Special Project Proposal Marking Schedule

Candidate: Marker:................
Title of Project:
Date: mark: ......./20

General criteria with bandings

1 = inadequate; 2 = acceptable; 3 = good; 4 = very good; 5 = excellent

Assessment Criteria Bandings

1 2 3 4 5
A Clarity of introduction, including classroom context

B Clarity and appropriateness of aims of Special Project (e.g. degree

of challenge for student and for pupils; scientific content).
C Quality of link between pedagogical input and learning outcomes
(including use of references)
D Evidence of links with relevant curriculum / teacher advice
/context for learning
E Methodology and lesson plans (clarifying whether activities are
new or exist in school already).
F Plans for feedback and evaluation

G Feasibility (identification of potential issues)

H Identification of hazards and associated control measures

I Standard of presentation and choice of reference sources

J Appendices – if applicable

GENERAL COMMENTS:
Criteria A – J are not all of equal importance so the indicators within the bandings cannot be used to calculate the
mark for the assignment. The more holistic criteria below will be used, informed by the banding scores above.

18-20 – Outstanding to exceptional performance. The material provided shows that the student has understood the
issues fully, has made good links where appropriate to the literature, classroom observations, and ID4001 seminars,
has made fully-justified suggestions for the work, is suggesting original ideas, has planned outstandingly well, and
has explained this in a full but concise manner.

16-17 – Very high level of performance, at the 2I-first equivalent boundary. The material provided is almost as good
as that for the 18-20 range, but there are minor deficiencies.

14-15 – High level of performance, at 2I level. The material provided shows that the student has understood the
issues well, has made reasonable links where appropriate to the literature, classroom observations, and ID4001
seminars, has made reasonably-justified suggestions for the work, and has a workable plan.

11-13 – Fair level of performance, at 2II level. The material is almost as good as that described in the 14-15 section,
but there are areas where more development is needed. Significant work needs to be done on developing the
proposal before the detailed planning for classroom activities take place.

8-10 – Barely adequate performance, around third class level. The work shows some evidence of thought and
planning, but there are significant issues that need to be addressed.

7 – Material is at the minimum level of attainment required for a bare pass.

Less than 6 – Attainment is not high enough to merit a passing grade.

 ID4001 SPECIAL PROJECT proposal form

Please complete the sections below. There should be no more than 1500 words in the answers to sections A to
G. Please provide to your dep rep by the stated deadline. You may expand the size of the answer-boxes in the
table below if needed. Diagrams and pictures are welcome where appropriate. The letters link to the labelling
of criteria stated in the marking scheme.

Student ID/Name: 180020408/ Hayley Guy

University Departmental Rep: Dr Brian Chalmers

Special Project Title: A Model Approach for Introducing Chemical Bonding to Young Chemists

Dates of proposed project sessions:

A) Introduction: This should provide an overview of the project topic, identify the educational context, and
why this is a relevant topic for the class
The class teacher indicated at the start of term that pupils struggle with the concept of bonding in compounds
when the topic is first introduced. This project aims to get pupils to think about bonding (covalent molecular,
Covalent network and ionic bonding) in an interactive way – pupils will be given sets of ‘atoms’ eg. two
oxygen atoms and asked to decide as a pair which type of bonding would be present in this molecule, as well
as some of the chemical properties associated with the types of bonding. Pupils will build their own
molecular models from polystyrene balls and paper straws which they are allowed to take home with them
after the lesson there is also the potential (time permitting) to do a “class challenge” to build a “buckyball”
C60 fullerine. Also, if we have time (3 periods total) there will be a demonstration of how we can grow
crystals from saturated ionic solutions and then get them to grow their own copper sulfate crystals.

B) Aims: Clearly state the educational aims of your special project. Bullet points are acceptable
- Pupils understand the fundamentals of covalent molecular, covalent network and ionic bonding and
gaining an understanding of their different properties
- Pupils have an interactive learning experience, putting recently acquired knowledge into practice.
- To build good models which demonstrate the differences in the different types of bonding, and a short
introduction to molecular geometry (tetrahedral, Trigonal Planar, Planar and Angular)
- Whole class participation.

C & D) Educational Relevance: Identify what literature and other resources you used to motivate your
project idea, and what topics from those papers are directly informing your proposed project
1. SQA National 5 Course specification – Chemical Changes and Structure Section
2. CH1402 Laboratory Manual – Experiment 10: Model building – close-packed structures and
interstitial sites
3. Styrofoam and Velcro: An Alternative to Ball-and-Stick Models – research paper
4. Practical Work: making it more effective – research paper
5. Teaching and Assessing Knowledge Integration in Science.

E) Methodology: Clearly outline the lesson plan(s) with timings for individual sections of the lesson plan(s).
Include brief details of any experiments and hands-on activities that you propose to include
*See end of sheet*

F) Project evaluation and feedback: Identify the methods you intend to use to evaluate the success of your
project and gain direct feedback
Plickers quiz after project finished, to test that students have understood the fundamental concepts, Post-it
notes for class to provide direct personal feedback. I will be distributing a photograph permission slip to the
class to be signed by parents so that I can take photographs of students with their models and document the
stages of the project – no children who don’t have permission will be shown in any photographs, if no
permission granted then pictures of models on desks will be used.

