Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of chemical reactions in context involves:
- describing a range of chemical reaction types and predictable patterns in chemical reactions, using observations
- describing the reactants and products in the chemical reactions, with reference to conservation of mass
- linking each chemical reaction to a context, modelled using generic word equations.
Explain chemical reactions in context involves:
- explaining conservation of mass for the chemical reactions, modelled using chemical word equations
- linking each explanation to a context, by linking the products and reactants of each reaction to predictable patterns, and observations.
Interpret chemical reactions in context involves:
- justifying conservation of mass for the chemical reactions, modelled using balanced chemical equations
- linking each justification to a context, with reference to the chemical reactions, products, reactants, predictable patterns and observations.
Explanatory Note 2
For the purpose of this achievement standard, chemical reaction types are limited to:
- neutralisation
- combustion
- precipitation
- combination
- decomposition.
Explanatory Note 3
For the purpose of this achievement standard, context is a situation and environment the chemical reaction is occurring in. A context can be natural or human-made.
Examples of a context include:
- bacterial acid decaying a tooth is neutralized with toothpaste (neutralization)
- fuel in a burner producing sooty smoke when burning (combustion)
- phosphate chemicals in polluted waterways (precipitation)
- iron and oxygen degrading tools via rust (combination)
- carbonic acid in soft drinks reacting to produce fizzy carbon dioxide gas (decomposition).
Explanatory Note 4
For the purpose of this achievement standard, observations can be primary or secondary data.
Explanatory Note 5
For the purpose of this achievement standard, examples of equations include the following:
- generic word equations such as:
acid + base -> salt + water
- chemical word equations such as:
hydrochloric acid + magnesium hydroxide -> magnesium chloride + water
- balanced chemical equations such as:
2HCl + Mg(OH)2 -> MgCl2 + 2H2O
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Science Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
Assessor involvement during the assessment is limited to:
- providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Standard.
- providing advice when students consider the quality of their recorded observations, or providing students with comparative data
- ensuring students use good laboratory practices to ensure quality observations, for example pointing to gas test or pH testing methodologies
- helping students develop good practice that is not a requirement of the assessment such as referencing and attribution of third-party content, and presentation of work
- students should not be limited to a method or decision about presentation — this decision can be made in consultation with the assessor.
At the start of the assessment, assessors should provide students with reference material stating the five generic reaction equations, the appropriate chemical word equations and the balanced chemical equations.
While this Standard does not assess practical work, assessment activities that may involve a practical component must follow relevant safety protocols, as described in Safety and Science/Pūtaiao Guidance for Aotearoa New Zealand Schools and Kura.
Each student will use observations, from a minimum of three different reaction types from EN2, to support evidence of their understanding. Practical work is not assessed, however it generates valuable observations. Selection of observations used for submission is to be carried out by the student.
At the start of the assessment event, assessors need to provide students with commonly used resources, tools, or equipment to support development of student assessment.
Students may not:
- collaborate on their use of observations in the Assessment Activity even though the collection of the observations may be carried out as a group
- receive feedback or feedforward during the Assessment Activity
- be assessed on reaction types other than those listed in the Explanatory Notes.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Unpacking the Standard
Examples of expected student responses for this Achievement Standard can be found at the bottom of the page.
Examples of expected student responses for this Achievement Standard can be found at the bottom of the page.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
The purpose of this Achievement Standard is for ākonga to show their understanding of the predictable patterns seen in a range of chemical reaction types.
Ākonga will link the chemical equations for these reactions to the conservation of mass. Understanding the predictable patterns of reactions will allow ākonga to recognise these reactions in the wider world. They will have an understanding of how these reactions can affect the environment they occur in. Ākonga will learn that changes to the environment can in turn have an effect on the chemical reactions.
The predictable patterns of reactions are fundamentally based on the conservation of mass. Ākonga will use their understanding of scientific language and symbols, and scientific literacy skills to demonstrate how chemical equations model reactions. They will recognise the information equations can provide, and how these laboratory-based reactions themselves can be models of chemical reactions occurring in the wider world.
