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Instructions
20 marksEvaluate how Eliot's distinctive style has enhanced your understanding of complex ideas represented in his poetry. In your response, make close reference to your prescribed text.
Response
Through the analysing of construction, language and context of a universal text, audiences are able to garner their own interpretations on the author's desired intention in their respective context. It is clear, in Eliot's unified poetic oeuvre, Eliot's distinctive and compelling voice as well as his subversion of typical poetic forms characterises him as a modernist writer. In "Rhapsody on a Windy Night" Eliot condemns the dissolution and fragmentation of memory, subverting typical Romantic forms to comment on the pursuit of superficiality which leads to disillusionment. Eliot further extends audience understanding in "Hollow Men" compelling avoidance of the lack of spiritual fortitude influenced by the horrors of World War One and the dissolution of Christian paradigms. He compels the need for a reconnection with spirituality, urging audiences against doubt of faith resulting in paralysed psyche. With this, Eliot provides hope, enhancing audiences understanding on the complex nature of the solution to preventing emotional disorientation through "The Journey of the Magi" urging the necessary undertaking of a spiritual journey paralleling his own conversion from unitarianism to Anglicanism in 1927, in order to reach fulfilment and catharsis. Eliot enhances audience understanding of the harmful consequences of pursuing superficial paradigms, resulting in a lack of spiritual fortitude that can only be cured through a reconnection to religion. Eliot condemns the fragmentation of memory and time in "Rhapsody" with the pursuit of hedonistic ideals, resulting in estrangement and disillusionment. The title of "Rhapsody" is known as a musical piece with an often upbeat and jolly rhythm, however Eliot subverts this through his use of decaying and disorientating imagery that parallels a jolting rhythm. This is also combined with the jolting momentum of "Twelve o'clock, one-o'clock" highlighting modernity ruled by objective time, fragmenting the individual to deadlines and schedules which undermine their sense of fulfilment. This is furthered by the subversion of Romantic forms in "like a madman shakes a geranium" this simile underscores emotions of hysteria and madness, urging the audience to remain cognisant of their urban surroundings cautioning against a state of insanity perpetuated by pursuit of superficial paradigms in modernity. In addition, Eliot utilises an ironic tone in "Memory! you have the key!" his declarative and exclamatory tone paralleling a sense of hope for the individual in being able to rediscover purpose and fulfilment in life, however it immediately juxtaposed by daily, mundane imagery of "shoes" and "toothbrush" ultimately destroying all hope for the individual to attain purpose in a superficial and hedonistic society. Eliot in "Rhapsody" criticises the fragmentation of time and memory, urging the audience to understand the hopelessness of discovering fulfilment in an urban landscape. Eliot further extends on this idea with his condemnation of modern society's lack of spiritual fortitude resulting in an ultimate disconnection with religion which render individuals lost and disillusioned. Eliot opens with an epigraph with allusions to Guy Fawkes and the Gunpowder Plot, as well as Joseph Conrad's "Heart of Darkness" displaying the ultimate downfall of individuals in the pursuit of hedonistic ideals with greed and ambition, urging audiences against a loss of spirituality to not become estranged or disillusioned. Furthermore, Eliot integrates inclusive pronouns in "we are the hollow men, we are..." perpetuating a direct connection to the audience, further compelling audiences' understanding of the collective emotional deterioration and stagnation that is felt due to a collective loss of religion and spiritual belief due to the impact of world war one and the dissolution of Christian religion in modernity. Eliot further describes individuals imprisoned within a state of paralysis due to the loss of belief in God in "shape without form, gesture without motion" demonstrating a liminal and paradoxical space where individuals are entrapped within and ultimately estranged from a sense of purpose and rendered empty. Eliot's further subversion of poetic forms in his allusion to the Lord's prayer in "For Thine is... For life is..." illustrates the fragmentation of the image of God and religion, with the motif of eyes "throughout" also contributing to a doubt in faith and spirituality for individuals. Thus, Eliot urges against the complex nature of a loss of spiritual fortitude which results in empty and estranged collectives who are ultimately purposeless.
General
Response to Question
5/7Textual Analysis
7/7Structure and Expression
5/6Rubric
| Criteria description | 0 | 1-4 | 5-8 | 9-12 | 13-16 | 17-20 |
|---|---|---|---|---|---|---|
Response to Question | Presents nothing of relevance to the task. | Attempts to describe some aspects of the prescribed text. | Describes some aspects of the understanding of the literary value of the prescribed text. | Evaluates how the artistry and integrity of the prescribed text has influenced an understanding of its literary value. | Evaluates effectively how the artistry and integrity of the prescribed text has influenced an understanding of its literary value. | Evaluates skilfully how the artistry and integrity of the prescribed text has influenced an understanding of its literary value. |
Textual Analysis | Presents nothing of relevance to the task. | Attempts to compose a response to the question. | Demonstrates some knowledge of the prescribed text with limited textual references. | Demonstrates a sound understanding of context, language, form and ideas using textual references. | Demonstrates an informed understanding of context, language, form and ideas using detailed textual references. | Demonstrates a well-informed understanding of context, language, form and ideas using well-selected and detailed textual references. |
Structure and Expression | Presents nothing of relevance to the task. | Attempts to compose a response to the question. | Composes a limited response. | Composes a sound response using language appropriate to audience, purpose and form. | Composes an effective response using language appropriate to audience, purpose and form. | Composes an insightful response using language appropriate to audience, purpose and form. |
Instructions
Question 1 · 4 marksFor N₂(g) + 3H₂(g) ⇌ 2NH₃(g), ΔH < 0, explain the effect on the yield of ammonia of increasing the temperature, with reference to the equilibrium constant.
