The Test Tubes 2009 Chemistry Unit 4 Revision Test Catherine Durrant Clinton Hale Genevieve Kolev Justine Secara

Assessment Learning & Teaching

The Test Tubes 2009

Chemistry Unit 4

Revision Test

Catherine Durrant

Clinton Hale

Genevieve Kolev

Justine Secara

Team Task 2

School Context

Chemistry VCE Class – Government Secondary School

Carrum Downs Secondary College

70 min – 1 period on Wednesday period 2 after recess

Low Socio Economic area

First time year 12 classes have run

14 students

Mixed ability class- some students got A+ for mid

year exam.

2

Team Task 2 3

The Task

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The Task

A test designed around the Unit 4 chemistry course

Time frame : 70 mins Designed as a revision activity Format is that of a shortened exam The multiple choice was designed with 3

answers to chose from in stead of the customary 4.

Team Task 2 5

Purpose of Assessment

Used as an informal summative assessment for teacher (any particular topics that need to be revisited)

Students are able to practise examination condition skills

Test provides feedback for students to monitor their own progress (and whether they are ready for exam).

Team Task 2 6

Rationale

Skills gained but not formally tested:

Time management Working under test conditions Exam stylized assessment Communication of ideas using scientific

language

Team Task 2 7

Rationale

Formal skills tested: VCE outcomes

Area of Study 1 - Industrial chemistry

Outcome 1 -Analysethe factors that determine the optimum conditions used in the industrial production of the selected chemical.

• collision theory and factors that affect the rate of a reaction including activation energy;

• energy profile diagrams and the use of H notation;

• reversible reactions: homogeneous equilibria and the equilibrium law, Le Chatelier’s Principle and factors that affect the position of equilibrium;

• pH as a measure of the strength of acids and bases; Kw, Ka, for weak acids;

• principles of waste management used in the chemical industry;

• the industrial production of the selected chemical

• factors affecting the production including rate and equilibrium position, catalysts, temperature, pressure

• waste management including generation, treatment and reduction

• health and safety

• use of the selected chemical.

Area of Study 2 - Supplying and using energy

Outcome 2 - Analysechemical and energy transformations occurring in chemical reactions.

• comparison of energy sources: types, uses and sustainability of sources including brown coal, natural gas, nuclear fission and biochemical fuels;

• application of calorimetry to measure energy changes in chemical reactions in solution calorimetry and bomb calorimetry;

• use of the electrochemical series in predicting the products of redox reactions and writing half equations;

• limitations of predictions made using the electrochemical series;

• the construction and operation of simple galvanic primary and secondary cells;

• the construction and operation of fuel cells: advantages and disadvantages of fuel cells compared to conventional energy sources;

• the construction and operation of simple electrolytic cells: comparison of electrolytic cells;

• application of Faraday’s laws in electrochemistry.

Team Task 2 8

Learning Theories and Framework

VCE Chemistry framework(unit 4 knowledge and understandings to be tested)

Bloom’s Taxonomy(building of short answer questions)

Dreyfus(building rubric – assessing answers)

(The utility of the concept of skill acquisition lies in helping the teacher understand how to assist the learner in advancing to the next level)

Vygotsky (ZPD and intervention levels)

Team Task 2 9

Levels of Development Based on Dreyfus and VCE Chemistry Proficiencies Expert:

Comprehensive knowledge and understanding of the theories, principles and applications of unit 4 chemistry. Accurately applies these understandings, ideas and concepts to familiar and new contexts. Accurately and appropriately records insightful and detailed quantitative and/or qualitative observations with correct units including the use of tables. Manipulates data accurately and in detail. Draws clear and concise conclusions consistent with the question and the information given. Processes and communicates information clearly and concisely using accurate scientific language and conventions.

Proficient:

Detailed knowledge and understanding of the theories, principles and applications of unit 4 chemistry. Accurately applies these understandings, ideas and concepts to most familiar and new contexts. Accurately and clearly records detailed quantitative and/or qualitative observations with correct units including the use of tables. Manipulates data in most calculations and/or graphs accurately and in detail. Processes and communicates information effectively using accurate scientific language and conventions.

Team Task 2 10

Levels of Development Competent:

Sound knowledge and understanding of most of the theories, principles and applications of unit 4 chemistry. Applies understandings, ideas and concepts accurately to most familiar and some new contexts. Accurately records detailed quantitative and/or qualitative observations with correct units including the use of tables. Manipulates data in most calculations and/or graphs accurately. Processes and communicates some information accurately using scientific language and conventions.

Advanced Beginner:

Sound knowledge and understanding of some of the theories, principles and applications of unit 4 chemistry. Applies some understandings, ideas and concepts to some familiar contexts. Records quantitative and/or qualitative observations with some correct units, including some use of tables. Manipulates data in some calculations and/or graphs accurately without including detail. Processes and communicates some information with accurate use of scientific language and conventions

Novice:

Limited knowledge and understanding of some of the theories, principles and applications of unit 4 chemistry. Applies limited understandings, ideas and concepts to a few familiar contexts. Records few quantitative and/or qualitative observations. Minimum accurate use of data in few if any calculations and/or graphs. Limited processing and communication of information using scientific language and conventions.