This Achievement Standard aligns with the following items of Significant Learning:
- consider patterns in the ways that chemical reactions rearrange atoms or ions
- explore the implications of the conservation of mass in a chemical reaction
- explore how the impact of chemicals can change depending on state, quantity, and location.
The teaching and learning programme provides opportunities to relate chemistry modelled in the laboratory and classroom, to chemistry occurring in the wider world. Chemical reactions can be better understood and are more accessible if they are modelled in the laboratory. Use of classroom-based models and opportunities for practical learning will allow ākonga to make links to chemistry in the wider world. Ākonga will understand that chemicals do not simply appear, nor do they cease to exist if they are colourless, burned, or dissolved, rather they remain as part of our environment. For example, when a liquid substance vapourises and becomes a gas, it may no longer be visible, but the gas will remain as part of the environment. This is the important concept, known as the conservation of mass, that is foundational learning to ensure understanding and success in Chemistry.
Ākonga will show understanding of the extensive information communicated when chemical equations are used. This includes things such as the conservation of mass, the relationship between reactants and products, and the ratio of elements or compounds in a reaction. Understanding that a balanced chemical equation communicates information about things we cannot see will allow for a deeper understanding of chemistry in the wider world, empowering ākonga to make predictions about reactants and products in unfamiliar contexts.
Understanding of conservation of mass, a range of chemical reactions, and the predictable patterns seen, will provide important foundational knowledge for many aspects of Chemistry at higher levels of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007. These include concepts such as dosage and concentration effects, the behavior of ions in solutions, and the thermodynamics of chemical reactions.
Combustion reactions are found throughout society and modern technology. They provide the energy for all vehicles which rely on combustion engines. However, combustion reactions can create products which have a negative effect on the environment. Understanding how the possible products of combustion can be reliably related to the starting reactants allows ākonga a more nuanced understanding of atmospheric pollution.
Neutralisation reactions, also called acid-base reactions, are happening constantly, in many aspects of our daily lives. They are essential for understanding the behavior of substances and their interactions in various fields, such as chemistry, biology, and medicine. Neutralisation reactions are essential for maintaining the pH in our bodies and are crucial for many physiological processes. When we have heartburn, antacids made of basic substances can neutralise the excess acid in our stomachs and give us relief. By studying neutralisation reactions, ākonga can learn how to manage pH levels, understand how acids and bases interact, and see how neutralisation is used in healthcare and the environment.
Precipitation reactions occur when two solutions of soluble ionic compounds are mixed and two of the available ions combine to form an insoluble compound, which appears as a solid product. Understanding the rules of solubility, and the predictable patterns of these reactions will allow ākonga to engage with situations such as waterway decontamination. For example, phosphate ions are in detergents, cleaners, and fertilisers. They get into and pollute waterways, choking them with algal growth and weed. This causes insects and fish to die, affecting all life in the waterway. Precipitation can be used to mitigate environmental problems caused by excess phosphate ions entering a waterway.
Combination reactions are found throughout the wider world. Occurring naturally, these reactions are part of many human industries and processes. The corrosion of metal objects is a combination reaction with oxygen, forming metal oxides. Combination reactions between elements, such as the Haber process, can be modelled in the laboratory with simple bench reagents, to provide insight into these reactions in the wider world.
Decomposition reactions occur when a reactant breaks down to form two or more products. These reactions are common in manufacturing and food production industries, for example, when calcium carbonate is decomposed by heat to make calcium oxide, for use in concrete. Another common decomposition reaction used in both the home and industry is decomposition of baking soda. When a cake is cooked, the baking soda decomposes to form carbon dioxide gas.
Making reliable judgments
Ākonga will demonstrate their understanding of the chemical equation linked to a context, what it models, and how it provides information. The understanding of chemical reactions in context is often better communicated when modelled with laboratory examples using available bench reagents or digital simulations and accessible chemical equations. Observations of reactions, used in assessment, do not have to occur in context. For example, ocean acidification could be modelled as a simple acid base neutralisation reaction.
All equations required will be provided. Ākonga are asked to show their understanding, rather than produce these.
