Chemistry: Outcomes and Assessment Standards
National 3
National 4
National 5
Higher
Outcome 1
Outcome 1
Outcome 1
Outcome 1
The learner will:
The learner will:
The learner will:
The learner will:
1
1
1
1
Apply skills of scientific inquiry and
draw on knowledge and understanding of
the key areas of this Unit, to carry out an
experiment by:
1.1 following given procedures
safely
1.2 making and recording
observations/measurements
accurately
1.3 presenting results in an
appropriate format
1.4 drawing valid conclusions
1.5 evaluating experimental
procedures
Apply skills of scientific inquiry and draw
on knowledge and understanding of the
key areas of this Unit , to carry out an
experiment by :
1.1 planning an experiment
1.2 following procedures
safely
1.3 making and recording
observations/measurements
accurately
1.4 presenting results in an
appropriate format
1.5 drawing valid conclusions
1.6 evaluating experimental
procedures
Apply skills of scientific inquiry and draw
on knowledge and understanding of the
key areas of this Unit , to carry out an
experiment by:
1.1 planning an experiment
1.2 following procedures
safely
1.3 making and recording
observations/measurements
accurately
1.4 presenting results in an
appropriate format
1.5 drawing valid conclusions
1.6 evaluating experimental
procedures
Apply skills of scientific inquiry and draw
on knowledge and understanding of the key
areas of this Unit , to carry out an
experiment by:
1.1 planning an experiment
1.2 following procedures
safely
1.3 making and recording
observations/measurements
accurately
1.4 presenting results in an
appropriate format
1.5 drawing valid conclusions
1.6 evaluating experimental
procedures
Transfer of evidence: Outcome 1 in one Unit may be used as evidence of the achievement of Outcome 1 in other Units of this Course.
Outcome 2
Outcome 2
Outcome 2
Outcome 2
The learner will:
The learner will:
The learner will:
The learner will:
Draw on knowledge and understanding of the
key areas of this Unit and apply scientific skills
by:
Draw on knowledge and understanding of the
key areas of this Unit and apply scientific skills
by:
Draw on knowledge and understanding of the
key areas of this Unit and apply scientific skills
by:
Draw on knowledge and understanding of the key
areas of this Unit and apply scientific skills by:
2.1 making accurate statements
2.2 describing a given application
2.1 making accurate statements
2.2 describing an application
2.1 making accurate statements
2.2 describing an application
2.3 describing a given chemical issue in terms of
the effect on the environment/society
2.4 solving problems
2.3 describing a chemical issue in terms of the
effect on the environment/society
2.4 solving problems
2.3 describing a chemical issue in terms of the
effect on the environment/society
2.4 solving problems
2.1 making accurate statements
2.2 describing an application
2.3 describing a chemical issue in terms of the
effect on the environment/society
2.4 solving problems
Transfer of evidence: Since the Outcomes and Assessment Standards are the same for all Units of the course, the Units differing only by context, evidence for Assessment Standards 2.2, 2.3 and 2.4 for one Unit
in this Course can be used as evidence of the achievement of Assessment Standards 2.2, 2.3 and 2.4 in the other Units of this Course.
Judging evidence for Chemistry (National 5)
Assessment Standards
Evidence required
1.1 Planning an experiment
The plan should include:
 an aim
 a dependent and independent variable
 key variables to be kept constant
 measurements/observations to be made
 resources
 method, including safety considerations
The candidate should be seen to follow procedures correctly,
including safety considerations.
1.2 Following procedures safely
Judging the evidence: Assessment for candidates (Appendix 1)
The plan for the experiment/practical investigation must be clear enough for another person to
follow and should include:
 a clear statement of the aim
 measurements/observations to be made and variables considered
 the equipment/materials and their use clearly described and appropriate
 a clear and detailed scientific description of how the experiment should be carried out; the safety
considerations; including appropriate and logical sequence of steps
In the case of assessment by observation, evidence should include assessor comments that show
clearly the basis on which assessment judgements have been made.
An observation checklist could be used.
1.3 Making and recording
observations/measurements accurately
Measurements taken should be accurate and appropriate.
Results should be recorded in an appropriate format.
.
1.4 Presenting results in an appropriate format
Results have been presented in an appropriate format. Using
one format from: a table, line graph, chart, key, diagram, flow
chart or summary or other appropriate format.
The candidate should record the information/data in a clear and systematic way, with well organised
tables of raw data.
Candidates should process the results and present findings in an appropriate format. This may be a
table, line graph, chart, key, diagram, flow chart or summary. Results should be presented so that
the assessor can check that results have been correctly processed. Graphs should be plotted on
squared graph paper.
Units used appropriately.
Candidates should use appropriate SI units and standard abbreviations.
1.5 Drawing valid conclusions
Conclusion draws from what the experiment shows, with
reference to the aim.
1.6 Evaluating experimental procedures
Evaluation should be supported by justification/reasoning and
possible improvement(s) to the experiment.
Conclusions should be related to the aim of the experiment. If results are inconclusive but
candidates refer to evidence and the aim of the experiment to say that no conclusion can be drawn
then this would be valid and sufficient.
Evaluation should be supported by reasons and provide at least one possible improvement for the
experiment.
‘With supporting argument’ means that there needs to be justification or reasoning included in the
evaluation.
2.1 Making accurate statements
Candidates provide responses for the key areas.
Marking guidance for a set of questions relating to each key area is provided.
At least half of the responses should be correct across the key areas for each Unit.
(This does not mean that candidates need to get at least half of the responses correct for each key
area)
2.2 Describing a given application
The description should include the chemistry of the issue.
The scientific report should identify the key area from which the application of chemistry is drawn.
The scientific report should then go on to outline the effect of this application on the
environment/society.
2.3 Describing a given chemical issue in terms
of the effect on the environment/society
The description should include the effect of the application on
the environment/society.
The candidate should show knowledge and understanding of the application and its effect
The scientific report should be around 50 - 100 words or equivalent.
2.4 Solving problems
Candidates provide responses for the problem solving types.
A correct response must be provided for each problem solving type.