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Chemistry

CHEMISTRY DEPARTMENT

Teaching staff.

RSC Mr Richard Cordwell (Chemistry & Year 7 tutor)
CEI Mrs Clare Ingham (Chemistry, Physics & Year 9 tutor)
KJ Dr Kim Jones (Chemistry & Year 9 tutor)
DK Mr Duncan Kinloch (Chemistry, Computing & Year 10 tutor)
ZMS Dr Zoe Saunders (Head of Chemistry & Year 7 tutor)

In addition, members of the Biology department teach some lower school chemistry:
Currently;

DJP Mr Daniel Peat teaches one Year 7 Chemistry group

Technical Staff.

Sheila Middlehurst (Senior Science Technician and years 10-13 Chemistry)
Lee Haworth (Year 7-9 Chemistry technician)

Richard CordwellRichard CordwellLee HaworthLee Haworth
Clare InghamClare InghamKim JonesKim Jones

Duncan KinlochDuncan KinlochShiela MiddlehurstSheila Middlehurst

Daniel PeatDaniel PeatZoe SaundersZoe Saunders

EQUAL OPPORTUNITIES

The Chemistry department policy is determined by the School Policy: that chemistry is available to all pupils irrespective of gender, origin or background; that resource material, where practicable, is not biased in favour of any group and that where possible, through the teaching of Chemistry, pupils are encouraged to understand and respect different cultures and views.

AIMS and OBJECTIVES
Aims
• To provide a worthwhile educational experience for all pupils at all levels.
• To stimulate curiosity, interest and enjoyment of Chemistry and to equip all students for further studies requiring a scientific background.
• Develop safe experimental and investigative abilities.
• Encourage effective communication and social skills in working with others.
• To acquire a systematic body of Chemical knowledge, including the uses and limitations of Chemistry.
• Develop an understanding of technological, economic, environmental, social and ethical applications / implications of chemical processes as well prepared citizens in a scientific and technological world.

Objectives
Students should be able to:
• Make use of existing scientific knowledge and ideas where appropriate (e.g. on transferring from junior school).
• Understand, recall and apply the knowledge set out in the syllabus for each year group and be well prepared to meet the demands of external examination boards.
• Communicate chemical observations, ideas and arguments, using a range of scientific terms and vocabulary, both orally and in writing.
• Solve qualitative and quantitative problems where appropriate.
• Demonstrate a range of practical skills including:
following a detailed set of instructions
selection and use of chemical apparatus with confidence
devising fair tests when working with several variables
observation, recording and manipulation of results
concluding and evaluating including suggesting improvements.
• Develop a degree of responsibility for their own learning.
• Be aware of Health and Safety implications for themselves and others.
• Have the opportunity for the use of I.C.T. as a source of information and as a tool in the collection and processing of results.

TEACHING STYLE / APPROACH

Schemes of work are available for each year group including the teaching order (programme of study) and practical work. Mrs Middlehurst keeps copies in her preparation area.

Any member of staff is free to modify or add any element which they feel enhances the teaching of a topic. Members of staff are free to develop whatever style they see as appropriate for the age, abilities and learning styles of the pupils, bearing in mind the aims and objectives previously listed.

All schemes of work are subject to regular review by the department as a whole. Practical work is at the core of any Scheme of Work although staff are encouraged to use other resources and teaching aids as they see fit, and to share with other teachers any useful learning activities. The Chemistry technicians frequently assist with practical work at all levels within the school.

CURRICULUM ALLOCATIONS

The school currently operates a two week timetable made up of six teaching periods per day. The curriculum allocation in periods per cycle is:

Year Number of periods allocated
7 3
8 3
9 3
10 (Science & Additional Science) 4
10 (Chemistry) 4
11 (Science & Additional Science) 4
11 (Chemistry) 4
12 (AS) 11
13 (A Level) 13

The 6th Form – New A-Level
Overview


AS Chemistry and A-level Chemistry are now de-coupled. That means they are stand-alone qualifications from September 2015 teaching. The first new AS examinations are in June 2016 and the new (full) A-level examinations are in June 2017.

None of the marks obtained for the AS qualification are carried forward for the A-level qualification. This means that the new A-level will examine the full course after two years of learning.

