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VCAA Update:STAV/CEA Chemistry Conference
La Trobe University1 March 2013
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© Victorian Curriculum and Assessment Authority 2007
The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority.
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Aims
To provide an update re:•Victorian implementation of F-10 science curriculum•Changes to the VCE Chemistry Study Designs for 2013•National curriculum for senior Chemistry•Review processes for VCE Chemistry•Opportunities provided through implementation of the 2013-2016 revised study designs
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AusVELS implementation
AusVELS will be implemented in Victoria from 2013
CurriculumThe AusVELS website
provides the F-10 curriculum for Victorian
government and Catholic schools and is
available to all independent schools as a model and resource
for the effective implementation of the Australian Curriculum
http://ausvels.vcaa.vic.edu.au/
ResourcesThe AusVELS Resources and Support website
includes information related to curriculum planning, teaching and assessment resources,
curriculum consultation information, and professional learning opportunities
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/index.aspx
UpdatesSubscribe to the Australian Curriculum Update to be kept informed
about new developments, resources and professional learning opportunities
http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/implementation.aspx#update
whole school
planning
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AusVELS: The Australian Curriculum in Victoria
Two websites are accessible to all Victorian teachers•AusVELS -incorporates the Australian Curriculum F-10 for English, Mathematics, History and Science within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS)-has been designed to ensure that schools and teachers are not required to manage two different curriculum and reporting frameworks during the development of the Australian Curriculum-uses an eleven level structure to reflect the design of the new Australian Curriculum whilst retaining Victorian priorities and approaches to teaching and learning •AusVELS Resources and Support-curriculum planning-teaching and assessment resource-curriculum consultation information-professional learning opportunities
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Revised AusVELS F-10 Science
• There is no difference between the Australian Curriculum Content Descriptions and the AusVELS Content Descriptions
• The Australian Curriculum Achievement Standards have been conflated into two-year bands to allow for:-flexibility for teachers to select content over a two-year span- greater depth, reflective of current Victorian teacher practice
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Years 7-8 Science: chemistry contentYear 7: •(Chemical sciences) Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques•(Earth sciences) Some of Earth’s resources are renewable, but others are nonrenewable•(Earth sciences) Water is an important resource that cycles through the environmentYear 8•(Chemical sciences) The properties of the different states of matter can be explained in terms of the motion and arrangement of particles•(Chemical sciences) Differences between elements, compounds and mixtures can be described at a particle level•(Chemical sciences) Chemical change involves substances reacting to form new substances•(Physical sciences) Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems
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Years 9-10 Science: chemistry contentYear 9:•All matter is made of atoms which are composed of protons, neutrons and electrons; natural radioactivity arises from the decay of nuclei in atoms•Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed•Chemical reactions, including combustion and the reactions of acids, are important in both nonliving and living systems and involve energy transfer
Year 10:•(Chemical sciences) The atomic structure and properties of elements are used to organise them in the Periodic Table•(Chemical sciences) Different types of chemical reactions are used to produce a range of products and can occur at different rates•(Earth sciences) Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere•(Physical sciences) Energy conservation in a system can be explained by describing energy transfers and transformations
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Years 9-10 Achievement standards• By the end of Year 9, students explain chemical processes and natural radioactivity in
terms of atoms and energy transfers• By the end of Year 10, students analyse how the periodic table organises elements and
use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems.
• AusVELS: By the end of Level 10, students explain the concept of energy conservation and model energy transfer and transformation within systems. They explain how similarities in the chemical behaviour of elements and their compounds and their atomic structures are represented in the way the periodic table has been constructed. They compare the properties of a range of elements representative of the major groups and periods in the periodic table. They use atomic symbols and balanced chemical equations to summarise chemical reactions, including neutralisation and combustion. They explain natural radioactivity in terms of atoms and energy change. They explain how different factors influence the rate of reactions.
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Changes to VCE Chemistry: assessment• VCAA Bulletin notice:http://www.vcaa.vic.edu.au/Documents/bulletin/2012/2012julsup.pdf
• There will be a single end-of-year examination, of two-and-a-half hours duration, which will contribute 60 per cent to the study score.
• School-assessed Coursework in Unit 3 will contribute 20 % to the study score.• School-assessed Coursework in Unit 4 will contribute 20% to the study score.• There are changes to both Unit 3 and Unit 4 School-assessed Coursework tasks
and mark allocations.• All outcomes in Units 3 and 4 will be examined. All of the key knowledge that
underpins the outcomes in Units 3 and 4, and the set of key skills listed on page 12 of the study design are examinable except specific details related to the study of a selected chemical (one of: ammonia, sulfuric acid or nitric acid).The underlying principles related to factors that affect the rate of chemical
reactions and the position of equilibrium are examinable.
