________

4. ___________________ (Least Effective)

Rational for Ranking:

Directions: In the space below, provide a rational based on the information provided from all the
presentations given today to explain the ranking you gave for the methods of reducing reaction
rates. Answer in paragraph form, using correct capitalization, punctuation, and complete
sentences, for the full six points. (6 points)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
 Scoring Rubric for Rational

Proficient Progressing Beginning Student Score

All four factors that Some factors are Only one or no
affect reaction rates present in the factors presented in
are accounted for in response. Some the response are
response. factors are missing. correct.
____ of 2
2 points 1 point 0 points
All factors are Answer has mostly Answer is missing
explained thoroughly correct explanations important
with correct for reaction rate information regarding
information given for factors, but important reaction rates or false
each. facts are missing. information is given. ____ of 2
2 points 1 point 0 points
Paragraph is Paragraph has some Paragraph has many
complete with proper incorrect punctuation punctuation and
punctuation, or capitalization, or capitalization issues.
capitalization, and has an incomplete Sentences are
complete sentences. sentence. incomplete. ____ of 2
2 points 1 point 0 points