ACP Portfolio Cruz

Fall 2019

ACP LL C

Adjunct Certification Program Lourdes Lourella L. Cruz



LSC Adjunct Certification Program Fall 2019
Portfolio Lourella Cruz

ACNKOWLEDGEMENTS AND DEDICATION

To: Mister B, my “Better ¾”,
for his unconditional love and support in everything that I have done and do

To: Loubel, my chief Cheerleader,
for always urging me to pursue my goals with tenacity.

To: My ACP Classmates and our Facilitator, Sunnye Pruden,
for the tolerance of my shortcomings and for the motivation for me

to be within “par”, if not better, during the course of the ACP.

To: My students, former, current and future,
for having been, are, and will be the ultimate beneficiaries

of my academic aspirations.

Memorial

In memory of my beloved parents, Reynaldo & Luz Lataquin,
who inspired me to become a “teacher”

and encouraged me to be the best I can ever be.

LSC Adjunct Certification Program Fall 2019
Portfolio Lourella Cruz

CONTENT Page

❖ What is ACP ? 1
❖ Lou’s Syllabus Snapshot 2- 3
❖ Learning Objectives (following Bloom’s taxonomy) 4
❖ Lou’s Student Prep Strategy 5- 6
❖ Lou’s CATS Adaptation 7- 8
❖ Lou’s New Technology 9
❖ Lou’s BOPPPS Lesson Plan (Chart) 10-11
❖ Lou’s BOPPPS Presentation (PPT → pdf) 12-17
❖ Formal Assessment 18-19
❖ Rubric 20
❖ Reflective Essay 21

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Chem. 1412.5001/5002
General Chemistry II- Hybrid

(late start) Spring 2020

This is a HYBRID CLASS. Week # Lecture (Online) Saturday Lab
In-campus session for Lab: Saturday #1
Review Basic Concepts 02/01
8:30 AM – 12:35 AM, HSC2 251 Start 01/31
Lecture Component: LSC-Online (D2L) #2 (Chem. 1405 & 1411) Orientation

Course Outline  2/03 – 2/08 Chapter 12 Pre-lab for
(Condensed) #3
(Homework due 2/08) Exp’t #1
For Detailed Schedule 2/10 – 2/15
#4 Chapter 13 02/15
Refer to Syllabus
in D2L 2/17 – 2/22 Quiz Deadline: 02/15 Exp’t #1
#5
Read the Course Learning Outcomes Chapter 14 02/22
listed in the Complete Syllabus. (there 2/24 – 2/29
are 19!). #15 states: “to be able to #6 Quiz deadline: 02/22 Exp’t #2
relate physical observations and
measurements to theoretical principles”. 3/02 – 3/07 Chapter 15 02/29

Pre-requisites: 3/09 – 3/15 Quiz deadline: 02/29 Exp’ts #3 & 4

College Level Readiness in Reading AND Writing, #7 Chapter16 03/07
CHEM 1411 AND MATH 1314 3/16 – 3/21
Quiz deadline: 03/7 Exam #1
You will need to have: #8
3/23 – 3/28 Exam #1 deadline Deadline
 The Textbook: GENERAL
 CHEMISTRY, by: #9 Spring Break Spring Break
EBBING, Publisher: 3/30 – 4/04
Campus closed No Class
CENGAGE , Edition: 11TH, #10
4/06 – 4/11 Chapter 17 03/21
 Scientific Calculator 
#11 Quiz deadline: 03/21 Exp’ts #5 & #6
ISBN: 4/13– 4/18
9781305580343ISB 3/21:Exam #2
N: 9781305580343 #12
4/20-4/25 Deadline

#13 Chapter 18 03/28
4/27 – 5/02
Quiz deadline: 03/28 Exp’t #7
#14
5/04 – 5/09 Chapter 19 04/04

Homework due: 04/04 Prepare

Quiz deadline: 04/11 Reports

4/04: Exam #3

Deadline

Finish Chapter 19 04/11-Staff &

Start Chapter 20 Student

Holiday

Finish Chapter 20 04/18

Quiz deadline: 4/18 Exp’ts & 8 & 9

Start Chapter 23

04/25

Finish Chapter 23 Lab Check-Out

Quiz deadline: 04/25

Review for Lecture 05/02

Final Exam Take Lab Test

Final Exams Week

Instructor: LOURELLA L. CRUZ

Tel. No.: 832-246-0000 Ext. 555-3430
Email: [email protected]
Office Hours (on Scheduled Saturdays,

2nd, 3rd, and 4th) 8:00 AM – 8:30 AM
and 11:45AM – 12:15 PM, HSC251

Have a G-R-E-A-T
SEMESTER!

