An Introduction to NZ Scholarship Chemistry

1. An Introduction to NZ Scholarship Chemistry Scott FranklinHOD Chemistry - Christ’s CollegeChemEd Presentation July 2017

2. Workshop Overview • Scholarship Intro How does the examination and Scholarship award work? • Assessment How are the exam questions designed and graded? • Psychology What traits and skills can enable students to succeed? • Problem Solving How should students face the problems and develop their answers?

3. SCHOLARSHIP CHEMISTry IS FUN! • Challenge • Problem Solving • Success • Accomplishment • Pride

4. NZQA • New Zealand Scholarship provides recognition and monetary reward to top students in their last year of schooling. • New Zealand Scholarship assessments enable candidates to be assessed against challenging standards, and are demanding for the most able candidates in each subject. • http://www.nzqa.govt.nz/qualifications-standards/awards/new-zealand-scholarship/

5. New Zealand Scholarship • Chemistry Performance Standard • Outcome Description • The student will use knowledge of chemistry to demonstrate the ability to integrate and apply chemical principles and skills to a wide range of situations, to analyse problems from a chemical perspective and present coherent and well-reasoned answers. • Scholarship Performance Descriptor • The student will demonstrate aspects of high level: • analysis and critical thinking • integration, synthesis, and application of highly developed knowledge, skills, and understanding to complex situations • logical development, precision and clarity of ideas. • Outstanding Performance Descriptor • In addition to the requirements for Scholarship, the student will also demonstrate, in a sustained manner, aspects of: • perception and insight • sophisticated integration and abstraction • independent reflection and extrapolation • convincing communication.

6. Assessable Content • The NZ Scholarship examination may assess any content included within Level 7 and Level 8 of the NZC – Material World. • Key content areas include: • Particles and Interactions • Organic Substances and Reactions • Thermodynamics • Quantitative Calculations • Oxidation and Reduction Processes • Aqueous Systems • Qualitative and Spectroscopic Analysis

7. Examination Structure • Four questions, each with variable length and each may be composed of sub-questions. • Questions often involve integration of different content areas under a common theme. • There is no equity requirement on content balance/inclusion. Some areas may not feature. • For example: “2047 Examination” • Question 1 – Organic pollutants Molecular solubility, particle interactions, energy changes • Question 2 – Household acids investigation Acid-base titration, practical techniques, pH calculations • Question 3 – Drug synthesis Redox processes, organic reactions, spectroscopic analysis • Question 4 – Sea water analysis Titration calculations, solubility, qualitative observations

8. Examination Entries • NCEA Level 3 Chemistry entries sit at around 9,000-9,500 students per annum. • New Zealand Scholarship Chemistry entries sit at around 1,200-1,300 students per annum.

9. Examination Outcomes • Of the entire Level 3 cohort, ~3% can be awarded a New Zealand Scholarship. • Of those awarded a New Zealand Scholarship, ~10% (~0.3% of cohort) can be awarded an Outstanding Scholarship. • Example: 1250 entries = 1000 Non-Scholarships (From 9000 cohort) 225 Scholarships (2.8%) 25 Outstanding Scholarships (0.28%)

10. Overall Scholarship Outcomes Percentage wise the Scholarship outcomes considering all of Year 13 are approximately: No Entries – 86% Absent/Non–Scholarship – 11% Scholarship – 2.7% Outstanding Scholarship – 0.3%

11. The PEP (profiles of expected performance) for Excellence results in Year 13 externals sit at around 9-14%, which means from a cohort of 9000 students that around 810 – 1350 students will be at ”Excellence level”. • “Excellence” does not equal “Scholarship”!

12. The Goal • How do we enable students to succeed?

13. Assessment of Examination • Each question is marked on a scale of 0 to 8. • Grades are awarded based on the overall understanding demonstrated by students in the question. • It is easier to write simple answers, and harder to write comprehensive answers. • Therefore, grades are commonly positively skewed. • Most students willonly earn 3-4 marks for a ”good” answer, 5-6 marks for a ”great”answer, and 7-8 marksfor an ”outstanding”answer.

