Copy of Student Handbook for Chemistry (Still a work in progress)

Student Handbook
Welcome to the Chemistry
Department at NLCS Jeju!
This handbook is designed to give you an idea of what you can expect from your teachers
and what they in term expect from you .

Chemistry Teachers:

What you will be studying

Years 9, 10 and 11

CIE1 iGCSE2 Chemistry (code 0620).

There are 3 papers you will sit at the end of year 11:
 Paper 1 (multiple choice, worth 30% of your total grade)
 Paper 3 (short answer questions, worth 50% of your total grade)
 Paper 6: Alternative to practical (short answer questions on experimental
techniques, worth 20% of your total grade)

Year 12

IBO3 IB Diploma Standard and Higher Level Chemistry

There are 3 exam papers and 1 component based on coursework called Internal
Assessment:

 Paper 1 (multiple choice, 20% weighting)

 Paper 2 (structured questions, 36% weighting)
 Paper 3 (options questions, 20%)
 Internal Assessment (coursework based on experimental write-ups, 24%
weighting)

1 Cambridge International Examinations (CIE) board: They create the syllabus you follow and write and
mark your exams
2 International General Certificate of Secondary Education (iGCSE), this is the level of your qualification,

comparable to the UK GCSE qualification taken in by British students at the age of 16.
3 International Baccalaureate Organization (IBO): They create the syllabus you follow and write and

mark your exams

Year 13

IBO4 IB Diploma Standard and Higher Level Chemistry

There are 3 exam papers and 1 component based on coursework called Internal
Assessment:

 Paper 1 (multiple choice, 20% weighting)

 Paper 2 (structured questions, 36% weighting)
 Paper 3 (options questions, 20%)
 Internal Assessment (coursework based on experimental write-ups, 24%
weighting)

Grades on your report - How your grades are worked out

Each of your reports will be made using a variety of assessment techniques.
Primarily, your teachers will be looking at the following:
1. End of topic test
2. Literature review/essay
3. Formal lab report write-up
4. Mini-symposia
5. Participation in class

End of topic tests

Every topic will have a test that will use questions taken from CIE iGCSE chemistry
past papers. You should be preparing for these tests throughout your studies by
solving the past paper questions and completing the topic books.

Literature review/essay

Each topic will have one essay-type activity which will assess your abilities to read
and write in English as well as your understanding of chemistry.

Formal lab report write-up

Every topic you will also have to do a formal written write up of one of the four main
skills that are assessed:
 Design (D)
 Data Collection and Processing (DCP)

4International Baccalaureate Organization (IBO): They create the syllabus you follow and write and
mark your exams
  Conclusion and Evaluation (CE)
 Manipulative Skill (MS)

Details of the marking grid that is used and further explanations of this process are
available in the student handbook

Participation in class

Students who are very active in class discussions and try to answer questions often
would obviously be awarded higher grades in chemistry than students with exactly
the same results for tests and assessed tasks but participate less often. As important
as answering questions is, it is even more impressive to ask questions in class. A
student who consistently asks insightful and challenging questions would get a
much higher grade than a student who didn’t, and would be much better prepared
for university and beyond. The only stupid questions are the unasked ones!
Your End of Year result will obviously be heavily influenced by your end of year test,
which
Exceptional (3) Complete (2), Partially Complete (1) or Fail (0)

When work is marked as one of "Exceptional (3) Complete (2), Partially Complete (1) or
Fail (0)" it means that I have checked to see if it has been completed satisfactorily, but
that there is not enough challenge to the work for me to be able to give you a level based
on your achievement. Often this will be homework that is intended to reinforce what you
already know, or classwork that allows you to practice ideas without having really to
demonstrate understanding. This mark is primarily important for assessing your Attitude
to Learning grade (AtL). A rough guide to what these scores mean is this: (a) If
your average is above a 2 (you often get Exceptional grades, you are likely to get a AtL
grade of 1 (b) If your average score is a 2 for work like this (Complete) than your
AtL grade could be a 1 or a 2. (c) If your average score is below 2, you sometimes
get a Fail than your AtL grade could be a 2 or a 3. (d)If your average score is below 1
(you hardly ever get a Complete and you often get an Fail), then your AtL grade could be
a 4.
Chemistry Department’s Policy on Emailing Teachers
Obviously it is up to the individual teacher how they decide to implement this policy but
this policy should work as a general rule for emailing teachers. For Mr Brannac’s classes
these rules are always true.
Ordinarily, student’s should not need to email their chemistry teachers, and so
shouldn’t. An extremely important part of the learning process is being able to talk
to you teacher face to face. This makes the learning much more effective, and is also
much more efficient.
Submitting work
Ordinarily, work should ONLY be submitted either by using
1. The yellow trays outside the chemistry office, or
2. Turnitin.

