Victoria College Chemistry Department – KS3 and KS4 Assessment Objectives
Old GCSE Grade / New GCSE Grade / Key Word / AO1 – Knowledge and Understanding / AO2 – Analysis & Evaluationand Scientific Vocabulary / AO3 – Experimental & Practical Skills
and Strategies
A*
A / 9 / ‘outstanding’ / 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
8 / ‘accomplished’ / 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.
7 / ‘skilful’ / 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.
B / 6 / ‘precise and convincing’ / 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
5 / ‘confident’ / 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. 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
C / 4 / ‘competent’ / 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. 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
D
E
F / 3 / ‘developing’ / 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
2 / ‘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. / 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
G / 1 / ‘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