Marking+scheme

=Marking Scheme=

** 2 mark questions **
ALL must have a clear list of sources!
 * || 1st mark || 2nd mark ||
 * History || Satisfactory description of the history of the process || Evidence of understanding ||
 * Uses of the product || Satisfactory description of the uses of the product || Evidence of understanding ||
 * Feedstocks || Complete list of feedstocks || Description of potential sources of feedstocks ||
 * Chemical Equations || Appropriate equations listed (and correctly balanced) || Equations described in student’s own words ||
 * Diagrams || Diagram shows important points of process. || Diagram is original, clear and useful. ||
 * Chemical Equations || Appropriate equations listed (and correctly balanced) || Equations described in student’s own words ||
 * Diagrams || Diagram shows important points of process. || Diagram is original, clear and useful. ||
 * Diagrams || Diagram shows important points of process. || Diagram is original, clear and useful. ||
 * Diagrams || Diagram shows important points of process. || Diagram is original, clear and useful. ||

** 5 mark questions **

 * ||  || 1 || 2 || 3 ||
 * Le Chatalier’s principle || ** Understanding of principle ** || Able to outline Le Chatalier’s principle (in own words) || Able to give a satisfactory description of Le Chatalier’s principle (in own words) || Able to give an outstanding description of Le Chatalier’s principle (in own words) ||
 * || ** Application of principle ** || Outlines how the principle applies || Gives comprehensive description of application of principle ||  ||
 * Equipment || ** Description of equipment ** || Gives brief description of equipment required for process || Gives satisfactory description of equipment required for process || Gives outstanding description of equipment required for process ||
 * || ** Explanation of equipment ** || Outlines why particular equipment choices are made (e.g. materials, size) || Gives outstanding explanations of why particular equipment choices are made ||  ||
 * Similar processes || ** Listing other processes ** || Gives one example of an alternative process to produce the same (or similar) product || Gives more than one example of alternative processes to produce the same (or similar) product.. ||  ||
 * || ** Analysing other processes ** || Gives a simple outline of the advantages and disadvantages of alternative process(es). || Gives a satisfactory description of the advantages and disadvantages of alternative process(es). || Gives an outstanding description of the advantages and disadvantages of alternative process(es). ||
 * Scale || ** Discussion of scale ** || Able to discuss one factor influencing the scale of the process || Able to discuss more than one factor influencing the scale of the process || Able to discuss three or more factors influencing the scale of the process ||
 * || ** Evaluation of scale ** || Gives a suggestion as to the best scale for the process || Gives a suggestion for the best scale backed by evidence ||  ||
 * Scale || ** Discussion of scale ** || Able to discuss one factor influencing the scale of the process || Able to discuss more than one factor influencing the scale of the process || Able to discuss three or more factors influencing the scale of the process ||
 * || ** Evaluation of scale ** || Gives a suggestion as to the best scale for the process || Gives a suggestion for the best scale backed by evidence ||  ||
 * || ** Evaluation of scale ** || Gives a suggestion as to the best scale for the process || Gives a suggestion for the best scale backed by evidence ||  ||

** 8 mark questions **

 * ||  || 1 || 2 || 3 ||
 * Comic/animation || Creativity || Comic/animation shows little creativity || Comic/animation shows some creativity || Comic/animation shows outstanding creativity ||
 * || Understanding of process || Comic/animation demonstrates a faulty understanding of the process || Comic/animation shows a satisfactory understanding of the process || Comic/animation shows an outstanding understanding of the process. ||
 * || Simplicity || Comic/animation would be difficult for a year 7 student to understand || Comic/animation would be completely understandable to a year 7 student. ||  ||
 * Interactive display || Creativity || Display plan demonstrates little creativity || Display plan demonstrates some creativity. || Display plan demonstrates outstanding creativity. ||
 * || Appropriateness of exhibits || Exhibits are largely inappropriate to displaying the important points of the process || Exhibits are fairly appropriate for displaying the important points of the process. || Exhibits are very appropriate for displaying the important points of the process. ||
 * || Practicality || Display works poorly || Display works well ||  ||
 * Environmental impact || Environmental effects || Demonstrates little understanding of potential environmental impacts of process || Demonstrates some understanding of potential environmental impacts of process || Demonstrates complete understanding of potential environmental impacts of process. ||
 * || Environmental priororities || No attempt to judge which environmental impacts are most significant || Some attempt to judge which environmental impacts are most significant || Outstanding judgement on which environmental impacts are most significant ||
 * || Sources || Sources listed but not evaluated || Sources effectively evaluated. ||  ||
 * Economics || Economic effects || Demonstrates little understanding of potential economic impacts of process || Demonstrates some understanding of potential economic impacts of process || Demonstrates complete understanding of potential economic impacts of process. ||
 * || Environmental priororities || No attempt to judge which economic impacts are most significant || Some attempt to judge which economic impacts are most significant || Outstanding judgement on which economic impacts are most significant ||
 * || Sources || Sources listed but not evaluated || Sources effectively evaluated. ||  ||
 * Economics || Economic effects || Demonstrates little understanding of potential economic impacts of process || Demonstrates some understanding of potential economic impacts of process || Demonstrates complete understanding of potential economic impacts of process. ||
 * || Environmental priororities || No attempt to judge which economic impacts are most significant || Some attempt to judge which economic impacts are most significant || Outstanding judgement on which economic impacts are most significant ||
 * || Sources || Sources listed but not evaluated || Sources effectively evaluated. ||  ||

OTHER FACTORS: 5 marks

 * Page is set out clearly and neatly || Correct spelling and grammar || Web links to any on-line sources; correct references to off-line sources || Appropriate illustrations are used || An index is included with links to relevant sections ||