Copy of Student Handbook for Chemistry (Still a work in progress)

Student Handbook

Welcome to the Chemistry Department at NLCS Jeju!This handbook is designed to give you an idea of what you can expect from your teachers and what they in term expect from you .

Chemistry Teachers:

What you will be studying

Years 9, 10 and 11

CIE1 iGCSE2 Chemistry (code 0620).

There are 3 papers you will sit at the end of year 11: Paper 1 (multiple choice, worth 30% of your total grade) Paper 3 (short answer questions, worth 50% of your total grade) Paper 6: Alternative to practical (short answer questions on experimental

techniques, worth 20% of your total grade)

Year 12

IBO3 IB Diploma Standard and Higher Level Chemistry

There are 3 exam papers and 1 component based on coursework called Internal Assessment:

Paper 1 (multiple choice, 20% weighting) Paper 2 (structured questions, 36% weighting) Paper 3 (options questions, 20%) Internal Assessment (coursework based on experimental write-ups, 24%

weighting)

Year 13

1 Cambridge International Examinations (CIE) board: They create the syllabus you follow and write and mark your exams2 International General Certificate of Secondary Education (iGCSE), this is the level of your qualification, comparable to the UK GCSE qualification taken in by British students at the age of 16.3 International Baccalaureate Organization (IBO): They create the syllabus you follow and write and mark your exams

IBO4 IB Diploma Standard and Higher Level Chemistry

There are 3 exam papers and 1 component based on coursework called Internal Assessment:

Paper 1 (multiple choice, 20% weighting) Paper 2 (structured questions, 36% weighting) Paper 3 (options questions, 20%) Internal Assessment (coursework based on experimental write-ups, 24%

weighting)

Grades on your report - How your grades are worked out

Each of your reports will be made using a variety of assessment techniques. Primarily, your teachers will be looking at the following:

1. End of topic test2. Literature review/essay3. Formal lab report write-up4. Mini-symposia5. Participation in class

End of topic tests

Every topic will have a test that will use questions taken from CIE iGCSE chemistry past papers. You should be preparing for these tests throughout your studies by solving the past paper questions and completing the topic books.

Literature review/essay

Each topic will have one essay-type activity which will assess your abilities to read and write in English as well as your understanding of chemistry.

Formal lab report write-up

Every topic you will also have to do a formal written write up of one of the four main skills that are assessed:

Design (D) Data Collection and Processing (DCP) Conclusion and Evaluation (CE) Manipulative Skill (MS)

4 International Baccalaureate Organization (IBO): They create the syllabus you follow and write and mark your exams

Details of the marking grid that is used and further explanations of this process are available in the student handbook

Participation in class

Students who are very active in class discussions and try to answer questions often would obviously be awarded higher grades in chemistry than students with exactly the same results for tests and assessed tasks but participate less often. As important as answering questions is, it is even more impressive to ask questions in class. A student who consistently asks insightful and challenging questions would get a much higher grade than a student who didn’t, and would be much better prepared for university and beyond. The only stupid questions are the unasked ones!Your End of Year result will obviously be heavily influenced by your end of year test, which

Exceptional (3) Complete (2), Partially Complete (1) or Fail (0)

When work is marked as one of "Exceptional (3) Complete (2), Partially Complete (1) or Fail (0)" it means that I have checked to see if it has been completed satisfactorily, but that there is not enough challenge to the work for me to be able to give you a level based on your achievement. Often this will be homework that is intended to reinforce what you already know, or classwork that allows you to practice ideas without having really to demonstrate understanding. This mark is primarily important for assessing your Attitude to Learning grade (AtL). A rough guide to what these scores mean is this: (a) If your average is above a 2 (you often get Exceptional grades, you are likely to get a AtL grade of 1 (b) If your average score is a 2 for work like this (Complete) than your AtL grade could be a 1 or a 2. (c) If your average score is below 2, you sometimes get a Fail than your AtL grade could be a 2 or a 3. (d)If your average score is below 1 (you hardly ever get a Complete and you often get an Fail), then your AtL grade could be a 4.

Chemistry Department’s Policy on Emailing TeachersObviously it is up to the individual teacher how they decide to implement this policy but this policy should work as a general rule for emailing teachers. For Mr Brannac’s classes these rules are always true.Ordinarily, student’s should not need to email their chemistry teachers, and so shouldn’t. An extremely important part of the learning process is being able to talk to you teacher face to face. This makes the learning much more effective, and is also much more efficient.

Submitting workOrdinarily, work should ONLY be submitted either by using

1. The yellow trays outside the chemistry office, or 2. Turnitin.

If other arrangements are made by the teacher, or under exceptional circumstances (e.g. illness) then you may email your work, but IT MUST INCLUDE IN THE SUBJECT “STUDENT WORK”. This will allow your message to easily be filed and stored by your teachers.

