When it comes to understanding what you are learning in Level 3 chemistry and why, the New Zealand Curriculum explains what students learn and NCEA is used to assess how much students have learned. The New Zealand Curriculum is about the building and development of skills.
The content schools can use to teach these skills is wide open however when we add NCEA assessments to the mix the two don’t perfectly align. This is why there are often updates or modifications as science is forever evolving and so should the courses that teach it.
There are general skills that are expected to be taught across all of the science courses. That is the nature of science. The Nature of Science is literally the name of the section. The nature of science has a range of requirements such as understanding the obligations of scientists to connect new ideas, having their findings peer-reviewed, and developing and carrying out an investigation that extends their knowledge in science.
Furthermore, students can communicate in science by accurately using the correct vocabulary, symbols, conventions and science knowledge. When it comes to writing their paper, they should be able to use relevant information that helps them to develop a strong understanding of socio-scientific issues that concern them.
Level 3 Chemistry in the New Zealand Curriculum
In year 13 or level 8 of the New Zealand Curriculum, there is a range of courses that enable students to specialise in specific areas of science. For Chemistry, the focus is on the material world. It isn’t all about acids and bases, but they do make a few appearances.
Properties and Changes of Matter
When students study properties and changes of matter in the material world it will require them to develop their research skills as well as their ability to review their own work and research papers of others. This course looks at groups of substances such as oxidants and reductants, selected inorganic and organic compounds, and of course acids and bases.
When studying these substances, students investigate and research their physical and chemical properties. While the investigation does not require an essay or a thesis-level response just yet, there are expectations of using scientific writing. The aim is to prepare students for university where science becomes less clear-cut. It also teaches students that a failed scientific investigation is only a failure if nothing is learned. The recording and evaluation and explanation of the investigation are very important.
The Structure of Matter
Students will learn about and use different theories of structure and bonding. These theories enable scientists to explain the physical and chemical properties of substances as well as the ability to manipulate them. This enables scientists to engineer new substances.
While the New Zealand curriculum doesn’t ask students to create a new substance, the view is that in the future they might. So to prepare them for that day, they will develop an understanding of and use the fundamental concepts of chemistry.
This means learning and knowing the chemical bonds; ionic, covalent, and metallic, understanding fundamental concepts such as equilibrium and thermochemical principles, and being able to interpret observations so students can explain what is happening and why.
Chemistry and Society
As the students are learning different theories and concepts, conducting experiments, and investigating different ideas, there has to be a point to their work. This is where chemistry and society come into the mix. In particular, this area of the curriculum looks at different aspects of the natural world in relation to chemistry.
It also looks at how we use chemistry in our society. Students will explore what needs chemistry meets, how it can be used to resolve (or create) issues, and how it can be used to develop new technologies. While mechanical engineering may get a lot of the glory for new developments, the creation of the material it uses such as plastics and metals is the art of chemistry.
NCEA Level 3 Chemistry
As mentioned earlier, the curriculum informs educators of what students should be learning and NCEA is about evaluating the learning that took place. This is done through internal assessments and external exams.
While it is important that students revise and complete their homework throughout the duration of the course, NCEA exams are a snapshot of the learning in conditions that don’t fully reflect those of working within this field. If you enjoy chemistry as a subject and want to continue on with it in the future but aren’t getting straight merits or excellences, persevere with your studies as learning is a lifelong journey.
NCEA assesses your learning so far and does not determine your learning in the future. Sometimes it takes a little longer for some of us to understand concepts and theories compared to others, and that is okay. With perseverance (and a bit of help) comes success.
NCEA Level 3 Chemistry Internal Assessments
Throughout the year there are four internal chemistry achievement assessments. This means that they are done within class time and usually over a longer duration of time. Each school will plan their courses differently as there is no set pdf on what or when to do these assessments.
There is also no expectation that schools offer all four assessments, and many don’t. This is not to put anyone at a disadvantage, it is just being realistic about time. As mentioned earlier, internal assessments take time to complete, so with meeting the learning expectations and preparing students for NCEA assessments in conjunction with their other subjects, there is a lot to do in a limited space of time.
The four assessments are; Carry out an investigation in chemistry involving quantitative analysis, Demonstrate understanding of spectroscopic data in chemistry, Demonstrate understanding of chemical processes in the world around us, and Demonstrate understanding of oxidation-reduction processes.
These assessments are researched based and while essays aren’t required, there needs to be a logical flow of information. There is no point in informing me of the result of the investigation before you have explained what the investigation is even about. Students do need to support their research or incorporate evidence to support their points.
The difference between the grade marks is how well you do this. Achieved requires students to demonstrate understanding, merit demonstrates an in-depth understanding and excellence demonstrates comprehensive understanding. For example, in the Internal assessment on spectroscopic data the difference between the grades is quite clear:
- Demonstrate understanding of spectroscopic data involves: identifying discrete aspects of the structure of organic molecules using teacher provided spectroscopic data.
- Demonstrate in-depth understanding involves: determining the structure of organic molecules using spectroscopic data.
- Demonstrate comprehensive understanding involves: justifying the structure of organic molecules by integrating spectroscopic data.
NCEA Level 3 Chemistry External Assessments
During the end of the year exams, students have the option of sitting three papers on three different topics within chemistry. Each of these assessments is worth 5 credits. Students are required to demonstrate understanding of equilibrium principles in aqueous systems, demonstrate understanding of the properties of organic compounds, and demonstrate understanding of thermochemical principles and the properties of particles and substances.
The duration for these exams is short, three hours to complete all the papers. In order to properly prepare for these exams, the key is revision and using the best resources available to you. There is a lot of research into the best way to study but it isn't the same for everyone. Unfortunately, the pdf on exams doesn't exist, it is trial and error to find what works for you. Our guide on tackling exam questions can help you prepare.
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