Content

AS Course Content

A-level Course Content

Physical Chemistry

Atomic structure

Calculations

Bonding

Energetics

Kinetics

Equilibria

Redox

Inorganic

The Periodic Table

Group 2

Group 7

Organic

Oil & Alkanes

Alkenes

Alcohols

Haloalkanes

Organic analysis

Physical Chemistry

All of the AS content plus:

Thermodynamics

Rate equations

Equilibrium constants

Electrochemistry

Acids & bases

Inorganic

All of the AS content plus:

Period 3 elements

Transition metals

Reactions of inorganic ions

Organic

All of the AS content plus:

Isomerism

Carboxylic acids

Aromatic Chemistry

Amines

Polymers

Amino acids

Synthesis

Spectroscopy & Chromatography

Practical Skills
These are assessed by the teacher during lessons. If a student passes it will be reported on the certificate. Otherwise not. Practical questions also appear on the written examinations. We do lots of practical work.

Examinations

AS examinations

A level examinations

2 examinations at the end of the course

1.5 hours each

Includes short and long answer questions, multiple choice and practical questions

3 examinations at the end of the course

2 hours each

Includes short and long answer questions, multiple choice and practical questions

Paper 3 is mainly practical Chemistry questions

AS Examinations 2016

Paper 1

Paper 2

What's assessed

  • Relevant Physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6 and 3.1.7)
  • Inorganic chemistry (Section 3.2.1 to 3.2.3)
  • Relevant practical skills

What's assessed

• Relevant Physical chemistry topics (sections 3.1.2 to 3.1.6)

• Organic chemistry (Section 3.3.1 to 3.3.6)

• Relevant practical skills

How it’s assessed

• written exam: 1 hour 30 minutes

• 80 marks

• 50% of the AS

How it’s assessed

• written exam: 1 hour 30 minutes

• 80 marks

• 50% of the AS

Questions

65 marks of short and long answer questions

15 marks of multiple choice questions

Questions

65 marks of short and long answer questions

15 marks of multiple choice questions

 

Lower 6th Teaching Order

TEACHER 1

Ref

Topic

P/O/I

Compulsory Practical

3.1.1

Atomic structure

P

 

3.1.2

Amount of substance

P

1 Make up a volumetric solution and carry out a simple acid-base titration

3.1.4

Energetics

P

2 Measurement of an enthalpy change

3.1.6

Chemical equilibria and Le Chatelier’s principle and Kc

P

 

3.1.7

Oxidation reduction and redox equations

P

 

3.2.2

Group 2, the alkaline earth metals

I

 

3.2.3

Group 7(17), the halogens

I

4 Carry out simple test-tube reactions to identify cations and anions in aqueous solution

3.2.1

Periodicity

I

 

 TEACHER 2

Ref

Topic

P/O/I

Compulsory Practical

3.3.1

Introduction to organic chemistry

O

 

3.3.2

Alkanes

O

 

3.3.3

Halogenoalkanes

O

 

3.3.4

Alkenes

O

 

3.3.5

Alcohols

O

5 Distillation of a product from a reaction

3.3.6

Organic analysis

O

6 Tests for alcohol, aldehyde, alkene and carboxylic acid

3.1.3

Bonding

P

 

3.1.5

Kinetics

P

3 Investigation of how the rate of a reaction changes with temperature

Upper 6th Form (A2 Chemistry, Assessed 2016)

The specification followed is AQA GCE A2 Chemistry 2421. This is the final year that this course will operate, as the new A-level 2015 Specification will continue through in to Upper 6th in September 2016

Module

Content

Assessment structure

4

Kinetics, Equilibria & Organic Chemistry

40% of total A2 marks

1 hour 45 minute exam

6 – 8 short answer questions and 2 – 3 longer structured questions

5

Energetics, Redox & Inorganic Chemistry

40% of  total A2 marks

1 hour 45 minute exam

6 – 8 short answer questions and 2 – 3 longer structured questions

6

Centre Assessed Coursework

20% of total AS marks

EMPA

As with the AS students, end of topic tests and Mock examinations are set for each module. Past papers are set as revision exercises, and answers are available. Module 4 and 5 are taken in June (along with any modules being repeated).

