•
In every module paper, there is on 6 mark question.
•
These questions state very clearly:
In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate
•
•
The mark you get is dependent on the quality of your language. You could write a superb answer in terms of the Chemistry,
but only achieve 2 out of 6 because of the way it is written.
Level of answer
Level 3
Level 2
Level 1
Maximum mark
6 out of 6
4 out of 6
2 out of 6
Features
• Very well-structured with
logical sequencing of
arguments
• Well-structured
• Little structure (may waffle)
• Points are expressed well
• Points may unclear
• Points are expressed very well
• Some use of paragraphs
• Poor use of paragraphs
• Paragraphs are used well
• Spelling, punctuation and
grammar are good
• Spelling, punctuation and
grammar are poor
• Spelling, punctuation and
grammar are almost flawless
• Chemical terminology is
correct
• Arguments for & against and
an overall conclusion are given
(where appropriate)
•
• Chemical terminology is mainly
correct
• Arguments for & against and
an overall conclusion are given
(where appropriate)
Here are some obvious potential areas for 6 marks questions.
Module C1
Module C2
Module C3
1.2 Carbonates
Pros and cons of quarrying
1.3 Metals
Pros and cons of recycling metals
1.4 Alkanes & fuels
Comparing fossil fuels to biofuels
1.5 Alkenes & polymers
Disposal of polymers
1.7 Earth & atmosphere
How the theory of continental drift came to be accepted
2.2 Structures
Comparing thermosoftening & thermosetting polymers
2.6 Acids, bases & salts
How to make a salt
3.1 Periodic Table
Development of Periodic Table (Newlands & Mendeleev)
3.2 Water
Pros & cons of hard water
3.2 Water
Pros & cons of fluoridation
3.3 Fuels
Comparing fossil fuels to biofuels
3.4 Analysis
Doing a titration
3.5 Equilibria
Explaining why conditions in Haber process are a compromise
•
In some 6-mark questions, a lot of information is given and much of your answer should be based on using and presenting
this information in a logical way that answers the question.
•
In other 6-mark questions, you will need to base most of your answer on your own knowledge and understanding.
• You will need to spend more time on this question than the others to get
high marks.
• You will need to plan it first.
• Think through what points you want to make and plan how you will write
the answer.
• 3-4-minutes planning, 6-7 minutes writing (10 minutes total),
© www.CHEMSHEETS.co.uk
06-May-14
Chemsheets GCSE 139
EXAMPLE 1
In some parts of the UK, fluoride ions are added to drinking water with the aim of improving dental health. Write a
summary of some pros and cons of adding fluoride ions to drinking water and then give your own justified opinion as to
whether fluoride ions should be added or not.
Level
Area
ANSWER 1
I think that fluorine should be added to water because it will
reduce tooth decay. This will help people individually as they
will have better dental health and help the country as it will
save dental costs. Some people say that it is wrong to force
people to take something without their permission, but it is not
harmful and will actually help them to better health so I think
it should be added to water.
1
2
3
Logical sequencing of arguments
Use of paragraphs
Gives a reasoned conclusion
Spelling, punctuation & grammar
Chemical terminology
OVERALL LEVEL
Maximum possible mark
2
4
6
(circle)
Pros & cons (max 5, 2+3)
Justified conclusion (1)
FINAL MARK
Level
Area
ANSWER 2
Some disadvantages of adding flouride ions to drinking
water are that it has been shown to cause the staining of teeth
(florosis) as well as being linked to demensia in old age.
1
2
3
Logical sequencing of arguments
Use of paragraphs
Gives a reasoned conclusion
Their are thought to be some advantages in adding flouride
ions, namely in reducing teeth decay.
Spelling, punctuation & grammar
Overall, I do not beleive that we should add flouride to water.
People should have the choice wether to take this extra mineral
or not which might cause health problems such as demensia
and fluorosis.
OVERALL LEVEL
Chemical terminology
Maximum possible mark
2
4
6
(circle)
Pros & cons (max 5, 2+3)
Justified conclusion (1)
FINAL MARK
EXAMPLE 2
Describe how a student should carry out a titration to find the volume of sodium hydroxide solution that reacts with a
known volume of acid.
1) Place acid into conical flask using a pipette, then place on
white tile underneath a burette.
2) Fill burette with Sodium hydroxide.
3) add a few drops of indicator to the acid,
4) add sodium hydroxide 1 cm3 at a time using burette.
5) between each drop, shake conical flask.
6) towards the end, add it drop by drop until the colour
changes.
7) Record the amount of sodium hydroxide added.
8) Repeat.
Level
Area
1
2
3
Logical sequencing of arguments
Use of paragraphs
Spelling, punctuation & grammar
Chemical terminology
OVERALL LEVEL
Maximum possible mark
2
4
6
(circle)
Number of key points
FINAL MARK
© www.CHEMSHEETS.co.uk
06-May-14
Chemsheets GCSE 139
EXAMPLE 3
Biodiesel can be used in engines in place of diesel produced from crude oil. Biodiesel is made from plant oils such as
rapeseed oils. Discuss arguments for and against using biodiesel in place of diesel from crude oil in engines.
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Level
Level
Area
Area
1
2
3
1
Logical sequencing of arguments
Logical sequencing of arguments
Use of paragraphs
Use of paragraphs
Gives a reasoned conclusion
Gives a reasoned conclusion
Spelling, punctuation & grammar
Spelling, punctuation & grammar
Chemical terminology
Chemical terminology
OVERALL LEVEL
OVERALL LEVEL
Maximum possible mark
2
4
6
(circle)
Maximum possible mark
Pros & cons (max 5, 2+3)
Pros & cons (max 5, 2+3)
Justified conclusion (1)
Justified conclusion (1)
FINAL MARK
FINAL MARK
© www.CHEMSHEETS.co.uk
06-May-14
2
2
4
6
3
(circle)
Chemsheets GCSE 139
EXAMPLE 4
Poly(propene) is a common thermosoftening polymer used, for example, to make plastic crates and bottles. Melamine
resin is a thermosetting polymer used, for example, to make kitchen worktops. Thermosoftening polymers soften when
heated and can be re-moulded, bit thermosetting polymers do not soften on heating and cannot be re-moulded. By a
discussion of their structure and bonding, explain the differences between thermosoftening and thermosetting polymers
including the effect of heat on each.
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Level
Level
Area
Area
1
2
3
1
Logical sequencing of arguments
Logical sequencing of arguments
Use of paragraphs
Use of paragraphs
Spelling, punctuation & grammar
Spelling, punctuation & grammar
Chemical terminology
Chemical terminology
OVERALL LEVEL
OVERALL LEVEL
Maximum possible mark
2
4
6
(circle)
Maximum possible mark
Good chemical points (3+3)
Good chemical points (3+3)
FINAL MARK
FINAL MARK
© www.CHEMSHEETS.co.uk
06-May-14
2
2
4
6
3
(circle)
Chemsheets GCSE 137