Asking for help. Must include in the subject “STUDENT HELP”. Messages without this heading will be ignored.Ideally, you should be asking for help during lessons, or outside of the lesson (e.g. in a lunchtime workshop), your homeworks will ordinarily allow you sufficient time before the hand in deadline to discuss face to face any problems you may have. Under exceptional circumstances, you may email any questions you have about the work. Emails that are always welcomedEmails that ask the teacher to clarify anything specific about the topic in the next lesson (saying you don’t understand everything is not acceptable). Also any emails about concerns you have about how things are going generally, especially if it relates to something that you would find difficult to discuss in person. We will never tell another student about what you have said, but we might have to tell another adult (e,g. if we thought your health was at risk). Emails that will get no response

Any email that does not have either student help or student work in the subject

Emails that are actually answered by materials already provided. Emails sent in the evening before a homework/test is due Emails requesting an extension to the deadline, you must talk to the teacher face

to face Emails sent after 8pm for whatever reason, any ideas or legitimate questions you

do have Emails that ask for a response to an email you have already given

IGCSE Lab Report Assessment Criteria

Design (D) Total: /16

1 – Defining the problem and selecting the variables

Formulate a focused research question (RQ).

The research question must be short and concise (one sentence). It should contain the dependent and the independent variables. It should be written after the words: “Research Question”

/2

Gives a qualitative hypothesis and justifies it with scientific reasoning and a calculation if appropriate.

The hypothesis should be written after the words: “Hypothesis”. Below this comes the scientific reasoning and calculation if appropriate. At the minimum, your report should contain one internet reference and one book reference.

/2

Identifies the key factors (variables) that should be varied or controlled.

There are three classes of variables: independent (the one you change), dependent (the one you measure) and the control variables (the ones kept constant by you or are assumed to be constant such as external pressure on a calm day or the force of gravity). In this section you need to overview the possible investigations and then decide on the variables you will change (independent) and measure (dependent). See selecting variables below.

/2

2 – Selecting variables

States the independent variable (the one you change).

These can be grouped together and listed with bullet points like this: Independent variable: Concentration of acid Dependent variable: Time taken for cross to

disappear Constant variables: Temperature of reactants,

distance through solution, intensity of ink and the way the cross is drawn, the same conical flask, the same stopwatch

/1

States the dependant variable (the one you measure). /1

States the controlled variable(s) (the one(s) that must be kept constant).

/2

3 – Developing a method for collection of data

Selects and names appropriate apparatus and materials needed.

For glassware, all sizes must be listed. For chemicals, all concentrations/masses must be listed. You must also list the form of the chemical (for example if it is magnesium powder or magnesium strip). These should be listed in bullet point form. You can also show the apparatus that you intend to use using a labeled diagram. Remember to put a title on this.

/2

Designs a method that allows for the effective control of the variables.

This is the method of the experiment. What will you do first and second and so on. This should be done using bullet points. Be sure to add a sentence noting that when the independent variable is changed, all other variables are held constant.

/2

Designs a method that allows for the collection of sufficient relevant data.

To gain full marks for this criterion you need to state that three trials will be done and the results averaged to give the final number for the measurement. Repeats are two or more measurements of the dependent variable, with the same level of the independent variable. Repeats help you to assess whether your results are reliable or not.

/2

Data Collection and Processing (DCP) Total: /18

1 – Collect and organise raw data

Record all raw data (qualitative and/or quantitative)

Usually the data that you collect will be quantitative - measurements with the correct units. You should record these measurements as accurately as possible during your experiment. This is usually done manually using a results table on paper. If working with a partner, do not rely on them to record the results - do it yourself. After the experiment, you should draw up a clear and accurate results table. Show every result that you obtained, not just the mean results. Repeat results should be numbered. The column headings on results table should show both the quantity being measured with the correct units.

Sometimes your data will be qualitative - drawings of structures, colour changes or other observations. Drawings should be large, with sharp lines and labels or annotation to interpret the structures shown. Measure the size of the specimen and the drawing and calculate the magnification. Remember to include a title for both drawings and results tables.

/2

Presents raw data clearly.

This means that data is collected in a table and the table is easy to read. /2

Uses correct headings, units and significant figures. /2

2 – Processing raw data

Makes the correct calculations on the raw data.

The results that are collected during an experiment are called raw data. It is usually necessary to process this raw data in some way. This might involve calculating mean results, or performing a statistical test on the data. It might involve drawing a graph or displaying the data in some other way. If you are drawing a graph, remember to put the independent variable on the x~axis and the dependent variable on the y-axis. Join the points with a curve or straight lines, depending on whether you know where intervening points would have been or not. Check that you have labelled both of the axes with the quantity and the units, for example, mass (grams). If your raw data consisted of drawings, you can process them by constructing a diagram to show significant features of the structure.

/2

Pays attention to units, significant figures and decimal places in final answer. /2

Extracts relevant data from the graph if drawn (intercept, gradient etc.).