Team Task 2 11

Levels of Development - sample

Calculate the enthalpy change for the process:

4NH3 (g) + 5O2 (g) → 4NO (g) + 6H2O (g)

Given: N2 (g) + 3H2 (g) ⇌ 2NH3 (g) ΔH = -92.2 kJ mol-1

2H2 (g) + O2 (g) ⇌ 2H2O (g) ΔH = -484 kJ mol-1

N2 (g) + O2 (g) ⇌ 2NO (g) ΔH = +180.2 kJ mol-1

Advanced Beginner: Manipulates the given thermochemical equations correctly but

makes minor errors that yield an incorrect result

Competent: Manipulates the given thermochemical equations correctly but

in a way that does not lead to the desired equation.

Expert: Manipulates the given thermochemical equations correctly and

synthesises these to determine the unknown enthalpy change.

Team Task 2 12

Levels of Development - sample

Carbon monoxide can be fatal if about 20% of the haemoglobin in the body is carboxyhaemoglobin. Determine whether an individual breathing polluted air with the composition [O2] = 0.0075 M, [CO] = 8.6 x 10-6 M, is in any danger.

Expert: Calculate the ratio of carboxyhaemoglobin to oxyhaemoglobin in the

blood based on the concentration of carbon monoxide and oxygen in the air and explains whether the calculated concentrations indicates that person is in danger

Proficient: Calculate the ratio of carboxyhaemoglobin to oxyhaemoglobin in the

blood based on the concentration of carbon monoxide and oxygen in the air

Novice: Guess that the concentration of carbon monoxide is poisonous without

supporting calculations

Team Task 2 13

Rubrics

Team Task 2 14

Rubrics

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Team Task 2 16

Rubric Flow Chart – Capability OneDomain- Capability –Indicator- Criteria

Team Task 2 17

Rubric Flow Chart – Capability Two Domain - Capability –Indicator- Criteria

Team Task 2 18

Rubric Flow Chart – Capability Three Domain- Capability –Indicator- Criteria

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Rubric Flow Chart – Capability Four Domain- Capability –Indicator- Criteria

Team Task 2 20

Team Task 2 21

Matrix – Short Answer Questions

Expert

Manipulates the given

thermochemical equations correctly and synthesises

these to determine

the unknown enthalpy change.

Calculates the

calibration factor of the

can and reports this

using correct units and an appropriate number of significant

figures

Uses Faraday's first

law of electrolysis correctly, to

calculate the amount of charge in Faradays

Uses the periodic table to identify the

unknown metal

correctly

Describes the production of

CO by the incomplete combustion of petrol and

write a balanced chemical equation

Calculate the ratio of

carboxyhaemoglobin to

oxyhaemoglobin in the

blood based on the

concentration of carbon monoxide

and oxygen in the air and

explains whether the calculated

concentrations indicates

that person is in danger

Describes why it is an

environmental hazard and explains how

the environmenta

l impact be minimized.

Explain why this outcome

would be desirable using the

relationship between yield

and rate.

43 - 50

Proficient

Identifies the limiting reagent

correctly and uses this to Calculate the heat changes

correctly using

appropriate units and to

an appropriate number of significant

figures


correctly and uses this to calculate the heat changes

correctly using

appropriate units and to

an appropriate number of significant

figures

Uses the answers

obtained in parts A and B correctly, to calculate the experimental

heat of combustion

of the butane.

Calculates the

calibration factor of the

can but reports these

using inappropriate

units or number of significant

figures

Calculates the molar

mass of the unknown

metal correctly

Explains that an increase in

oxygen concentration will cause the

carbon monoxide in

the haemoglobin

to be replaced by oxygen and

that this occurs by increasing the rate of the reverse equation.

Calculate the ratio of

carboxyhaemoglobin to

oxyhaemoglobin in the

blood based on the

concentration of carbon monoxide

and oxygen in the air

Writes the correct

equation for step 2

including states, and equilibrium arrows and

identifies the enthalpy

value for the reaction within the acceptable range and

includes the appropriate

units.

Identifies which step in

the production of sulfuric acid requires a catalyst,

identifies the catalyst

required, and explains the

role of a catalyst.


environmental hazard.

Uses evidence to justify why they think

that water is used

efficiently or not in this process

32 - 42

Competent


thermochemical equations correctly but makes minor errors that

yield an incorrect

result

Calculates the number of mole of

butane used and the

energy that is transferred to

the water correctly

Evaluates the experimental

procedure and explains the difference between the

experimentally determined value and the

literature value

Labels both the anode

and direction of electron

flow correctly

Indicates that the voltmeter

reading would not change

Describes the differences

between this type of cell

and a fuel cell

Uses Faraday's first

law of electrolysis correctly, to

calculate the number of electrons passed

through the circuit

Uses previous equation data to determine

missing reactants

from step 4.

Answers affirmatively and justifies their answer

using Le Chatelier's Principle.

Name a property of

sulphuric acid and explains

why this property

presents a hazard.

Describe situation

where low yield is more desirable.

