You are on page 1of 26

Anthony Lucre

17124573
Chemistry 2
Assignment 1
Page 1

Resource 1: Note taking Scaffold Resource 2: See file Resource 3: Socrative quiz
See end of document Bond Energy.mp4 https://b.socrative.com/login/st
Or udent/
https://www.youtube.c Room name: Lucre3347
om/watch?v=NPPsbYLA
b6c
Note taking scaffold. This resource Flipped learning Video Socrative quiz for student
aids students to write notes from describing the revision.
flipped learning activities. calculations of bond Students are presented with a
Two scaffolds are included. energies for reactions. range of questions of different
Worksheet A scaffolds note To be used in types. Students are provided
construction by combination with the with feedback and links to online
1. recalling background note taking scaffold resources for further study.
knowledge This is intended to allow
2. Writing down key points, students to revise the unit on
questions and vocabulary their own.
terms encountered. Room for
sketching is provided Additional questions would be
3. Summarise key points from required for the finished module
video
Worksheet B makes use of a reflective
process in which students :
1. Reflect on their existing
knowledge of the topic and
any questions they have.
2. Write down main points, new
vocabulary items and
questions
3. Reflect on new
understandings in relation to
their previous learning and
note any new questions that
arise.

Justification of Unit

The stated aim of the Chemistry stage 6 NSW syllabus for the Australian curriculum is to prepare
students in year 11 and 12 for the next stage of their lives (NSW Education Standards Authority,
2018). Its objectives are listed as assisting students in developing literacy and numeracy skills,
fostering their intellectual, creative and social skills, to apply and develop knowledge both in
Chemistry and other subjects and to act ethically as both Australian and global citizens. In addition
the syllabus has a stated aim to prepare students for workplaces with an increased utilisation of
science, technology engineering and mathematics (NSW Education Standards Authority, 2018).
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 2

This last aim is progressed in the way that the stage 6 Chemistry syllabus has been structured to be
both constructivist and enquiry based. Constructivism is the educational paradigm such that
knowledge is built on previous learnings by an active thinking process rather than simply received
(Cakir, 2008). Evidence of constructivism in the syllabus can be found by examining the statements
in the introduction and rational that it builds on the NSW k-10 science syllabus (NSW Education
Standards Authority, 2018). As a demonstration of this Module 1: properties of matter can be shown
to build on the chemical world sections of the stage 4 and 5 science syllabus ( NSW Education
Standards Authority, 2012). As an example the exploration of homogeneous and heterogeneous
mixtures in first enquiry question of module 1 is a revision and extension of the SC4-CW3 content
point in the stage 4 science syllabus. Similarly the remainder of enquiry question 1 and 2 extends on
the SC5-CW1 2 and 3 sections of the stage 5 syllabus ( NSW Education Standards Authority, 2012). In
addition to this further evidence of constructivism can be seen in the internal structure of the
syllabus in that each module builds on the previous modules. For example module1 examines the
nature of elements in terms of their atomic structure and chemical properties. It concludes with an
examination of chemical structures and bonding in a qualitative way. Module 2 builds of this by
introducing chemical equations and the mole concept allowing students to consider chemical
reactions in a quantitative manner. Module 3 further builds on this by studying a range of different
types of chemical reactions. Finally module 4 looks at energy changes being the driving force behind
chemical reactions.

The syllabus is constructed using an approach called Inquiry based learning. Enquiry based learning
seeks to engage students by posing authentic problems and questions to allow the student to create
meaningful connections new and existing knowledge. Students become active participants in their
own education and over time take responsibility and control of their own learning process (Patrick
Blessinger and John M. Carfora, 2015). Examples of enquiry based learning in the syllabus include
the use of enquiry questions as the basis of content description and the use of learning by doing
(Patrick Blessinger and John M. Carfora, 2015). This is most evident in the working scientifically
descriptors embedded throughout the syllabus and the increased emphasis placed on skills rather
than knowledge in the assessment program (NSW Education Standards Authority, 2018).

