Chris Conoley February 2016 Harare, Zimbabwe Day 2 Intermediate Cambridge International AS and A Level Chemistry (9701)

Day Two Welcome back!

Session 5 Practical session 1 Titrations

Starter In a titration potassium manganate(VII) is put into a burette and the solution is run into a conical flask until the end point is reached. What indicator is used? Devise a table to record the results of this trial titration and include space for three accurate titres. Use the sheet Session 5 Starter Activity to answer.

Practical exercise The Cambridge course includes Paper 3 – the practical exam. This paper involves quantitative and qualitative analysis We will look at quantitative analysis first You are very experienced chemists! – but I will demonstrate a “teaching approach”.

Titration points #1 Small learners – should they put the burette on the floor/stool/in the sink to fill it? (Is it safer?) Is there an air bubble in the pipette tip, or in the burette tip? Should they read from the top or the bottom of the meniscus? Pipettes – how should learners ensure that exactly 25 cm 3 have been delivered?

Titration points #2 Presenting results: – A table with headings – Units with the headings – A single table (means no repeated headings) – Must reflect the precision of the burette (which has been read to 0.05 cm 3 )

Handout 5-3 This hand-out has been prepared from notes produced by one of the senior examiners on paper 3 It contains valuable advice for candidates taking this paper.

Marking Paper 3 The next activity will concentrate on some aspects of marking the practical paper.

Paper 3 - Titrations

Marking June Paper 33 Now try marking question 1 using the mark scheme provided.

Plenary In an acid-base titration, a 10.0 cm 3 solution of mol dm -3 sodium hydroxide is pipetted into a conical flask and titrated with mol dm -3 hydrochloric acid. What will be the effect on the titre of: a) Washing the flask with distilled water before pipetting the NaOH solution into the wet flask? b) Washing the burette with distilled water before adding the HCl solution? c) An air bubble in the tip of the burette? d) Using distilled water to wash down any unreacted HCl just before the end-point is reached?

End of Session 5

Session 6 Practical session #2 Qualitative analysis

1.Round these numbers to 3 significant figures a) b) c)136.0 Starter activity 2. Give this answer to the appropriate number of significant figures =

Practical exercise #2 The Cambridge course includes paper 3 – the practical exam. This paper involves quantitative and qualitative analysis Now we will look at qualitative analysis You are very experienced chemists! – but I will demonstrate a “teaching approach”.

Qualitative task How should learners describe precipitates?

Make decisive judgements about colours Qualitative task – from the principal examiner reports If they need to qualify use light or dark

Qualitative task It is important to use the correct terminology e.g. precipitate or solution. If a solid dissolves on adding a reagent it is important to say so.

Qualitative analysis exercise Complete question 3 of Paper 34 (Oct/Nov 2015)

Plenary a)During electrophoresis, which electrode would you expect an amino acid to travel to at pH 2? Why? (3 marks) b)During electrophoresis, which electrode would you expect an amino acid to travel to at pH 12? Why? (3 marks) c)Under what conditions would an amino acid fail to move during electrophoresis? Why? (2 marks)

End of Session 6

Session 7 Using assessment to improve results

Starter exercise What questions about gas/liquid chromatography, might have these answers? a) A non-volatile liquid coated onto inert beads. b) A gas. c) A few mm in diameter and up to 3m long. d) Because of their different degrees of solubility in the stationary phase.

Learning aids you! practical work class notes & books internet and simulations models questions games

Use of ICT In practical work and simulations Highlighted in schemes of work External sites including RSC ChemGuide YouTube S-cool

Where computer-aided exercises and assessment can be useful Attainment/placement/proficiency tests Revision Repetitive exercises to consolidate and practise learning

Non-assessment examples Use of to set tasks and give feedback. Recording marks in a database Use of web pages to set tasks for learners and to provide tutor support. Use of plagiarism detection software.

Why not... Use this training to get together with other chemistry teachers from this group. Agree to write testing exercises – perhaps on new areas of the syllabus such as entropy, Gibbs free energy or the Nernst equation. Share them with each other via or school websites.