21 - 31

Advanced beginner


each reactant correctly.




thermochemical equations correctly but in a way that does not lead to the desired

equation.


butane used or the energy

that is transferred to

the water correctly

Labels the anode or the direction of

electron flow correctly

Describes the production of

CO by the incomplete combustion

of petrol

Explains that an increase in

oxygen concentration will cause the

carbon monoxide in

the haemoglobin

to be replaced by

oxygen

Writes the correct

equation for step 2

including states, and equilibrium arrows or

identifies the enthalpy

value for the reaction within the acceptable range and

includes the appropriate

units

Identify the oxidation state of

sulfur in both compounds.


the production of sulfuric acid requires a

catalyst and identifies the

catalyst required.

Names a by-product

which is an environmenta

l hazard

10 - 20

Novice

Indicates that the voltmeter

reading would be zero

Correctly identifies the

cell shown

Guess that the

concentration of carbon

monoxide is poisonous without

supporting calculations

Identifies the product of

step 1 correctly.

Identify the oxidation

state of sulfur in either

compound.

Answers affirmatively


the production of sulfuric acid requires a catalyst or

identifies the catalyst required

Name a property of sulphuric

acid.


the production of sulfuric acid

requires water

0 - 9

Indicators

1A) Determining

the heat produced or absorbed by a reaction given the masses of

two reactants

1B) Determining

the heat produced or absorbed by a reaction given the

concentration and volume

of two reactants

2) Application of Hess's Law

3A) Calculation of

heat of combustion

3D and 3E) Evaluation of

an experimental

procedure

4A) Labelling Galvanic Cell

4B i) Understanding the role of

the salt bridge in an

electrochemical series

4B ii) Understanding the impact of changing

the electrode metal

4C) Describing

the differences between

electrochemical cell types

5A) Application of Faraday's first

law of electrolysis

5B) Determining

the identity of an unknown metal in an

electrochemical series.

6A) Describing

the production of CO from the combustion

of petrol

6B) Describing

the principles of equilibria qualitatively

6C) Applying the principles of equilibria

quantitatively

7A and 7B) Completing equations

7C and 7D) Use equation

data to identify

oxidation states and determine

missing reactants

8A) Applying Le Chatelier's Principle to

step 2 of the production of sulfuric acid

8B) Explaining the use of

catalysts in sulphuric acid

production

9A) Explaining the hazards

presented by sulphuric acid

9B) Identifying

and reducing the

environmental impact of

sulphuric acid production

9C) Evaluating the use of

water in the production of sulfuric acid

10) Explaining

the advantages decreasing

yield in order to increase

the rate of a reaction

Intervention Levels

Capability Energetics and calorimetry Electrochemical series Equilibrium and rates of reactions Industrial processes - Sulphuric acid

Team Task 2 22

Matrix – Questions 1-3Expert

Manipulates the given thermochemical

equations correctly and synthesises these

to determine the unknown enthalpy

change.

Calculates the calibration factor of the

can and reports this using correct units and an appropriate number

of significant figures

43 - 50

Proficient

Identifies the limiting reagent correctly and uses this to Calculate

the heat changes correctly using

appropriate units and to an appropriate

number of significant figures


correctly and uses this to calculate the

heat changes correctly using

appropriate units and to an

appropriate number of

significant figures

Uses the answers obtained in parts A and B correctly, to

calculate the experimental heat of

combustion of the butane.

Calculates the calibration factor of the can but reports these using inappropriate units or number of significant figures

32 - 42

Competent


equations correctly but makes minor

errors that yield an incorrect result


butane used and the energy that is

transferred to the water correctly


procedure and explains the difference between

the experimentally determined value and

the literature value

21 - 31

Advanced beginner

Calculates the number of mole of each

reactant correctly.




equations correctly but in a way that does

not lead to the desired equation.

Calculates the number of mole of butane used or the

energy that is transferred to the

water correctly

10 - 20

Novice 0 - 9

Indicators

1A) Determining the heat produced or

absorbed by a reaction given the

masses of two reactants

1B) Determining the heat produced or absorbed by a reaction given the concentration and

volume of two reactants


3A) Calculation of heat of combustion

3D and 3E) Evaluation of an experimental

procedure

Intervention Levels

Capability Energetics and calorimetry

Team Task 2 23

Matrix – Questions 4 & 5Expert

Uses Faraday's first law of electrolysis

correctly, to calculate the

amount of charge in Faradays


unknown metal

correctly

43 - 50

Proficient

Calculates the molar mass of the unknown

metal correctly

32 - 42

Competent

Labels both the anode and direction of


Indicates that the voltmeter reading would

not change

Describes the differences

between this type of cell and a

fuel cell


correctly, to calculate the

number of electrons passed

through the circuit

21 - 31

Advanced beginner

Labels the anode or the direction of


10 - 20

Novice

Indicates that the voltmeter reading would

be zero

Correctly identifies the cell

shown0 - 9

Indicators4A) Labelling Galvanic Cell

4B i) Understanding the role of the

salt bridge in an electrochemical

series

4B ii) Understanding the impact of changing the

electrode metal

4C) Describing the differences

between electrochemical

cell types

5A) Application of Faraday's first law

of electrolysis

5B) Determining

the identity of an unknown metal in an

electrochemical series.