16. Example Answer and Grade Coverage • Eg. Imagine a question, with an organic reaction scheme with nine structures, and a complex quantitative calculation. • To earn 1-4 marks, the student has solved and drawn 4-5 structures and completed key parts of the calculation. • To earn 5-6 marks, the student has solved and justified 6-7 structures and completed most of the calculation. • To earn 7-8 marks, the student solved and justified all the organic structures and finished the calculation with accurate units, rounding and significant figures. • Imagine a question, with three distinct parts, and each part has three key ideas. • To earn 1-4 marks, the student has suitably addressed 1-2 ideas from 1-2 parts. • To earn 5-6 marks, the student has addressed in detail 2-3 ideas from 2-3 parts. • To earn 7-8 marks, the student comprehensively addressed all 2-3 ideas in all three parts.

17. Grade boundaries • Scholarship– commonly ½ of available marks + 1 (one Q must be 5+) • Outstanding Scholarship– commonly ¾ of available marks + 1 (one Q must be 7+) • In a 32 mark Scholarship Chemistry exam: Scholarship = 17, Outstanding = 25 • What does “17 marks” look like? • Example 1: 5 + 6 + 3 + 3 = 17Example 2: 2 + 4 + 5 + 7 = 17 Key idea! - Students do not have to get 8/8Example 3: 5 + 4 + 4 + 4 = 17 for all of the questions they answerExample 4: 5 + 2 + 2 + 8 = 17 to achieve in the scholarship exam!Example 5: 5 + 3 + 4 + 5 = 17 • Hint: Getting two grades of 4 + 5 (=9) is easier than getting 7 + 2 (=9). Students should attempt all questions as well as they can.

18. GRIT • Students need grit to succeed. It is a need to have quality. • Effort leads to outcomes twice as great as aptitude alone. • Students who have the perseverance and willpower to make Scholarship Chemistry a success, are the students who will succeed in the examination. • There are lots of bright students out there. • Students need to be better than ordinary, they need to be extraordinary. • Grit prepares athletes for an Olympic sporting event, grit is what will prepare students for the Scholarship Examination.

19. “Scholarship”

21. www.carolinemiller.com • www.angeladuckworth.com

22. Behavioral science and psychology • Key ideas: • You should never say the examination is easy. Say it is achievable. • Praise students carefully. Excessive praise leads to poorer outcomes. • Kids with grit hate study/work as much as anyone else… but they are able to find ways to cope with it. • Successful people wake up each day with hard goals, not easy goals. • Being a flourishing individual is critical if aiming for success. • Failure is good– it builds grit and grit leads to success.

23. Building GRIT and Resilience • Students must learn to FAIL. From failure they can start to take ownership and push themselves to grow through intrinsic motivation– you alone will not get them there! • Students are not expected to get 100% in the examination, but they are expected to provide some degree of answer to every question, with at least one question to scholarship level. • Common issues with students who do not succeed in the examination can include: • - They find the examination ”too hard”. Solution: develop familiarity pre-exam • - The find the questions ”too different to NCEA”. Solution: practice past exam problems. • - They do not start the examination, or write very little. Solution: develop answering techniques • - They are unable to answer questions fully. Solution: practice unpacking questions • - They do not write very much in their answers. Solution: plan ahead for lots of writing • - They do not grasp the meaning of the data/info. Solution: get exposed to complex ideas • - They leave the examination early. Solution: practice 3-hour examinations

26. Two Key Strands of Aptitude

27. Alex Johnstone – Chemistry Triangle • The chemistry triangle, also known as the chemistry triplet, reflects the three key levels of understanding that you can have about any chemical phenomenon. • the macroscopic/observational level: what we can see/touch/observeThis can include states, colours, precipitation, gas production, physical changes, chemical changes, temperatures, volumes, etc • the sub-microscopic/particle level: atoms, ions, molecules, forces, attractionsThis can include particle collisions, models chemists use, 3D visualisations, lattice structures, changes in particles, changes in numbers of particles. • the symbolic level:using language/symbols/text to communicate ideas This can include equations, formulae, calculations, symbols, • A.H. Johnstone (1993) "The development of chemistry teaching"Journal of Chemical Education vol.70 no.9

