GCSE Chemistry and DAS Chemistry Support Events

GCSE Chemistry and DAS Chemistry Support Events
Support for teaching the practical aspects of the specification January 2019

Welcome & Introductions
Elaine Lennox Subject Officer for Chemistry and Double Award Science Alyn McFarland Chief Examiner for GCSE Chemistry Bob Cummings Chief Examiner for GCSE DAS Chemistry

Agenda Support Events of GCSE Chemistry and DAS Chemistry (for first teaching September 2017)
Elaine Lennox – General Information Curriculum Monitoring CCEA Analytics New Grading System General specification information Commonalities between the GCSE Chemistry and DAS Chemistry specifications Resources available

Agenda Reflection of the Summer 2018 series The Practical Skills Unit
Unit 1 Grade Boundaries Alyn McFarland: GCSE Chemistry Bob Cummings: GCSE DAS Chemistry The Practical Skills Unit General Information and Skills Assessed Q & A

The NI Curriculum was introduced in 2007 and we want to hear from teachers about their experience of it. We will be listening to views about: - The design and implementation of the curriculum - The effectiveness of the Cross Curricular skills and Thinking Skills and Personal Capabilities - Progression and continuity - Assessing Progress - Priorities for Teacher Professional Learning - Support

ALC Principals’ meetings Subject specific panels of key stakeholders
Online questionnaires (a series of 5 min questionnaires for all teachers) School visits to hear from a wide range of teachers and leaders within schools ALC Principals’ meetings Subject specific panels of key stakeholders Pupil interviews Parent consultation through partnership with parenting organisations Different schools will be involved in different aspects. Randomly selected schools and ALCs will be contacted by . This slide is about how it will be done. It will be done between October 2018 and March 2019. The report will be completed by end of June All information will be gathered confidentially and stored in line with CCEA privacy notice. No identifying information will be recorded or retained.

To start professional discussions
A systematic programme of listening to empower teacher voice To inform planning for support To identify gaps and connections in the curriculum Inform CCEA’s programme of support for 2019/20 Why are we doing this project?

For further information, please contact: Post-primary Róisín McCreesh T: ext: 2635 M: E: Primary Emma Holmes T: ext: 2670 M: E: This is year one of an ongoing project. All suggestions about the process, or about the areas you would like to raise should be brought directly to Róisín or Emma who are looking after the programme.

CCEA Analytics Online application providing comparative data to benchmark performance Summer 2018 data available from November 2018 Access to CCEA Analytics is at Head of Centre’s discretion Exams Officer registers users via the Central Login Visit the CCEA website (Qualifications>Analytics) to: get more information (including contacts) access the application provide feedback

New Grading System We report the results of individual assessment units on a uniform mark scale that reflects the assessment weighting of each unit. We determine the grades awarded by aggregating the uniform marks that candidates obtain in individual assessment units. We award GCSE qualifications on a grade scale from A* to G, with A* being the highest. The nine grades available are as follows: Grades: A* A B C* C D E F G DAS: A*A* A*A AA AB BB BC* C*C* C*C CC CD DD DE EE EF FF FG GG If candidates fail to attain a grade G or above, we report their result as unclassified (U).

GCSE Unitised Qualifications
All unitised GCSE qualifications use uniform marks (ums) This ensures fairness year on year irrespective of the demand of the paper/ms The total number of uniform marks for a unitised GCSE is 400um and 600um for DAS

Revised GCSEs – New Grades

Total number of uniform marks available for unit
GCSE Chemistry The % weighting of a unit determines the uniform marks available for that unit GCSE – 400um in total Unit % weighting of unit Total number of uniform marks available for unit 1 35% 140um 2 40% 160um 3 25% 100um

Awarding overall Subject Grades
Uniform marks from each unit are added up and overall grade awarded Subject Grade Uniform Mark Grade Boundary (400um) A* Varies year on year A (80% of total um) B (73% of total um) C* (67% of total um) C (60% of total um) D (50%of total um) E (40% of total um) F (30% of total um) G (20%of total um)

Total uniform marks for unit = 140 (35% weighting at GCSE)
Higher Tier grade HT um grade boundary Foundation Tier grade FT um grade boundary A 112 B 102 Highest um achievable in foundation = 101 C* 94 C 84 D 70 Allowable E (45%) of available um 63 E 56 U Less than 63 F 42 G 28