ACP Assignment, Module #1 Lourella Cruz
Fall 2019 Page 1 of 2

Chem. 1412 Learning Objectives

I. Course Learning Objectives #3 - Identify the characteristics of acids, bases, and salts,
and solve problems based on their quantitative relationships.

Learning Objectives (based on Bloom’s Taxonomy)

1) Knowledge/Remembering:
At the end of the lesson, the learner will be able to recall the different definitions most
commonly used to describe acids, bases and salts. (limit to three: Arrhenius, Bronsted-
Lowry and Lewis definitions).

2) Comprehension/Understanding:
2a) At the end of the lesson, the learner will be able to identify which given substance is
consistent with each, two or all of the definitions (from objective #1).

3) Analysis
At the end of the lesson, the learner will be able to compare & contrast strong/weak
acids and bases.

4) Evaluate

At the end of the lesson, the learner will be able to assess the strength of a given acid
or base according to hydrogen ion or hydroxide ion concentration, i.e., [H+] or [OH-].

(Time Permitting)

5) Create
At the end of the lesson, the learner will be able to investigate the acid/base content of
samples (e.g., water and other liquids) from different sources.

Note: A regular class session for chemistry is 90 minutes. Some sections that are late-start
(as in the case for this instructor) can have each class session last for 120 minutes.

Reading Assignment
Chapter 15 – Acids, Bases and Salts
(Use the textbook or any other resources )

Recall the SQ3R Strategy

 Select at least four (or all) items from the given
pictures, charts &/or images, and relate each to the assigned reading material.

 Pay attention to the Learning Objectives for this Chapter as you read.
 You may type or handwrite your work and submit on the next class session. (There will be a

short assessment regarding the reading assignment).

#2

#1) 1879-1947 1874- 1936 1875-1946

1879-1927

Which Which

definition? definition?

#3) 

#4) I AM #5) 
STRONG

#6a)

6b& c) 

Discussion regarding the Reading Assignment will be mostly Student Driven, with
the instructor playing the role of a facilitator/moderator.

#1) The set of photos relate to Learning Objective #1. Students will correlate the photos (and the dates)

to the names of scientists and recall the corresponding different definitions for Acids and Bases that
each one discovered. (a) Arrhenius theory, (b) Bronsted-Lowry definition, and (c) Lewis definition.
(Note: The textbook has similar photos and dates, and so do other books and/or online resource.)

#2) This chart conveys Learning Objective #2. a) From a given list or examples students will be able to
relate the chart/image to identifying which acids and bases are consistent with the definitions (from #1).
(b) Hopefully, too, the students (most, if not all) will be able to explain why some acids/bases are
consistent with only one or two of the definitions.

#3) Image #3 shows a reaction and connects to Learning Objective #3. The image obviously shows a
reaction, hence, from the material that they read, students will be able to implement strategies to write
and balance chemical reactions involving acids and bases.

 Examples of reactions will then be written on the board (or shown on a power-point show).
Students will be asked to try and balance each equation themselves first before the correct
answer will be shown.

#4) The cartoon is associated with Learning Objective #4. (a) Students will compare and contrast
acids and bases according to strength, and learn how to use a Table to “rank” the substances (from a
given list) according to strength.

(b) Making use of the knowledge from #4a) students will be able to distinguish the acidity,
basicity or neutrality of given salts.

#5) Students will link Image #5 to Learning Objective # 5, hence will lead to the assessment of the [H+]
(or hydrogen ion) and [OH-] (or hydroxide ion) concentrations, relating to pH and pOH (and to note that
pH + pOH =14) and ultimately understanding Kw (or the water ionization constant). The colorful scale
relates to pH paper testing for degree of acidity or basicity, which may be used to distinguish the acidity,
basicity or neutrality of a salt.