Response
The forward reaction is exothermic (ΔH < 0). Increasing the temperature favours the endothermic reverse reaction. By Le Chatelier's principle the equilibrium shifts to the left, so the system absorbs some of the added heat. Less ammonia is present at equilibrium.
Rubric
- Identifies the forward reaction as exothermic1
- Applies Le Chatelier's principle to the temperature change1
- Explains the effect on yield with reference to the equilibrium constant2
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Instructions
4 marksFor N₂(g) + 3H₂(g) ⇌ 2NH₃(g), ΔH < 0, explain the effect on the yield of ammonia of increasing the temperature, with reference to the equilibrium constant.
Response
The forward reaction is exothermic (ΔH < 0). Increasing the temperature favours the endothermic reverse reaction. By Le Chatelier's principle the equilibrium shifts to the left, so the system absorbs some of the added heat. Less ammonia is present at equilibrium.
General
Identifies the forward reaction as exothermic
1/1Applies Le Chatelier's principle to the temperature change
1/1Explains the effect on yield with reference to the equilibrium constant
1/2Section Two: Short Answer
Year 12 Chemistry · 8 submissions
| Student | Submitted | Grade | Status |
|---|---|---|---|
| Lucas Ferrari | Mon 9:12am | 6/7 | Approved |
| Aisha Rahman | Mon 9:40am | 5/7 | Approved |
| Ryan Doyle | Mon 10:03am | 6/7 | Needs Review |
| Daniel Costa | Mon 11:20am | 4/7 | Approved |
| Tom Hughes | Mon 1:15pm | 6/7 | Approved |
| Chloe Nguyen | Mon 2:48pm | 5/7 | Needs Review |
| Maya Jensen | Tue 8:30am | 7/7 | Approved |
| Hannah Tran | Tue 9:05am | 5/7 | Approved |
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A curriculum expert that coaches students through the working and never gives the answer.
Explain how meiosis produces genetic variation in offspring.
Meiosis makes four gametes, each with half the number of chromosomes. The gametes are all different from each other. I don't know how to explain why they are different.
Analytics
See where the class is strong and where it slips, down to each student.
Class Analytics
Strengths
- •Le Chatelier's principle:Most students state the principle accurately and apply it to concentration changes.
- •Writing equilibrium expressions:Keq expressions are written correctly, with every coefficient as a power.
Areas to Improve
- •Explaining the direction of shift:Students say which way the equilibrium shifts but not why, especially for temperature changes.→Set a short task: name the endothermic direction first, then explain the shift.
- •Calculations with Keq:Substitutions are set up correctly but powers and units slip in the final answer.→Model one full Keq calculation, then have students check powers before rounding.
- •Labelling graphs:Concentration–time graphs are drawn with the right shape but missing labels and the point of change.→Ask students to label axes, species and the moment of the change on every graph.
Fri 23 Oct · AI feedback · Grade shown to students
Activity Analytics
Overall
Strengths
- •Students recognise that the forward reaction is exothermic.
Areas to Improve
- •Few responses connect the temperature change to the value of K.→Add one sentence on K to every temperature-change answer.
Question 1 (out of 4)
Areas to Improve
- •Most of the class lost marks here by explaining the shift without linking it to the equilibrium constant.→Give students an explain frame ('the reverse reaction is endothermic, so K…') and have them rewrite the answer.
Question 2 (out of 3)
Strengths
- •Equilibrium expressions are set up correctly before substituting.
| Name | Activities | Practice | |
|---|---|---|---|
| Aisha R. | aisha.r@riverside.edu.au | 6/6 | 3 |
| Chloe N. | chloe.n@riverside.edu.au | 6/6 | 7 |
| Daniel C. | daniel.c@riverside.edu.au | 5/6 | 2 |
| Hannah T. | hannah.t@riverside.edu.au | 6/6 | 5 |
| Lucas F. | lucas.f@riverside.edu.au | 4/6 | 1 |
| Maya J. | maya.j@riverside.edu.au | 6/6 | 4 |
| Ryan D. | ryan.d@riverside.edu.au | 5/6 | 0 |
| Tom H. | tom.h@riverside.edu.au | 6/6 | 6 |
maya.j@riverside.edu.au
Student Analysis
Strengths
- •Writing equilibrium expressions:Keq expressions are correct, with every power in place.
Areas to Improve
- •Explaining the direction of shift:States the shift without naming the endothermic direction.→Start every temperature answer by naming the endothermic reaction.
- •Linking to heat:Correct conclusions about yield, missing the link to heat absorbed.→Add a sentence on the heat absorbed or released.
Subjects offered
- Biology
- Chemistry
- Physics
- Human Biology
- Psychology
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