Total number of uniform marks available for unit
GCSE DAS: Chemistry The % weighting of a unit determines the uniform marks available for that unit GCSE – 600um in total Unit % weighting of unit Total number of uniform marks available for unit 1 11% x 3 66um 2 14% x 3 84um 7 25% 150um

Awarding DAS overall Subject Grades
Uniform marks from each unit are added up and overall grade awarded Subject Grade Uniform Mark Grade Boundary (600um) A*A* Varies year on year A*A AA (80% of total um) AB (77% of total um) BB (73% of total um) BC* (70% of total um) C*C* (67% of total um) C*C (63% of total um) CC (60% of total um)

Uniform Mark Grade Boundary (600um)
Subject Grade Uniform Mark Grade Boundary (600um) CD (55% of total um) DD (50% of total um) DE (45% of total um) EE (40% of total um) EF (35% of total um) FF (30% of total um) FG (25% of total um) GG (20% of total um) U (0% of total um)

Unit 1 (x3) Total uniform marks for unit = 66 (11% weighting at GCSE) Higher Tier grade HT um grade boundary Foundation Tier grade FT um grade boundary A 53 B 49 Highest um achievable in foundation = 48 C* 45 C 40 D 33 Allowable E (45%) of available um 30 E 27 U Less than 30 F 20 G 14

Unit 2 (x3) Total uniform marks for unit = 84 (14% weighting at GCSE) Higher Tier grade HT um grade boundary Foundation Tier grade FT um grade boundary A 68 B 62 Highest um achievable in foundation = 61 C* 57 C 51 D 42 Allowable E (45%) of available um 38 E 34 U Less than 38 F 26 G 17

Realignment of Outcomes
No A* at unit level – only calculated at qualification level. Likely to see a dip in these. Fewer Grade B’s New C* - bottom end of Grade B and top end of Grade C Fewer Grade C’s Practical Unit Outcomes to be reduced as its more demanding, this will be compensated in higher outcomes in the theory units.

General Specification Information: GCSE Chemistry
Content Assessment Divided into 3 units: Unit 1 – Structures, Trends, Chemical Reactions, Quantitative Chemistry and Analysis (35%) Unit 2: Further Chemical Reactions, Rates and Equilibrium, Calculations and Organic Chemistry (40%) External written examination Foundation and Higher Tiers Foundation Tier: 1 h (60 marks) Higher Tier 1 h 15 m (80 marks) Foundation Tier 1 h 15 m (80 marks) Higher Tiers 1 h 30 m (100 marks)

Content Assessment Unit 3: Practical Skills (25%) Booklet A practical assessment (7.5%) Foundation and Higher Tiers 2 hours (30 marks) Booklet B practical theory examination (17.5%) 1 hour (70 marks) Unit grades: Higher Tier: A* - D/E Foundation Tier: C* - G

General Specification Information: DAS Chemistry
Content Assessment Divided into 7 units: Unit 1 – (11% each) B1: Cells, Living Processes and Biodiversity C1: Structures, Trends, Chemical Reactions, Quantitative Chemistry and Analysis P1: Motion, Force, Moments, Energy, Density, Kinetic Theory, Radioactivity, Nuclear Fission and Fusion External written examination Foundation and Higher Tiers Foundation Tier: 1 h (60 marks) Higher Tier 1 h (70 marks)

Content Assessment Unit 2 - (14% each) B2 – Body Systems, Genetics, Microorganisms and Health C2 – Further Chemical Reactions, Rates and Equilibrium, Calculations and Organic Chemistry P2 – Waves, Light, Electricity, Magnetism, Electromagnetism and Space Physics External written examination Foundation and Higher Tiers Foundation Tier 1 h 15 m (70 marks) Higher Tier 1 h 15 m (80 marks)

Content Assessment Unit 7: Practical Skills (25%) Booklet A practical assessment (7.5%) Foundation and Higher Tiers 3 x 1 hour (15 marks each) Booklet B practical theory examination (17.5%) 3 x 30 mins (35 marks each) Unit grades: Higher Tier: A* - D/E Foundation Tier: C* - G

Commonalities GCSE DAS Chemistry is a subset of the GCSE Chemistry specification The 6 prescribed practicals on the DAS specification are taken directly from the 9 prescribed practicals on the GCSE Chemistry specification Question styles are similar Practical Booklet A and B assess similar practical skills

