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VCE Chemistry Units 3 and 4 2008–2011

VCE Chemistry Units 3 and 4 2008–2011. VCAA and CEA Implementation Workshops Term 2 2007. Purpose of the workshop. Highlight differences between the reaccredited study design and the current study design with focus on Units 3 and 4 Introduce the assessment requirements for Units 3 and 4

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VCE Chemistry Units 3 and 4 2008–2011

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  1. VCE ChemistryUnits 3 and 4 2008–2011 VCAA and CEA Implementation Workshops Term 2 2007

  2. Purpose of the workshop • Highlight differences between the reaccredited study design and the current study design with focus on Units 3 and 4 • Introduce the assessment requirements for Units 3 and 4 • Provide some time for discussion • Provide some sample teaching and learning programs for Units 3 and 4 • Seek feedback as to future professional development and support

  3. Study design: structural changes • A set of key skills applicable to all units • Two areas of study in each Units 1–4 • Newer and fewer assessment tasks • Glossary • Two year implementation • Units 1 and 2 in 2007 • Units 3 and 4 in 2008

  4. Study design: content changes • Key concepts ‘spiral’ through each unit • Choice in Unit 4 area of study • ‘The Periodic Table’ introduces the study of VCE Chemistry in Unit 1 • ‘Rationale’, ‘Aims’ and ‘Introduction’ for each unit and area of study have been updated • More detail on safety and laboratory time provided • More detailed ‘Advice for teachers’ section

  5. Study design: summary of new content • Unit 3 - additional techniques of analysis, biochemical fuels, forensic analysis, design new medicines • Unit 4 - waste management and health and safety, choice of industrial chemical, sustainability of energy sources

  6. Assessment • Number of examinations • one for Unit 3 mid-year • one for Unit 4 end-of-year • Contributions to study scores • 34% School-assessed Coursework (17% each for Units 3 and 4) • 33% mid-year examination • 33% end-of-year examination • Time allocated for each exam • One and a half hours plus 15 minutes reading time

  7. Key skills (Study design page 12) • Apply to each unit • Developed, used and applied in a variety of contexts • Demonstrate skills at a progressively higher level as the complexity of knowledge increases • Examinable for Units 3 and 4

  8. Unit 1 The big ideas of chemistry Unit 3 Chemical pathways Chemical analysis Organic chemical pathways Structure • The Periodic Table • Materials • Unit 2EnvironmentalChemistry • Unit 4 • Chemistry at work • Industrial chemistry • Supplying and using energy • Water • The atmosphere

  9. Area of study 1 Chemical analysis Area of Study 2 Organic chemical pathways Unit 3: Chemical pathways • Outcome 1 • Evaluate the suitability of techniques and instruments used in chemical analyses • Outcome 2 • Identify and explain the role of functional groups in organic reactions and construct reaction pathways using organic molecules

  10. Unit 3: School-assessed Coursework • Three assessment tasks • An extended experimental investigation that can be drawn from either area of study 1 or area of study 2 • AND • From the area of study NOT used for the extended experimental investigation

  11. Unit 3: School-assessed Coursework (cont.) • A written report of one practical activity • AND • One task selected from the following: • 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 related to chemical pathways

  12. Activity 1 • Selection of assessment tasks for Unit 3

  13. Area of study 2 Supplying and using energy Unit 4: Chemistry at work • Area of study 1 • Industrial chemistry • Outcome • Analyse the factors that determine the optimum conditions used in the industrial production of the selected chemical • Outcome • Analyse chemical and energy transformations occurring in chemical reactions

  14. Unit 4: School-assessed Coursework • Assessment tasks • A summary report including annotations of three practical activities drawn from either area of study 1 and area of study 2 • AND • From the area of study NOT used for the summary report

  15. Unit 4: School-assessed Coursework (cont.) • A written report of one practical activity • AND • One task selected from the following: • 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 related to chemistry at work

  16. Activity 2 • Selection of assessment tasks for Unit 4

  17. VCE Chemistry Units 3 and 4 2008–2011 • Break

  18. VCE Assessment Handbook Chemistry • Section 1 Administrative Procedures • Section 2 Chemistry Assessment Advice • Section 3 Assessment Support Materials and Further Resources

  19. Section 2: Chemistry Assessment Advice • Outcome statement(for each area of study in each unit) • Task • Description • Designing the assessment task • Resources and scheduling • Performance descriptors • Information about examinations

  20. The Performance Descriptors • Guide for expected standards when setting and marking assessment tasks • 5 mark ranges provided • Each range is accompanied by a list of typical performance • Each mark range allows for discrimination

  21. Activity 3 • Using Performance Descriptors

  22. Exam 1 (June) Multiple choice Short answer Data booklet Equal weighting of each area of study Exam 2 (Nov) Multiple choice Short answer Data booklet Equal weighting of each area of study Exams

  23. Support for implementation • Chemistry – a pathway to Emerging Sciences in Victoria, CD-ROMDepartment of Innovation, Industry and Regional Development (DIIRD) • Ongoing professional development program such as RACI (VIC), VICS, STAV, CEA, GTAC, Ecolink (Bacchus Marsh), Victorian Science Space Centre

  24. Examples of Useful websites • www.science.org.au/nova • www.bio21.com.au/ • www.thescientist.com/ • www.csiro.au/helix/sciencemail/index.html • www.abc.net.au/science

  25. Errata • Page 21 Outcome 1 dot point 6 inclusion after techniques ‘and interpretation’ (refer March 2007 VCAA Bulletin) • Page 21 Outcome 2 dot point 2 spelling ‘esterification’ • Page 33 ‘bases’ (not basis) • Page 60 ‘colorimetrically’ (not calorimetrically)

  26. For further information • VCAA website Units 1 and 2www.vcaa.vic.edu.au/vce/studies/chemistry/chemistry1-2.html Units 3 and 4www.vcaa.vic.edu.au/vce/studies/chemistry/chemindex.html

  27. For further information (cont.) • VCAA BulletinMarch 2006 Supplement 2 – VCE studies accredited 1 January 2007: Summary of changes • ContactAnn OsmanCurriculum Manager, Scienceosman.ann.e@edumail.vic.gov.au

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