If other arrangements are made by the teacher, or under exceptional circumstances (e.g.
illness) then you may email your work, but IT MUST INCLUDE IN THE SUBJECT
“STUDENT WORK”. This will allow your message to easily be filed and stored by
your teachers.
Asking for help.
Must include in the subject “STUDENT HELP”. Messages without this heading will be
ignored.
Ideally, you should be asking for help during lessons, or outside of the lesson (e.g. in a
lunchtime workshop), your homeworks will ordinarily allow you sufficient time before
the hand in deadline to discuss face to face any problems you may have. Under
exceptional circumstances, you may email any questions you have about the work.
Emails that are always welcomed
Emails that ask the teacher to clarify anything specific about the topic in the next lesson
(saying you don’t understand everything is not acceptable). Also any emails about
concerns you have about how things are going generally, especially if it relates to
something that you would find difficult to discuss in person. We will never tell another
student about what you have said, but we might have to tell another adult (e,g. if we
thought your health was at risk).
Emails that will get no response
 Any email that does not have either student help or student work in the
subject
 Emails that are actually answered by materials already provided.
 Emails sent in the evening before a homework/test is due
 Emails requesting an extension to the deadline, you must talk to the teacher face
to face
 Emails sent after 8pm for whatever reason, any ideas or legitimate questions you
do have
 Emails that ask for a response to an email you have already given

 IGCSE Lab Report Assessment Criteria

Design (D) Total: /16

1 – Defining Formulate a focused research question (RQ).
the problem
and selecting The research question must be short and concise (one sentence). It should contain the dependent and the /2
the variables independent variables. It should be written after the words: “Research Question”

Gives a qualitative hypothesis and justifies it with scientific reasoning and a calculation if appropriate.

The hypothesis should be written after the words: “Hypothesis”. Below this comes the scientific reasoning
/2
and calculation if appropriate. At the minimum, your report should contain one internet reference and one
book reference.

Identifies the key factors (variables) that should be varied or controlled.

There are three classes of variables: independent (the one you change), dependent (the one you measure)
and the control variables (the ones kept constant by you or are assumed to be constant such as external
/2
pressure on a calm day or the force of gravity). In this section you need to overview the possible
investigations and then decide on the variables you will change (independent) and measure (dependent).
See selecting variables below.

2 – Selecting States the independent variable (the one you These can be grouped together and listed with bullet
/1
variables change). points like this:
States the dependant variable (the one you  Independent variable: Concentration of acid
 Dependent variable: Time taken for cross to /1
measure).
States the controlled variable(s) (the one(s) that disappear
must be kept constant).  Constant variables: Temperature of reactants,
distance through solution, intensity of ink and
the way the cross is drawn, the same conical /2
flask, the same stopwatch

3 – Developing Selects and names appropriate apparatus and materials needed.

a method for
collection of For glassware, all sizes must be listed. For chemicals, all concentrations/masses must be listed. You must
data also list the form of the chemical (for example if it is magnesium powder or magnesium strip). These /2
should be listed in bullet point form. You can also show the apparatus that you intend to use using a
labeled diagram. Remember to put a title on this.

Designs a method that allows for the effective control of the variables.

This is the method of the experiment. What will you do first and second and so on. This should be done
/2
using bullet points. Be sure to add a sentence noting that when the independent variable is changed, all
other variables are held constant.

Designs a method that allows for the collection of sufficient relevant data.

To gain full marks for this criterion you need to state that three trials will be done and the results averaged
to give the final number for the measurement. Repeats are two or more measurements of the dependent
/2
variable, with the same level of the independent variable. Repeats help you to assess whether your results
are reliable or not.
 Data Collection and Processing (DCP) Total : /18
1 – Collect Record all raw data (qualitative and/or quantitative)
and organise
raw data Usually the data that you collect will be quantitative - measurements with the correct units. You should
record these measurements as accurately as possible during your experiment. This is usually done
manually using a results table on paper. If working with a partner, do not rely on them to record the
results - do it yourself. After the experiment, you should draw up a clear and accurate results table. Show
every result that you obtained, not just the mean results. Repeat results should be numbered. The column
/2
headings on results table should show both the quantity being measured with the correct units.

Sometimes your data will be qualitative - drawings of structures, colour changes or other observations.
Drawings should be large, with sharp lines and labels or annotation to interpret the structures shown.
Measure the size of the specimen and the drawing and calculate the magnification. Remember to include
a title for both drawings and results tables.

Presents raw data clearly.

/2
This means that data is collected in a table and the table is easy to read.
Uses correct headings, units and significant figures.
/2

2 – Processing Makes the correct calculations on the raw data.

raw data
The results that are collected during an experiment are called raw data. It is usually necessary to process
this raw data in some way. This might involve calculating mean results, or performing a statistical test on
the data. It might involve drawing a graph or displaying the data in some other way. If you are drawing a
graph, remember to put the independent variable on the x~axis and the dependent variable on the y-axis. /2
Join the points with a curve or straight lines, depending on whether you know where intervening points
would have been or not. Check that you have labelled both of the axes with the quantity and the units, for
example, mass (grams). If your raw data consisted of drawings, you can process them by constructing a
diagram to show significant features of the structure.