Teacher Support Support Direct access to Subject Officer
Dedicated microsite with News and Events Specification Specimen Assessment materials Past papers and Mark Schemes Editable Planning Framework (scheme of work) Student Guide Grade Boundaries and Outcomes CCEA dedicated BBC Bitesize (coming soon) Centre Support visits Support Days Factfiles for every topic Answers to Factfile Questions (coming soon) Practical Manuals A document listing all practical opportunities to support Booklet B Glossary of terms Command Words Guide (DAS only coming soon) Practical Skills Glossary (DAS only coming soon) Exemplifying Examination Performance materials Textbooks and Revision Guides (not CCEA endorsed) Teacher Support

Reflection of the summer 2018 series
During discussions, please avoid mentioning specifics of live practical materials. Reflection of the summer 2018 series

GCSE Chemistry Unit 1 Grade Boundaries
Unit 1 Foundation Tier GCH11 Grade Raw Mark UMS MAX 60 102 C* 32 94 C 27 84 D 23 70 E 19 56 F 15 42 G 11 28 Unit 1 Higher Tier GCH12 Grade Raw Mark UMS MAX 80 140 A 50 112 B 39 103 C* 28 94 C 18 84 D 8 70 E 3 63

GCSE DAS: Chemistry Unit 1 Grade Boundaries
Biology Foundation GDW11 Grade Raw Mark UMS MAX 60 48 C* 40 45 C 36 D 32 33 E 28 27 F 25 20 G 22 14 Biology Higher GDW12 Grade Raw Mark UMS MAX 70 66 A 55 53 B 48 49 C* 42 45 C 36 40 D 30 33 E 27

Chemistry Foundation GDW21 Grade Raw Mark UMS MAX 60 48 C* 42 45 C 34 40 D 28 33 E 22 27 F 16 20 G 10 14 Chemistry Higher GDW22 Grade Raw Mark UMS MAX 70 66 A 48 53 B 41 49 C* 34 45 C 28 40 D 22 33 E 19 30

Physics Foundation GDW31 Grade Raw Mark UMS MAX 60 48 C* 42 45 C 36 40 D 31 33 E 26 27 F 21 20 G 16 14 Physics Higher GDW32 Grade Raw Mark UMS MAX 70 66 A 52 53 B 45 49 C* 38 C 32 40 D 26 33 E 23 30

Alyn McFarland GCSE Chemistry

Key Areas Item Level Data Mean per question across all candidates
New content Mathematics QWC

Lowest mean questions – all <40%

Highest mean questions - >75%

New content questions Mean = 1.51 (50%) Mean = 0.69 (69%)

New content questions Mean = 0.31 (31%)

New content questions Mean = 1.01 (51%) Mean = 0.43 (43%)

New content questions Mean = 3.34 (56%) Mean = 3.03 (61%)

Mathematical content Mean = 0.51 (51%) Mean = 0.91 (91%)

Mathematical content Mean = 1.51 (50%) Mean = 2.02 (67%)

Mathematical content Mean = 1.59 (53%) Mean = 3.03 (61%)

Legacy Unit 1 questions common to revised specification
Mean = 1.82 (91%) Mean = 3.31 (83%)

Mean = 4.94 (82%) Mean = 3.98 (80%)

Mean = 0.42 (21%) Mean = 0.31 (31%) Mean = 0.98 (33%) Mean = 0.71 (36%)

Mean = 0.95 (95%) Mean = 1.76 (88%)

Mean = 0.87 (87%) Mean = 2.59 (86%) Mean = 0.86 (86%) Mean = 0.85 (85%)

The 5 lowest mean questions are related to topics no longer on the specification including hardness in water and the Contact Process. Mean = 0.41 (41%) Mean = 0.45 (45%) Mean = 1.63 (54%)

Bob Cummings GCSE DAS: Chemistry

Analysis of the May 2018 GDW 22 and 21 papers
An overview of GDW 22 – where did candidates score well or poorly? Question by question – what insights does this analysis provide? Was new content a factor? Was the increased Mathematical demand a factor? An overview of GDW 21 – where did candidates score well or poorly? Any insights regarding choosing Tiers of Entry?

