Download Chemistry Assessment Framework

9
8
and Scientific Vocabulary
and Strategies
Students:
a. Use Avogadro’s number correctly in chemical calculations.
b. Explain the term limiting reagent and be able to explain the full range
of chemical calculations, including the calculation of a % yield from
the start.
c. Construct balanced ionic equations.
d. Understand the effect of a change of conditions on the amount of
reactant or product in a system at equilibrium, using Le Chatelier’s
Principle.
e. Predict the physical and chemical properties of further members of a
homologous series.
Students
a. Processing data to produce further
data or graphs to establish or refine
relationships between variables in
an experiment.
b. Discuss the impact of possible
limitations to extrapolated data
c. Derive a formula from a graph
produced from processed data
Students
a. Devise a strategy to evaluate the relationship between two linked variables
Students:
a. Calculating reacting masses.
b. Calculating % yield given theoretical and actual masses.
c. Predicting the properties and reactivity of a given substance given its
structure and bonding.
d. Construct balanced half-equations.
e. Predict the products of the electrolysis of ionic compounds in
aqueous solution and molten state.
f. Make qualitative predictions about the effect of changes on systems
at equilibrium when given appropriate information.
g. Use and explain the terms dilute and concentrated and strong and
weak in relation to acid/base chemistry.
h. Understand the chemistry of the alcohols and carboxylic acids.
Students
a. Critically evaluate evidence and explain
how inadequacies can be overcome
b. Extrapolate a trend or comment on how
an observed trend might apply under
different conditions.
c. Explain the effect of a variable on the
mean and range of data collected
d. Rearrange formulae in multi-step
calculations
Students
a. Calibrate apparatus before use, using a standard.
Students:
a. Use relative formula mass to calculate numbers of moles appearing
in a given mass during a reaction.
b. Explain, using examples, how the mass of solute and the volume of
solution is related to the concentration of solution.
c. Calculate empirical formulae.
d. Explain the properties of ionic, covalent and metallic substances in
relation to their bonding.
e. Explain the trends in properties of elements in group 0, 1 and 7 in
relation to their atomic structure.
f. Calculate energy transferred in reactions using supplied bond energy
data.
g. Understand the processes of addition and condensation
polymerisation.
Students
a. Discuss the reasoning behind the
decision to include or discard results as
anomalous
b. Evaluate the reliability of a scientific
study
c. Make effective use of a range of
quantitative relationships between
variables to support evidence
d. Interconvert units
Students
a. Explain the difference between perceived risks and actual risks
b. Redesign a manual experiment for data logger/digital instruments to increase
precision/reproducibility
c. Select appropriate equipment or techniques for an experiment with regard to the
precision and reliability required.
Key Word
AO1 – Knowledge and Understanding
7
‘skilful’
A
AO3 – Experimental & Practical Skills
‘outstanding’
A*
AO2 – Analysis & Evaluation
‘accomplished’
New GCSE Grade
Old GCSE Grade
Victoria College Chemistry Department – KS3 and KS4 Assessment Objectives
5
C
‘precise and
convincing’
‘confident’
6
4
‘competent’
B
Students:
a. Understand the term “mole” as a molecular counting unit.
b. Explain, and use appropriately, the units of concentration.
c. Explain how the structure of an element relates to its position in the
Periodic Table.
d. Describe ionic, covalent and metallic bonding using the appropriate
diagrams.
e. Construct equations.
f. Predict the formulae of products being produced when given the
formulae of reactants.
g. Suggest and describe suitable methods for how metals can be
extracted from their ores.
h. Describe the process of cracking and why it is useful.
i. Describe the test used to distinguish being alkanes and alkenes and
explain its results.
j. Draw the structures of alkanes and alkenes.
Students
a. Analyse and interpret results and data
using multi step calculations
b. Construct error bars and decide if
results are reliable
c. Explain sustainable development using
examples
d. Rearrange a given equation
e. Recognise proportionality and
correlation in results from data in tables
and graphs.
Students
a. Adjust methods to fit an appropriate risk assessment
b. Use external information independently to assess risk (CLEAPPS)
c. Use sampling techniques to ensure that any samples collected are representative
Students:
a. Construct formulae and balance symbol equations.
b. Explain observed changes of mass that occur in reactions when
provided with a balanced symbol equation.
c. Calculate the relative formula mass of compounds.
d. Identify if a compound is ionic or covalent.
e. Describe the properties of ionic, covalent and metallic substances.
f. Recall the properties of group 0, 1 and 7.
g. Explain oxidation and reduction in terms of electrons.
h. Draw simple reaction profiles for endothermic and exothermic
reactions showing relative energies and activation energies.
i. Understand trends in physical properties of hydrocarbons
Students:
a. Construct balanced symbol equations when provided with chemical
formulae.
b. Describe what happens during chemical reactions using atomic
theory.
c. State the numbers of protons, neutrons and electrons in a given
element.
d. Draw the electron arrangement of the first 20 elements.
e. Reactions can be chemical or physical but mass is conserved.
f. Explain how physical and chemical changes involve bonds/forces
being overcome or formed.
g. Explain what is meant by the terms endothermic and exothermic.
h. Explain factors that can alter the rate of a reaction.
i. Describe what catalysts do and explain why they are used.
j. Describe how the atmosphere has changed over time.
k. Explain how human activities are affecting global warming.
l. State the general formula of and name the alkanes.
m. Describe the process of fractional distillation and name the fractions
and give some of their uses.
