Aldridge State High School 10 Chemistry ERT Term 1,2013

Aldridge State High School 10 Chemistry ERT Term 1,2013

ALDRIDGE STATE HIGH SCHOOL (School Number: 360)

YEAR 10 - CHEMISTRY

EXTENDED RESPONSE TASK (ERT 1)

Unit 1 Context - Introduction

SEMESTER 1, 2013

Issue Date:

Due Date:

Length 500-750 words with diagrams

Name: ______Teacher: Mrs Stone

Assessment Instrument Conditions Ms Kelly

(This replaces Form R5)

Semester: 1 / Unit: 1 / Context: Beginnings of Chemistry
Key Concepts: S1
Item Number: 1 / Type: ERT / Duration: 2 weeks
ASSESSMENT TYPE / GENERAL OBJECTIVES ASSESSED
Extended Response Task / X / Knowledge and Conceptual Understanding / X
Supervised Assessment / Investigative Processes / X
Extended Experimental Investigation / Evaluating and Concluding / X
ASSESSMENT CONDITIONS
Supervised Exam / No / Open Book (Notes allowed) / Yes
Class Time Used / Yes / Student’s Own Time / Yes
Teacher Input / Limited / Library Resources / Yes
Attached:
PROFILE ENTRY
Knowledge and Conceptual Understanding / Investigative Processes / Evaluating and Concluding

You must use in-text referencing and supply a Bibliography

Context: The beginnings of chemistry

Assessment item: Extended response task

When did the science of chemistry begin? The answer is not a simple one. Many would answer that chemistry began with Robert Boyle in the 1600s or perhaps with Joseph Priestly and Antoine Lavoisier in the 1700s. However, if you consider that the study of chemistry is concerned with the composition, properties and reactions of substances, you will realise that the beginnings of chemistry reach right back in human history.

In this task you will investigate the role of someone in history in shaping our understanding of chemistry. This person may not have got it totally right, but their work was important in the evolution of the science we know as chemistry.

Length: 500 - 750 words

Key concepts: S1

Result

Criteria / Result
Evaluating and concluding

The task

You have been assigned the chemist. ______

In this task you are to perform research and investigate the following areas.

· Background information on your assigned chemist: Find out about the family and working life of the chemist; the issues that nurtured an interest in chemistry.

· Discoveries the chemist made: Investigate the experiments and observations they made in terms of the chemical understanding they developed through these.

· Misconceptions they eliminated: Find out how they built on the work of previous chemists and evaluate how their explanations improved chemical understanding.

· Implications for the future: How did the work of your assigned chemist allow others to make new discoveries and assist in the evolution of chemical knowledge?

Use this information to prepare a biography of the chemist that highlights the discoveries and advancements in chemical understanding that resulted. Evaluate the work of the chemist and decide on the importance of their work.

The following page will assist you in compiling your information.

Comprehensive bibliographic detail must be included.

(Copy as A3)

Student name:______Assigned chemist: ______

Source (Bibliographic detail) / Background information / Discoveries / Misconceptions eliminated / Implications

Marking scheme

Criteria / A / B / C / D / E
EC
Background and discoveries / Selects and uses, with discrimination, scientific ideas in order to make meaning of the discoveries of a famous chemist. / Selects and uses scientific ideas in order to make meaning of the discoveries of a famous chemist. / Selects scientific ideas in order to make meaning of the discoveries of a famous chemist. / Presents scientific ideas associated with the discoveries of a famous chemist. / Presents ideas of a famous chemist.
EC
Misconceptions / Analyses and evaluates a chemist’s discoveries in terms of the misconceptions that were eliminated as a result. / Analyses a chemist’s discoveries in terms of the misconceptions that were eliminated as a result. / Describes a chemist’s discoveries and the misconceptions that were eliminated as a result. / Identifies a chemist’s discoveries and misconceptions that were eliminated as a result. / Presents facts about a chemist’s discoveries.
EC
Implications / Explores the significance of a chemist’s discoveries and justifies possible implications for later advancements in chemical understanding. / Explains the significance of a chemist’s discoveries and possible implications for later advancements in chemical understanding. / Describes the significance of a chemist’s discoveries and possible implications for later advancements in chemical understanding. / Identifies significant aspects of a chemist’s discoveries and resulting advancements in chemical understanding. / Presents significant aspects of a chemist’s discoveries.
EC
Evaluation of chemist’s work / Analyses and evaluates the importance of a chemist’s work and justifies an assessment of its importance in the development of chemical understanding. / Analyses a chemist’s work in order to assess its importance in the development of chemical understanding. / Describes the importance of a chemist’s work in terms of the development of chemical understanding. / Identifies important ideas developed due to a chemist’s work. / Identifies ideas developed due to a chemist’s work.

Antoine Lavoisier

Dimitri Mendeleyev

Niels Bohr

Ernest Rutherford

John Dalton

Joseph Thomson

Michael Faraday

James Chadwick

Amadeo Avogadro

Henry Cavendish

Henry Louis LeChatelier

Joseph Priestly

Johannes Diderik VanDerWaals

Robert Boyle

Jacques Charles