28. Chemistry literacy • Literacy in chemistry involves integration of the three levels of chemistry as outlined by Johnstone. • This means explaining what can be observed on a particle level and then justifying the discussion with accurate equations or other symbolic representations. • For example: Outline the reaction between HCl(g) and NH3(g) in air. • Observational: Two colourless gases react spontaneously to form a white “mist”. • Sub-micro: HCl and NH3 gas particles diffuse through the air until they collide, resulting in proton transfer and the formation of NH4+ and Cl- ions. These ions are oppositely charged particles and attract resulting in the formation of NH4Cl solid in the air. • Symbolic: HCl(g) + NH3(g) NH4Cl(s)

29. Bradley, J. (2014). The chemist’s triangle and a general systemic approach to teaching, learning and research in chemistry education. AJCE, 4(2), 64-79.

30. Bradley, J. (2014). The chemist’s triangle and a general systemic approach to teaching, learning and research in chemistry education. AJCE, 4(2), 64-79.

31. Building Problem Solving Skills • Scholarship Chemistry questions are designed to be difficult and integrate wide aspects of chemical knowledge together. • The questions vary so much each year – there is no ”right way” to prepare students. • Stage 1: NCEA • Support students to develop their understanding of chemistry concepts, and ability to justify/discuss their understanding, up to Excellence level in all areas of Level 3 NCEA. • Ideally they should have been working hard to gain similar grades in Year 11 and Year 12!

32. Building Problem Solving Skills • Stage 2: Introducing Scholarship • Give students opportunity to attempt past scholarship examination questions, reflect on the marking schedules, and develop confidence in facing difficult problems. • When students are unable to understand how to solve a certain problem, this is the best time to intervene and guide them through how you would solve it if you were doing it. • Stage 3: Comprehensive Integration • Guide students through full exam papers, look at strategies for how they could determine an order of questions for them to approach, and educate them on giving everything a shot.

33. Providing Guidance and Feedback • You can help support students on their journey throughout their Year 13 year by looking at the work they are producing and focusing on some key areas. • Challenge and unpack any misconceptions within what they say or write. • Assist with expansion of their explanations to provide more detailed and accurate use of scientific language. • Challenge and unpack any misuse of common phrases and concepts (eg. electronegativity, spontaneity, Markovnikov’s rule, definitions, etc).

34. Providing Guidance and Feedback • Review their calculations to ensure accuracy, working, appropriate rounding, significant figures and units are used. • Ensure their organic structures are drawn accurately, carefully, and with all bonds in appropriate locations. • Provide positive reinforcement when they use determination to make it most of the way through a question, even if they do not finish it.

35. NZQA Resources • Key resources available through NZQA include: • - Past Examination Papers • - Marking Schedules • - Examiners Reports • - Top Scholar Papers • - Exemplar Scholarship Papers • - Exemplar Outstanding Scholarship Papers

36. Web Resources • Key resources available online include: • www.ChemGuide.co.uk • www.BestChoice.net.nz • You can also order practice examinations each year through the NZIC. • www.NZIC.org.nz

37. Textbook Resources • Key resources available in printed form include: • Advanced Chemistry Textbook • Clugston, Flemming– Oxford University Press • NCEA Level 3 Study Guide • Suzanne Bonniface, Jan Giffney– ESA Publications

38. Final key Messages • Scholarship Chemistry is a competition designed to separate the best from the great. Only the most focused of students have any real chance. • Students must learn to fail – so they can pick themselves up and grow. • Students need grit, determination and perseverance to succeed. • Hard work beats talent. • Students cannot get there naturally, nor by just “doing NCEA”. They need to be extended, guided, supported, provided resources, and the given the skills to solve challenging complex problems. • Download free resources at: www.scholarshipchemistry.info

39. End-OF-Session Activity • Example Question: Justify the states of ammonia (NH3) and water (H2O) at room temperature.Place the examples of work provided in the envelopes in order of 1 – 8, depending on the quality and quantity of detail provided towards the justification.