When developing the attached program and resources I have built of the approaches of inquiry
based learning and learning through doing. The program begins with a diagnostic test covering key
concepts in modules 1 through 3. The first enquiry question: What energy changes occur in chemical
equations begins by looking qualitatively at endothermic and exothermic reaction and the changes
in energy that these reactions entail. The unit then introduces the concept of change in enthalpy ΔH
and explains the relationship between positive and negative values with endothermic and
exothermic reactions in a quantitative way. Through explicit teaching students learn to use
thermochemical equations and energy profile diagrams to describe the change in enthalpy of
reactions. The unit then moves on to cover heat of combustion and specific heat capacity in
preparation for an experimental determination of the energy of combustion of various fuels
using calorimetry. The first enquiry question ends with a series of activities exploring the
roles of catalysts in chemical reactions including a group research task on catalysts used in
industrial processes.
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 3

The second enquiry question is: How much energy does it take to break bonds and how
much is released when bonds are formed. This question allows students to understand in
more detail how energy is stored in chemical bonds and the chemical processes that result
in endothermic and exothermic reactions. Students begin by looking at changes in energy
during change of state from solid to liquid and liquid to gas. This involves teaching the
concepts of latent heat of fusion and latent heat of vaporization. Students then explore the
concept of bond energy first using the disassociation of diatomic molecules followed by the
dissociation of more complex molecules such as hydrocarbons including single, double and
triple bonds. Finally students are taught to calculate the change in enthalpy for chemical
reactions by looking at the number and types of bonds both broken and formed. Building on
this the student performs an experiment comparing heats of formation when reacting sodium
hydroxide with hydrochloric acid. The experiment consists of dissolving solid sodium
hydroxide with water after which it is reacted with a solution of hydrochloric acid. The sum of
the changes in enthalpy for the two reactions is compared with the change in enthalpy of
reacting solid sodium hydroxide with hydrochloric acid solution. The results of these two
reactions should act as a demonstration of Hess’s law. Using explicit teaching and worked
examples students learn to apply Hess’s law to multi step chemical reactions particularly in
regards to carbon monoxide and carbon dioxide formation, respiration and photosynthesis

The final enquiry question: How can enthalpy and entropy be used to explain reaction
spontaneity. In the previous enquiry questions the first law of thermodynamics was stated as
the law of conservation of energy. In this enquiry question students begin with physical
movement activities to demonstrate the concept of entropy. These activities then form the
basis for class discussions concerning the general trends in changes of entropy which are
then applied to chemical equations using Gibbs free energy equations. Using this formula
students evaluate the balance between enthalpy and entropy in determining spontaneity of
reaction.

The program employs a range of teaching strategies at different times and in relation to particular
activities. These include explicit teaching, worked examples, directed questioning, collaborative
learning and multiple exposures.

Multiple exposures is a teaching strategy that allows students to revisit the same material presented
in a number of different ways spread over a period of time. The use of multiple exposures has been
shown to increase student retention of knowledge through repetition (Hattie, 2009). In this
program the use of multiple exposures allows students to explore the concepts covered at multiple
scales. For example when exploring the concepts of exothermic and endothermic reactions in the
first enquiry question students first perform practical experiments to understand these reactions at
the macro level. ICT simulations are then used to allow students to explore the same concept at the
atomic and molecular scale. Finally student use thermochemical equations to express this
knowledge symbolically. The process of using multiple exposures at different scales is used
extensively throughout this program.

Explicit teaching is used at a number of points such as to instruct students concerning


thermochemical equations, energy profile diagrams and calculations relating to bond energy and
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 4

Hess’s law. While inquiry based learning tends to discourage explicit teaching it is a useful strategy in
cases such as this where the subject to be covered is systematic and sequential in that it can be
resolved into a series of steps. A teacher is able to scaffold student learning by providing clear
instructions to the student (Hattie, 2009). It is generally used (as in this program) with worked
examples. In some cases explicit teaching takes the form of flipped learning activities

Worked examples are used repeatedly throughout this program at points such as thermochemical
equations and Gibbs free energy. With worked examples student learning is scaffolded through the
demonstration the steps required to successfully solve a problem. This approach is useful in cases
where the intrinsic load of the content is high and can be managed by reducing the task into a series
of steps (Sweller, 2012).

