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Introduction/Setting the scene Criterion A B C D E Knowledge and conceptual understanding The student work has the following characteristics: · reproduction and interpretation of complex and challenging concepts, theories and principles of redox. The student work has the following characteristics: · reproduction and interpretation of complex or challenging concepts, theories and principles of redox. The student work has the following characteristics: · reproduction of concepts, theories and principles of redox. The student work has the following characteristics: · reproduction of simple ideas and concepts of redox. The student work has the following characteristics: · reproduction of isolated facts · comparison and explanation of complex concepts, processes and phenomena of redox. · comparison and explanation of concepts processes and phenomena of redox. · explanation of simple processes and phenomena of redox. · description of simple processes and phenomena of redox. · recognition of isolated simple phenomena of redox. · linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex and challenging situations in an environmental/redox context. · linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex and challenging situations in an environmental/redox context. · application of algorithms, principles, theories and schema to find solutions in simple situations in an environmental/redox context. · application of algorithms, principles, theories and schema situation in an environmental/redox context. · application of simple given algorithms situation involving an environmental/redox context. Investigative processes The student work has the following characteristic: · systematic analysis of secondary data to identify relationships between patterns, trends, errors and anomalies necessary to support subsequent contextually based decisions. The student work has the following characteristic: · analysis of secondary data to identify patterns, trends, errors and anomalies necessary to support subsequent contextually based decisions. The student work has the following characteristic: · analysis of secondary data to identify obvious patterns, trends, errors and anomalies necessary to support subsequent contextually based decisions. The student work has the following characteristic: · identification of obvious patterns and errors necessary to support subsequent contextually based decisions. The student work has the following characteristic: · recording of data. Evaluating and concluding The student work has the following characteristics: · analysis and evaluation of complex scientific interrelationships within the given context. The student work has the following characteristics: · analysis of complex scientific interrelationships within the given context. The student work has the following characteristics: · description of scientific interrelationships within the given context. The student work has the following characteristics: · identification of simple scientific interrelationships within the given context. The student work has the following characteristics: · identification of obvious scientific interrelationships within the given context. · exploration of scenarios and possible outcomes with justification of conclusions/ recommendations within the given context. · explanation of scenarios and possible outcomes with discussion of conclusions/ recommendations within the given context. · description of scenarios and possible outcomes with statements of conclusion/ recommendation within the given context. · identification of scenarios or possible outcomes within the given context. · statements about outcomes within the given context. · discriminating selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences through innovative use of range of formats. · selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences in range of formats. · selection, use and presentation of scientific data and ideas to make meaning accessible in range of formats. · presentation of scientific data or ideas in range of formats. · presentation of scientific data or ideas. 6 Chemistry Extended Response Task Task 7 ERT2 What is an ERT? An Extended Response Task is a written response to a chemical question, circumstance or issue. It is essentially a non-experimental task but should draw on research and secondary data. As this is a Chemistry ERT, it is expected that at all stages of the discussion, every effort is made to incorporate the core chemical concepts, relationships and associated equations that underpin the issue being explored. It is expected also that some form of decision or recommendation regarding the question or issue under investigation is reached and supported by logical argument and relevant data. THE CONTEXT The lead-acid battery is the most common type of energy source used in motor vehicles. The energy is used to provide ignition of a fossil fuel as well as for other functions such as headlights in the car. There are environmental concerns regarding the production and discarding of the battery itself as well as for the atmospheric pollution resulting from the use of the internal combustion engine. Some alternatives for this lead-acid battery have been proposed: a. lithium ion batteries which power electric vehicles b. use of a hydrogen fuel cellto power a vehicle c. solar energy for powering a vehicle. THE TASK Draw a conclusion about the viability of one alternative power source compared to the lead-acid battery. Include an exploration into the problem(s) still to be solved with this alternative power source. Achieve this by describing the construction and function of a lead-acid battery. Do the same for your chosen alternative power source. 1. Explain the advantages and disadvantages of the lead-acid battery compared to the alternative power source. In your comparison, consider three different aspects such as: ease of supply of initial reactant(s), worker safety, production issues, environmental issues (excluding the impact of mining the initial ore), power output, difficulty of disposing of the power sources….(this is not an exhaustive list). Base any conclusions on these advantages and disadvantages. 2. 3. Your response must be a chemical one. Consideration of each aspect must include systematic analysis of data and chemical equations wherever possible and any calculations used to support your conclusion. SI units only are to be used. The ERT is written in essay form of 1 500 words. Note: ensure that each aspect you explore has a chemistry focus not an economic focus.