Intervention Levels

Capability Electrochemical series

Team Task 2 24

Rubric

Expert

Describes the production of CO by the incomplete combustion of

petrol and write a balanced chemical equation

Calculate the ratio of carboxyhaemoglobin to oxyhaemoglobin in the blood based on the concentration

of carbon monoxide and oxygen in the air and explains whether the calculated

concentrations indicates that person is in danger

43 - 50

Proficient

Explains that an increase in oxygen concentration will

cause the carbon monoxide in the haemoglobin to be replaced by oxygen and

that this occurs by increasing the rate of the

reverse equation.

Calculate the ratio of carboxyhaemoglobin to oxyhaemoglobin in the blood based on the concentration

of carbon monoxide and oxygen in the air

32 - 42

Competent 21 - 31

Advanced beginner

Describes the production of CO by the incomplete combustion of

petrol

Explains that an increase in oxygen concentration will

cause the carbon monoxide in the haemoglobin to be

replaced by oxygen

10 - 20

NoviceGuess that the concentration of carbon

monoxide is poisonous without supporting calculations

0 - 9

Indicators6A) Describing the

production of CO from the combustion of petrol

6B) Describing the principles of equilibria

qualitatively

6C) Applying the principles of equilibria quantitatively

Intervention Levels

Capability Equilibrium and rates of reactions

Team Task 2 25

Matrix – Questions 7-10 Expert


environmental hazard and

explains how the environmental

impact be minimized.

Explain why this outcome would

be desirable using the

relationship between yield

and rate.

43 - 50

Proficient

Writes the correct equation for step 2

including states, and equilibrium arrows and identifies the enthalpy value for the reaction within

the acceptable range and includes the

appropriate units.

Identifies which step in the

production of sulfuric acid

requires a catalyst, identifies the

catalyst required, and explains the

role of a catalyst.


environmental hazard.

32 - 42

Competen

Uses previous equation data to determine

missing reactants from step 4.

Answers affirmatively and

justifies their answer using Le

Chatelier's Principle.

Name a property of sulphuric acid and explains why

this property presents a

hazard.

Describe situation where

low yield is more desirable.

21 - 31

Advanced beginner

Writes the correct equation for step 2

including states, and equilibrium arrows or

identifies the enthalpy value for the reaction within

the acceptable range and includes the

appropriate units

Identify the oxidation state of sulfur in both

compounds.



requires a catalyst and identifies the catalyst required.

Names a by-product which is an environmental

hazard

10 - 20

NoviceIdentifies the product

of step 1 correctly.

Identify the oxidation state of sulfur in either

compound.

Answers affirmatively



requires a catalyst or identifies the catalyst required

Name a property of sulphuric acid.

0 - 9

Indicators7A and 7B) Completing equations

7C and 7D) Use equation data to identify oxidation

states and determine missing reactants

8A) Applying Le Chatelier's

Principle to step 2 of the production of sulfuric acid

8B) Explaining the use of catalysts in


9A) Explaining the hazards

presented by sulphuric acid

9B) Identifying and reducing the

environmental impact of


10) Explaining the advantages decreasing yield

in order to increase the rate

of a reaction

Intervention Levels

Capability Industrial processes - Sulphuric acid

Team Task 2 26

Panelling the Task

Panelled by our group Meetings Online - wiki

Team Task 2 27

Panelling the Task

Team Task 2 28

Piloting the Task

Pilot: Three Y12 students (Lowther Hall Anglican

Grammar School) (D.A.L.)

A VCE Chemistry examiner Head of Science (Lowther Hall Anglican Grammar

School)

A recently retired chemistry teacher

Team Task 2 29

Piloting the Task

Results of the Pilot: Rewording of problems One MC question had no right answer Re-write question 4 SA Re-write question 7-9 SA

Team Task 2 30

Administering the Task - IDEAL

Teacher to hand out test at beginning of period Students by this stage of the year are at least

“Capable” Administered in the morning Exam conditions Closed books 70 min duration Teacher is keen to run tests and exam

preparation, (has right attitude). Students are in the “mood”. Monitor students throughout test, to ensure no

cheating occurs. – ensures reliability Collect test at end of period

Team Task 2 31

Guttman Chart – Pilot

Name Q6 Q3Q10

Q11 Q5

Q12 Q8 Q9 Q1 Q2 Q4 Q7

Total for student

Sarah 1 1 1 1 1 1 1 1 1 0 1 0 9

Ling 1 1 1 1 1 1 0 1 0 1 0 0 7

Rachel 1 1 1 1 1 0 1 0 0 0 0 0 5

Total for question 3 3 3 3 3 2 2 2 1 1 1 0 21

Team Task 2 32

Guttman Chart - Test

Name Q3 Q10 Q12 Q6 Q8 Q9 Q11 Q7 Q1 Q2 Q5 Q4

Total for student

Belinda 0 1 1 0 1 1 1 0 0 0 0 0 5Blayk2 0 1 1 1 0 0 1 1 0 0 0 0 5Sajad 0 0 1 0 1 1 0 0 1 0 0 0 4

