Teacher guidance

This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.

This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.

This Assessment Activity will start with laboratory investigations, identifying which type of reaction is occurring. Ākonga will be required to relate each reaction to a context in the wider world. They will use their observations and relevant equations to show understanding of conservation of mass in modelled reactions, linked to contexts from the wider world.

The chemistry of many examples from the wider world, such as use of toothpaste to neutralise bacterial acids, chemistry of foods, medicines, or ocean acidification, can be inaccessible to ākonga, and are above Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007. Additional resources and kaiako scaffolding may be required to help ākonga see the relationship between the laboratory investigation and contexts in the wider world.

Practical work

It is expected that ākonga have already collected a portfolio of practical investigations and modelled experiments during teaching and learning. However, this is not a requirement. Creating a table for ākonga may help them organise information collected from these activities. The table could provide space for each observation, and space to organise information by reaction type. Ākonga are being assessed on their ability to identify and explain reactions in context. Ākonga choose a range of at least three reaction types to submit for assessment.

To check for safe practice protocols when ākonga are engaging in chemistry practical activities in the laboratory, refer to the Safety and Science/Pūtaiao: Guidance for Schools and Kura (newzealandcurriculum.tahurangi.education.govt.nz) and the Biolab Sourcebook 2nd Edition, A manual for science teachers and technicians (crescendo.co.nz)

Resources

A range of five or more accessible, familiar, or culturally appropriate examples of reaction types that occur in contexts outside the laboratory must be provided for ākonga at the start of the assessment. When observing reactions in an environmental science context, ākonga should be able to categorise the reaction to be one of the five reaction types listed in the Explanatory Note 2 of the Achievement Standard. These reactions will have been modelled in laboratory investigations with support from kaiako. Guidance will be needed when ākonga carry out and learn about diagnostic tests that identify reactants or products.

For each context where ākonga consider chemical reactions that occur in the environment, ākonga will identify the predictable pattern of chemical reaction type as one of:

  • neutralisation
  • combustion
  • precipitation
  • combination
  • decomposition.

Ākonga should use observations to explain why they chose this predictable pattern. To do this ākonga may:

  • link observations to the reactant or products
  • link observations to the predictable pattern of the reaction type
  • explain how the recorded observations match the changes shown in the balanced chemical equation provided, by referring to identification tests.

To show understanding of conservation of mass, ākonga could use the balanced chemical equation of the laboratory model, and refer to the relationship between reactants and products. Ākonga should discuss:

  • the type of atoms or ions
  • the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
  • what happens to the atoms or ions during the reaction.

For higher levels of achievement, ākonga should discuss the implications of conservation of mass in an environmental context outside the laboratory. This may refer to either a reactant or product of this reaction building up or reacting in the context discussed. Ākonga could refer to state, quantity, location, physical properties, or chemical properties of the reactant or product. They could show an understanding of the balanced chemical equation of the laboratory model to support their answer. A teaching and learning programme should cover examples of all five reaction types. Three relevant contextual examples should be chosen for assessment.

Examples of environmental contexts outside the laboratory with relevant chemical reactions may include climate change, ocean acidification, and waterway pollution. Examples are below:

The chemistry of climate change

Greenhouse gases are a major cause of climate change. Increased carbon dioxide levels are contributing to greenhouse gases. Carbon dioxide comes from emissions from transport and other sources.

The same reaction is modelled in the laboratory when a fuel is burned. For example, propane gas will burn and give off carbon dioxide and water. A balanced chemical equation for this reaction is shown below.

C3H8 (g) + 5 O2 (g) → 3 CO2 (g) + 4 H2O (g) 
propane + oxygen → carbon dioxide + water
 

The gasses given off by a flame will turn blue cobalt chloride paper pink and can be bubbled through limewater, turning the limewater solution from clear to cloudy. A diagram for kaiako to set up a demonstration of these secondary tests is shown below.

This Assessment Activity will start with laboratory investigations, identifying which type of reaction is occurring. Ākonga will be required to relate each reaction to a context in the wider world. They will use their observations and relevant equations to show understanding of conservation of mass in modelled reactions, linked to contexts from the wider world.

The chemistry of many examples from the wider world, such as use of toothpaste to neutralise bacterial acids, chemistry of foods, medicines, or ocean acidification, can be inaccessible to ākonga, and are above Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007. Additional resources and kaiako scaffolding may be required to help ākonga see the relationship between the laboratory investigation and contexts in the wider world.

Practical work

It is expected that ākonga have already collected a portfolio of practical investigations and modelled experiments during teaching and learning. However, this is not a requirement. Creating a table for ākonga may help them organise information collected from these activities. The table could provide space for each observation, and space to organise information by reaction type. Ākonga are being assessed on their ability to identify and explain reactions in context. Ākonga choose a range of at least three reaction types to submit for assessment.

