<p> Year 11 SAT rubric</p><p>Very High (4 marks) High (3 marks) Medium (2 marks) Low (1 marks) Very Low/Not Shown (0 mark) Discussion  All questions answered  All questions answered  All questions answered  Some questions not answered  Questions not answered Questions  Questions answered in high  Questions answered in high  Questions answered in some  Questions answered in little detail detail detail detail  Questions link to concepts encountered in class Procedure, Written  Results in very high detail  Results in high detail  Results in some detail  Written results in little detail  No results included Results  Procedure in very high detail,  Procedure in high detail,  Procedure in some detail  Procedure lacks  No procedure included including quantities and safety including quantities notes Safety and  Always follows safety  Always follows safety  Usually follows safety  Sometimes follows safety  Does not follow safety Laboratory procedure procedure procedure procedures procedures Technique  Disposes of chemicals correctly  Disposes of chemicals correctly  Disposes of chemicals correctly  Disposes of some chemicals  Frequent incorrect disposal of  Always behaves appropriately  Always behaves appropriately  Usually behaves appropriately correctly chemicals  Always works precisely  Strives to work precisely  Works with some precision  Sometimes behaves  Inappropriate behaviour appropriately  No attempt to work with  Little attempt at working precision precisely Similarities  Many similarities between  Many similarities between  Some similarities between  One similarity between classes  No similarities between classes between properties classes of materials identified classes of materials identified classes of materials identified of materials identified of materials identified of metals, ionics  Shows strong understanding of  Shows understanding of and covalents properties properties</p><p>Differences  Many differences between  Many differences between  Some differences between  One difference between classes  No differences between classes between properties classes of materials identified classes of materials identified classes of materials identified of materials identified of materials identified of metals, ionics  Shows strong understanding of  Shows understanding of and covalents properties properties Description of  Models described in detail and  Models described accurately  Models described with some  Attempt at model description  Models not described models accurately  Models use written and accuracy  Models use written and graphical description graphical description Links of properties  Links all properties observed to  Links most properties to model  Links some properties to model  Links one property to model  No links to properties included to models model  Shows understanding of  Some understanding of  Limited understanding of  Shows strong understanding of property property property property  Explanation of link between  Attempted link between model  Limited link between model  Clear explanation of link model and property and property and property between model and property Identification of  More than one exception to  More than one exception to  More than one exception to  One exception to properties  No exceptions to properties Exceptions properties identified properties identified properties identified identified identified  Implications of exceptions  Implications of exceptions discussed with respect to discussed boding models Links to  Links to classes of compounds  Links to classes of compounds  Generic links to experimental  Generic links to experimental  No link to experimental experimental  Specific examples mentioned  Specific examples mentioned observations observations observation observations for each class for each class  One specific example  No mention of specific  Specific examples compared mentioned examples</p><p>Communication of  Appropriate use of scientific  Appropriate use of scientific  Some use of scientific language  Poor use of scientific language  No use of scientific reaction Scientific concepts language language  Attempt at using scientific  No diagrams used  No diagrams used  Effective use of scientific  Scientific diagrams with some diagrams diagrams that support written link to written descriptions descriptions  Correct uses of chemical formulae</p>