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Sample examination
• Examination specifications and sample examination available at: http://www.vcaa.vic.edu.au/Documents/vce/chemistry/chem-specs-samp-w.pdf
• Part B question parts may integrate content across Units 3 and 4 • A greater focus on application of chemical skills is illustrated in the
sample examination Section B, Question 13 (6 marks):A student was asked to design an experiment to determine the effect of
acid concentration on the rate of the reaction between hydrochloric acid and calcium carbonate. The student proposed the following experimental design.
Critically evaluate the student’s proposal.• Will the experimental design enable a valid conclusion to be made
about the effect of concentration on rate? Provide reasons for your answer.
• What changes, if any, should be made to improve the experimental design? Justify your suggestions.
Aim…design…equation….design….design….design….design….design…labelled diagram
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Changes to VCE Chemistry content
• No changes to Units 1 and 2 Chemistry• Deleted: “use of proteins as markers for disease”• Equilibrium chemicals: ammonia, sulfuric acid and
nitric acid – NOT ETHENE• The content has been edited for greater clarity• Over Units 3 and 4, there are 24 ‘dot points’ to be
covered, with the ‘dash points’ indicating breadth and depth
• Updated Assessment Handbookhttp://www.vcaa.vic.edu.au/Pages/vce/studies/chemistry/chemindex.aspx
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Changes to VCE Chemistry: revision example• principles and applications of spectroscopic techniques (excluding features of
instrumentation and operation) and interpretation of qualitative and quantitative data from:
–– atomic absorption spectroscopy (AAS) including electron transitions and use of calibration graph to determine amount of analyte
–– infrared spectroscopy (IR) including use of characteristic absorption bands to identify bonds
–– proton and carbon-13 nuclear magnetic resonance spectroscopy (NMR) including spin, the application of carbon-13 to determine number of equivalent carbon environments; and application of proton NMR to determine structure: chemical shift, areas under peak and peak splitting patterns (excluding coupling constants), and application of n+1 rule to simple compounds
–– visible and ultraviolet spectroscopy (visible-UV) including electron transitions and use of calibration graph to determine amount of analyte
–– mass spectroscopy including determination of molecular ion peak, relative molecular mass, and identification of simple fragments
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VCE Chemistry School-assessed Coursework• Minor edit to Unit 3 School-assessed Coursework• Unit 4 School-assessed Coursework: - similar task types and mark allocations - significant change is the specification of an evaluation of an
industrial process: “The uses, equilibrium and rate considerations, and safety issues
involved in the industrial production of a selected chemical and its associated wastes, presented in one of the following formats:
- a response to stimulus material in written, oral or visual format - an analysis of first- or second-hand data using structured questions - a report in written, oral, multimedia or visual format”
Note: The underlying principles related to factors that affect the rate of chemical reactions and the position of equilibrium are examinable.
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National curriculum
Standing Council on School Education and Early Childhood, December 2012:
The Standing Council today endorsed the senior secondary Australian Curriculum for English, Mathematics, Science and History as the common base for development of state and territory senior secondary courses. ACARA will work with states and territories during 2013 to explore the curriculum content that will be integrated into their respective courses, the timelines and processes for this integration, and details related to the validation of achievement standards, and report back to Ministers.
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VCAA review of VCE sciences - process• A two-stage process of the review of the 14 studies that
currently constitute the English, History, Mathematics and Science VCE studies has commenced
• Stage 1: an Expert Reference Group will make recommendations on the implementation of the Australian Curriculum senior secondary subjects in Victoria
• Stage 2: review and/or development of identified studies• Schools and teachers will be informed regularly of
opportunities to participate in this review and development process and related consultations
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VCAA review of VCE sciences - timelines
Review process Start date End date
Stage 1 February 2013
June 2013
Stage 2 July 2013 December 2014
Professional development and implementation support for Units 1-4
Throughout 2015
Implementation of Units 1-4 February 2016
Consultation and feedback opportunities
2013-2014
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VCAA review of VCE sciences - scope
Reviews will consider•decisions about the incorporation into VCE studies of the Australian Curriculum senior secondary subjects developed in the associated learning areas•number and type of VCE studies to be developed•curriculum and assessment principles for VCE studies as specified in the VCE, VCAL: and VET VCAA Bulletin No 68, March 2009, Supplement 1 accessed at:http://www.vcaa.vic.edu.au/Documents/bulletin/2009MARSUP1.pdf
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Development of senior science curricula
Breadth versus depth
Extended essay?