GDW22 (Higher Tier) May 2018 – Analysis

Q1 – New Material – not well answered - 43% got multiple choice part correct !!
(b)(I) 25% scored 0; b(ii) 50% knew the flame colour

Q2 – New Material –well answered apart from (a)(i) only 18% knew what the “stationary phase” is BUT 64% knew why the food colourings were not pure and about 75% knew which solvent was least soluble -67% could calculate Rf

Q3 – New Material –well answered apart from (a)- only 43% could recall the size of a nanoparticle BUT almost 80% could evaluate the information given in the passage

Q4 – Old Material best answered Q on paper -96% gave both correct structures in(a).
in the QWC question the average mark was 4 out of 6 – 35% got all 6

Q5 – Old and new Material -2nd best answered Q on paper
Q5 – Old and new Material -2nd best answered Q on paper. In (a) about 35% got 5/5 and the average mark was 3.5; In (b) about 60% scored 3/3 but 10% scored 0

Q6 – Old and new Material –Definition of relative atomic mass was very poorly recalled -54% scored 0/3 and only 21% scored 3/3; The first three calculations, which were all from the old spec were brilliantly answered about 88% correct overall BUT part ( c )(ii) (NEW material) answers seemed to be centre specific – 33% scored 0/3- and 50% scored 3/3

Q7 – Old and new Material – Overall the most poorly answered Q on the paper. Average mark was 2.3 out of 7. In (a) 66% made at least one error in completing the table;– (b) proved to be too difficult; 5% scored 2/2 but 85% scored 0. in (c )only 50% could recall that as the concentration of H+ increases so the pH falls; in (d) 75% did not understand what is meant by the term “completely ionised in water”

Q8 – Old Material –A difficult Q targeting top candidates – the average mark was 4/8 with 1 mark for each part; (d) proved most challenging; only 15% achieved 2/2

Q9 – New Material –In (a) answers tended to be centre specific – 35% scored 0/2 in the calculation but 60% gained both marks; (b) was very poorly answered- 70% scored 0/2 and very, very few scored 2

Q10 – Old Material –The final Q in the paper was targeted at top candidates – It was the second worst answered Q. In (a)(i) over 50% gained 0/3 for writing a balanced symbol eqation – 33% gained 3; In (a)(ii) again over 50% got neither colour correct and only 17% scored 2/2; In (a)(iii) 60% understood what was displaced; (b) Was essentially recall of – 75% scored 0/2- 16% scored 2/2

GDW21 (Foundation Tier) May 2018 – Analysis
Question higher Spec Description % with 0 % with HM Max Mean av for Q av Q % av % AO1 AO2 AO3 Tot Diff 1 1.6.5,18 gas tests + Transition elements + recognising a base 2 27 5 3.32 66.4% 66% L 2 (a) 1.1.2 p, n, e 8 56 3 2.25 75% 2a 2 (b)i 1.1.6 number of p, n, e in a fluorine atom 10 63 2.26 2b(i) 2 (b)ii 1.1.5 atom has no electrical charge 71 29 0.29 29% 2b(ii) 2 (b)iii 1.5.1 symbol for fluorine 14 86 0.86 5.66 70.8% 86% 2b(iii) 3 (a)i 1.6.1 Mendeleev's Periodic Table 11 89 0.89 89% 3a(i) 3 (a)ii 1.6.2 Mendeelev vs modern Periodic Table 9 19 1.69 56% 3a(ii) 3 (b) 1.6.7 Groups in Periodic Table 24 76 0.76 3.34 66.8% 76% 3b 4 (a) 1.5.4 products in reactions 59 41 0.41 41% 4a 4 (b) 1.1.11 identifying compounds 64 36 0.36 36% 4b 4 (c) recognising symbols for elements 4c 4 (d) 1.5.10 use of state symbols 4d 4 (e) 1.5.5 word equation (part) 51 49 0.49 2.38 47.6% 49% 4e 5 (a)i 1.9.5 paper chromatography 50 0.50 50% 5a(i) 5 (a)ii 0.71 71% 5a(ii) 5 (b) 5b LOW DEMAND TOTALS 26 16.8 64.6% 5 (c) 2 (a )(iii) 1.9.6 54 1.25 3.35 67.0% 63% 5c M 6 (a) 3 (a) 1.4.1 nanoparticles 77 23 0.23 23% 6a 6 (b) 3 (b) 1.4.2 benefits of nanoparticles in sun creams 79% 6b 6 (c) 3 (c ) risks of nanoparticles in sun creams 18 32 1.14 3.75 62.5% 57% 6c 7 (a) 4 (a) 1.1.7 electronic structures 6 84 1.78 7a 7 (b) 4 (b) 1.2.1,3,4 ionic bonding and properties 30 2.09 3.87 43.0% 35% 7b 4 8 (a) 1.2.6 covalent bonding 92 0.08 8% 8a 8 (b) 1.2.7 covalent bonding in hydrogen chloride 25 33 1.68 8b 8 (c) 5 (a) 1.2.9,11 covalent bonding & van der Waals 2.03 3.79 42.1% 8c(i) 9 (a) 6 (a) 1.7.1 relative atomic mass definition 74 0.46 15% 9a 9 (b)i 6 (b)(i) 1.7.2 calculating relative formula masses 21 79 0.79 9b(i) 9 (b)ii 6 (b)(ii) 45 55 0.55 55% 9b(ii) 9 (c)i 6 (c )(i) 1.7.4 converting mass to moles 35 65 0.65 65% 9c(i) 9 (c)ii 6 (c )(ii) calculating percentage by mass 52 1.09 3.54 39.3% 9c(ii) MEDIUM DEMAND TOTALS 34 16.2 TOTALS 60 33.0 55.0%