Directed questioning is a method by which a teacher asks open ended questions to stimulate
student discussion as well as to assess student knowledge (Hattie, 2009). During a number of
activities within this module the teacher is expected to run either collaborative sessions between
students or whole of class discussions. In both of these cases questioning of students can be used
both to assess and guide students learning.

Collaborative learning takes place when students work in small groups on a common learning task. It
is important that all students are active participants within the group. This allows for students to
support each other’s learning through peer tutoring (Greenwood, C. and Parket, R., 2013). In this
program collaborative learning is used extensively when designing and conducting practical activities
such as the quantitative measurement of heat of combustion fuels

Bibliography
NSW Education Standards Authority. (2012). Science K-10 Syllabus. Retrieved 03 12, 2018, from NSW
Education Standards Authority:
http://syllabus.nesa.nsw.edu.au/assets/sciencek10/downloads/sciencek10_s5.pdf

Cakir, M. (2008). Constructivist Approaches to Learning in Science and Their Implications for Science
Pedagogy: A Literature Review. International Journal of Environmental & Science Education,
193-206.

Greenwood, C. and Parket, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of
single-case research. School Psychology Review, 39-55.

Hattie, J. A. (2009). A synthesis of over 800 meta-analyses relating to achievement. New York:
Routledge.

NSW Education Standards Authority. (2018, 01 29). Chemistry Stage 6 Syllabus. Retrieved 3 2018, 6,
from NSW Education Standards Authority:
http://syllabus.nesa.nsw.edu.au/assets/chemistry/chemistry-stage-6-syllabus-2017.pdf
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 5

Patrick Blessinger and John M. Carfora. (2015). Inquiry-Based Learning for Science, Technology,
Engineering, and Math (STEM) Programs : A Conceptual and Practical Resource for
Educators. In P. B. Carfora, Inquiry-Based Learning for Science, Technology, Engineering, and
Math (STEM) Programs : A Conceptual and Practical Resource for Educators (pp. 3-19).
Emerald Group Publishing Limited.
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 1

Module 4: Drivers of Reactions| Stage 6 | Chemistry

Summary Context Duration


This unit uses the principle of studying chemical reactions at Program is written for a mixed ability class consisting of approximately 24 students in a 6 weeks
macro, atomic and symbolic scales to study how energy is the non-selective state high school.
driving force behind chemical reactions. It covers topics of
enthalpy, entropy and spontaneous reactions through gibbs
free energy.

Content Focus
Students investigate factors that initiate and drive a reaction. They examine the relationship between enthalpy and entropy in calculating the Gibbs free energy. They also
examine the roles that enthalpy and entropy play in the spontaneity of reactions. Students are provided with opportunities to understand that all chemical reactions involve
the creation of new substances and associated energy transformations, which are commonly observable as changes in temperature of the surrounding environment and/or
emission of light.
Students conduct investigations to measure the heat energy changes that occur in chemical reactions. They describe reactions using terms such as endothermic and
exothermic, and explain reactions in terms of the law of conservation of energy. They use Hess’s Law to calculate enthalpy changes involved in the breaking and making of
bonds.

Working Scientifically Focus


In this module, students focus on developing questions and hypotheses to analyse trends, patterns and relationships in data in order to solve problems and communicate
scientific understanding of ideas about the driving forces in chemical reactions. Students should be provided with opportunities to engage with all the Working Scientifically
skills throughout the course.

Skills Outcomes Knowledge and Understanding Outcomes


 develops and evaluates questions and hypotheses for scientific investigation analyses the energy considerations in the driving force for chemical reactions CH11-
CH11/12-1 11

1
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 2

 analyses and evaluates primary and secondary data and information


CH11/12-5
 solves scientific problems using primary and secondary data, critical thinking
skills and scientific processes CH11/12-6
 communicates scientific understanding using suitable language and
terminology for a specific audience or purpose CH11/12-7

Key inquiry questions


 What energy changes occur in chemical reactions?
 How much energy does it take to break bonds, and how much is released when bonds are formed?
 How can enthalpy and entropy be used to explain reaction spontaneity?

Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
 Diagnostic quiz at start of unit  Students assess each other’s notes during  Test at end of module
 Revisions quiz with feedback at end of unit flipped learning exercises using a provided
 Student participation during class discussions rubric
 Evaluation of notes from flipped learning
exercises
 Research tasks on catalysts in industry using
google docs to measure individual contribution
 Group video describing enthalpy changes in
respiration or photosynthesis

2
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 3

Inquiry question: What energy changes occur in chemical reactions?

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
1. Diagnostic test using kahoot or similar
covering

- Bonding (module 1)
- Ionic and covalent bonds
- Chemical equations ( Module 2)
- Writing
- Balancing
- Types of chemical reactions (module 3)
- How to describe them using
chemical formula
– conduct practical › CH11/12-1 develops and 1. flipped learning exercise (crash course 1. Crash course chemistry #17
chemistry #17) introduction to energy https://www.youtube.com/
investigations to evaluates questions
measure a. covers types of energy watch?v=GqtUWyDR1fg
and hypotheses for b. conservation of energy
temperature 2. Note taking scaffold
scientific c. energy systems and surrounds
changes in (resource 1)
examples of investigation 2. Introduce note taking scaffold (resource
1) students evaluation each others notes
endothermic and › CH11/12-5 analyses and
using a supplied rubric Note Taking
exothermic evaluates primary 3. Practical activity (exothermic and Worksheet.docx
reactions, and secondary data
including: endothermic reactions)
and information a. Students measure temperature
– combustion change of chemical reactions
3. Equipment: Bunsen burners,
beakers and other
– dissociation of b. Suggested reactions
glassware, thermometers,
ionic i. Sodium hydroxide in
data loggers with
water (exothermic)
3
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 4

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
substances in ii. Potassium chloride in temperature probes,
aqueous water (endothermic) reactants
solution c. Students indirectly measure 4. https://www.youtube.com/
(ACSCH018, temperature change in watch?v=eJXL0IrbtqE
ACSCH037) combustion by heating water 6. https://interactives.ck12.org
4. Video describing exothermic and /simulations/chemistry/exot
endothermic reaction with note taking hermic-and-
5. Discussion concerning energy within endothermic/app/index.htm
reactions l?lang=en&referrer=ck12Lau
a. Introduce change in enthalpy ncher&backUrl=https://inter
(ΔH) actives.ck12.org/simulations
b. Emphasize that negative values /chemistry.html
for change in enthalpy indicate
exothermic
c. Positive values indicate
endothermic.
6. ICT Simulation showing the above
reactions with graphs showing the total
energy of the system
a. Ask students to identify the delta
H value for each of the 4
reactions covered and describe
them as endothermic or
exothermic

– construct energy 1. Thermochemical equations (explicit 1C. Worksheet providing


teaching) additional practice examples
profile diagrams a. Introduce thermochemical
4
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 5

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
to represent and equations.
b. Explain that ΔH = Hp-Hr
analyse the
c. Worked examples on board.
enthalpy Ask students to identify which
reactions are endothermic and
changes and
exothermic based on ΔH
activation energy values
associated with d. Activation energy
e. Use energy profile diagrams to
a chemical display the same information as
reaction above graphically
f. ΔH values are per mole of
(ACSCH072) reactant.
g. Reversible reactions –
reversing a reaction changes
only the sign but not the
magnitude of ΔH.

investigate enthalpy
› CH11/12-1
develops and 1. Heat of combustion ΔHc – defined as the 1b. ICT quiz to provide additional
changes in reactions
evaluates questions enthalpy change that occurs when 1 mol examples for consolidation of
using calorimetry burns completely in an abundance of learning
and and hypotheses for oxygen. 3. Crash course chemistry 19 :
(heat capacity scientific a. Worked examples – calculate the calorimetry
formula) to investigation energy release by the https://www.youtube.com/
calculate, analyse › CH11/12-5
analyses and combustion of a specified mass watch?v=JuWtBR-rDQk
and compare evaluates primary of a pure substance 5. Equipment as determined by
experimental i. Calculate number of mols each experimental group
and secondary data
results with ii. Energy = n X ΔHc of 6. polystyrene cups with lids,
and information
5
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 6