Upper 6th Teaching Order

Module 4

Teacher 1 (Organic)

7 Periods per cycle

Teacher 2 (Physical)

6 Periods per cycle

Nomenclature & Isomerism

Kinetics

Aldehydes & Ketones

Equilibria

Carboxylic acids & Esters

Acids & Bases

Acid chlorides & Anhydrides

Mass spectrometry

Aromatic Chemistry

IR spectroscopy

Amines

NMR spectroscopy

Amino Acids

Chromatography

Polymers

 

Organic synthesis & analysis

 

Module 5

Teacher 1 (Inorganic)

7 Periods per cycle

Teacher 2 (Physical)

6 Periods per cycle

Periodicity

Period 3 elements & Period 3 oxides

Enthalpy changes ∆H

& Born-Haber cycles

Transition Metal Chemistry

Entropy Changes ∆S and Free Energy ∆G

Reactions of Inorganic ions in solution

Electrode Potentials

The Electrochemical series

Electrochemical cells

Redox

Oxidation Numbers & Redox Titrations

 

STANDARDS AND PROCEDURES

In Chemistry students can expect:
• Well planned lessons
• The department operates a policy of seating plans for all years for easy identification of particular students
• Safe practical work in every applicable lesson
• A variety of teaching approaches and differentiation where appropriate
• Regular formal assessment and marking of classwork and homework
• Regular, relevant, homework and feedback upon it
• Tidy and appealing laboratories to be taught in
• Blinds should be pulled up and stools down ready to start the lesson before the students enter the lab.
• A controlled atmosphere

In return staff have a right to expect students:
• To arrive punctually and well presented to every lesson
• Be equipped with pen, ruler, rubber, exercise book and Planner
• The follow the school 'Code of Conduct' (School Handbook/Planners)
• To do homework- completely to an acceptable standard on time
• To respect the people and environment around them
• To follow the laboratory safety rules (issued to all pupils and secured in fronts of exercise books).

Much disruption can be caused when these entitlements are not fulfilled. Behaviour can be perceived as being 'bad' which is actually linked to inappropriate work being set. Lessons should be well planned and delivered in a way that is appropriate to the needs of the students. That said, staff need to work out a range of strategies for dealing with pupils who fail to meet these expectations. Rewarding children who do meet our expectations is a positive way to raise standards (there is a school policy for pupil rewards- School Staff Handbook).

Entry and exit of pupils to and from the laboratory must be formal and controlled (no pupils should enter the laboratory without the teacher being present). All pupils must be aware of the safety rules (a copy must be stuck into the front of every exercise book). Teachers need to go through these in the first lesson of each year, and then reinforce them throughout the year. An enlarged version of the laboratory safety rules is on display in each laboratory.

All student work should start with an underlined title and the date. Drawings should be done in pencil, straight lines with a ruler. The covers of exercise books/files should not be defaced and must be covered if they have been. Students should be encouraged to have personal pride in their work. Chemistry based stickers/pictures could be allowed to personalise books of lower school classes at the class teacher's discretion.

Disciplinary issues should be dealt with according to the whole school policy- if in doubt about procedure/punishment/sanction please ask HoD. Dr Saunders runs a HoD detention one lunchtime per week.

Homework

The chemistry department homework policy is determined by the school homework policy. Homework is set on a regular basis to write up practical work, consolidate and revise work covered in lessons and to provide extension material.
Homework for years 7 to 11 is set according to the homework timetable published for each year group:

Year 7 1 x 20 mins per cycle
Year 8 1 x 25 mins per cycle
Year 9 1 x 30 mins per cycle
Years 10 & 11 (Chemistry) 2 x 40 mins per cycle
(Science & Additional Science) 1 x 40 mins per cycle

In Year 12 the students may expect up to 3 hours of homework per cycle. Homeworks consist mainly of structured questions, or problems connected with practical work. Students at this level are expected to take more responsibility for their own learning: model answers for all questions may be distributed to pupils with their marked scripts. Staff go through common mistakes and are available to go through individual problems. Staff may set alternative work to these standard homeworks as they feel appropriate. In Year 13 students may expect up to 5 hours homework per cycle.

There is also a requirement for sixth form pupils to keep their practical folders up to date, which will invariably involve some extra work outside of the lesson. Practical write ups are generally handed in during the next practical session with the same member of staff.