#6) Images 6a) 6b) & 6c) represents Learning Objective #6. From their reading assignment, students
will be able to research and investigate studies and experiments relating to acids and bases. In the
laboratory, following the lecture, students (working in groups) may design an experiment involving
acid/base content of samples. Whichever is proven to be workable will be demonstrated as a laboratory
experiment.

ACP Fall 2019 Lourella Cruz

Adding CATS (Classroom Assessment Techniques)

Course Learning Objective #3: Identify the characteristics of acids, bases, and salts, and solve
problems based on their quantitative relationships.

I. Adapted from 50 CATS by Angelo and Cross:

1) The CATEGORIZING GRID.

• Lesson objective for Analysis (recognize acidity/basicity/neutrality of salts)

What conclusion can you draw from the list of chemical compounds given in the table below?

Indicate whether the given salt is acidic, basic or neutral. Place a check mark (√) in the

cell/column corresponding to your conclusion.

List of Salts D

Acidic Neutral Basic or Alkaline
CuCl (Copper I Chloride)
KNO2 (Potassium Nitrite)
NaCl (Sodium Chloride)
CaCO3 (Calcium Carbonate)
FeSO4 (Iron II sulfae)

OCUME
2) DOCUMENTED PROBLEM-SOLVING

• Lesson objective for Evaluation (determining actual pH of a given solution)

Given the following solutions with corresponding concentration,
(a) 0.1 M Hydrochloric Acid
(b) 0.1 M Potassium Hydroxide
(c) Pure DI water

What would you select as the one with the highest pH? Document all pertinent steps in
your calculations. (Note: You may use only one of the two following methods: (1) the
textbook method (calculations using Kw), or (2) the engineering method introduced in class
(calculations involving pH + pOH only)
Use the spaces on the back side of this sheet.

ACP Fall 2019; Adding CATS, LLC, Page 1 of 2

ACP Fall 2019 Lourella Cruz

Adding CATS (Classroom Assessment Techniques)

Course Learning Objective #3: Identify the characteristics of acids, bases, and salts, and solve
problems based on their quantitative relationships.

The CATS technique below is to be administered separately from the ones shown in the previous
pages. This assessment is to be done during the last 15 minutes of class. This may be non-graded
or for bonus points.

II. Adapted from Classroom Assessment Techniques by Lee Haugen.

Evaluation of: Course Knowledge and Skills
- APPLICATION TO REAL-WORLD SITUATION

In no more than 15 minutes, in only one paragraph of about 200 words,

Option 1: Write a news article that you have encountered (from any media), that relates to
any of the topics discussed in this chapter (Acids, Bases, Salts), and the applications of the
topics.

Option 2: write a short essay on how this chapter relates to your academic major or plans
for your future profession.

ACP Fall 2019; Adding CATS, LLC, Page 2 of 2

LSC ACP Fall 2019 Lourella Cruz

NEW TECHNOLOGY for Lou
(Learned and Applied only this November 2019)

I. Edpuzzle

(Learned and Applied this November 2019)
(go to Edpuzzle.com and select a class)

Name of Lou’s class: LSC ACP Chem

A. For public viewing, copy and paste the
following url:

https://edpuzzle.com/assignments/5dc060fb3db8f640b9376826/watch

B. For class viewing with assignment/quiz, the instructor has to set
the class to “LIVE”.

Student link: https://edpuzzle.com/open/vuofumi
Instructions for students:

1. Go to the link your teacher shared with you.
2. Choose a nickname.
3. Explore the video lessons in your new class!

II. Edpuzzle is a “work in progress”. A second class has been opened
with a different Learning Outcome which is not part of this ACP
portfolio.

III. Another New Technology learned this Fall :

Just starting this Fall, I have started recording Screen Recording and
narration to my existing lecture slides (in ppt) Screen Capture Software
using TechSmith Relay.
I also used TechSmith Relay to import a video
(which I also made for Some lessons) from my
from a YouTube file into D2L video lesson.

ACP Fall 2019 Lourella Cruz
Page 1 of 2
BOPPPS LESSON PLAN

COURSE: Chem. 1412 – General Chemistry II (NOTE: A regular 16-week lecture session is 90 minutes; for a l4-
week lecture session is 120 minutes)

Lesson Title: Acids, Bases and Salts
Bridge: How will you gain learner interest and set the stage for the lesson?