Higher or Foundation – Which Tier to choose
It has to be what is best for each particular student. In May 2018 the mean % in the Higher Tier Paper was 56% The mean for questions targeted in the C*-D/E range was 65% but the mean for questions targeted at A*- B was 44% In May 2018 the mean % in the Foundation Paper was 55% The mean for questions targeted in the E-G range was 65% but the mean for questions targeted at C*-D/E was 48% In the overlapping questions, targeted at C-D/E which were worth 30 marks, Higher Tier candidates averaged 69%; Foundation Tier Candidates averaged 48% The analysis is only a snapshot of one set of papers

The Practical Skills unit
GCSE Chemistry: Unit 3 GCSE DAS Chemistry: Unit 7 The Practical Skills unit

Assessment Objectives in the Practical Unit
GCSE Chemistry

Assessment Objectives in the Practical Unit
GCSE DAS: Chemistry

Changes from CATs Booklet A and B is synoptic
Reduced AO3 weighting in this unit A significant amount of AO1 now in this unit (mostly in Booklet B) Booklet B Emphasis on transferable practical skills Links knowledge to practical work Practical Manuals are support materials but not exact examination methods

General Information Tier of entry
Same Tier for whole unit (Booklet A and B and all disciplines) Cannot be changed after first Booklet A is sat Format of papers Paper marking for Booklet A (FT: Buff and HT White) Online marking for Booklet B External assessment Marked by CCEA CCEA will collect Booklet A on the first Friday in June Booklet A will be marked by Centre so the mark scheme can be adapted to account for Centre Issues – report must be ed to the Subject Officer

How they will be marked? Booklet A and B will be marked by two separate examining teams and the marks will be aggregated DAS Booklet A’s (Bio, Chem and Phys) will be marked by a generic Science marking team DAS Booklet B’s will be marked by three separate subject specialist teams Resits the whole unit must be resat Can be resat at a different tier Only offered in the summer series Review of marking GCSE Chemistry: Booklet A and B can be remarked individually and will have two individual applications and charges GCSE DAS: Booklet A, Biology Booklet B, Chemistry Booklet B and Physics Booklet B can be remarked individually by choice and will have four individual applications and charges Each component within the unit will have results reports individually as well as at unit level

Skills Assessed in Booklet A
Planning techniques – identifying variables, drawing and choosing appropriate apparatus Risk Assessment of a given method or chemical Recording observations Recording measurements with units Drawing or using a suitable table for recording results Processing of results/observations including mathematical processing Graph plotting and line of best fit

Skills Assessed in Booklet B
The objective of Booklet B to assess practical theory, deductions and calculations in familiar and unfamiliar contexts. Assessment may include the following: Planning techniques – identifying variables, drawing and choosing appropriate apparatus risk assessment analysis/processing of secondary data drawing graphs Identifying trends Reviewing scientific methodology and apparatus Making conclusions

Alyn McFarland GCSE Chemistry

Emphasis on Practical Work
9 Prescribed practicals Other practical opportunities in the specification 100 out of the 280 raw marks at Higher Tier for unit 3 practical chemistry Practical questions in Units 1 and 2 Synoptic nature of Unit 3