Pays attention to units, significant figures and decimal places in final answer.
/2

Extracts relevant data from the graph if drawn (intercept, gradient etc.).
/2
This must be indicated on the graph.

3 – Presenting Presents the processed data appropriately (correct choice of graph, bar chart etc.).
/2
processed data
Chooses an appropriate scale and plots points/displays processed data correctly/adds trendline.
/2
Uses correct labels, units and line of best fit drawn (if graph chosen).
/2

Conclusion and Evaluation (CE) Total: /18

1 – Concluding States a valid conclusion which relates to the What trends are shown by the data?
initial problem or hypothesis What is the explanation for the observed differences or
relationships?
/2

Identifies trend and patterns in the results How does the data compare with data from similar
experiments in textbooks or scientific journals? /2
 Explains the results scientifically using
relevant secondary sources.
2 – Evaluating Comments on the reliability and accuracy of
the results obtained
Identifies weaknesses and errors in the
procedure
Identifies anomalous results and tries to
explain them
3 – Improvements Suggests improvements related to stated areas
of weakness
Proposes further improvements to increase
reliability of results
Suggests further work that would give more
evidence for the conclusion or extend the
investigation.
How successfully did the method used in the
experiment generate reliable results? You
can often decide whether results are reliable
or not by how close repeats are to each other.
What conclusions can be drawn from the investigation? (if
any!)
/2
As in Design (aspect 1 – see above) you should use a
reference here giving a literature value for the result so
you can calculate the percentage error.
This section should be listed under the title: “Evaluation”)
/2
You need to address the points on the left: Consider the
following:
Are there any results that did not fit in with the rest? These
are called anomalous results.
Were there any errors made during the experiment that /2
explain the anomalous results?
Distinguish between systematic and random error. Your
main focus should be on systematic errors (these are errors
that are consistently the same e.g. the balance always reads
0.6g too low). For systematic error, indicate direction and
give an estimate for the magnitude of effect on final result,
where possible. /2
What were the main weaknesses in the
/2
investigation?
What could be done to make genuine /2
improvements to the investigation, if it was
done again?
/2
 Manipulative (MS)
1 – Technique Is competent in the use of the technique(s) and
the equipment, and pays attention to safety issues.
2 – Instructions Follows the instructions accurately
3 – Teamwork Is motivated and completes the experiment &
collaborates with others, recognising their needs,
in order to complete the task.
Total: /6
If you have done enough practical work in
Science, your manipulative skills should be /2
excellent. You probably will not need the
following reminders!
/2
 Study instructions carefully before
starting work so that you know what
you are doing.
 Be sensible about asking for help from
your teacher. Try to work out what to
do yourself. Use your own initiative to
decide how to modify a procedure
yourself when necessary. But if you
have not been given full enough
instructions or are worried about the /2
safety of the procedure, ask for
help.Make sure that you know about
any potential risks in the procedure
that you are following.
 Work in a careful and systematic way -
arrange your apparatus tidily and do
not waste time, but work without
rushing.
Information about ions

FLAME COLOURS

Element Ion Flame Element Ion Flame

colour colour
barium Ba2 Green potassium K lilac
calcium Ca 2 orange-red sodium Na yellow
copper Cu2 blue-green strontium Sr2 red
lithium  red
Li
Formulae of selected polyatomic (containing more than one atom) ions

One positive One negative Two negative Three negative

Ion Formu Ion Formul Ion Formu Ion Formu
la a la la
ethanoate CH3CO carbonat CO32–
hydrogencarbo O– e CrO42– phosph PO43–
ammoni NH4 nate HCO3– chromat Cr2O72 ate
um hydrogensulph HSO4– e –

ate HSO3– dichrom SO42–

hydrogensulph OH– ate SO32–
ite NO3– sulphate
hydroxide MnO4– sulphite
nitrate
permanganate

AS
Chemistry department’s Cause for Concern Program
Setting and re-sitting end of year exams
If your end of year exams were below what we think you are capable of then you will be
asked to redo your exam in the first week after the Chuseok break.

The test will start at 13:30 and end at 14:05 and consist only of paper 3 questions on all
topics studied last year. If you fail to turn up without first speaking to Mr Brannac then
you will not be given another chance to sit this exam.

What this exam will show is how much learning you have achieved over the summer
break. If you have used your time wisely and caught up with your classmates then we can
continue the year as normal. If you are still substantially behind and perform poorly on
this test you will be most likely placed in a science set that will help you to catch up with
your peers.

If you are in year 11, most likely this will also mean that you will be placed on the Dual
Award program leading to 2 iGCSEs in a combined subject called simply “Science” (the
majority of students in the UK, including the London NLCS study for this qualification)
instead of the separate sciences route leading to 3 separate sciences.

Dates for the re-sit: 13:30

th
Thursday 11 September
in Girls Lecture Theatre
All years will resit their exams on the same day at the same time. This means only one
resit paper will need to be written by me.

Last year’s topic lists (you’re now in year 10, you’d be doing a resit for year 9)
Year 9: 1&2, 3, 9 and 6
Year 10 4, 5, 6, 7, 8