Booger 1 0 0 1 1 1 0 0 0 0 0 0 4Anita 1 0 0 0 0 0 1 0 0 0 0 0 2Matt 1 0 0 0 0 0 0 0 0 1 0 0 2

Blayk 0 0 0 1 0 0 0 1 0 0 0 0 2Annalise 0 1 1 0 0 0 0 0 0 0 0 0 2

Shams 0 1 0 0 0 0 0 0 0 0 1 0 2Daniel C 1 0 0 0 0 0 0 0 0 0 0 0 1

Braidy 0 0 0 0 0 0 0 0 0 0 0 0 0Unknown 0 0 0 0 0 0 0 0 0 0 0 0 0

Total for question 4 4 4 3 3 3 3 2 1 1 1 0

Team Task 2 33

Guttman Chart - Test

Name Q3 Q10 Q12 Q6 Q8 Q9 Q11 Q7 Q1 Q2 Q5 Q4

Total for student

Belinda 0 1 1 0 1 1 1 0 0 0 0 0 5Blayk2 0 1 1 1 0 0 1 1 0 0 0 0 5Sajad 0 0 1 0 1 1 0 0 1 0 0 0 4

Booger 1 0 0 1 1 1 0 0 0 0 0 0 4Anita 1 0 0 0 0 0 1 0 0 0 0 0 2Matt 1 0 0 0 0 0 0 0 0 1 0 0 2

Blayk 0 0 0 1 0 0 0 1 0 0 0 0 2Annalise 0 1 1 0 0 0 0 0 0 0 0 0 2

Shams 0 1 0 0 0 0 0 0 0 0 1 0 2Daniel C 1 0 0 0 0 0 0 0 0 0 0 0 1

Braidy 0 0 0 0 0 0 0 0 0 0 0 0 0Unknown 0 0 0 0 0 0 0 0 0 0 0 0 0

Total for question 4 4 4 3 3 3 3 2 1 1 1 0 Wrong answernot attempted

Team Task 2 34

Guttman Chart - Combined

Name Q03 Q10 Q06 Q11 Q12 Q08 Q09 Q05 Q01 Q02 Q04

Total for student

Sarah 1 1 1 1 1 1 1 1 1 0 1 10Ling 1 1 1 1 1 0 1 1 0 1 0 8

Rachel 1 1 1 1 0 1 0 1 0 0 0 6Belinda 0 1 0 1 1 1 1 0 0 0 0 5Blayk2 0 1 1 1 1 0 0 0 0 0 0 4Sajad 0 0 0 0 1 1 1 0 1 0 0 4

Booger 1 0 1 0 0 1 1 0 0 0 0 4Annalise 1 0 0 1 0 0 0 0 0 0 0 2

Anita 1 0 0 0 0 0 0 0 0 1 0 2Shams 0 1 0 0 1 0 0 0 0 0 0 2Blayk 0 1 0 0 0 0 0 1 0 0 0 2Matt 0 0 1 0 0 0 0 0 0 0 0 1

Daniel C 1 0 0 0 0 0 0 0 0 0 0 1Braidy 0 0 0 0 0 0 0 0 0 0 0 0

Unknown 0 0 0 0 0 0 0 0 0 0 0 0Total for question 7 7 6 6 6 5 5 4 2 2 1 51

Team Task 2 35

Results and Interpretation - ZPD

Name Q03 Q10 Q06 Q11 Q12 Q08 Q09 Q05 Q01 Q02 Q04

Total for student

Sarah 1 1 1 1 1 1 1 1 1 0 1 10Ling 1 1 1 1 1 0 1 1 0 1 0 8

Rachel 1 1 1 1 0 1 0 1 0 0 0 6Belinda 0 1 0 1 1 1 1 0 0 0 0 5Blayk2 0 1 1 1 1 0 0 0 0 0 0 4Sajad 0 0 0 0 1 1 1 0 1 0 0 4

Booger 1 0 1 0 0 1 1 0 0 0 0 4Annalise 1 0 0 1 0 0 0 0 0 0 0 2

Anita 1 0 0 0 0 0 0 0 0 1 0 2Shams 0 1 0 0 1 0 0 0 0 0 0 2Blayk 0 1 0 0 0 0 0 1 0 0 0 2Matt 0 0 1 0 0 0 0 0 0 0 0 1

Daniel C 1 0 0 0 0 0 0 0 0 0 0 1Braidy 0 0 0 0 0 0 0 0 0 0 0 0

Unknown 0 0 0 0 0 0 0 0 0 0 0 0Total for question 7 7 6 6 6 5 5 4 2 2 1 51

Team Task 2 36

Validity – question 1 (MC)

From the specific heat capacity of water – 4.18 J mL-1 K-1 – we can deduce that 418 J is required to raise the temperature of 100 ml of water by one degree. However, during calibration, factors such as heat loss from the calorimeter and energy required to also raise the other calorimeter contents by one degree must also be considered. Hence slightly more than 418 J is required to increase the temperature of the calorimeter and its contents by

one degree.

