Sciences Fourth Level Exemplification ‒ Materials
Significant aspect of learning
Context for learning
Knowledge and understanding of scientific ideas,
principles and concepts related to materials.
This piece of learning was part of a chemistry topic with
S3 learners built around the theme of Awesome Atoms!
Learners investigated the periodic table, atoms and
bonding between atoms. They built on their knowledge
of simple atomic structure (protons, neutrons and
electrons) to gain a fuller understanding of the
interactions between atoms and the bonds they form.
This allowed them to plan and carry out an investigation
into the bonding within household substances. They were
then able to form their own conclusions about how the
substances behave the way they do e.g. their melting and
boiling points, solubility etc. The main teaching points
included:
• Subatomic particles (protons, neutrons and electrons)
and their location, mass and charge within an atom.
• The position of their elements relative to their atomic
structure, for example their electron arrangement.
• How non-metal atoms combine.
• Formation of ions and bonding resulting from this.
• Chemical properties of covalent and ionic substances
through experimentation.
Related sciences experiences and outcomes
SCN 4-15a
Through gaining an understanding of the structure of
atoms and how they join, I can begin to connect the
properties of substances with their possible structures.
SCN 4-20a
I have researched new developments in science and can
explain how their current or future applications might
impact on modern life.
Related experiences and outcomes
LIT 4-22a
As appropriate to my purpose and type of text, I can
punctuate and structure different types of sentences with
sufficient accuracy.
LIT 4-24a
I can justify my choice and use of layout and presentation
in terms of the intended impact on my reader.
Learners also investigated a use of a novel material and
it’s impact on society. The novel material-hydrogels, are
massively used within UK products and their use is linked
to their bonding and properties.
Evidence:
This learner has
demonstrated that they
can use their knowledge
of atoms and their
atomic structure i.e.
numbers of protons,
neutrons and electrons
as well as their reactivity
in order to place the
imaginative elements in
their appropriate
position. This learner
has demonstrated a
good knowledge of the
periodic table and why
the elements are
positioned as they are
following Mendeleev’s
rules.
NOTE: This is a bridging
activity and was used
mid-way through a
scheme of work to
assess retention of
atomic structure before
progressing into how
atoms combine.
Next steps:
Leaners would go on
to develop this
knowledge and
apply it to National
4/5 content, such as
writing formulae,
mole calculations
and nuclear
chemistry.
Learner voice:
‘ I found this activity
challenging as I had
to use all the
knowledge I had
learned about atoms
and their structure
and use this to work
out their positions in
the periodic table. I
had to recognise
words like period
and group as well as
understand what
happens to the no.
of protons and
electrons across a
period etc.’
Learner voice: In writing this report I wanted different sentence
structure to make it more interesting to read. I had learned how to
place diagrams in a piece of text to support my ideas and used that
to explain what happens to the functional groups.
Task:
Learners were asked to research a new material in science, one which exhibits properties that are unusual to it. They had to write a
report which explained what the material is, what it is used for and what unusual properties it has. This task allowed learners to apply
their understanding of bonding and the properties of bonding to a material which is widely used in society.
Evidence:
The learner has shown that they can research information on an aspect of science and produce a report which conveys the
information accurately and concisely. The information is topical and relates to a product used in everyday life. They can comment on
how useful this application is. They were also able to link the properties of the material to the bonding within the material. This then
allowed them to plan an investigation into the properties of hydrogels which tied together their knowledge and also their planning
and experimental skills.
Learner voice:
‘I never knew how a nappy was able to absorb as much liquid as they do, but now I do. I wouldn’t have expected a plastic material to
expand and absorb water like a hydrogel. It’s really cool.’
‘ I used my ‘Investigative Approach’ card to plan my research on hydrogels. This meant I knew what I was going to find out about, how
I would find out about hydrogels and then how I would present my findings. When I began my research it became obvious that I had
to include a practical experiment to demonstrate the knowledge I was learning and help me forma conclusion about the absorbency
of nappies.’
‘When planning the experiment on the absorbency of nappies I had to consider how I would make it a fair test, which variables I
would keep constant and which would change – I was investigating which type of nappy was the most absorbent. I also had to repeat
my experiments for reliability.’
Links to literacy:
This learner has demonstrated that they can use a scientific language appropriately and accurately, throughout their report. They
have constructed sentences and paragraphs to ensure their piece can be read fluently. They have used the correct tone for a method
to be written.
Next steps:
The learner researching in this way, produced a report similar to an assessed piece in National 4 (Outcome 2.2/2.3) where learners
have to research the application of a piece of chemistry and what impact it has on the environment.
The practical experiment was carried out according to National 5 guidelines for outcome 1.
The next steps for this learner is to apply the skills developed here to their assessment at NQ level.
Evidence:
Learner voice:
This learner has had to draw on a
wide range of knowledge in order to
explain the open question fully. They
have shown that they understand
the differences between covalent
and ionic bonding as they have
recognised the type of elements
present in both i.e. non-metals in
covalent molecules. They have
drawn on their experimental work to
explain the properties of both types
of bonding and how this has led to
their conclusion of which substance
is sugar and which is the salt.
Learners could gather their evidence
by carrying out a range of practical
experiments which would allow
them to come to a valid conclusion.
The could use their investigative
skills to plan fair experiments to test
mp/bp, conductivity and solubility in
small groups. They could then share
their results with other groups.
‘I had to really think about
the work we had carried out
in class over the past unit
and explain what I had
learned from each section.
This actually showed me
that I do know how to
explain the difference
between covalent and ionic
bonding and how I could tell
the difference. I feel more
confident about my
knowledge of bonding after
completing this question.’
‘If I was to carry out these
experiments I would need
to consider my method to
plan fair tests, draw tables
to collect results and repeat
experiments for reliability. I
would then use my results
to form a conclusion.’
Teacher comment:
‘You have taken careful
consideration of atoms and how they
combine and used your findings from
experiments to explain the different
properties of covalent and ionic
bonding. Well done!’ Have you
considered how you could present
data and numerical values in your
answer.
‘I felt that I could go home
and use my knowledge to
explain to my parents why
sugar melts at a low temp
and salt does not. I could
now do simple tests at
home if I did not know
which was sugar and which
was salt so I didn’t have to
taste them!’