A description of reactants and products in a chemical reaction will reflect an understanding of how matter is not lost. At higher levels of achievement, an explanation of conservation of mass using a chemical word equation will involve naming reactants and products, and explaining how the matter of the reactants becomes the matter of the products.
As part of justification, ākonga will be able to relate the balanced chemical equation to predictable product formation and the conservation of mass. They will also link observations from modelled reactions to the context, by referring to the amount of product formed and its impact within the context. Examples could include the carbon cycle for combustion, relevance of pH shifts for neutralisation, or nutrient cycling or cyclical chemical change for precipitation.
Linking justifications to a context, with reference to products, reactants, and observations, will require ākonga to link reaction types to observations, such as soot or dark smoke produced in combustion. Secondary testing to identify products or their properties may be one way to provide evidence that justifies identification of products or reactants at higher levels of achievement. Use of observations from the reaction in wider contexts may also confirm product or reactant identification.
Collecting evidence
Ākonga are expected to use appropriate chemistry language, symbols, and conventions as part of their evidence for assessment.
There is no expectation that a measurement of mass is used or referred to.
No calculations are required to justify that mass is conserved. Rather, discussions will refer to the predictable pattern of each reaction type, and the relationship between reactants and products.
Observations for use in the assessment for this Achievement Standard may be collected by ākonga individually, as part of a group, demonstrated by the teacher, or provided in video resources such as virtual field trips. The final assessment will be an individual presentation which could be written, oral, or audio-visual.
Students will not be assessed on use of the reactivity series, electronegativity, displacement reactions, the mechanism of solubility, the attractive forces between ions and solvents, or particles within the reactants and products. While this may facilitate understanding of the formation of precipitates, combination, and decomposition reactions during a rich teaching and learning programme, it will not be assessed.
For neutralisation reactions, students will not be assessed on their understanding of the mechanisms of buffers, and distinctions between weak or strong acids. While this may facilitate understanding of acids, bases, and neutralisation reactions during a rich teaching and learning programme, it will not be assessed.
For combustion reactions, differences between complete and incomplete combustion should be discussed using an understanding of conservation of mass.
Possible contexts
Opportunities to seat assessment in scenarios that draw on mātauranga Māori, in contexts that are meaningful to ākonga, can encourage engagement and create accessible pathways for rangatahi. Incorporating kōrero tuku iho in learning and assessment, linking examples of neutralisation, combustion and decomposition reactions to examples in local pūrākau or tikanga, will create opportunities for use of knowledge as a key to understanding chemistry in the wider world.
Ākonga will develop knowledge of patterns in chemical reactions, including combination, decomposition, neutralisation, combustion, and precipitation reactions. A rich teaching and learning programme will provide learning experiences that explore patterns in chemical reactions and the relevant scientific principles that sit behind these. Providing insight and understanding in chemical reactions can lead to further pathways in the Sciences, such as food and nutrition, and pharmacology, as well as other areas such as healthcare, conservation, or industrial research and manufacturing.
A rich context will enable ākonga to discuss how the amount of product formed in a reaction will impact a system, such as an ecosystem, industrial or food preparation process, or use of chemicals or cleaners in the home. Understanding that a balanced chemical equation communicates information about things we cannot see will allow for a deeper understanding of chemistry in the world and empower ākonga to make predictions about reactants and products in unfamiliar contexts.
Many contexts involve complex chemistry. The teacher should ensure an appropriate link can be made between the reaction in the context and that modelled in the laboratory. This will mean more complex contexts can be included in teaching, learning, and assessment. This foundation allows more complex chemistry to be accessed. Students are not assessed on their understanding of the context, but on how well they can relate observations to their underlying chemistry knowledge.
The intent of the Standard
The purpose of this Achievement Standard is for ākonga to show their understanding of the predictable patterns seen in a range of chemical reaction types.
Ākonga will link the chemical equations for these reactions to the conservation of mass. Understanding the predictable patterns of reactions will allow ākonga to recognise these reactions in the wider world. They will have an understanding of how these reactions can affect the environment they occur in. Ākonga will learn that changes to the environment can in turn have an effect on the chemical reactions.