A B C D No answer

13 24 55 7 1

Question 1 taken from 2008 VCE examValidity questioned by test administrator

which undermined the validity of the entire test

Team Task 2 37

Validity

Majority of questions were based on previous VCE exams and other published practise problems.

Test panelled and piloted Test is valid, but data was not

(data was a measure of student effort on the day, rather than knowledge of subject)

Team Task 2 38

Reliability & Noise Very low

A number of questions that the students

didn’t answer (lack of evidence - do,

say, make, write)

Order where it is on test – questions

“Student outcomes are a function of

teacher attitude, skill and knowledge” P.

Griffin 26-10-2009

Team Task 2 39

Methods of Reporting

Braidy

Unknown

Blayk

Daniel C

Annalise

Anita

Matt

Shams

Blayk2

Sajad

Booger

Belinda

Racheal

Ling

Sarah

0 1 2 3 4 5 6 7 8 9 10 11

Mark for Multiple Choice Questions (Total = 11)

Stu

den

t

50%

Team Task 2 40

RocketAt level 5, students are developing a comprehensive knowledge and understanding of the theories, principles and applications of unit 4 chemistry. They are learning to accurately apply their knowledge to all familiar and new contexts. They can make detailed observations and use correct units. They are learning to manipulates data accurately and in detail. They are learning to processes and communicate information clearly and concisely using accurate scientific language and conventions.

At level 4, students are developing a detailed knowledge and understanding of the theories, principles and applications of unit 4 chemistry. They are learning to accurately apply their knowledge to most familiar and new contexts. They are learning to make more detailed observations , use correct units and manipulate data in most calculations and/or graphs accurately and in detail. They are learning to processes and communicates information effectively using accurate scientific language and conventions.

At level 3, students are developing a sound knowledge and understanding of most of the theories, principles and applications of unit 4 chemistry. They are learning to apply their knowledge to most familiar and some new contexts. They are learning to make detailed observations , use correct units and manipulate data in most calculations and/or graphs accurately. They are learning to processes and communicate some information accurately using scientific language and conventions.

At level 2, students are developing a sound knowledge and understanding of some of the theories, principles and applications of unit 4 chemistry. They are learning to apply their knowledge to some familiar contexts. They are learning to records their observations with some correct units and manipulate data in some calculations and/or graphs accurately without including detail. They are learning to processes and communicates some information using scientific language and conventions.

At level 1, students are developing alimited knowledge and understanding of some of the theories, principles and applications of unit 4 chemistry. They are learning to apply a limited amount of knowledge to a few familiar contexts. They are learning to records their observations and manipulate data in few if any calculations and/or graphs. Limited processing and communication of information using scientific language and conventions.

Sarah

Team Task 2 41






Ling

Team Task 2 42






Rachel

Team Task 2 43






Belinda

Team Task 2 44






Sajad

Team Task 2 45






Braidy

Team Task 2 46






Braidy

Team Task 2 47

Intervention

Braidy

Unknown

Blayk

Daniel C

Annalise

Anita

Matt

Shams

Blayk2

Sajad

Booger

Belinda

Racheal

Ling

Sarah

0 1 2 3 4 5 6 7 8 9 10 11

Mark for Multiple Choice Questions (Total = 11)

Stu

den

t

50%

Team Task 2 48

Intervention

Student Results

At this level the recommended intervention for the group is...

Developmental level = 1, 2, 3, 4 & 5

Group Targets

49

Interventions

Considerations/external factors Time of year (3 weeks till exams) Point in course (VCE unit 4) SAC scores Unit 3 results S & N’s

50

Interventions

Expert:

(43 - 50)

At level 5, students are developing a comprehensive knowledge and understanding of the theories, principles and applications of unit 4 chemistry. They are learning to accurately apply their knowledge to all familiar and new contexts. They can make detailed observations anduse correct units. They are learning to manipulates data accurately and in detail. They are learning to processes and communicate information clearly and concisely using accurate scientific language and conventions.

Internal Intervention:

Teacher/student discussion (informal)(exam technique)

Creation of a study planInformal progress monitoring

Proficient

(32 – 42)

At level 4, students are developing a detailed knowledge and understanding of the theories, principles and applications of unit 4 chemistry. They are learning to accurately apply their knowledge to most familiar and new contexts.They are learning to make more detailed observations , use correct units and manipulatedata in most calculations and/or graphs accurately and in detail. They are learning to processes and communicatesinformation effectively using accurate scientific language and conventions.

Internal Intervention:Teacher/student discussion (informal)

(exam content)Creation of a study plan

Informal progress monitoring

Competent

(21 – 31)

At level 3, students are developing a sound knowledge and understanding of most of the theories, principles and applications of unit 4 chemistry. They are learning to apply their knowledge to most familiar and some new contexts. They are learning to make detailed observations , use correct units and manipulatedata in most calculations and/or graphs accurately. They are learning to processes and communicate some information accurately using scientific language and conventions.