• A Newsflash about the effect(s) of acids and bases on the environment and humans.
Shown as a video using TechSmith Relay (via D2L)

Estimated time: 6 minutes
Course Student Learning Outcome: (provided in Reading Assignment)

Course Student Learning Outcome: #3 - Identify the characteristics of acids, bases, and salts, and solve
problems based on their quantitative relationships.

Learning Objectives: By the end of this lesson, students will be able to

1. Knowledge/Remembering: At the end of the lesson, the learner will be able to recall the different definitions most commonly used to
describe acids, bases and salts. (there are three: Arrhenius, Bronsted-Lowry and Lewis definitions).

2. Comprehension/Understanding: At the end of the lesson, the learner will be able to identify which given substance is consistent
with each, two or all of the definitions (from objective #1).

3. Analysis: At the end of the lesson, the learner will be able to compare & contrast strong/weak acids and bases.

4. Evaluate: At the end of the lesson, the learner will be able to assess the strength of a given acid or base according to hydrogen ion or

hydroxide ion concentration, i.e., [H+] or [OH-].

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student
preparation strategy you developed.

Students submit pre-class assignment on assigned reading for the lesson. 5 minutes will be allowed for General
“Questions and Answers” regarding reading assignment.
Some activities in the Participatory Learning can also be considered Pre-Assessment.

OR: If a computer lab is available for the entire class, an Edpuzzle video with embedded quiz may be used.

Estimated time: 10 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified
• New instructional technology you are trying
• At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

5 min Distribute name tags corresponding to Read and recognize the substance Reading
5 min different substances (i.e. Acids & Bases), and written on the name tag provided. Assignment/Student
other hand-outs (lesson materials) . Prep & Lesson
5 min Objectives
Announce the instructions for students to Identify the substance written on the Reading
6 min form two teams according to the substance name tag as to acid or base. Then, Assignment/Student
represented by each name tag. Play video on actually move to find “team mates” Prep, power point
TechSmith Relay via D2L corresponding to the substance each slides. .(Knowledge and
name tag represents Remembering)
Ask students to recall the three different Recall the different definitions, read Reading
definitions for acids and bases. Then point- the board, confer with team mates, Assignment/Student

out a chart in power point, containing a list of then, a volunteer or volunteers from Prep and power point
slides. (Comprehension
acids in one column and a corresponding each team go to the board to check and Understanding)

column for each definition so students may their corresponding selection(s) on a Chart of Acid/Base
Strength, power point
place a “checkmark” for their selection(s) . grid provided in a power point show slides. (Analysis)

(Using Categorizing Grid (From Angelo and that is projected on the whiteboard. Reading Assignment,
Pre-test, Calculator
Cross) (Evaluate)

4 min Instruct students to assign a team captain Using reference materials, select the

according to the strength of the acid/base proper team mate to be team captain.

represented, and then to arrange the team Then students in each team, arrange

members according to strength themselves according to the strength

of acid/base each one represents.

10 min Determine student’s general knowledge on Perform qualitative comparison of the

how to assess the strength of acids and substances listed on the power point

bases. Introduce pH and pOH and relate to slide. Then reinforce the comparison

[H+] or [OH-]. Using Documented Problem- with calculated information.

Solving (from Angelo & Cross) Volunteers are asked to show their

work on the board.

Post-assessment: How will you assess if objectives have been met?

• Formal Assessment

Estimated time: Formal Assessment (15 minutes) Additional assessment included in Summary
Summary: How will you close the lesson? A short self assessment for students.

Adapted from Classroom Assessment Techniques by Lee Haugen.
• Evaluation of: Course Knowledge and Skills

- APPLICATION TO REAL-WORLD SITUATION

➢ In no more than 15 minutes, and in only one paragraph of about 200 words, select from the following
options:

➢ Option 1: Write a news article that you have encountered (from any media), that relates to any of the
topics discussed in this chapter (Acids, Bases, Salts), and the applications of the topics.

➢ Option 2: Write a short essay on how this chapter relates to your academic major, or plans for your future
profession.