Want to know more? See the Cambridge website –

Useful websites

chemistryhttp:// chemistry Descriptions of practical work that has been safety tested).

Useful websites Many resources, including safety tested practical activities.

Useful websites Aflchem/ Many resources, including safety tested practical activities.

Useful websites Thousands of free resources produced by teachers Registration is free but is required.

Useful websites Vast library of resources that are free to download.

Useful websites These are revision websites but they contain very useful information – not specifically aimed at this syllabus. YouTube contains some superb videos of chemistry demonstrations.

Useful websites Aflchem/ Aflchem/

But remember... Check website addresses – they change! If recommending to students check content.

Assessment for learning Assessment for learning (AfL) means using assessment methods to identify: Where learners are in their learning, Where they need to go, A way for them to get there.

Assessment for learning AfL means: clear evidence about how to drive up individual attainment. clear feedback for and from learners so there is clarity on what they need to improve on and how best they can do so. a clear link between learner learning and lesson planning.

Summative assessment This is assessment of learning. Exams do it. It is often carried out by a teacher outside the classroom. It aims to state where a learner is and what standard they have achieved. Conclusions are drawn and a judgement is made.

Formative assessment This is assessment for learning – AfL. It usually takes place in the classroom. It aims to clarify where a learner is and how they can get to where they want to be. It can be conducted by the learner, or by their peers, or by their teacher via interaction and mutual feedback.

Formative assessment The same assessment could be used for both summative and formative assessment. It depends on how the teacher and student use the assessment after it has been completed. Going through the results of summative assessment with individual learners can help them identify areas of weakness.

Stages in using assessment for learning 1.Share learning objectives with learners. 2.Explain the ‘success criteria’ by which successful learning will be measured. 3.Involve learners in peer- and self-assessment. 4.Deliver quality feedback. 5.Give them the chance to repeat work.

Example - marking activity Work in pairs to produce a ten mark question and produce an AfL exercise for an area of Transition Metal chemistry. Produce a mark scheme that another student could use for peer-marking. Use the Session 7-1 worksheet and the page from the syllabus. This can also be used profitably for peers to assess a presentation on this produced and delivered by another student.

Other possible AfL approaches Traffic lighting – red amber green. Using past questions and mark schemes to self mark and peer mark. –Note: learners must know why they are self-marking or peer-marking the work. –This is where the learning is consolidated. –It must not be done casually!

Other handouts #1 Handout 7-2 explains how self-marking and peer- marking can help older learners to make higher level decisions, which are more memorable. Handout 7-3 describes a marking exercise that can be done with younger learners.

Other handouts #2 Handout 7-4 asks you to plan a lesson in which learners will mark you while you perform a practical task Handout 7-5 is similar but it focuses on the learning of concepts rather than practical skills.

Other handouts #3 Handout 7-6 asks you to think about how you would mark a piece of work Handout 7-7 shows how to mark so that learners know how to improve. Successful marking points out what is good in a piece of work, so that the learner feels supported and valued. Successful marking points out how the work could be made better.

Please... Use AfL soon after this conference It really works, particularly with students who may get U grades Variety in teaching methods is always good Select any ideas that you think are useful Try them out quickly What we do not use gets forgotten!

Plenary zwitterion pH 1pH 13

Plenary – practice question The high resolution nmr spectrum of ethanol has three peaks: –peak A, a singlet at δ=5.6 –peak B, a quartet at δ=3.7 –peak C, a triplet at δ=1.1 a)Draw the displayed formula of ethanol and identify the protons responsible for peaks A, B, and C. (3) b)Explain why peak B is a quartet and peak C is a triplet. (2) c)Describe and explain how the spectrum would change if the ethanol was shaken with D 2 O. (2)

End of Session 7

Paper 5 Helping students to revise Session 8

pH Plenary Volume of acid/cm 3 In a practical 25.0 cm –3 of mol dm –3 NaOH was titrated against an acid. a) What acid at what concentration could have been used? b) What would be a suitable indicator to use?

Paper 5 This paper tests higher order experimental skills: –planning; –analysis, conclusions and evaluation. Learners may not know the theory behind the task, but it is the practical skills that are being tested. To be successful in this paper, learners need extensive laboratory experience.

