Work Program
PRE-IB Chemistry
This work program is applicable to all
students, including International Students at
the Queensland Academy for Science,
Mathematics and Technology.
Table of Contents
TABLE OF CONTENTS.................................................................................................................................... 2
COURSE ORGANISATION AND ASSESSMENT PLAN ................................................................................ 3
UNIT OVERVIEW .............................................................................................................................................. 5
ALIGNMENT TO AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS ............................................ 15
SAMPLE STUDENT PROFILE ....................................................................................................................... 17
DETERMINING LEVELS OF ACHIEVEMENT ............................................................................................... 18
Course Organisation and Assessment Plan
Term
Topic
Time
(weeks)
Key concepts & ideas
General capabilities and
cross-curriculum
priorities
Assessment
(Assignment, Exam)
Technique, Description&
Conditions
Mid Term
Test (25%)
In class 40 mins (MC/SA)
unit 1 and 2
Category
SUST
Year 10 (Term 1)
1. What’s the Matter: Introduction to Chemistry
2.
Introduction to
Chemistry
10
3.
Year 10 (Term 2)
4.
Chemical Change
10
a. Elements, compounds and
mixtures
b. Particle theory matter
Introduction to Atomic Theory
a. History of the atom
b. Structure of the atom
c. Electron arrangement
Introduction to the Periodic Table
a. History of the Periodic Table
b. Ions and atoms
c. Metals and non-metals
Introduction to Bonding
a. Ionic bonding
b. Covalent bonding
1. Types of Chemical reactions
a. Word equations
b. Writing and naming ionic and
covalent compounds
2. Chemical Equations
a. Writing and balancing chemical
equations
b. Introduction mole and ratio mole
3. Rate of Reaction
a. Factors that affect (prac)
4. Introduction to Organic Chemistry
a. Hydrocarbons and calorimetry prac
b. Problem solving tech in chemistry
literacy
numeracy
ITC
End of Term
Exam (75%)
crit/creat think
In class 60 mins (MC/SA)
unit 1, 2, 3 & 4
ethical beh
literacy
Mid Term
Test (25%)
In class 40 mins (MC/SA)
unit 1 and 2
numeracy
ITC
crit/creat think
ethical beh
End of Term
Exam (75%)
In class 60 mins (MC/SA)
unit 1, 2, 3 & 4
Year 10 (Term 3)
Chemical
Calculations
10
1. Introduction to Quantitative Chemistry
a. Mole and Avogadro’s number
b. Empirical and molecular formula
c. Solutions- concentration and
molarity
d. Limiting reagents
2. Chemical investigations
a. Prac work quantitative chemistry
3. Error analysis in Chemistry
a. Density prac (DCP/CE)
literacy
IA: DCP/CE
numeracy
ITC
crit/creat think
ethical beh
End of Term
Exam
DCP/CE – in class
experiment, students
write up at home
End of term test:
Quantitative Chemistry
Unit Overview
Group 4
Year Level: 10
Pre-IB Introduction to Chemistry UNIT PLAN
Unit Title: Introduction to Chemistry
Duration: 10 weeks (3 hour/week)
Unit Overview:
Students will have an understanding of safety in the laboratory; the layout of the Periodic Table and its History; the states of matter; the structure of the atom; metallic
properties and structure, the reactivity series and types of chemical bonding.
Theory of Knowledge:
“Science is built on facts as a house is built from bricks; but a list of facts is no more science than a pile of bricks is a house” –Henri Poincaré Students will
experience the process of science – at every possible opportunity the students will be encouraged to reflect on the manner in which scientists have built the
house we know as Science. They will discover the structure of the atom and question the accuracy of the models used to represent it. Students will derive
the Periodic table by comparing properties and then relate this to our knowledge of the internal structure of matter (Atomic theory)
IB Learner Profile:
Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.
Inquirers
Open-minded
Significant aspects of this unit, both in acquiring the
Students will need to listen without judgement to the
Knowledgeable
Thinkers
Communicators
theoretical background and solving set problems will be the
responsibility of individual students under the guidance of
the teacher.
