VCAA Update:
STAV/CEA Chemistry Conference
La Trobe University
1 March 2013
© Victorian Curriculum and Assessment Authority 2007
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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
Resources
Curriculum
The 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/
whole
school
planning
The 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/curri
culum/index.aspx
Updates
Subscribe 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/implementatio
n.aspx#update
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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 content
Year 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
environment
Year 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 content
Year 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.
Aim…design…equation….design….design….design….design….design…labelled diagram
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.
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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 Handbook
http://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/2009
MARSUP1.pdf
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Development of senior science curricula
Research
indicates that
a number of
issues are of
international
interest in the
development
of senior
secondary
science
curricula
Independent
research?
Extended
essay?
Breadth
versus
depth
Importance
of practical
work
Mathematical
content
Exams
Enrolment
trends
Schoolbased
assessment
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General misconceptions/issues in Chemistry
Past 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 (lefthand) 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 Chemistry
Unit 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 OHunaware 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 Chemistry
Unit 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 strategies
Strategies 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, 2001
Refer 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 taxonomy
Cognitive 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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Contacts
Maria James
Curriculum Manager, Science
Victorian Curriculum and Assessment Authority
Telephone: 9032 1722
Email: james.maria.m@edumail.vic.gov.au
Lorette Dobb
Examination Development Manager (including responsibilities
for Chemistry)
Victorian Curriculum and Assessment Authority
Telephone: 9225 2344 (may change from mid-March 2013)
Email: dobb.lorette.d@edumail.vic.gov.au
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