Estimated time: 15 minutes maximum

LESSON MATERIALS ARE ATTACHED (SLIDES, HANDOUTS, ETC.)

11/4/2019

Student –Centered ACP Spotlight “Hook” to get
Activity Presentation student’s interested
L. Lourella L. Cruz
Professor in Chemistry

Bridge

IN THE Effects of acid rain are
NEWS visible in many places in
Washington, D.C. Just as few
Acid Rain Eating Washington, D.C. examples are the statues in
several parks are chipped
and eroding. Walls on
government buildings are
peeling off.
Environmentalists are
lobbying to minimize acid
rain and maintain a neutral
balance in the environment.

(Play video) https://www.youtube.com/watch?v=bbnk4f6ebck

1

11/4/2019

Objectives • Lesson Learning Objectives:

Course Learning Objective #3: • (1) Knowledge/Remembering:
Identify the characteristics of At the end of the lesson, the learner will be able
acids, bases, and salts, and to recall the different definitions most commonly
used to describe acids, bases and salts. (limit to
ICdoeunqsrotusilfeavyneLtephitarearotncbihivlneeagmrraOesclbabtjetaeirosciesnttidsvicheosinp#os3tf.h: eir three: Arrhenius, Bronsted-Lowry and Lewis
definitions).
acids, bases, and salts, and
solve problems based on their • (2) Comprehension/Understanding:
At the end of the lesson, the learner will be able
quantitative relationships. to identify which given substance is consistent
with each, two or all of the definitions (from
objective #1).

• (3) Analysis
At the end of the lesson, the learner will be able
to distinguish an acidity, basicity or neutrality of
a given salt.

• (4) Evaluate
At the end of the lesson, the learner will be able
to assess the strength of a given acid or base
according to hydrogen ion or hydroxide ion
concentration, i.e., [H+] or [OH-].

Pre- • Discussion of Reading Assignment/ • EdPuzzle
Assessment Student Prep with
embedded
questions

2

11/4/2019

Second P

1 2

Participatory Learning

Instructor: After distributing name tags to Whoa..! How are Uh, uh.. Why is Lesson Objective#1 for
students. Prrrrrt… (whistle) Can you please the teams there water and Knowledge/Remembering: “At the end of
form two teams corresponding to the formed? bicarbonate on the lesson, the learner will be able to recall
classification of substance that is the different definitions most commonly
represented in your name tag? 1 each team? used to describe acids, bases and salts.
Then direct your attention to the screen (limit to three: Arrhenius, Bronsted-Lowry
and watch out for the umpires. 2 and Lewis definitions).

HCl H2O

H3PO4 KOH NH3

BBr3 SO3 AsH K2O
3
Team “A” Team “B”

• What will be the proper response to each • 1) Acids are in Team A, while Bases are in Team B
umpire? • 2) H2O and HCO3- are both AMPHOTERIC

substances.

3

11/4/2019

Instructor: How many definitions of Acids • Lesson Objective#2 (fr
and Bases are there? What are they? comprehension/understanding) At the end of the
lesson, the learner will be able to identify which given
Using the chart below, identify the substance is consistent with each, two or all of the
definition applicable for the acids definitions (from objective #1).
provided in the first column.
You may volunteer to come to the board Arrhenius Bronsted-Lowry Lewis
to write your answers.
1875-1946
List of Acids
(check (check below for (check below
BBr3 (reacting with AsH3) below for selection) for selection)
HClO4 (reacting with H2O) selection)
H2O (reacting with NH3)
SO3 (reacting with K2O) √√ √
√ √

Instructor: Now each team must Can you identify What is the Learning Objective 3, for
arrange themselves according to the captain for best way to do Analysis: At the end of the
strength. Use your handout (showing lesson, the learner will be able to
acid strength) if needed. This is shown each team? this? compare & contrast strong/weak
in the next slide. Then respond to acids and bses.
the umpires’ question.
2
H2 1
HCl O

H3PO4

KOH NH3

BBr3 SO AsH K2O

Team “A” 3 3

Team “B”

Response to Umpire #1)

Captain for Team A should be HClO4, and captain for Team B should be

Response to Umpire #2)
Whatever is the strongest in each team must be the captain.