At the end of this unit, the student will have gained an in
depth understanding of the techniques of the laboratory,
the structure of the atom and the interaction of atoms to
form bonds.
Students will have undertaken the solution of problems in
this topic ranging from simple to quite complex and multistepped.
Students will work cooperatively in a small group to support
each other and share resources, data and ideas. They will
contribute to online Wikis and discussion boards to share
knowledge and debate ideas and opinions
opinions of others and question the evidence for scientific
models.
Caring
As students explore and discuss complex ideas emphasis
will be given to the acceptance of the ideas of others and
the critique of arguments advanced, not personalities.
Risk-takers
Students will be encouraged to explore Chemistry ideas
and concepts freely and imaginatively without worrying
about being wrong or making mistaken assumptions and
statements.
Students will be encouraged to look beyond the subject of
Chemistry to the opinions of experts and the general
public to understand the issues surrounding the
topic.They will also be encouraged to understand that any
academic discipline is embedded in a cultural and
personal context and that breadth of experience is
important to the success of any undertaking.
Balanced
Principled
Students will undertake disucussion and debate to assess
information and data dervied from experimental work and
other secondary sources to reach conclusions. There will
be an emphasis on employing the data actually gained as
well as derived data.
Learning Objectives (Overview):
Reflective
Students will work independently and consider how they
are learning and how they are progressing through the set
material and problems. They will consult with other
students and their teacher as difficulties arise.
 Identify, distinguish, list, define, state, compare, analyse, explain
MSDS, metals, non-metals or metalloids, periodic table, ions, covalent, bonding, atomic number, mass number, isotopes, protons, neutrons and electrons,
ions, molecules, ionic bonding, covalent bonding, covalent lattice and metallic bonding, reactivity, series, solid, liquid, gas, aqueous, solution, dissolution,
salt, insoluble, complete and incomplete combustion, exothermic and endothermic, hydrocarbon
acid, base, neutralisation, equivalence, end point, indicator, pH
Accommodations for Differentiated Learning
Gifted Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
Practice questions and worksheets will be provided to extend and challenge the more capable students
English as a Second Language (ESL) Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
IB questions will be provided to extend and challenge the more capable students
Students with Special Needs:
Students with special needs are identified through the school process and have has been catered for in provision of self paced individual learning and group
activities.
Materials and Resources
Technology – Hardware
Technology – Software
Printed Materials
Other
Laptops
Database / Spreadsheet
Text book
Blackboard (course materials
posted)
Data Projectors
Desktop Publishing
Work book
Respondus / Quizzes (online)
Digital Camera
Email Software
Note book
Studymate
Television
Editing Software
Task sheet and criteria
Wikis & Blogs
VCR / DVD
Internet / Web Browser
Reference materials
Other Chemwatch interactive
MP3 Player
Multi-media
Other
website
Mobile technology
Animation Software
PDA
Web page development
Video Camera
Other
Professional Learning
Word Processing
Other
 PD to learn how to register with Chemthink and register students
 Understanding of IB command terms and their interrelationship to DOL
 Knowledge of laboratory safety and basic chemistry concepts
 Blackboard training
Monitoring Student Learning
Assessing Student Learning
-
Students will complete a multiple choice diagnostic tests
- Students will complete a mid-term exam
Students will complete a series of Chemthink interactive tutorials to
- Students will complete and end of term exam
consolidate declarative knowledge
Scope and Sequence
Time
Key Concepts / Key Ideas
Focus Topic
Learning Experiences
Resources Required
(hrs)
(From syllabus)
2
Lab orientation
Periodic table
MSDS sheets
 Identify significance of Chemwatch
orientation:
Concept map
Chemical Hazard
symbols
 Identify appropriate safety
sheets, laboratory