Paper 5 – Planning, analysis and evaluation Experiments carried out over the two years may be used to practise the different skills. Learners may plan an experiment themselves and then follow the plan, or that of a classmate, to find out how effective it is. They may use results from a hands-on experiment or a demonstration to practise the analysis of data and evaluation of the procedure and results.

Improving marks on Paper 5 Incorporate plenty of relevant practical work in your scheme of work. Highlight the planning, analysis and evaluation aspects of the practicals where possible. Make the learners plan some of their own experiments – you could provide a back-up plan if theirs was inappropriate – poor plans make for good discussions.

Paper 5 SkillMinimum mark allocation Breakdown of skills Minimum mark allocation Planning12 marksDefining the problem 4 marks Methods8 marks Analysis, conclusions and evaluation 12 marksDealing with data 6 marks Evaluation4 marks Conclusion2 marks

Paper 5 analysis Use June 2014 Paper 52 Identify the questions and designated marks requiring: – definition of the problem – methods – dealing with data – evaluation – conclusion

Paper 5 – Marking exercise Mark question 1 from June 2014 paper 52 using the mark scheme provided.

The usual problem with revision Many learners just re-read their notes. While they are reading page 3 they forget page 1 Not much good for kinaesthetic learners If revision can be more varied and more active learners will do more of it, get more out of it, and get higher grades.

How do you encourage active revision?

Alternative revision strategies Past questions SAQs in text books (→ AfL traffic lighting) Charts (for the visual) Describing concepts out loud, either alone or in groups (for the auditory) Using a voice recorder (for the auditory) Making things (for the kinaesthetic)

Improving student grades Active revision… The two most effective techniques -Distributive learning -Self-testing to check knowledge John Dunlosky et al. (2013)

An AfL revision technique The sheet labelled Session 8-1 is an example of an AfL approach to revision. Learners colour code each statement. This approach helps to prioritise revision. Teacher knowledge and guidance is extremely helpful. Learners can be encouraged to create these themselves.

More revision techniques Other possible approaches: –Divide the topic into areas. Set a diagnostic question on each area, so that learners can decide where to concentrate. –Choose a problem that suits model making and write guidance notes. –Choose a concept that suits “out loud” response or description and write mark descriptors for self- or peer-assessment.

Advice for learners This sheet has been prepared by a senior examiner and provides much useful advice

Plenary – practice question a.Is a simple hydrocarbon polymer more likely to be an addition polymer or a condensation polymer? (1 mark) b.Give two factors that can affect the physical properties of a hydrocarbon polymer (2 marks) c.Give two properties that are more likely to be shown by a hydrocarbon polymer with alternating double and single bonds, than by a saturated hydrocarbon polymer (2 marks).

Day Two summary We must prepare our learners with the skills they need for the practical exam. Computers can be used in assessment AfL is a powerful tool. Creative revision techniques increase the effectiveness of revision for many learners.

Aims of the course… reinforce knowledge of the syllabus provide detailed knowledge of examination papers, marking procedures and standards consider lesson plans for different types of learners increase familiarity with the practical chemistry methods needed for the CIE course discuss the role of assessment in improving performance provide the opportunity to discuss and alleviate concerns share good practice in teaching chemistry

Aims of the course The aims of this course were to: Give an overview of A Level Chemistry 9701 Discuss the skills needed for the practical paper. Explore teaching strategies and materials Provide a forum to share good practice Discuss the role of assessment in improving performance Do you feel that these aims have been achieved?

Cambridge PDQs – your next step? You can: find PDQ programmes available locally in approved Cambridge centres take part in programmes led by accredited trainers, quality assured by Cambridge apply new ideas and approaches in your reflective practice in your context develop the quality of your teaching and leadership to enhance the quality of your learners’ learning achieve recognised certification to help your career development

Reminders Cambridge Teacher Support is available at: Teacher Support is a secure support site for Cambridge teachers. You can find a wealth of resources including schemes of work, past papers, mark schemes and examiner reports. You can also contact Cambridge subject experts and other Cambridge teachers via the discussion forums.

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