It is the policy of the department that:

The style of marking 6th form homework is at the discretion of the teacher. It may involve a numerical mark, a grade, or both. Self assessment and peer assessment are also at the discretion of the teacher.

All homeworks, after marking, will indicate common areas for improvement by discussion in class. Students may be supplied with a set of standard answers and responsibility for checking corrections lies with the student. Routes for improvement may be suggested on a script. Staff are available to help with any difficulties.

6th form assessments generally come from tests. All tests are marked numerically. Extra work can be taken into account when setting grade boundaries for assessment.

Practical books are checked on a regular basis. Numerical marks are only normally awarded for assessed practicals.

7. Grade Sheets / Assessment

Formal assessment is made for each pupil in line with school policy and the dates set in the calendar.

Tests are set at regular intervals (usually at the end of a topic) in order to evaluate performance. Common tests and common mark schemes are available, though members of staff may use additional or alternative tests where appropriate. Pupils may be requested to re-sit tests in their own time if their performance is weak; if a lack of understanding is evident, then the pupil should be offered additional help.

It is the policy of the department to use marks from tests and homeworks common to all pupils within a year group to standardise the assessment procedure, where possible. Members of a year group are then ranked on their percentage scores and awarded grades A* (top grade) to E (lowest grade). In unusual circumstances staff may change a grade by one in either direction to take account of other work or extraneous factors (e.g. illness). Other grades are awarded according to school guidelines. All grades awarded must be justifiable to parents and pupils.

Members of staff are assigned responsibilities for the setting and marking of exams well in advance of the examination period. Wherever possible, relevant questions from past GCSE papers are used to expose pupils to the sort of questions that they will encounter during public examinations. A draft of the paper is shown to the Head of Department and other staff for their agreement before printing. A common mark scheme is prepared. A review of the examination(s) is held during departmental meetings or during free time, and any future changes noted.

In the 6th form, mock examinations are set prior to each modular examination period. In each case the examination will be a previous past module paper, marked according to the published mark scheme from AQA. Marking is carried out by the member of staff teaching those pupils so that they are able to provide maximum feedback to 6th formers on individual weaknesses.

DATA COLLECTION AND INTERVENTION
The department collects regular whole year Assessment data in line with the School Policy. For Year 7-10 and Year 12 there are six Assessment collection points throughout the year and five for Year 11 and Year 13.

In Year 7-10 the assessments will take the form of the End of Unit tests, the Michaelmas examination and the Trinity examination. In Year 11 there are few end of unit tests. However there will be a Mock examination at the end of the Michaelmas term. In Year 12 there will be two end of Unit mock exams, as well as regular small assessments on topics throughout the course. There will be six compulsory practicals and there will be three in lesson assessments based on various topics which are highlighted in the SoW. In Year 13 there will be two end of Unit mock exams, there will be a practice EMPA examination and there will be 2 in lesson assessments based on various topics which will are highlighted in the SoW.

SPECIAL EDUCATIONAL NEEDS

RAD (SENCO) is the school Dyslexia Co-ordinator. Please consult her about any pupil who is giving you cause for concern. RAD is the official school SENCO, her office is along the staff corridor near to the Deputy Head offices. You should also inform the HOD, tutor and HOY. When RAD sends information about a student you teach you will have to show evidence of recognising this (it could be a comment in your mark book/seating plan) and acting upon the information (changing seating plan to accommodate the student's needs).

DIRECTED LEARNING

Some students requiring additional support are given additional Directed Learning periods. These are allocated periods for the Year 12 or 13 student to come to a room once a week in the department to carry out some form of supplementary work. A register is taken and attendance is compulsory.
Tasks are set by the class teacher and overseen by the Head of Department. They should be designed to provide greater depth to the students understanding of a particular topic which he/she has struggled with.

GIFTED AND TALENTED STUDENTS

The G&T students are identified by the department in liaison with the School G&T Co-ordinator- Mr Ben Ventress- English Dept.
Individual teachers are also expected to be aware of the G&T students in their classes and set appropriately stretching work in line with the School G&T policy. It is not appropriate simply to give more work of the same quality/level. G&T students should be marked onto seating plans and in mark books.

The department will review this in line with ongoing recommendations from the G&T Co-ordinator.