Teacher/student discussionSuggest peer group studyCreation of a study plan

Informal progress monitoring

Advanced Beginner

(10 – 20)

At level 2, students are developing a sound knowledge and understanding of some of the theories, principles and applications of unit 4 chemistry.They are learning to applytheir knowledge to some familiar contexts. They are learning to records their observations with some correct units and manipulatedata in some calculations and/or graphs accurately without including detail. They are learning to processes and communicates some information using scientific language and conventions


Teacher/student discussion (formal)Introduction of a more knowledgeable other

Creation of a study planOrganise regular progress meetings

Suggest tutor

Novice

(0 – 9)


External Intervention:

VCE CoordinatorParents

Other teachers

Teacher role – facilitation of progress

Team Task 2 51

Intervention

Student Results

At this level, the recommended intervention for this student is…

Developmental level = x.

Individual targets

Team Task 2 52

Intervention - Sarah

Expert


equations correctly and synthesises these to

determine the unknown enthalpy

change.




Uses Faraday's first law of electrolysis correctly,

to calculate the amount of charge in

Faradays

Uses the periodic table to identify the unknown

metal correctly

Describes the production of CO by the incomplete combustion

of petrol and write a balanced chemical

equation

Calculate the ratio of carboxyhaemoglobin to oxyhaemoglobin in the

blood based on the concentration of carbon monoxide and oxygen in

the air and explains whether the calculated


Accurately completes equations for all steps

and identifies the enthalpy change

Student uses Le Chateliers principle and

correct scientific language to explain why the formation of

sulfur trioxide is favoured by high

pressure

Describes why it is an environmental hazard and explains how the environmental impact

be minimized.

Explain why this outcome would be desirable using the

relationship between yield and rate.

42 - 51

Proficient





Identifies the limiting reagent correctly and uses this to calculate




Uses the answers obtained in parts A and B correctly, to calculate the experimental heat of combustion of the

butane.



metal correctly

Explains that an increase in oxygen concentration will cause the carbon monoxide in the

haemoglobin to be replaced by oxygen and

that this occurs by increasing the rate of the reverse equation.



the air

Completes at least four equations or three

equations and identifies the enthalpy

change

Completes all of the oxidation numbers

Identifies which step in the production of

sulfuric acid requires a catalyst, identifies the catalyst required, and explains the role of a

catalyst.

Name an environmental impact and describe why it is

an environmental hazard.

Uses evidence to justify why they think that

water is used efficiently or not in this process

30 - 41

Competent


equations correctly but makes minor errors

that yield an incorrect result

Calculates the number of mole of butane used and the energy that is








Indicates that the voltmeter reading would not change

Indicates that the voltmeter reading would decrease


to calculate the number of electrons passed through the

circuit

Completes at least three equations or two


change

Student identifies Le Chateliers principle but

uses incorrect scientific language in

explanation

Name a property of sulphuric acid and explains why this

property presents a hazard.

Describe situation


19 - 28

Advanced beginnerCalculates the number

of mole of each reactant correctly.


reactant correctly.


equations correctly but in a way that does not

lead to the desired equation.

Calculates the number of mole of butane used

or the energy that is transferred to the water

correctly

Labels the anode or the

direction of electron flow correctly

Indicates that most of the energy would be

transferred directly into heat energy


of petrol


haemoglobin to be replaced by oxygen

Completes at least two equations or one

equation and identifies the enthalpy change

Completes some but not all of the oxidation

numbers


sulfuric acid requires a catalyst and identifies the catalyst required.

Names an

environmental impact 7 - 18

Novice Indicates that the voltmeter reading

would be zero

Guess that the concentration of carbon monoxide is poisonous

without supporting calculations

Completes at least one equations or identifies the enthalpy change


sulfuric acid requires a catalyst or identifies the catalyst required



sulfuric acid requires water

0 - 6

Indicators

1A) Determining the heat produced or

absorbed by a reaction given the

masses of two reactants

1B) Determining the heat produced or

absorbed by a reaction given the concentration and



3A, B and C) Calculation of heat

of combustion

3D and 3E) Evaluation of an

experimental procedure


4B) Understanding the effect on

Voltmeter i) if the salt bridge is

removed.


Voltmeter ii) if the copper electrode is replaced with tin.


Voltmeter iii) if the aluminium electrode is replaced with zinc.


Voltmeter iv) if the two half cells were combined to form

one cell.

5A) Application of Faraday's first law of

electrolysis

5B) Determining the identity of an

unknown metal in an electrochemical

series.

6A) Describing the production of CO

from the combustion of petrol

6B) Describing the principles of

equilibria qualitatively


quantitatively

7A - Completing Equations

7B - identifying changes in oxidation

numbers

7C - Applying Le Chatelier's Principle

to step 2 of the production of sulfuric acid

7D - Outlining the use of catalysts in


8A - Properties of Sulphuric acid which

make it a hazard

8B - The environmental

impact of sulphuric acid production

8C Water9 Evaluating

industrial processesIntervention Levels

Capability Energetics and calorimetry Electrochemical series Equilibrium and rates of reactions Industrial processes - Sulfuric Acid

Sarah 2 2 3 3 3 2 1 0 1 0 1 2 2 2 3 5 2 2 3 2 3 2 2 48

Team Task 2 53

Intervention - Sarah

Sarah is an expert Encourage her to keep doing what she’s

doing Revise electrochemistry before exam Be available for point of need contact

Team Task 2 54

Intervention - Ling

Expert


equations correctly and synthesises these to

determine the unknown enthalpy

change.





to calculate the amount of charge in

Faradays


unknown metal correctly


of petrol and write a balanced chemical

equation







Student uses Le Chateliers principle and

correct scientific language to explain why the formation of


pressure


be minimized.