To check for safe practice protocols when ākonga are engaging in chemistry practical activities in the laboratory, refer to the Safety and Science/Pūtaiao: Guidance for Schools and Kura (newzealandcurriculum.tahurangi.education.govt.nz) and the Biolab Sourcebook 2nd Edition, A manual for science teachers and technicians (crescendo.co.nz)

Resources

A range of five or more accessible, familiar, or culturally appropriate examples of reaction types that occur in contexts outside the laboratory must be provided for ākonga at the start of the assessment. When observing reactions in an environmental science context, ākonga should be able to categorise the reaction to be one of the five reaction types listed in the Explanatory Note 2 of the Achievement Standard. These reactions will have been modelled in laboratory investigations with support from kaiako. Guidance will be needed when ākonga carry out and learn about diagnostic tests that identify reactants or products.

For each context where ākonga consider chemical reactions that occur in the environment, ākonga will identify the predictable pattern of chemical reaction type as one of:

  • neutralisation
  • combustion
  • precipitation
  • combination
  • decomposition.

Ākonga should use observations to explain why they chose this predictable pattern. To do this ākonga may:

  • link observations to the reactant or products
  • link observations to the predictable pattern of the reaction type
  • explain how the recorded observations match the changes shown in the balanced chemical equation provided, by referring to identification tests.

To show understanding of conservation of mass, ākonga could use the balanced chemical equation of the laboratory model, and refer to the relationship between reactants and products. Ākonga should discuss:

  • the type of atoms or ions
  • the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
  • what happens to the atoms or ions during the reaction.

For higher levels of achievement, ākonga should discuss the implications of conservation of mass in an environmental context outside the laboratory. This may refer to either a reactant or product of this reaction building up or reacting in the context discussed. Ākonga could refer to state, quantity, location, physical properties, or chemical properties of the reactant or product. They could show an understanding of the balanced chemical equation of the laboratory model to support their answer. A teaching and learning programme should cover examples of all five reaction types. Three relevant contextual examples should be chosen for assessment.

Examples of environmental contexts outside the laboratory with relevant chemical reactions may include climate change, ocean acidification, and waterway pollution. Examples are below:

The chemistry of climate change

Greenhouse gases are a major cause of climate change. Increased carbon dioxide levels are contributing to greenhouse gases. Carbon dioxide comes from emissions from transport and other sources.

The same reaction is modelled in the laboratory when a fuel is burned. For example, propane gas will burn and give off carbon dioxide and water. A balanced chemical equation for this reaction is shown below.

C3H8 (g) + 5 O2 (g) → 3 CO2 (g) + 4 H2O (g) 
propane + oxygen → carbon dioxide + water
 

The gasses given off by a flame will turn blue cobalt chloride paper pink and can be bubbled through limewater, turning the limewater solution from clear to cloudy. A diagram for kaiako to set up a demonstration of these secondary tests is shown below.

[ Image Resource ]

  • Caption: Apparatus for gas tests using cobalt chloride paper and limewater.
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-01/Gas%20test%20for%20burning%20fuel.JPG?VersionId=3vAgRFfITnd5UBnzhczzEST.NqmtNeBa
  • File Size: 26KB
  • File Extension: jpg
  • Description:

Ākonga could be asked about the consequences of increasing the quantity of fuel burned. In response ākonga may:

  • give implications for the increase in quantity by referring to the balanced chemical equation
  • discuss how the results can be predicted and observed using the laboratory model to support their answer.

The chemistry of ocean acidification

The increase in carbon dioxide in the atmosphere is increasing ocean acidification, which in turn reacts with the carbonates in plankton — there is no “fix” to reverse this. Acidic seawater reacts with bases. This reaction is modelled in the laboratory when a base can be added to react with acid to make a non-corrosive solution of salt and water. Universal Indicator paper is red in the acid, blue in the base, and green in the saltwater solution. The balanced chemical equation and diagram of the laboratory model are shown below.

Ākonga could be asked about the consequences of increasing the quantity of fuel burned. In response ākonga may:

  • give implications for the increase in quantity by referring to the balanced chemical equation
  • discuss how the results can be predicted and observed using the laboratory model to support their answer.

The chemistry of ocean acidification

The increase in carbon dioxide in the atmosphere is increasing ocean acidification, which in turn reacts with the carbonates in plankton — there is no “fix” to reverse this. Acidic seawater reacts with bases. This reaction is modelled in the laboratory when a base can be added to react with acid to make a non-corrosive solution of salt and water. Universal Indicator paper is red in the acid, blue in the base, and green in the saltwater solution. The balanced chemical equation and diagram of the laboratory model are shown below.

[ Image Resource ]

  • Caption: Universal indicator paper in solution.
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-01/Litmus%20paper%20in%20solution_0.JPG?VersionId=qdJvfk6tyYpG1.TAYryUxp6DReg7gw7H
  • File Size: 16KB
  • File Extension: jpg
  • Description:

HCl (aq) + NaOH (aq) → NaCl (aq) + H2O (l) 
Hydrochloric acid + sodium hydroxide → sodium chloride + water

Ākonga could be asked about the significance of the location for this reaction. In response ākonga may:

  • give implications for the location by referring to the balanced chemical equation
  • discuss how the results can be predicted and observed using the laboratory model to support their answer.

The chemistry of waterway pollution

Pollution in freshwater systems is an environmental issue that does have a “fix” using chemistry knowledge. Phosphate in waterways encourages algal growth that can be poisonous or inhibit other life forms from flourishing. Aluminium sulfate chemicals are added to freshwater to make a solution that will react with the phosphate ions in the waterway.

