Public formative… | Year 11 Chemistry · T1 W1–2 · Learner checks

These case cards and their teacher-facing worked answers are publicly accessible by URL, so they are not secure QCAA or school exams. They are new relative to the lesson practice; a school must replace them locally if prior access matters. Paper-only fictional display cards are given mathematical species, not measured samples or claims about product composition. A learner may write, move full-word cards under direction, dictate, sign or use AAC. Log chemistry hints separately from reading or scribing support.

Day 5 check A · boron archive files

File R · fictional ceramics archive card: a neutral boron-10 atom, symbol ^{10}_{5}B, given atomic number Z 5 and mass number A 10.

File S · fictional ceramics archive card: a neutral boron-11 atom, symbol ^{11}_{5}B, given atomic number Z 5 and mass number A 11.

Calculate protons, neutrons and electrons for R and S. Show A−Z and one reverse-addition check for each.
Are these the same element, same isotope, different elements or different isotopes of one element? Explain using Z and neutron count.
Does either file tell you which isotope is more abundant in a real ceramic item, or whether the item is safe? State the evidence limit.
Translate one symbol to full words in the order name, A, Z, neutral status.

Day 10 check B · two charged species files

File T · fictional transit-sign card: calcium-40 2+ ion, ^{40}_{20}Ca^{2+}, Z 20, A 40. Compare it with a neutral calcium-40 atom of the same isotope.

File U · fictional conservation-card label: fluorine-19 1− ion, ^{19}_{9}F^{−}, Z 9, A 19. Compare it with a neutral fluorine-19 atom of the same isotope.

Calculate protons, neutrons and electrons for T and U; check p+n=A and p−e=charge in elementary-charge units.
Give the neutral atom's electron count in each comparison. What changed when each ion formed in this bookkeeping model, and what stayed fixed?
Are T and U isotopes of each other? Use Z, not charge sign or A, to justify.
Give one claim the fictional cards cannot establish about a real transit sign, conserved object, free ion, chemical reaction or safety.

The first response is for instruction. Learners can examine the public answer page after it is retained and then try a different locally authored case.