Graphical
representation
of
change
of
procedures and equipment in
rules
state
the laboratory
 Identify the key components  Physical states of sulphur, bromine,
 CFY (Ryan ) ch 4
chlorine, iodine.
of an MSDS sheet
 ICT interactive skills
 Distinguish the main
Chemthink
Chemwatch symbols on
Practical laboratory
chemical labels and relate
skills implementing
these to the MSDS sheet.
safety knowledge

Elements
compounds and
mixture
The Periodic
table

Review states of matter – 
solids, liquids, gases.
change of state
Learn the significance of the terms
GROUP and PERIOD
Describe the location of metals and
non-metals and metalloids in the PT
List some of the properties of metals
Develop concept mapping skills
Investigating the first 20 elements
• Investigating the first 20 elements
• Investigating the metallic nature of the
first 20 elements
• Investigating the reactions of metals
• Writing chemical equations
Investigating the Periodic Table
Build a Periodic table
(element cards) using
physical propertiesAtomic mass, atomic
radius, ionization
energy, Melting and
Boiling point.
Assessment
10 question quiz at
on the laboratory
orientation
Prior knowledge
brainstorm-using
whiteboard to
assess prior
knowledge
.
Chemthink:
Particulate States
of matter elements ,
compounds and
mixtures
Periodic table
cards
and non-metals.
3
(Year
10
camp)
The periodic table
and the Structure
of atoms


4
Structure of the
atom



5
Define the terms – atom, element and
compound and draw a concept map
showing their relationship
Explore the organization of the
elements into a Periodic table –
physical properties, atomic properties
Enrol in Chemthink

Describe the structure of the atom – 
location, charge and relative mass of
protons, neutrons and electrons; the
maximum number of electrons in the
first three energy levels or shells.
Determine how chemical stability
relates to the arrangement of the
electrons. Relate the position of the
element in the periodic table to the
tendency to lose or gain electons.
FORMATION OF IONS
Atoms and Ions
Formation of ions

• Organising information about the first 20
elements
• Investigating spectra and atomic
structure
• Introducing the Bohr model
• Exploring the Periodic Table
• Using the Periodic Table
• Relating reactivity to electron
arrangement
Page 37- 41 HL Text book
Chemthink (3)
topics:
Atomic structure,
ions and isotopes
Practical: Flame tests
(related to atomic
spectra)
Quiz – electron
shells and atomic
spectra.
Writing formulae,
Balancing chemical equations ,Ionic
bonding, formula writing page 2-11 HL
Text Book
Demo electrolysis of
“water” with
phenolphthalein to
show migration of ions
Quiz:the atom,
atomic structure,
safety symbols
Chemthink:
Ionic bonding and
ionic formulas
Balancing equations and
writing balanced chemical formula
equations from a given word equations.
Report writing skill- recording results,
data tables
Valency card game to
determine chemical
formulae of ionic
compounds.
Focus:
Chemthink:
covalent bonding,
molecular shapes

Formation of
compounds -1
Ionic compounds

Ionic compounds are formed by the
transfer of electron(s) from a metal
element nto a non-metal element
Properties of Ionic comoounds
Formulae - valencies Further
investigation of ionic bonding
Investigating ionic compounds
• Naming and representing ionic
compounds
• Investigating the properties of ionic
compounds
• Using ionic compounds
6.
7
8
9
Bonds formed as a result of sharing of
electron pairs.
Molecular diagrams up to and
including ethene
Investigating covalent compounds
• Introducing covalent compounds
Stop motion project to
show formation of
covalent bonds
Hydrocarbons
and polymers
Investigating the homologous series
the ALKANES –
Structures and nomenclature.
• Molecular modeling to explore
Molymod molecular
modeling exercise –
addition
polymerization.
Polymers
Polymerisation Alkenes –
polymerization of ethane to
polyethene
Advantages and disadvantages of
polymers
Exploring the uses of polymers•
Exploring the properties of plastics
Research project to find out what
natural substances are used as
pharmaceuticals
Investigation of medicines used by
Indigenous Australians and Torres
Straits Islanders
• Investigating natural pharmaceuticals
• Exploring the pharmaceutical industry
Covalent
compounds