4

11/4/2019

Instructor: Compare your team arrangement to the one shown below:

Team “A” Team “B”
KOH

HCl NH3

H3PO4

H2O H2PO
SO3 4-

AsH3

K2O

Instructor/Narrator: Without the chart or table, how can we determine the strength of given samples?

(1) pH paper (2) Hand-held or Portable (3) Electronic pH meter

pH meter

Instructor/Narrator: What method can we use to determine acidity and basicity given a
scenario or a hypothetical situation?

(4) Calculations using [H+], [OH-], Kw, pH and pOH

Lesson objective for Evaluation
At the end of the lesson, the learner will be able to determine the actual acidity or basicity levels of
given solutions.

Can you calculate the pH of the following solutions?
0.1 M HCl
(b) 0.1 M H2SO4
(c)Pure H2O

5

11/4/2019

Post
Assessment

Summary Evaluation of: Course Knowledge and Skills
APPLICATION TO REAL-WORLD SITUATION

Adapted from Classroom Assessment Techniques by Lee Haugen.

• In no more than 15 minutes, in only one paragraph
of about 200 words,

Option 1: Write a news article that you have
encountered (from any media), that relates to any of
the topics discussed in this chapter (Acids, Bases,
Salts), and the applications of the topics.

Option 2: write a short essay on how this chapter
relates to your academic major, or plans for your
future profession.

6

ACP Fall 2018 Lourella Cruz

Formal Assessment

The actual quiz is in the next page. This page shows the learning objectives that serve as the
foundation of the actual assessment.

I. Course Learning Objectives #3: Identify the characteristics of acids, bases, and
salts, and solve problems based on their quantitative relationships.

1) Question #1) Lesson Objective for Knowledge/Remembering:
At the end of the lesson, the learner will be able to recall the different definitions
most commonly used to describe acids, bases and salts. (limit to three: Arrhenius,
Bronsted-Lowry and Lewis definitions).

2) Question #2) Lesson Objective for Analysis (regarding acids and bases)
At the end of the lesson, the learner will be able to compare & contrast strong/weak
acids and bases.

3) Questions #3 & #4) Lesson Objective for Analysis (regarding salts)
At the end of the lesson, the learner will be able to distinguish an acidity, basicity or
neutrality of a given salt.

4) Question #5) Lesson Objective for Evaluation
At the end of the lesson, the learner will be able to assess the strength of a given acid or
base according to hydrogen ion or hydroxide ion concentration, i.e., [H+] or [OH-], and
relate to pH.

Chem. 1412 Quiz #6 (Acids, Bases and Salts) Name of Student ______________________

Answer the following Multiple Choice Questions by placing a check mark (√) on the “bubble” before your

selected answer. Use a pencil and erase properly any answer that you wish to change. Should you need a
pencil, there are pencils available from the instructor. Pace yourself and observe time limits (15 minutes).

1) (2 points) Given the equation: H2O(l) + HPO42-(aq) ↔ H2PO4-(aq) + OH-(aq)

Which of the following statements is TRUE?
o H2O is a Lewis Base because it is an electron pair donor to form a covalent bond
o H2O is a Lewis Acid because it is an electron pair donor to form a covalent bond
o H2O is the acid in the reaction with OH- as its conjugate base
o H2O is the base in the reaction with OH- as its conjugate acid
o HPO42- is a Bronsted-Lowry acid because it is a proton accepter

2) (2 points) Each of the following pairs contains one strong acid and one weak acid, which pair is the

exception? :
o H2SO4 and H2SO3
o H3PO4 and H3PO3
o HCl and HF
o HNO3 and HNO2
o HClO2 and HClO4

The following given salts are for Questions #3 ad #4.

Given the following salts: 1. Calcium oxide

2. Barium chloride

3. Zinc nitrate

4. Potassium sulfate

3) (3 points) Which salt(s) will be acidic when dissolved in water?

o 1 only

o 2 only

o 3 only

o 1 & 2 only

o 2 & 3 only

4) (3 points) Which of the salts will become basic when dissolved in water?
o 1 only
o 2 only
o 3 only
o 1 & 3 only
o 2 & 4 only

5) (5 points) Given the following solutions, what would you select as the one with the highest pH?

o 0.1 M Hydrochloric acid
o 0.1 M Potassium hydroxide
o Pure liquid (DI) water

Provide pertinent information to support your answer. Include mathematical calculations, if
needed. You may use the back side of this sheet as calculations sheet.