The predictable patterns of reactions are fundamentally based on the conservation of mass. Ākonga will use their understanding of scientific language and symbols, and scientific literacy skills to demonstrate how chemical equations model reactions. They will recognise the information equations can provide, and how these laboratory-based reactions themselves can be models of chemical reactions occurring in the wider world.
This Achievement Standard aligns with the following items of Significant Learning:
- consider patterns in the ways that chemical reactions rearrange atoms or ions
- explore the implications of the conservation of mass in a chemical reaction
- explore how the impact of chemicals can change depending on state, quantity, and location.
The teaching and learning programme provides opportunities to relate chemistry modelled in the laboratory and classroom, to chemistry occurring in the wider world. Chemical reactions can be better understood and are more accessible if they are modelled in the laboratory. Use of classroom-based models and opportunities for practical learning will allow ākonga to make links to chemistry in the wider world. Ākonga will understand that chemicals do not simply appear, nor do they cease to exist if they are colourless, burned, or dissolved, rather they remain as part of our environment. For example, when a liquid substance vapourises and becomes a gas, it may no longer be visible, but the gas will remain as part of the environment. This is the important concept, known as the conservation of mass, that is foundational learning to ensure understanding and success in Chemistry.
Ākonga will show understanding of the extensive information communicated when chemical equations are used. This includes things such as the conservation of mass, the relationship between reactants and products, and the ratio of elements or compounds in a reaction. Understanding that a balanced chemical equation communicates information about things we cannot see will allow for a deeper understanding of chemistry in the wider world, empowering ākonga to make predictions about reactants and products in unfamiliar contexts.
Understanding of conservation of mass, a range of chemical reactions, and the predictable patterns seen, will provide important foundational knowledge for many aspects of Chemistry at higher levels of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007. These include concepts such as dosage and concentration effects, the behavior of ions in solutions, and the thermodynamics of chemical reactions.
Combustion reactions are found throughout society and modern technology. They provide the energy for all vehicles which rely on combustion engines. However, combustion reactions can create products which have a negative effect on the environment. Understanding how the possible products of combustion can be reliably related to the starting reactants allows ākonga a more nuanced understanding of atmospheric pollution.
Neutralisation reactions, also called acid-base reactions, are happening constantly, in many aspects of our daily lives. They are essential for understanding the behavior of substances and their interactions in various fields, such as chemistry, biology, and medicine. Neutralisation reactions are essential for maintaining the pH in our bodies and are crucial for many physiological processes. When we have heartburn, antacids made of basic substances can neutralise the excess acid in our stomachs and give us relief. By studying neutralisation reactions, ākonga can learn how to manage pH levels, understand how acids and bases interact, and see how neutralisation is used in healthcare and the environment.
Precipitation reactions occur when two solutions of soluble ionic compounds are mixed and two of the available ions combine to form an insoluble compound, which appears as a solid product. Understanding the rules of solubility, and the predictable patterns of these reactions will allow ākonga to engage with situations such as waterway decontamination. For example, phosphate ions are in detergents, cleaners, and fertilisers. They get into and pollute waterways, choking them with algal growth and weed. This causes insects and fish to die, affecting all life in the waterway. Precipitation can be used to mitigate environmental problems caused by excess phosphate ions entering a waterway.
Combination reactions are found throughout the wider world. Occurring naturally, these reactions are part of many human industries and processes. The corrosion of metal objects is a combination reaction with oxygen, forming metal oxides. Combination reactions between elements, such as the Haber process, can be modelled in the laboratory with simple bench reagents, to provide insight into these reactions in the wider world.
Decomposition reactions occur when a reactant breaks down to form two or more products. These reactions are common in manufacturing and food production industries, for example, when calcium carbonate is decomposed by heat to make calcium oxide, for use in concrete. Another common decomposition reaction used in both the home and industry is decomposition of baking soda. When a cake is cooked, the baking soda decomposes to form carbon dioxide gas.
Making reliable judgments
Ākonga will demonstrate their understanding of the chemical equation linked to a context, what it models, and how it provides information. The understanding of chemical reactions in context is often better communicated when modelled with laboratory examples using available bench reagents or digital simulations and accessible chemical equations. Observations of reactions, used in assessment, do not have to occur in context. For example, ocean acidification could be modelled as a simple acid base neutralisation reaction.