Students
a. Record multiple data sets and suggest
why results may not be accurate
b. Analyses data from graphs to include
gradients and extrapolation
c. Identify how to improve reliability of data
d. Communicate findings and arguments
from a range of views
e. Use appropriate significant figures in
calculations
f. Recognise proportionality in results
Students
a. Explain limitations in data
b. Identify and classify sources of random and systematic error
c. Explain when a datalogger/computer would be more appropriate to make
measurements
d. Conduct an appropriate risk assessment from given information
e. Use different strategies to investigate scientific questions and use scientific knowledge
to plan a strategy
f. Use scientific understanding and knowledge to give a detailed explanation of results
Students
a. Correctly scale a graph
b. Construct straight and curved lines
of best fit
c. Label axes of graphs with correct
scientific units
d. Use standard form to give numerical
data
e. Use SI units and IUPAC
nomenclature unless inappropriate
Students
a. Identify independent and dependent variables in an experiment and identify other
variables which need to be controlled
b. Collect precise , accurate and reliable data using a range of apparatus including ICT
c. Demonstrate awareness of Health and Safety hazards in performing experiments
d. Use scientific understanding and knowledge to give a simple explanation of results
e. Identify an outcome of an experiment and the variables that may affect that outcome
f. Construct a scientific hypothesis as a question that can be answered through
experimentation
Students:
a. Describe how chromatography could be used to separate mixtures.
b. Describe how some solids can be used to form a solution and state
what is meant by a saturated solution.
c. Identify the number of each type of atom in a compound.
d. Describe Dalton’s ideas on the particle model.
e. Describe how metallic elements are in arranged in the Periodic Table
in terms of their reactivity.
f. Recall how metals are extracted from ores and why some are found
in their native state.
g. Explain the advantages of recycling metals.
Students
a. Identify anomalous results and lines
of best fit
b. Draw a conclusion which is
consistent with results and graphs
c. Compare and contrast results with
others
d. use correct scientific units
Students
a. Choose a method to collect a suitable number of results in logical order
b. Repeat observations and calculate the mean for a set of data
c. Identify the main hazards in performing a given experiment
d. identify variables that need to be controlled in an investigation
e. Use a scientific model to explain observed behaviour or develop a hypothesis
f. Select suitable equipment appropriate to an experiment
Students
a. Use simple line graphs to display
data
b. Identify a correlation in a table or in
text
c. Write simple statements to describe
what results show.
Students
a. Plan how to collect results assessing hazards and controlling risks
b. Make practical suggestions for improvements to an experiment
c. Suggest ways of reducing named risks
d. Collect good results in numerical order
e. Make a table and calculate the range for a set of data
‘attempting’
Students:
a. Use particle diagrams to describe the differences between atoms and
molecules.
b. Write simple word equations to model reactions.
c. State the meaning of solute, solvent and solution.
d. Suggest methods for separating mixtures.
e. State the properties of the states of matter and link to their particle
arrangement.
f. Identify metals and non-metals from their position on the Periodic
Table.
g. Identify elements, simple compounds and mixtures from their formula,
name and properties.
h. Describe and use the pH scale to identify substances as acidic or
alkaline.
i. Describe a neutralisation reaction and its uses.
j. Determine the names of salts.
k. Explain how the crystal size in igneous rocks depends on cooling
rate.
l. Describe the environmental effects of mining rocks.
m. Describe what happens when metals and carbonates react with
acids.
‘emerging’
Students:
a. Identify substances as elements, mixtures and compounds.
b. Name some common mixtures and compounds and name the
particles that they are made from.
c. Represent elements using chemical symbols.
d. Identify the states of matter from particle diagrams.
e. Identify elements from the Periodic Table and state their symbol.
f. Identify acids and alkalis using indicators and name simple acids and
alkalis.
g. Name some types of each rock and describe how each is formed.
h. Describe the textures and properties of some types of rocks.
Students:
a. Measure results and identify an anomaly
in a set of data and a correlation on a
graph
b. Record observations with bar charts and
simple graphs
c. Identify statements which contain data
d. Identify statements which contain
explanations
Students:
a. Follow safety precautions
b. Use basic equipment safely
c. Identify by name and symbol, common laboratory apparatus and current hazard
symbols
d. Understand and can plan a fair test
e. Select suitable equipment for a simple experiment
3
E
‘developing’
D
F
2
G
1