Pharmaceuticals
–
hydrocarbons and polymers
Chemthink:
Covalent
compounds
Exam 100%
Multiple
choice/short
answer
QIMR Day in the life
of a scientist –
pharmaceuticals
QBFA native
medicines
Reflections:
What aspects of this unit did students seem to enjoy / struggle with? Were there aspects that required more time / less time etc?
Test 60%
Chemthink activity
completion 10%
Unit 2: Group 4
Year 10 Chemistry Calculation UNIT PLAN
Year Level:10
Unit Title: Year 10
Duration: 10 weeks
Unit Overview:
Students will have an understanding of balancing equations, Stoichiometry (balancing equations), recording & propagating uncertainties and writing up
experiments (D, DCP, CE) in the IB format. Students will learn how to design and conduct a titration, balance the equations and evaluate each other’s work.
Theory of Knowledge:
1. Reliability of data collection and evaluation and whether inferences are valid
2. Reliability of information and the sources they come from, whether bias is present and if the information is opinion or factual
3. The principal of minimum wrong and the global perspective
4. What influence can an individual have on their community in raising awareness of environmental impacts and concerns?
IB Learner Profile:
Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.
Inquirers
Significant aspects of this unit, both in acquiring the
Open-minded
Students will need to listen without judgement to the
theoretical background and solving set problems will be
opinions of others and
the responsibility of individual students under the
guidance of the teacher.
Knowledgeable
At the end of this unit, the student will have gained an in Caring
As students explore and discuss complex ideas emphasis
depth understanding of the laboratory, titrations, data
will be given to the acceptance of the ideas of others and
collection and processing skills and evaluating skills.
the critique of arguments advanced, not personalities.
Thinkers
Students will have undertaken the solution of problems
Risk-takers
Students will be encouraged to explore Chemistry ideas
in this topic ranging from simple to quite complex and
and concepts freely and imaginatively without worrying
multi-stepped.
about being wrong or making mistaken assumptions and
statements.
Communicators
Students will work cooperatively in a small group to
Balanced
Students will be encouraged to look beyond the subject of
support each other and share resources, data and
Chemistry to the opinions of experts and the general
ideas. They will contribute to online Wikis and
public to understand the issues surrounding the
discussion boards to share knowledge and debate ideas
topic.They will also be encouraged to understand that any
and opinions
academic discipline is embedded in a cultural and
personal context and that breadth of experience is
important to the success of any undertaking.
Principled
Students will undertake disucussion and debate to
Reflective
Students will work independently and consider how they
assess information and data dervied from experimental
are learning and how they are progressing through the set
work and other secondary sources to reach conclusions.
material and problems. They will consult with other
There will be an emphasis on employing the data
students and their teacher as difficulties arise.
actually gained as well as derived data.
Syllabus Objectives (Overview):
Lab orientation; the Periodic table; Concept maps; MSDS; analysis of Design criteria; ions and the reactivity series; balancing equations and reaction types.
Student Assessment (Overview):
 Students will complete a multiple choice mastery test
 Students will complete a structured DCP and CE IA with detailed criteria
 Students will complete and end of term exam, contribute to a group wiki and produce a poster on the environment
Accommodations for Differentiated Learning
Gifted Student: Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential
learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
Practice questions and worksheets will be provided to extend and challenge the more capable students
English as a Second Language (ESL) Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
IB questions will be provided to extend and challenge the more capable students
Students with Special Needs:
Students with special needs are identified through the school process and have has been catered for in provision of self paced individual learning and group
activities.
Materials and Resources
Technology – Hardware
Technology – Software
Printed Materials
Other
Laptops
Database / Spreadsheet
Text book
Blackboard (course materials
posted)
Data Projectors
Desktop Publishing
Work book
Respondus / Quizzes (online)
Digital Camera
Email Software
Note book
Studymate
Television
Editing Software
Task sheet and criteria
Wikis & Blogs
VCR / DVD
Internet / Web Browser
Reference materials
Other Chemwatch interactive
MP3 Player
Multi-media
Other
website
Mobile technology
Animation Software
PDA
Web page development
Video Camera
Word Processing
Other
Other
Professional Learning
 Understanding of IB DCP and CE IA Criteria
 Knowledge of laboratory safety and basic chemistry concepts
Command Terms:
Identify, distinguish, list, define, state, compare, analyse, calculate, evaluate,
conduct,
Scope and Sequence
Time
Key Concepts / Key Ideas
Focus Topic
(hrs)
(From syllabus)
How Much?  The chemist’s unit of amount is the Mole (mol.)
2
2
Introduction to
Quantitative 
Chemistry – 
Atomic and
molecular
(formula)
masses
Quantitative
Chemistry –
using