This must be indicated on the graph. /2

3 – Presenting processed data

Presents the processed data appropriately (correct choice of graph, bar chart etc.). /2

Chooses an appropriate scale and plots points/displays processed data correctly/adds trendline. /2

Uses correct labels, units and line of best fit drawn (if graph chosen). /2

Conclusion and Evaluation (CE) Total: /18

1 – Concluding States a valid conclusion which relates to the initial problem or hypothesis

What trends are shown by the data? What is the explanation for the observed differences or relationships?

How does the data compare with data from similar experiments in textbooks or scientific journals?

/2

Identifies trend and patterns in the results /2

What conclusions can be drawn from the investigation? (if any!)

As in Design (aspect 1 – see above) you should use a reference here giving a literature value for the result so you can calculate the percentage error.

Explains the results scientifically using relevant secondary sources.

/2

2 – Evaluating Comments on the reliability and accuracy of the results obtained This section should be listed under the title: “Evaluation”)

You need to address the points on the left: Consider the following:

Are there any results that did not fit in with the rest? These are called anomalous results.

Were there any errors made during the experiment that explain the anomalous results?

Distinguish between systematic and random error. Your main focus should be on systematic errors (these are errors that are consistently the same e.g. the balance always reads 0.6g too low). For systematic error, indicate direction and give an estimate for the magnitude of effect on final result, where possible.

/2

Identifies weaknesses and errors in the procedure

/2

Identifies anomalous results and tries to explain them /2

3 – Improvements Suggests improvements related to stated areas of weakness

What were the main weaknesses in the investigation?What could be done to make genuine improvements to the investigation, if it was done again?

/2Proposes further improvements to increase reliability of results /2Suggests further work that would give more evidence for the conclusion or extend the investigation.

How successfully did the method used in the experiment generate reliable results? You can often decide whether results are reliable or not by how close repeats are to each other.

/2

Manipulative (MS) Total: /6

1 – Technique Is competent in the use of the technique(s) and the equipment, and pays attention to safety issues.

If you have done enough practical work in Science, your manipulative skills should be excellent. You probably will not need the following reminders!

Study instructions carefully before starting work so that you know what you are doing.

Be sensible about asking for help from your teacher. Try to work out what to do yourself. Use your own initiative to decide how to modify a procedure yourself when necessary. But if you have not been given full enough instructions or are worried about the safety of the procedure, ask for help.Make sure that you know about any potential risks in the procedure that you are following.

Work in a careful and systematic way - arrange your apparatus tidily and do not waste time, but work without rushing.

/2

2 – Instructions Follows the instructions accurately /23 – Teamwork Is motivated and completes the experiment &

collaborates with others, recognising their needs, in order to complete the task.

/2

Information about ions

FLAME COLOURS

Formulae of selected polyatomic (containing more than one atom) ionsOne positive One negative Two

negativeThree

negativeIon Form

ulaIon Form

ulaIon Form

ulaIon Form

ula

ammonium

NH4

ethanoatehydrogencarbonatehydrogensulphatehydrogensulphitehydroxidenitratepermanganate

CH3COO–

HCO3–

HSO4–

HSO3–

OH–

NO3–

MnO4–

carbonatechromatedichromatesulphatesulphite

CO32–

CrO42–

Cr2O72–

SO42–

SO32–

phosphate

PO43–

AS

Element

Ion Flamecolour

potassium

K lilac

sodium Na yellowstrontium

Sr2 red

Element

Ion Flamecolour

barium Ba2 Greencalcium Ca2 orange-

redcopper Cu2 blue-

greenlithium Li red

Chemistry department’s Cause for Concern Program

Setting and re-sitting end of year exams

If your end of year exams were below what we think you are capable of then you will be asked to redo your exam in the first week after the Chuseok break.

The test will start at 13:30 and end at 14:05 and consist only of paper 3 questions on all topics studied last year. If you fail to turn up without first speaking to Mr Brannac then you will not be given another chance to sit this exam.

What this exam will show is how much learning you have achieved over the summer break. If you have used your time wisely and caught up with your classmates then we can continue the year as normal. If you are still substantially behind and perform poorly on this test you will be most likely placed in a science set that will help you to catch up with your peers.

If you are in year 11, most likely this will also mean that you will be placed on the Dual Award program leading to 2 iGCSEs in a combined subject called simply “Science” (the majority of students in the UK, including the London NLCS study for this qualification) instead of the separate sciences route leading to 3 separate sciences.

Dates for the re-sit: 13:30 Thursday 11th September in Girls Lecture TheatreAll years will resit their exams on the same day at the same time. This means only one resit paper will need to be written by me.

Last year’s topic lists (you’re now in year 10, you’d be doing a resit for year 9)Year 9: 1&2, 3, 9 and 6Year 10 4, 5, 6, 7, 8