Practical Opportunities
Specification section Practical guidance All aspects of planning and evaluation can be assessed in any section. This is as a minimum list of practicals. 1.3 The physical properties of different types of substances 1.6 The properties of elements Group 1 metals and their reaction with water Sublimation of iodine Test for chlorine Displacement reactions of halogens/halide ions in solution The properties of Group 1 elements and compounds compared to transition metals and their compounds including colour of solid compounds and solutions 1.7 Chemical reactions involving reacting masses, percentage yield and limiting reactant Heating solids to constant mass Determining mass of water in hydrated crystals (Prescribed C1)

Specification section Practical guidance 1.8 Indicators and pH meter Reactions of acids including temperature changes (Prescribed C2) Tests for CO2 and H2 gases Salt preparations (Prescribed C3) 1.9 Separating techniques (filtration, crystallisation, paper chromatography, simple distillation and fractional distillation) Test for water Tests for ions (Prescribed C4) 1.10 Determination of solubility (other practical activity) Determination of mass of solid deposited on cooling a solution 2.1 Reactions of metals with air, water and steam and displacement reactions (Prescribed C5) Reactions with an unfamiliar metal

Specification section Practical guidance 2.2 Rusting of iron and its prevention (other practical activity) 2.3 Methods for measuring rate of reaction The effect of changing a variable on rate of reaction (Prescribed C6) 2.5 Reactions of alkanes, alkenes, alcohols Fermentation Identification of organic compounds (other practical activity) Reactions of carboxylic acids (Prescribed C7) 2.6 Titrations (Prescribed C8) Volumes of gas in chemical reactions

Specification section Practical guidance 2.7 Electrolysis of molten ionic compounds Electrolysis of dilute sulfuric acid 2.8 Exothermic and endothermic reactions 2.9 Test for ammonia gas Preparation, properties, tests and reactions for H2, O2 and CO2 (Prescribed C9) Reactions of elements with oxygen and basic and acidic properties of oxides

Practical Skills Observables, skills and processing
Quality of observations Drawing apparatus Recording numerical values with units Significant figures, decimal places and rounding Tables Graphs

Observations Quality of observations “heat and bubbles”
Some observations given and others asked Choose from a list of observations Observations given and chemistry questioned Incorrect observations “CON” symbol used

Example Question

Diagrams Drawing apparatus
Marks are awarded for a labelled diagram of assembled apparatus Cross-sectional best practice Clamps not necessary

Example Question

Recording Numerical Data
Recording numerical data with units Units given in calculations at end of line Where processing required, units may be required (may be Tier dependent) Incorrect unit would be penalised

Mathematics Significant figures, decimal places and rounding
Significant figures and decimal places will be directed in the question Incorrect rounding will be penalised Best practice to work to 3 significant figures but 2 would not be penalised.

Example Question

Calculation example Calculate the mass of copper(II) oxide formed when 3.33 g of copper(II) carbonate are heated to constant mass. CuCO3  CuO + CO2 [3] Answer: Moles of copper(II) carbonate = = mol [1] Moles of copper(II) oxide = mol [1] Mass of copper(II) oxide = × 80 = 2.15 g [1]

Rounding Moles of CuCO3 3 significant figures in model answer but more significant figures or correct use of fractions are credited 2 significant figures credited 0.027 mol, mol and 2.16 g [awarded 3 marks] 2.2 g would also be credited as final answer 1 significant figure not credited 0.03 mol, 0.03 mol and 2.4 g [awarded 2 marks] 2 g would not be credited

C2 Calculation example 25.0 cm3 of mol/dm3 sodium hydroxide solution were titrated against mol/dm3 sulfuric acid. Calculate the volume, in cm3, of sulfuric acid required. Give your answer to 3 significant figures. 2NaOH + H2SO4  Na2SO H2O [3] Answer: Moles of NaOH = 25.0× = × 10-3 mol [1] Moles of H2SO4 = × 10 −3 2 = × 10-3 mol [1] Volume of H2SO4 = × 10 −3 × = 14.9 cm3 [1]

Rounding Moles of NaOH 4/5 significant figures in model answer due to nature of the numbers – all credited. Fractions credited: mol, mol, 14.9 cm3 [awarded 3 marks] 3 significant figures credited 3.13 × 10-3 mol, 1.57 × mol and 15.0 cm3 [awarded 3 marks] 2 significant figures credited 3.1 × 10-3 mol, 1.6 × mol and 15.2 cm3 [awarded 3 marks] 1 significant figure not credited 3 × 10-3 mol, 1.5 × mol and 14.3 cm3 [awarded 2 marks] 3 × 10-3 mol, 2 × mol and 19.0 cm3 [awarded 1 mark] A range of answers would be credited

