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(C) Students confused intra vs intermolecular forces.
(f) and (g) Students ignored the reaction stoichiometry when making calculations.

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-Writing the rate law (writing "Rate =", including k, including products, order is sum of exponents)
Remedy - Practicing writing correct rate laws, checklist of steps for each type of problem
-Determining if the mechanism matches the rate law (didn't discuss how molecularity of RDS matches the rate law)
Remedy - teach students how to mark up problem (mark RDS), and justify correctly.

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a) students had an understanding of periodic trends
(d) students were aware of proper units for pressure
e) students expressed concentration with brackets

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Part a - Identifying the order of the reaction based on the graph

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initial vs equilibrium concentrations (practice RICE tables)
buffer calculations

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balancing equations
lab error explanation (practice doing labs)

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Omitting electronic charge while writing ionic equations.

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Omitting electronic charge while writing ionic equations.

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Qn #3 2019

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Connecting temperature to solubility.

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Students should spend more time with lab based questions incorporating molar relationships and molarity.  Limiting reactant questions should also be addressed more frequently.

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Students for the most part were able to apply atomic structure concepts to explain why I2 had the longest bond length of the halogens

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sig figs and conversion between ml and L

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Understanding of water on concentration.

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Utilizing a RICE table Keep Practicing!

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Students confused hybridization with electron configuration--> make sure students understand hybridization is involved in bonding and electron configuration.

Students couldn't properly identify which elements form H-bonds--> clarify that an H bond must be between an H atom and an atom with a lone pair

Students made simple math errors with conversions and rounding --> emphasize these skills early in the year and practice often

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Students mixed up oxidation/ reduction.
They struggled with calculating the oxidation of an element in a polyatomic ion

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Students struggled to read glassware correctly (if we remember correctly, there was an issue with this question and the numbers didn't match up). SP 2.C, 3.A

Students struggled with the basic concepts of oxidation and reduction, what they are and how to apply oxidation numbers to a polyatomic ion. 4.9

Students struggled with significant figures and conversions.

Students struggled to understand the procedures that were occurring in the experiments. SP 2.D, 4.6

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Most of the students confused intramolecular forces for intermolecular forces and they calculated Delta H incorrectly by neglecting reaction stoichiometry

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Understanding ionic compound properties.

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Students were able to use oxidation numbers to determine what was being reduced.

Students were able to perform calculations between moles, volume, and concentration.

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Understanding experimental process such as gravimetric analysis.

Have students practice looking at errors in lab work

Complete lab work.

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Knowing the difference between moles and molarity.

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Making sure to be aware of limiting reactants

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Can not make connections between real and ideal gases
Wanted to use IMF as explanation for everything

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Question 3 Writing balanced net ionic equations

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Question 3 Writing balanced net ionic equations

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Understand the relationship between temp/KE and velocity
Particle diagrams could be used as a resource as well as online simulations connecting energy and particle movement