40. Example answer Detail/Length • Question: Justify the states of ammonia (NH3) and water (H2O) at room temperature. • 1 - NH3 molecules have weaker attractions than H2O molecules in water. Therefore NH3 has a lower boiling point than water and is a gas at room temperature. • 2 - NH3 has weaker attractions between molecules than that experienced by H2O molecules in water. Therefore NH3 has a lower boiling point than water and is a gas at room temperature. • 3- NH3 and H2O molecules have similar masses, and are both polar. However, the permanent dipoles within NH3 molecules are weaker than the permanent dipoles in H2O molecules in water. Therefore NH3 has a lower boiling point than water and is a gas at room temperature. • 4- NH3 and H2O molecules have similar masses, so similar degrees of temporary induced dipole forces, and both are polar. However, the permanent dipoles within NH3 molecules are weaker than the permanent dipoles in H2O molecules in water as O is more electronegative than N. Therefore the permanent dipole attractions between H2O molecules are greater than between NH3 molecules, leading to NH3 being a gas and H2O being a liquid at room temperature. • 5- NH3 and H2O molecules have similar masses, so similar degrees of temporary induced dipole forces, and both are polar due to their assymetrical shapes. However, the permanent dipoles within NH3 molecules are weaker than the permanent dipoles in H2O molecules in water because O is more electronegative than N. Both molecules can undergo hydrogen bonding and this does not change between molecules. Therefore the permanent dipole attractions between H2O molecules are going to be greater than between NH3 molecules, leading to NH3 being a gas and H2O being a liquid at room temperature. • 6 - NH3 and H2O molecules have similar masses, so similar degrees of temporary induced dipole forces, and both are polar due to their assymetrical shapes. Both molecules can undergo hydrogen bonding due to the degree of electronegativity on the O/N atoms. However, the permanent dipoles within NH3 molecules are weaker than the permanent dipoles in H2O molecules in water because O is more electronegative than N. Therefore the permanent dipole attractions between H2O molecules are going to be greater than between NH3 molecules, leading to NH3 being a gas and H2O being a liquid at room temperature. • 7–NH3 and H2O molecules have similar masses, so similar degrees of temporary induced dipole forces. Both molecules are polar due to an assymetrical distribution of electron density within the bent/trigonal-planar molecules. However, the electronegativity of O atoms is greater than the electronegativity of N atoms, leading to greater imbalance in electron density distribution within H2O molecules, and the permanent dipoles within NH3 molecules are comparatively weaker than the permanent dipoles in H2O molecules in water. Both molecules can undergo hydrogen bonding due to the electronegative O/N atoms polarising the H atoms they are bonded to, and H-bonds form between lone pairs of electrons on nearby molecules. Because NH3molecules cannot form as many H-bonds as H2O molecules this leads to NH3 being a gas and H2O being a liquid at room temperature. • 8 – NH3 and H2O molecules have similar masses, so similar degrees of temporary induced dipole forces. Both molecules are polar due to an assymetrical distribution of electron density within the bent/trigonal-planar molecules. However, the electronegativity of O atoms is greater than the electronegativity of N atoms, leading to greater imbalance in electron density distribution within H2O molecules, and the permanent dipoles within NH3 molecules are comparatively weaker than the permanent dipoles in H2O molecules in water. Both molecules can undergo hydrogen bonding due to the electronegative O/N atoms polarising the H atoms they are bonded to, but because H2O molecules have two lone pairs of electrons and are able to bond in equal ratios with two other H2O molecules, while NH3 molecules only have one lone pair of electrons, the overall degree of hydrogen bonding achieved is a lot stronger in water than ammonia leading to the observed different states at room temperature - NH3being a gas and H2O being a liquid.