ACP Fall 2019 RUBRIC FOR GRADING CHEMISTRY LAB REPORTS Lourella Cruz

Report Part (Excellent) 4 points 3 points 2 points 1 points Score
Introduction .
• Name, Date, Lab Partner One of the Two of the Three of the
Procedure • Writes a statement of the purpose of "excellent" "excellent" "excellent"
the lab. conditions is not conditions is not conditions is not
Observations • Title is relevant. met met met
& Results • States a hypothesis that is based on
research and/or sound reasoning One of the Two of the Three of the
Data Analysis • Hypothesis (prediction) is testable. "excellent" "excellent" "excellent"
& Questions • Step by step list of how the conditions is not conditions is not conditions is not
experiment was performed. met met met
Calculations • Measured values are properly stated.
• All verbs in past tense passive form. Results are clear Results are Results are
• Proper paragraphing is observed and labeled, unclear, missing disorganized or
• Graphs and tables are present • trends are not labels, trends are poorly recorded
Labeled correctly obvious, not obvious at all to make sense of
• Results and data are clearly recorded,
organized so it is easy for the reader to Analysis Analysis lacking in Analysis poor,
see trends. somewhat insight, not very incomplete
• Written description present lacking in insight, enough data was data, inaccurate
• All questions have been answered just enough data, gathered to analysis
completely and thoroughly additional data establish trends,
• Questions and answers are written would improve OR analysis does Three of the
this part. not follow data "excellent"
• Lab report contains at least two One of the Two of the conditions is not
calculations of each type required to be "excellent" "excellent" met
done. conditions is not conditions is not
• The general formula used for each met met
type of calculation is provided.
• Substitution to the formula must be
visible, with correct values for each
variable.
• Answer should include the correct
units and the correct number of
significant figures.

Conclusions Summarizes the essential data used to One of the Two of the Three of the
draw "excellent" "excellent" "excellent"
Format & conclusions conditions is not conditions is not conditions is not
Presentation • Conclusions follow data (not wild met met met
guesses or
leaps of logic), -A few guidelines -A number of -Somewhat
• Discusses applications of experiment not followed. guidelines not lacking
("real -With a few followed. in organization,
world" connections) spelling/grammar -a number of -multiple
• Hypothesis is restated and rejected or error spelling/grammar spelling/grammar
accepted based on the data. - Neat enough errors. errors,
- neat in most -not neat at all.
• Followed all instructions & guidelines parts
• Proofread
• No spelling or grammar error
• Neat and all parts legible

LSC Adjunct Certification Program Fall 2019

Reflective Essay

When I was informed that I was selected to participate in the Adjunct Certification
Program, I was very happy and felt blessed. A few days later, I received the email from our
facilitator/instructor, with the syllabus attached to the email. I opened the attachment and
printed the syllabus. A feeling of mixed emotions crept through my entire mind and body. I
did an examination of my own conscience and told myself there was no harm to start the
course, and later withdraw from the program if and when I deem necessary to do so.

When the cohort met face-to-face for the first time, I felt very intimidated. All of
my classmates were younger than me, with most of them half my age. My observations made me
even jittery, when almost everybody in the class acted so Tech Savvy and Cyber experts. I
told myself that I had a lot of catching-up to do. And then, “WHAM and POW”, I was given
the textbook and when I flipped through the pages discovered that there were no pictures nor
graphics to attract my attention and interest. To add to my dismay, the font was too small for
my reading comfort. I went home quite downhearted, and my husband told me to just withdraw
if the course causes too much stress. But my daughter patted me on my back and told me that
she has never seen me quit anything all my life. She reminded me that I even did not miss a
day of teaching even when I was in great pain and was certified as a Disabled Person. Her
advice was to lower my expectations of my own self, and even joked: “you are not on the
running to be valedictorian, or even any distinction for that matter.” I took her advice, and
here I am ready to complete the ACP.