Chemical
equations
Calculating
maximum yield
and % yield
A mole is a fixed number of particles/entities
23
Avogadro’s no. (L) = 6.023 x 10
An equation represents not just a shorthand
description of a reaction but also a quantitative
description
Glossary Terms:
, density, mass, volume and understand their relationship, identify
appropriate units, solute, solvent, solution, dilution, burette, pipette, titration,
pH, empirical formula and molecular formula, atoms, balancing equations,
types of reactions, empirical and molecular formula, solution stoichiometry,
data collection and processing skills, propagation of errors, electrolysis,
Avogadro’s number, acid rain, pollution, emissions, carbon tax, greenhouse
effect, ozone layer,
Learning Experiences
Resources Required
Assessment
Design a practical to measure the
concentration of an unknown acid given
the concentration of a base (in teacher
selected groups)
Write design to criteria
– identify variables
and write a suitable
method
Laboratory skills
Stoichiometry
Report writing
Students do
hydrochloric acid
titration with 5
unknowns
Students submit
the design to
teacher but upload
data table (to
include errors) to a
class wiki for
discussion
DCP conducted
Choose best
representation of
data table
Upload data – to
wiki (by class)
Select 3 other data
sets to use in CE
2
2
Limiting
reagent
problems –
calculations
involving an 
excess
reagent
Calculating the
limiting and
the excess
reagent.
Introduction to
reaction rate –
defining rate
as change of
concentration
per unit time
During a reaction one reactant may be used iin
excess-yield must be calculated from the
limiting reagent
RATE is change in concentration with time
Many different methods can be used to
monitor rate
Uncertainties
Report writing
Evaluation of errors
Peer marking of DCP ONLY
Density prac
DCP only 20%
Submit lesson 2
Note: only errors
stated for this
practical not
propagated
Laboratory skills
Stoichiometry
Copper sulfate
pentahydrate mass
loss
Students model
loss of water from
copper sulfate
using online
simulator
Laboratory skills
Stoichiometry
Process data as a
class and propagate
uncertainties
Data processing/
calculations test
10%
Seen DCP
question 20%
Laboratory skills
Stoichiometry
Review for test next week in second
lesson
Magnesium oxide
preparation
Process data from
practical
Calculate the
empirical and
molecular formula
of magnesium
oxide
Test 50%Practical done as a
demonstration,
whole class
processing of
information
Investigating rates of reaction
• Investigating rates of reaction
• Exploring catalysts and reaction rates
Investigating factors impacting on the
reaction rate of a chemical process
2
2
Effect of
change in

concentration
on rate of a 
chemical
reaction
R 2 Effect of
temperature
on reaction