G) Potential Issues: Identify challenges or issues that might affect the successful completion of the project.
For each challenge or issue, identify what can be done to mitigate the risk

- Mentor teacher has mentioned pupils struggle with the concept of bonding, so working closely with her
to identify the best way to teach the concept ahead of the hands on activity.
- Temptation for pupils to play with polystyrene balls rather than make the models – encourage pupils to
build models; assurance that they can take them home.
- Model building doesn’t work; built practice models at home and practice demonstration with group of
local children (local after school club)
- Chance of injury (burns) from hot glue/glue guns; We will be using glue guns from the schools art
department (which are already PAT tested and the school already have a risk assessment for)
- Pupils not wanting to engage; in depth discussions with class teacher, chosen class are very trustworthy
and keen to take part and learn.
- The single most significant factor which is likely to affect the project is time constraints with periods
being only 50 minutes long – so the project is to be covered over a week of Chemistry lessons with the
class, giving enough time to teach the concepts and get the model building done, with a contingency for
if we finish more quickly than anticipated. The project will be practiced both at home and with a local
childcare group (primary school aged children) and times (with adaptations for limited knowledge and
attentions spans of younger children) to:
(i) ensure the proposed models can actually be built and
(ii) get a general idea of the time it may take.

H) Potential Risks: Notes: Identify in the tables below any hazards or risks that could accompany your
special project.
Environment Hazards involved with environment must be considered
Hazard (s) Risk(s) Control Measure(s)

Manual Handling Do manual handling activities take place? NO X Move to next hazard -
(Tick relevant box)
YES
Hazard(s) Risk(s) Control Measure(s)

Chemical/Biological Are chemical or biological hazards NO Move to next hazard -

involved? (Tick relevant box) YES X
Hazard(s) Risk(s) Control Measure(s)
Copper Sulfate 3T - If Swallowed rinse mouth DO NOT INDUCE VOMITTING
- Harmful if swallowed – seek immediate advice from poison centre or medical
- Causes serious eye professional.
damage - Safety glasses must be worn
 - Toxic to aquatic life - If in eyes rinse cautiously with water for several
with long lasting minutes, remove contact lenses if possible and
effects. continue rinsing.

Working on or near water Does the work involve being near NO x Move to next hazard -
or on water? (Tick relevant box) YES
Hazard(s) Risk(s) Control Measure(s)

Lone, isolated or out of Is lone working involved? NO x Move to next hazard -

hours working (Tick relevant box) YES
Hazard(s) Risk(s) Control Measure(s)

Equipment Will equipment be used? NO Move to next hazard -

(Tick relevant box) YES x
Hazard(s) Risk(s) Control Measure(s)
Cold Melt Glue - Risk of minor burns skin - If burned, remove hot glue and rinse area under cold
Guns – heat glue to water tap for 10 minutes.
130C

Other Hazards Have you identified any other NO x

hazards? (Tick relevant box) YES
Hazard(s) Risk(s) Control Measure(s)

(I) References: Note: List any peer-reviewed literature and other material that you have used. The
references should be presented in a journal format relevant to your discipline and could be in an
abbreviated form, as long as they are still clearly identifiable. (e.g. the style of the journal “Nature”)
1. SQA National 5 Course Specification: https://www.sqa.org.uk/files_ccc/N5CourseSpecChemistry.pdf (accessed October 2022)
2. University of St. Andrews School Of Chemistry, CH1402: Inorganic and Physical Chemistry 1 Laboratory Manual, 2018-2019, 67-75.
3. S. R. Masonjones, H. D. Masonjones, M. C. Malone, A. H. Williams, M. M. Beemer, R. J. Waggett, J Microbiol Biol Educ. 2014, 15, 295-296.
4. R. Millar, I. Abraham, Practical Work: making it more effective. Science School Research, 2009, 91 59-64.
5. M. C. Linn, H-S. Lee, R. Tinker, F. Husic, & J. L. Chiu, Science, 2006, 313, 1049-1050.

Number of words in the answer boxes A to G is 1209

This sheet is here primarily to help you plan for your special project. The feedback that you get from your
tutor and mentor teacher on this sheet should be very useful. The submitted proposal also forms a small part
of the assessment of your work on the module.
Week Beginning 31st October 2022

Lesson Description of lesson Timing

1. Introduction to bonding - Pupils will be introduced to the concepts of ½ - 1 period (25-50minutes)

lesson Covalent and Ionic bonding.
- Will be taught why atoms combine and that in
Covalent bonding atoms stay together by the
attraction of the positively charged nuclei to a
shared pair of electrons, and in ionic bonding
one atom loses an electron and one gains
(steals) an electron and the ions are then held
together by a mutual attraction.
- Covalent bonds occur primarily between two
non-metal elements and Ionic bonds occur
between one metal and one non-metal
element.
- Taught about two types of covalently bonded
molecules (Covalent Molecular and Covalent
network structures)
- Pupils will complete a table describing physical
properties of substances with the 3 types of
bonding (Melting/boiling points, Solubility,
bond strength, Conductivity)
2. Model Building Lesson - Pupils provided with “packs” containing atoms 1-2 Periods (50 – 100minutes)
of specified elements and asked to decide
which type of bonding they think exist in a School has previously used
compound of these elements (eg. Sodium and Molymods and plasticine for
Chlorine or 2 chlorine atoms, 1 carbon and 2 molecular modelling but not
oxygen…) then asked to build the model with polystyrene balls and glue – this
a straw to represent a covalent bond and just is a new procedure in the
by gluing the balls together for Ionic lattices. school.
- By the end pupils should have a “set” with at
least 1 x covalent molecular model, 1 x
covalent network and 1 x ionic lattice.
- Thinking of doing a “class challenge” to build a
Buckminster fullerene (C60) molecule but this
will depend on time constraints.
3. Copper Sulfate Crystals - Demonstration by putting a few balls into a 1 period for practical, crystals
Practical large container of water (dissolved ions – observed growing over 2-
dilute solution) then add enough to “saturate” 3weeks. (mentor teacher
the solution so pupils can see how the ions get suggested she could continue
squished together so they are more likely to to grow and update at the end
“stick together” to become crystals. of the school year)
- Do Copper Sulfate Practical.