42 - 51

Proficient










butane.



metal correctly



and that this occurs by increasing the rate of the reverse equation.



the air



change




catalyst.



Uses evidence to justify why they think that

water is used efficiently or not in this process

30 - 41

Competent















to calculate the number of electrons passed through the

circuit



change



explanation



Describe situation


19 - 28




reactant correctly.





or the energy that is transferred to the

water correctly

Labels the anode or the

direction of electron flow correctly

Indicates that most of the energy would be

transferred directly into heat energy


of petrol






numbers



Names an

environmental impact7 - 18


would be zero









0 - 6

Indicators

1A) Determining the heat produced or absorbed by a

reaction given the masses of two

reactants






of combustion






removed.




Voltmeter iii) if the aluminium electrode

is replaced with zinc.



one cell.


electrolysis



series.


from the combustion of petrol




quantitatively



numbers






make it a hazard






Ling 2 2 3 1 1 2 1 0 0 0 1 2 1 2 0 2 2 2 3 2 3 1 0 33

Team Task 2 55

Intervention - Ling

Ling is an proficient Encourage her to keep doing what she’s

doing But advise her to

complete some more practise questions (specifically worded problems)

revise content for electrochemistry, Industrial processes and equilibrium before exam

Focus on time management in exam Be available for point of need contact

Team Task 2 56

Intervention - Rachel

Expert


equations correctly and synthesises these

to determine the unknown enthalpy

change.





correctly, to calculate the amount of charge

in Faradays


unknown metal correctly

Describes the production of CO by

the incomplete combustion of petrol and write a balanced chemical equation







Student uses Le Chateliers principle

and correct scientific language to explain why the formation of


pressure


be minimized.



42 - 51

Proficient










butane.



metal correctly



and that this occurs by increasing the rate of the reverse equation.



the air



change




catalyst.



Uses evidence to justify why they think

that water is used efficiently or not in this

process

30 - 41

Competent















correctly, to calculate the number of

electrons passed through the circuit



change



explanation



Describe situation where low yield is more desirable.

19 - 28




reactant correctly.





or the energy that is transferred to the

water correctly

Labels the anode or the direction of electron

flow correctly

Indicates that most of the energy would be transferred directly

into heat energy

Describes the production of CO by

the incomplete combustion of petrol






numbers



Names an

environmental impact7 - 18


would be zero









0 - 6

Indicators

1A) Determining the heat produced or absorbed by a

reaction given the masses of two

reactants






of combustion






removed.




Voltmeter iii) if the aluminium electrode

is replaced with zinc.



one cell.


electrolysis



series.


from the combustion of

petrol




quantitatively



numbers






make it a hazard






Rachael 0 1 0 1 0 2 1 0 1 0 0 0 0 0 0 1 1 1 0 2 0 1 0 12

Team Task 2 57

Intervention - Rachel

Rachael is an advanced beginner Discuss test responses in detail Advise her to

complete more practise questions (specifically worded problems)

Demonstrate correct use of data booklet revise content in all areas, especially

equilibrium before examFocus on time management in studying and

exam Advise on progress meetings

Team Task 2 58

Intervention - LHGS

Students generally appear weaker in the area of electrochemistry.

Teacher could run a revision lecture on electrochemistry.

Team Task 2 59

Administering the task - actual

Teacher was not keen to run tests and exam preparation, (has wrong attitude)

Administered period before lunch Not under exam conditions 40 mins of 70 min allotment Students were unresponsive No monitoring – cheating?! Test collected and put aside

Team Task 2 60

Intervention – Carrum Downs

Due to lack of data, it is hard to make intervention suggestions based on the test diagnosis.

However, there are other aspects to consider…

Other information to be considered

Student

Weren’t academically challenged

(school)Low socio-

economic area

First class/year to do VCE at the

schoolEducation a low

priority

Peer group pressure

Other information to be considered

Teacher

First time teaching VCE 3/4

Lack of teaching

experience

Content issuesTeaching to a

diverse cohort

Teaching solo

Team Task 2 63

Summary

Designing a test using a Rubric Low SES schools Teacher (Delivery) attitudes Hard to make a rubric where results

were not cumulative

Team Task 2 64

References

To be continued…

Team Task 2 65

Presentation content

Context Task Purpose Learning theory/framework Rubric: development of capabilities, indicators and

criteria Matrix Levels and cut points Task administration Scores and Guttman charts Reliability and validity Reports Teaching intervention strategies Discussion

Documents

The Test Tubes 2009 Chemistry Unit 4 Revision Test Catherine Durrant Clinton Hale Genevieve Kolev Justine Secara