Tables Tables Best practice is a complete boxed table with headings and units Units should not be in the body of the table Numbers recorded to the same number of decimal places in the table, where appropriate

Emphasis on practical work

Graphs Graphs If graph page provided, graph should occupy more than half of page Graphical discontinuity not required if axis not starting at zero Axis labels with units may be required Scale may be given Plot using × Best fit line or curve Extrapolation (especially for solubility) Graph sketching (especially for rates)

Bob Cummings GCSE DAS: Chemistry

Specification section Practical guidance All aspects of planning and evaluation can be assessed in any section. This is as a minimum list of practicals. 1.3 The physical properties of different types of substances 1.6 The properties of elements Group 1 metals and their reaction with water Sublimation of iodine Test for chlorine Displacement reactions of halogens/halide ions in solution The properties of Group 1 elements and compounds including colour of solid compounds and solutions 1.7 Chemical reactions involving reacting masses, percentage yield and limiting reactant

Specification section Practical guidance 1.8 Indicators and pH meter Reactions of acids including temperature changes (Prescribed C1) Tests for CO2 and H2 gases Colour of Group 2, aluminium and zinc salts and solutions 1.9 Separating techniques (filtration, crystallisation, paper chromatography, simple distillation and fractional distillation) Test for water Flame Tests (Prescribed C2)

Specification section Practical guidance 2.1 Reactions of metals with air, water and steam and displacement reactions (Prescribed C3) Reactions of unfamiliar elements 2.2 Rusting of iron & its prevention (other practical activity) 2.3 Methods for measuring rate of reaction The effect of changing a variable on rate of reaction (Prescribed C4) including particle size (other practical activity) 2.5 Reactions of alkanes, alkenes, alcohols Determining the presence of a C=C using bromine water Fermentation Identification of organic compounds Reactions of carboxylic acids

Specification section Practical guidance 2.6 Heating solids to constant mass Determining the mass of water in hydrated crystals (Prescribed C5) 2.7 Electrolysis of molten ionic compounds 2.8 Exothermic and endothermic reactions 2.9 Test for ammonia gas Preparation, properties, tests and reactions for H2, O2 and CO2 (Prescribed C6) Reactions of elements with oxygen and basic and acidic properties of oxides

A Little quiz 5 10 15 20 25 or 30 ? 70% 60% 50% 40% 30% or 20%
In the May 2018 GDW 22 paper how many of the 70 marks related to practical activity or 30 ? What was the average percentage of those marks gained by candidates? 70% % % % % or 20% 57% 23% 55% 82% 36% 19% 30% 15% 52% 54% 42% What do these percentages represent? 43% 23% 45% 18% 64% 74% 67% 34% 33% 17% 58% And what do these percentages represent?

Preparing for the Unit 2 & Practical B exam day
In both papers, students who have had significant practical opportunities will be at an advantage This does not mean that students have to “have done” every possible practical It does mean that students need to have observed a wide range of practical activities “bubbles of gas”, “heat given off”, wear goggles etc. are unlikely to form a good basis for high marks Although there are 150 marks available across DAS for the Practical Assessment, the Tier of the first 15 marks (i.e. the first Booklet A paper taken) determines the Tier for the other 135 marks across the other 5 practical papers

Challenges for the Examining Team when preparing the Booklet B Exam
There are 50 Unit 7 marks – 35 of these are in Booklet B Examiners have to aim for 18 AO1 marks across Booklets A and B BUT there is little opportunity for AO1 in Booklet A Therefore Booklet B must have say AO1 marks Across the whole specification 20% of the marks are “mathematical” so Booklet B needs to have some of these There must be a 6 mark QWC question in the Booklet B paper Booklet B is sat immediately after the Unit 2 paper so Booklet B questions must avoid repetition e.g. candidates couldn’t be asked to draw a rates graph in both papers Booklet B will contain material from Units 1 and 2 and will have lots of AO1 type questions and questions which test mathematical skills

Contact Details Education Manager: Elaine Lennox
Telephone: Ext. 2320 Subject Support Officer: Nuala Tierney Telephone: Ext. 2292 Specification, sample assessment and support materials available on the subject microsite at

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Working with CCEA The benefits: teacher cover provided
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