rate
• Assessing student learning
Unit 1:
Identify appropriate safety procedures and
equipment in the laboratory
Conduct an experiment (given to students) at
different concentrations
Conduct an experiment decolourisation of iron
III/glucose at different temperatures.
Collision
theory
2
Catalysts – 
effect of
catalysis on
reaction rate
P1: test (60
min)
Conduct an experiment decolourisation of iron
III/glucose at different temperatures.
Electrolysis prac
2
Reversible
reactions
An introduction
to the concept
of dynamic
equlibrium
The 4 characteristics of the state of
equilibrium are….
2
Le Chatelier’s
principle
applied to
simple
reversible
reactions.
Poster making and review
Students create posters in their groups
and upload information to a wiki
C02 in water- dry ice
and water with
universal indicator to
determine pH
Burning sulfur to
make acid rain
Evaluate posters and
pick winners
Reflections:
Students enjoyed learning how to titrate and balance equations. They enjoyed peer marking each other’s work and oncsolidated their understanding of the
criteria. Students worked well in groups and produced outstanding posters with excellent depth and declarative knowledge.
Alignment to Australian Curriculum Content Descriptions
Review for balance and coverage of content descriptions – indicate covered content descriptions with 
Science understanding
Term
1
Term
2
Term
3
Science as a human endeavour
Term
1
Term
2
Biological sciences
Nature and development of science
The transmission of heritable
characteristics from one
generation to the next involves
DNA and genes (ACSSU184)
Scientific understanding,
including models and theories,
are contestable and are refined
over time through a process of
review by the scientific
community (ACSHE191)


The theory of evolution by
natural selection explains the
diversity of living things and is
supported by a range of scientific
evidence (ACSSU185).
Advances in scientific
understanding often rely on
developments in technology and
technological advances are often
linked to scientific discoveries
(ACSHE192)


Chemical sciences
Use and influence of science
The atomic structure and
properties of elements are used
to organise them in the Periodic
Table (ACSSU186) .
Different types of chemical
reactions are used to produce a
range of products and can occur
at different rates (ACSSU187)


Term
3
Science inquiry skills
Term
1
Term
2
Term
3
Questioning and predicting

Formulate questions or
hypotheses that can be
investigated scientifically
(ACSIS198)

Planning and conducting

People can use scientific
knowledge to evaluate whether
they should accept claims,
explanations or predictions
(ACSHE194)




Advances in science and
emerging sciences and
technologies can significantly
affect people’s lives, including
generating new career
opportunities (ACSHE195)



The values and needs of
contemporary society can
influence the focus of scientific
research (ACSHE230)

Plan, select and use appropriate
investigation methods, including field
work and laboratory
experimentation, to collect reliable
data; assess risk and address ethical
issues associated with these
methods (ACSIS199)
Select and use appropriate
equipment, including digital
technologies, to systematically
and accurately collect and record
data (ACSIS200)




Science understanding
Term
1
Term
2
Term
3
Science as a human endeavour
Term
1
Term
2
Term
3
Science inquiry skills
Term
1
Term
2
Term
3
Earth and space sciences
Processing and analysing data and information
The universe contains features
including galaxies, stars and solar
systems and the Big Bang theory
can be used to explain the origin
of the universe (ACSSU188)
Analyse patterns and trends in
data, including describing
relationships between variables
and identifying inconsistencies
(ACSIS203)



Global systems, including the
carbon cycle, rely on interactions
involving the biosphere,
lithosphere, hydrosphere and
atmosphere (ACSSU189)
Use knowledge of scientific
concepts to draw conclusions
that are consistent with evidence
(ACSIS204)



Physical sciences
Evaluating
Energy conservation in a system
can be explained by describing
energy transfers and
transformations (ACSSU190)
Evaluate conclusions, including
identifying sources of
uncertainty and possible
alternative explanations, and
describe specific ways to
improve the quality of the data
(ACSIS205)
The motion of objects can be
described and predicted using
the laws of physics (ACSSU229)
Critically analyse the validity of
information in secondary sources
and evaluate the approaches
used to solve problems
(ACSIS206)

Communicating
Communicate scientific ideas
and information for a particular
purpose, including constructing
evidence-based arguments and
using appropriate scientific
language, conventions and
representations (ACSIS208)



