CW4: Different types of chemical reactions are used to produce a - PDF document

ASSESSMENT TASK NOTIFICATION SUBJECT: Science Student Name YEAR GROUP: 10 Submitted To: TASK TITLE: Chemical Reaction - Presentation Name of Unit: Chemical World – Chemical Reactions Type of Task: Topic Test Due Date: Tuesday 31 st March Term: 1 Week: 10 Weight: 25% CW3: Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed. CW4: Different types of chemical reactions are used to produce a range of products and can OUTCOMES ASSESSED occur at different rates and involve energy transfer. WS9: Presents science ideas and evidence for a particular purpose and to a specific audience using appropriate scientific language, conventions and representations. DESCRIPTION OF ACTIVITIES Choose ONE important chemical reaction from the list: • combustion • acid on a metal • acid on a carbonate • corrosion • precipitation • neutralisation • decomposition Create an ‘ advertisement’ selling your chemical reaction. Your presentation can be presented in a variety of ways; a multimedia presentation (no more than 90 seconds) or a slide show, in movie maker, sway, powerpoint or another program, a flip book, a brochure or a poster on A3. Use your class laboratory notes and further research to complete the following for your chosen reaction: 1. DEFINE your reaction. 2. STATE the word equation and IDENTIFY the reactants and the products of the chemical reaction. 3. STATE and EXPLAIN the energy change (where possible): is your reaction exothermic or endothermic? 4. IDENTIFY where you would find this reaction in everyday life – in the home, in nature or in industry. 5. EXPLAIN how this type of reaction is important to everyday life. You will be given TWO classroom lessons to research and plan your presentation. You will be given a formative task guide to assist with compiling research that is all you’re your own work. Your formative task will need to be submitted to your teacher with your task on Tuesday the 31 st March. The bibliography embedded in your task will need to include your references in the Harvard citation generator. The link is provided here Citation Generator If your presentation is digital, please submit via COMPASS Submission before your Science lesson on Tuesday 31 st March. If you are having trouble submitting on Compass – you can provide a labelled USB in your lesson. If your presentation is a poster or other format, please submit at the beginning of your Science lesson on 31 st March. If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

Late submissions lose 25% the first day, 50% the second day and on the third day no grade is given. Sources that have been used in your assignment need to be acknowledged in a reference list. Computer / printer malfunctions are not considered a valid excuse for submitting an assessment late. METHOD OF SUBMISSION Extensions must be requested from the TLC five days before the due date Assessment requirements and penalties are explained in full in Assessment Guidelines . It is the responsibility of students to have read and understood the task and marking guidelines and submitted their own work and referenced any work used from other sources and have not plagiarised the work of others . Individual feedback will be given within the marking guidelines rubric indicating strengths and FEEDBACK areas for development. You will be assessed on your ability to meet rubric criteria attached. • Define a chemical reaction. • State the word equation. • Identify the reactants and products. • State and explain the energy change (where possible) MARKING RUBRIC • Identify where you find this reaction and explain its importance in everyday life. • Present your chemical reaction advertisement for an audience, clearly communicating the usefulness and importance of your reaction, using appropriate scientific language for your audience, conventions and representations. • Write information in your own words and provide a bibliography. If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

MARKING RUBRIC GRADE CRITERIA E D C B A KNOWLEDGE AND - Student demonstrated - Student demonstrated - Student demonstrated - Student demonstrated - Student UNDERSTANDING a limited understanding a basic understanding to a sound understanding a thorough demonstrated an to define a chemical define a chemical to define a chemical understanding to define extensive reaction, state the word reaction, state the word reaction, state the word a chemical reaction, understanding to equation, identify the equation, identify the equation, identify the state the word equation, define a chemical reactants and products, reactants and products, reactants and products, identify the reactant and reaction, state the state and explain the state and explain the state and explain the products, state and word equation, energy change. energy change. energy change. explain the energy identify the reactant change. and products, state and explain the energy change. - Student identifies - Student identifies - Student details the - Student details - Student details some uses and some uses and uses and applications thoroughly the uses and extensively the uses applications for where applications for where for where this reaction applications for where and applications for this reaction is found this reaction is found is found this reaction is found where this reaction is found - No explanations for - Limited explanations - Explanations for its - Detailed explanations its importance in for its importance in importance in for its importance in - Thorough everyday life. everyday life. everyday life provided. everyday life provided. explanations for its importance in everyday life provided. WORKING - Students do not submit - Students submit - Students submit - Students submit - Students submit SCIENTIFICALLY formative research formative research formative research formative research formative research template and evidence template with little template and some template and evidence template and of research being all evidence of research evidence of research of research being all evidence of research their own work. being all their own work. being all their own work. their own work. being all their own work, showing - - No - Bibliography - - Bibliography - - Bibliography comprehensive bibliography incomplete. detailing 2 sources detailing 2 sources rewriting in their own provided Harvard generator not provided in Harvard provided in Harvard words, utilised. generator. generator. - - Bibliography detailing TWO sources provided in Harvard generator. - Presentation - Presentation includes - Presentation includes - Presentation includes - Presentation information is poorly presented information. adequately presented proficiently presented includes skilfully presented. information, including information, including presented - No images included. images. images. information, including - No images included. images. - Information is - Information is - Information is succinct - No attempt to ‘sell’ somewhat accessible. accessible. and accessible. - Information is Chemical reaction. succinct and easily - Little attempt to ‘sell’ - - Chemical reaction - - Chemical reaction accessed. chemical reaction. is adequately ‘sold’. is capabl y ‘sold’. - Chemical reaction is expertly ‘sold’. If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator

MARKING GUIDELINES CRITERIA – KNOWLEDGE AND UNDERSTANDING GRADE Student demonstrates extensive knowledge and understanding of chemical reactions, the rearrangement A of atoms, the energy transfer involved and its applications in the real world. Student demonstrates thorough knowledge and understanding of chemical reactions, the rearrangement B of atoms, the energy transfer involved and its applications in the real world. Student demonstrates sound knowledge and understanding of chemical reactions, the rearrangement of C atoms, the energy transfer involved and its applications in the real world. Student demonstrates basic knowledge and understanding of chemical reactions, the rearrangement of D atoms, the energy transfer involved and its applications in the real world. Student demonstrates elementary knowledge and understanding of chemical reactions, the E rearrangement of atoms, the energy transfer involved and its applications in the real world. CRITERIA – WORKING SCIENTIFICALLY GRADE Student effectively presents a chemical reaction advertisement to the class using appropriate scientific A language, conventions and representations. Student systematically presents a chemical reaction advertisement to the class using appropriate B scientific language, conventions and representations. Student presents a chemical reaction advertisement to the class using appropriate scientific language, C conventions and representations. Student presents a chemical reaction advertisement to the class using appropriate scientific language, D conventions and representations, at a basic level. Student presents a chemical reaction advertisement to the class using appropriate scientific language, E conventions and representations, at an elementary level. STUDENT SELF REFLECTION Strengths Areas for development If you have any enquires/concerns regarding assessment tasks please contact the relevant Teaching and Learning Coordinator