Independent research?
Importance of practical
work
Mathematical content
Enrolment trends
Exams
School-based assessment
Research indicates that a number of issues are of international interest in the development of senior secondary science curricula
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General misconceptions/issues in ChemistryPast VCE Chemistry Assessment Reports are useful in identifying concepts and skills with which students have, in the past, had difficulty http://www.vcaa.vic.edu.au/Pages/vce/studies/chemistry/exams.aspx#H2N10036
General examples:•difficulty with unit manipulation, e.g. mg to g; minutes to seconds•incorrect units used in formulae, e.g. the general gas equation•inability to correctly balance chemical equations and include phase•inconsistency in use of significant figures incorrect reading of provided graphs•difficulty in transposing equations•difficulty in deducing overall redox equations given half-equations•lack of reference to Data Book information•failure to recognise that reduction half equations include e- on reactant (left-hand) side•superficial or inappropriate responses related to the identification of laboratory safety risks, e.g. some students consider that “wear a lab coat” is appropriate for any risk
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Misconceptions/issues in Unit 3 ChemistryUnit 3 examples•errors in identifying and using molar ratios•confusion of amino and amide functional groups•difficulty in using systematic nomenclature for organic compounds•lack of recognition that the C=C bond in a given monomer would enable addition polymerisation•inability to distinguish between the use of atomic absorption spectroscopy to determine the amount of a specific metallic element in a sample, and the use of mass spectroscopy to determine the amounts of different isotopes of an element•confusion between a hydroxyl group –OH, and a hydroxide ion OH-
•unaware that amino acids have both basic and acidic character•descriptive responses continually provide challenges for many students, e.g. explaining that the ‘specificity’ of an enzyme is related to the shape of the enzyme’s active site, or the complementary relationship between an enzyme and the substrate
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Misconceptions/issues in Unit 4 ChemistryUnit 4 examples•difficulty in using the electrochemical series to predict possible redox reactions•lack of awareness of the differences between discharging and recharging in terms of the direction of electron flow, and that electrons always move from the site of oxidation (anode) to the site of reduction (cathode)•inability to correctly explain the changes in the rates of the forward and reverse reactions as a reacting system moves to equilibrium•difficulty in calculations involving Faraday’s laws largely associated with the calculation of ‘time’, both from the charge and in the conversion to minutes•omission of H2O(g) from the equilibrium expression (water, in this case, is not acting as a solvent)•lack of awareness that ‘weak’ acids do not fully ionise•application of Le Chatelier’s principle to non-equilibrium reactions•non-specific explanations of equilibrium changes, e.g. the phrase “due to Le Chatelier’s principle” is not a valid explanation of why a reaction shifts direction
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Effective instructional strategiesStrategies that improve student achievement:• identifying similarities and differences (45%)• summarising and note-taking (34%)• using non-linguistic representations (27%)• incorporating cooperative learning effectively (27%)• setting objectives and providing feedback (23%)• generating and testing hypotheses (23%)
Robert Marzano, Debra Pickering and Jane Pollock, 2001Refer also:- James Stigler and James Hiebert: the Teaching Gap (1998)- Anne Tweed: Designing Effective Science Instruction (2007)- John Hattie: Visible learning (2009)Reflection: How can the difficulties identified in VCAA Assessment reports be
addressed using the above strategies?
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Bloom’s revised taxonomyCognitive skill Activities Products
Remembering memorise; know vocabulary; match; listen
facts; date/location/person; record
Understanding sort; compare; question; observe; research; list
diagram; model; procedure; article
Applying construct; demonstrate; manipulate; plan; report; experiment; construct; interview; simulate; draw; interview
journal/blog; diagram; map; model; collection; puzzle; illustration
Analysing categorise; classify; organise; survey; integrate; separate; simplify; contrast
questionnaire; graph; spreadsheet; data; report
Evaluating recommend; conclude; judge; debate; discuss; reflect; critique; survey; test; investigate; propose; edit; choose
recommendation; self evaluation; survey; conclusion; group discussion; news item
Creating combine; hypothesise; estimate; infer; predict; invent; imagine; design; make
podcast; invention; structure; product; news article; machine
Reflection: Which of these cognitive skills can be effectively assessed through exams? SACs?
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ContactsMaria JamesCurriculum Manager, ScienceVictorian Curriculum and Assessment AuthorityTelephone: 9032 1722Email: [email protected]
Lorette Dobb Examination Development Manager (including responsibilities
for Chemistry)Victorian Curriculum and Assessment AuthorityTelephone: 9225 2344 (may change from mid-March 2013)Email: [email protected]