Reacting two solutions together to allow chemicals to fall out of solution (to be removed) can be modelled in the laboratory. A balanced chemical equation for this modelled reaction is shown below.

CuSO4(aq) + 2 NaOH(aq) → Cu(OH)2(s) + Na2SO4(aq) 
copper sulfate + sodium hydroxide → copper hydroxide + sodium sulfate

The solid Cu(OH)2 can be identified using solubility tables.

Ākonga may be asked about the consequences of this reaction changing the state of chemicals in the waterway. In response ākonga may:

  • give implications for the state change by referring to the balanced chemical equation
  • discuss how the results can be predicted and observed using the laboratory model to support their answer.

Ākonga should be provided with information that is sufficient for them to meet all achievement levels of the Achievement Standard. This may be extended to provision of solubility tables and descriptions of common secondary chemical tests, which may include Universal Indicator for acids and bases, cobalt chloride paper for water, or lime water for CO2 identification. This information may also be provided in classroom teaching and learning, and notes can be used by ākonga in the assessment period.

Cultural safety

Inclusive language, appropriate graphics, and other aspects of cultural safety will need to be taught and monitored. This will ensure all ākonga and whānau are kept culturally safe.

Assessment

This Assessment Activity will be the culmination of approximately eight weeks of teaching and learning. Learning and assessment can be woven together. Ākonga can gather evidence during the teaching and learning, which can be used for the Assessment Activity. The Assessment Activity is expected to take four hours. These hours can be spread out over the teaching and learning program and do not need to be consecutive.

Practical investigations and recording of observations are not assessed. The observations may be compiled in a portfolio to be used in the Assessment Activity. The time spent in collection and recording of observations is not included in the recommended timeframe.

The collection and recording of observations do not need to happen consecutively. These can occur throughout the teaching and learning programme. Assessment of the range of reaction types may take place following teaching and learning of each reaction type, or in one assessment period.

HCl (aq) + NaOH (aq) → NaCl (aq) + H2O (l) 
Hydrochloric acid + sodium hydroxide → sodium chloride + water

Ākonga could be asked about the significance of the location for this reaction. In response ākonga may:

  • give implications for the location by referring to the balanced chemical equation
  • discuss how the results can be predicted and observed using the laboratory model to support their answer.

The chemistry of waterway pollution

Pollution in freshwater systems is an environmental issue that does have a “fix” using chemistry knowledge. Phosphate in waterways encourages algal growth that can be poisonous or inhibit other life forms from flourishing. Aluminium sulfate chemicals are added to freshwater to make a solution that will react with the phosphate ions in the waterway.

Reacting two solutions together to allow chemicals to fall out of solution (to be removed) can be modelled in the laboratory. A balanced chemical equation for this modelled reaction is shown below.

CuSO4(aq) + 2 NaOH(aq) → Cu(OH)2(s) + Na2SO4(aq) 
copper sulfate + sodium hydroxide → copper hydroxide + sodium sulfate

The solid Cu(OH)2 can be identified using solubility tables.

Ākonga may be asked about the consequences of this reaction changing the state of chemicals in the waterway. In response ākonga may:

  • give implications for the state change by referring to the balanced chemical equation
  • discuss how the results can be predicted and observed using the laboratory model to support their answer.

Ākonga should be provided with information that is sufficient for them to meet all achievement levels of the Achievement Standard. This may be extended to provision of solubility tables and descriptions of common secondary chemical tests, which may include Universal Indicator for acids and bases, cobalt chloride paper for water, or lime water for CO2 identification. This information may also be provided in classroom teaching and learning, and notes can be used by ākonga in the assessment period.

Cultural safety

Inclusive language, appropriate graphics, and other aspects of cultural safety will need to be taught and monitored. This will ensure all ākonga and whānau are kept culturally safe.

Assessment

This Assessment Activity will be the culmination of approximately eight weeks of teaching and learning. Learning and assessment can be woven together. Ākonga can gather evidence during the teaching and learning, which can be used for the Assessment Activity. The Assessment Activity is expected to take four hours. These hours can be spread out over the teaching and learning program and do not need to be consecutive.

Practical investigations and recording of observations are not assessed. The observations may be compiled in a portfolio to be used in the Assessment Activity. The time spent in collection and recording of observations is not included in the recommended timeframe.

The collection and recording of observations do not need to happen consecutively. These can occur throughout the teaching and learning programme. Assessment of the range of reaction types may take place following teaching and learning of each reaction type, or in one assessment period.

Assessment schedule

[ File Resource ]

  • Title: CB 1.2c Assessment Schedule
  • Description: Chemistry and Biology 1.2c Assessment Schedule
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-01/CB%201.2c%20Assessment%20Schedule.docx?VersionId=0iAFs7kCj_INORLlO8q4KVLh9i.Gwv7x
  • File Extension: docx
  • File Size: 58KB

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CB 1.2c Assessment Schedule

Chemistry and Biology 1.2c Assessment Schedule
Chemistry and Biology 1.2c Assessment Schedule