I took a deep breath and started from scratch. I read the syllabus thoroughly and
marked the requirements for each module. I purchased a reading glass that suited my vision
just for reading the textbook. I made a schedule of activities which included my daily
activities, including baby-sitting (of grandkids), fulfilling family responsibility, teaching a class,
doing my pastoral care assignments, attending campus committee meetings, tutoring, and very
importantly, attending to my ACP obligations. The weeks went so fast, and I am writing this
reflection based on my scribbled notes (diary style). I am not very good at writing essays and
was tempted to place each paragraph in “bulleted format”. I would like to prove myself wrong
and am trying my best to complete this essay well enough to be within par with expectations of
our Facilitator and my classmates.

Every module was a challenge for me, mainly due to my decreasing ability to process
audio and visuals as fast as my younger peers. I also have this innate hesitation for new
technology. But I gathered enough zest to attack every module one step at a time, and did
fulfill each and every assignment, sometimes to my amazement, ahead of schedule. Modesty
aside, I am pleased to say that I already have been using many of the Teaching Tips featured
in the different Modules, but much to my admiration of the ACP, I have learned so much more,
and wondered why it took me 23 years of full-time teaching to learn about them. I am
fortunate to be a current adjunct, at my age and stage of life, and gained the ACP experience
before I go into full retirement. I have learned that the saying: “you cannot teach old dogs
new tricks” is totally wrong.

The first assignment I completed was the syllabus snapshot, which I made for my
course for Spring 2020. I immediately made use of it when prospective students emailed me
asking for information about the course. I emailed them the syllabus snapshot, which actually
convinced them to register for the course early. The second assignment was writing SMART

Learning Objectives for a lesson. This was the beginning of the planning and building-up a
portfolio. I am thankful for discovering this early one because all other assignments were
prepared and built using the same lesson. For this assignment, I failed to explain that the
lesson I planned for was for a 2-hour class session. So, revised it a little bit to shorten the
lesson time. This made my BOPPPS model easier to prepare.

I found it a little bit of a challenge to prepare for the assignment on “Motivating
students to Read the Assignment”. So as my Student Prep strategy, I designed a reading
assignment that was based on pictures and graphics. This was right-on-schedule for my actual
class, so I was fortunate to put it to use. Students were not only pleased, but were highly
motivated to complete the assignment. With this as the foundation, I was able to design a Pre-
Assessment strategy and used EdPuzzle video with embedded questions. I was fortunate to
attend a one-hour training class for EdPuzzle just when I was planning for the New Technology
assignment. While in that training class, I was about to break down when I was too slow
reading and following the steps at the same time. I did not want to waste my time, so I
patiently searched for useful material to use for Pre Assessment.

The Participatory Learning assignment took a lot of time for me to prepare. It took a
number of revisions before I got satisfied to submit it. This became the “heart” of the
succeeding assignments which became a tad easier to prepare.

I learned so much from “CATS”. I revised many of my existing assessments to align
with the guidelines provided. I actually designed my “Summary or Closing” based on one
strategy I learned from “CATS”. I revised some of my existing formal assessment to follow
“best practice” from “CATS”. I have decided to revise ALL of my existing assessments, not
just for this portfolio but for normal use in my classes.

The BOPPPS presentation is the highlight of my experience, but was not as difficult as
I expected, due to the “build-up” planning and strategy from the previous assignments. My
limited technology and cyber abilities posed some challenges that I was so proud to have
conquered (I hope).

This is not the “finishing line” for my learning. In fact, ACP has increased my interest
in more Professional Development. My craving for more teaching tips and the use of
technology have been amplified to the greatest degree. I am and will be a walking testimonial
of the benefits of ACP, not just to me, personally, but ultimately to my students, current and
future. I would like to learn more about Technology in the Classroom”, but will not say “no” to
any opportunity to any class that can and will improve my teaching.

I am exhausted but feel a lot of satisfaction of myself and of my work with ACP. I
aspire to be a better person in many ways. I can and will apply what I learned from my ACP
experience, mind you, not just in my teaching but in my life outside of school as well. I am
indebted to my classmates and our facilitator (Sunnye Pruden) for the motivation they gave me
and for putting-up with my disabilities and inadequacies. I hope I have provided some
inspiration in return.’

Gratefully yours,

Lou