Sample Student Profile
Group 4 Pre-IB Chemistry:
STUDENT PROFILE
NAME: ______________________________________________________
TEACHER: ____________________________________________________
TERM
1
OVERALL TERM RESULT
2
OVERALL TERM RESULT
3
OVERALL TERM RESULT
TOPICS
Assessment Instrument/s
Marks achieved
Scaled result (if
applicable)
%
LOA
Determining Levels of Achievement
The Queensland Academy, in accordance with State Government requirements will report on student achievement two times per year on an A to E scale. The assessment
items are categorised according to Formative Tasks (designed for assessment preparation and feedback) and Summative Tasks (providing term result).
Assessment should be based on all three strands of the Australian Curriculum, with equal weighting given to the Understanding and Skills dimensions.
A (≥80%)
B (≥65%)
C (≥45%)
D (≥30%)
E (>0%)
Science Understanding
Science as a
Human Endeavour
Understanding dimension
The folio of student work has the following characteristics:
Clear description and comprehensive
explanation of science knowledge
Clear description and explanation of
science knowledge
Description, definition and
identification of science knowledge
Definition and statement of science
knowledge
Statement of isolated science
knowledge
Critical analysis and application of
science knowledge to generate:
solutions
Analysis and application of science
knowledge to generate:
Application of science knowledge to
generate:
Application of science knowledge to
generate:
Statements of isolated science facts









reasoned explanations

in a range of situations, including
some that are complex
solutions
informed explanations
in a range of situations,
including some that are
complex
solutions
explanations
in simple situations
Critical analysis and description of the:
Analysis and description of the:
Description of the:









development over time
factors prompting the review
of scientific models and theories
development over time
factors prompting the review
of scientific models and
theories
development over time
factors prompting the review
of scientific models and
theories
partial solutions
partial explanations
Statements about the development
over time of scientific models and
theories
Isolated statements about scientific
models and theories
A (≥80%)
B (≥65%)
C (≥45%)
D (≥30%)
E (>0%)
Planning and conducting
Processing and
analysing data and
information
Skills dimension
Questioning and
predicting
The folio of student work has the following characteristics:
Formulation of questions and justified
hypotheses that can be investigated
scientifically
Formulation of questions and
informed hypotheses that can be
investigated scientifically
Formulation of questions or
plausible hypotheses that can be
investigated
Selection of questions for
investigation
Use of given investigation questions
Design of appropriate investigations
that:
Design of investigations that:
Design of investigations that:
Selection of investigations that:



Safe, directed use of equipment to
collect and record data



explain how reliability and
fairness are considered
explain how safety and ethics are
considered
explain how to select and safely
use appropriate equipment to
systematically and accurately
collect and record reliable data
Critical analysis and synthesis of data
to:



explain relationships between
variables
identify inconsistencies in results
draw justified conclusions
Evaluation, with logical links to science
knowledge, of:
Evaluating

Communicating
Skills dimension

primary sources of data to
explain sources of error and
explain how proposed
modifications will improve the
quality of data
secondary sources for the
validity and reliability of
information
Coherent, concise and purposeful use
of appropriate scientific language,
conventions, representations and text
types to communicate findings and
ideas


describe reliability and fairness
considerations
describe safety and ethics
considerations
describe the safe use of
appropriate equipment to
accurately collect and record
reliable data


identify reliability and fairness
considerations
identify safety and ethics
considerations
describe the safe use of
equipment to collect and
record relevant data

state obvious safety and ethics
considerations
describe the safe use of
equipment to collect and
record data
Analysis and synthesis of data to:
Analysis of data to:
Consideration of data to:






describe relationships between
variables
identify inconsistencies in
results
draw conclusions consistent
with evidence


identify relationships between
variables
identify obvious
inconsistencies in results
draw relevant conclusions
identify simple relationships
state conclusions
Evaluation of:
Analysis of:
Statement of:




primary sources of data to
describe sources of error and
propose valid modifications
that will improve the quality of
data
secondary sources for the
validity and reliability of
information
Clear and purposeful use of
appropriate scientific language,
conventions, representations and
text types to communicate findings
and ideas

primary sources of data to
identify sources of error and
propose valid modifications
secondary sources for the
validity and reliability of
information
Use of appropriate scientific
language, conventions,
representations and text types to
communicate findings and ideas

simple modifications to
methods
science information from
secondary sources
Use of aspects of scientific language,
conventions, representations and
text types to communicate findings
and ideas
Restatement of given information
and data
Statement of obvious modifications
to methods
Use of everyday language to
communicate findings and ideas