All equations required will be provided. Ākonga are asked to show their understanding, rather than produce these.
A description of reactants and products in a chemical reaction will reflect an understanding of how matter is not lost. At higher levels of achievement, an explanation of conservation of mass using a chemical word equation will involve naming reactants and products, and explaining how the matter of the reactants becomes the matter of the products.
As part of justification, ākonga will be able to relate the balanced chemical equation to predictable product formation and the conservation of mass. They will also link observations from modelled reactions to the context, by referring to the amount of product formed and its impact within the context. Examples could include the carbon cycle for combustion, relevance of pH shifts for neutralisation, or nutrient cycling or cyclical chemical change for precipitation.
Linking justifications to a context, with reference to products, reactants, and observations, will require ākonga to link reaction types to observations, such as soot or dark smoke produced in combustion. Secondary testing to identify products or their properties may be one way to provide evidence that justifies identification of products or reactants at higher levels of achievement. Use of observations from the reaction in wider contexts may also confirm product or reactant identification.
Collecting evidence
Ākonga are expected to use appropriate chemistry language, symbols, and conventions as part of their evidence for assessment.
There is no expectation that a measurement of mass is used or referred to.
No calculations are required to justify that mass is conserved. Rather, discussions will refer to the predictable pattern of each reaction type, and the relationship between reactants and products.
Observations for use in the assessment for this Achievement Standard may be collected by ākonga individually, as part of a group, demonstrated by the teacher, or provided in video resources such as virtual field trips. The final assessment will be an individual presentation which could be written, oral, or audio-visual.
Students will not be assessed on use of the reactivity series, electronegativity, displacement reactions, the mechanism of solubility, the attractive forces between ions and solvents, or particles within the reactants and products. While this may facilitate understanding of the formation of precipitates, combination, and decomposition reactions during a rich teaching and learning programme, it will not be assessed.
For neutralisation reactions, students will not be assessed on their understanding of the mechanisms of buffers, and distinctions between weak or strong acids. While this may facilitate understanding of acids, bases, and neutralisation reactions during a rich teaching and learning programme, it will not be assessed.
For combustion reactions, differences between complete and incomplete combustion should be discussed using an understanding of conservation of mass.
Possible contexts
Opportunities to seat assessment in scenarios that draw on mātauranga Māori, in contexts that are meaningful to ākonga, can encourage engagement and create accessible pathways for rangatahi. Incorporating kōrero tuku iho in learning and assessment, linking examples of neutralisation, combustion and decomposition reactions to examples in local pūrākau or tikanga, will create opportunities for use of knowledge as a key to understanding chemistry in the wider world.
Ākonga will develop knowledge of patterns in chemical reactions, including combination, decomposition, neutralisation, combustion, and precipitation reactions. A rich teaching and learning programme will provide learning experiences that explore patterns in chemical reactions and the relevant scientific principles that sit behind these. Providing insight and understanding in chemical reactions can lead to further pathways in the Sciences, such as food and nutrition, and pharmacology, as well as other areas such as healthcare, conservation, or industrial research and manufacturing.
A rich context will enable ākonga to discuss how the amount of product formed in a reaction will impact a system, such as an ecosystem, industrial or food preparation process, or use of chemicals or cleaners in the home. Understanding that a balanced chemical equation communicates information about things we cannot see will allow for a deeper understanding of chemistry in the world and empower ākonga to make predictions about reactants and products in unfamiliar contexts.
Many contexts involve complex chemistry. The teacher should ensure an appropriate link can be made between the reaction in the context and that modelled in the laboratory. This will mean more complex contexts can be included in teaching, learning, and assessment. This foundation allows more complex chemistry to be accessed. Students are not assessed on their understanding of the context, but on how well they can relate observations to their underlying chemistry knowledge.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Standard Exclusions
This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.
Find out more about the NCEA Level 1 Exclusions List.
Examples of Expected Student Responses
Examples of Expected Student Responses
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