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
reliable › CH11/12-6 solves specific substance. thermometers and data
secondary- scientific problems 2. Specific heat capacity. loggers, magnetic stirrer,
sourced data, and a. Defined as the amount of energy
to explain any
using primary and
required to increase the
differences secondary data,
temperature of 1g of a substance
critical thinking skills by 1 degree.
and scientific b. Given the symbol C with the unit
processes Jg-1K-1 (joules per gram per
› Kelvin)
3. Video crash course chemistry calorimetry
4. Calculations concerning specific heat
capacity
a. q=mcΔT
b. where q=energy, c is specific
heat capacity of the
substance, m = mass in
grams, ΔT is the temperature
change in Kelvin
c. worked examples
5. Practical experiment: determine the heat
of combustion by simple calorimetry.
a. Class discussion on how to
measure the heat of combustion
experimentally.
b. Students design apparatus for
calorimetry
c. Conduct experiment and analyze
6
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 7

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
results comparing experimental
results to documented heat of
combustion for various fuels.
d. Ask students to explain any
significant differences (efficiency
of the calorimeter, energy loss,
measurement error etc)
6. Optional experiment calculating the
enthalpy of dissolution of ionic
compounds.
a. Use a solution calorimeter to
measure the temperature change
induced by the dissolution of a
known quantity of a pure ionic
substance
b. Calculations using
𝑞
ΔH𝑠𝑜𝑙𝑛 =
𝑛(𝑠𝑜𝑙𝑢𝑡𝑒)
c. Write up results and analyze
results
model and analyse › CH11/12-1
develops and 1. Experiment : elephants toothpaste 1. Hydrogen peroxide, dish
the role of catalysts a. Demonstrate the decomposition washing detergent, food
evaluates questions
in reactions of hydrogen peroxide. colouring, catalyst e.g.
(ACSCH073)
and hypotheses for potassium iodide, large test
b. A catalyst is a substance which
scientific tubes or measuring cylinder.
lowers the minimum activation
investigation 2. https://learn.concord.org/re
energy for a reaction to occur
› CH11/12-7 sources/107/catalysts
without being consumed itself
communicates 3. Google slides presentation
7
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 8

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
scientific c. Demonstrate using energy profile templates and computers or
understanding using diagrams the action of a catalyst tablets
suitable language 2. ICT simulation of catalyst.
and terminology for a 3. Research task: catalysts in industry: in
groups of 3 students research the use of
specific audience or
catalysts in industry and present to the
purpose class using google slides

8
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 9

Inquiry question: How much energy does it take to break bonds, and how much is released when bonds are formed?

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
explain the enthalpy 1. practical investigations concerning the
changes in a reaction in
› CH11/12-1
develops and breaking and reforming of bonds during 1a. Ice, Styrofoam cups with lids,
terms of breaking and
reforming bonds, and evaluates questions changes of state thermometers, stopwatches
relate this to: a. Latent heat of fusion of ice 1b. beakers or aluminium tins for
and hypotheses for
– the law of (melting of ice) students measure heating water. Bunsen burners,
conservation of scientific temperature every 30 seconds
energy
tripods and gausses.
investigation and graph the changes in Thermometers and or data
› CH11/12-5
analyses and temperature over time. loggers.
evaluates primary b. Latent heat of vaporization. 2. Video on bond energy
and secondary data Students heat water until boiling. Resource 2:
Students take temperature https://www.youtube.com/
and information
readings every 30 seconds and watch?v=NPPsbYLAb6c&rel=
› CH11/12-6solves graph the results. 0
scientific problems i. Ask students to identify
using primary and what is happening to the
secondary data, temperature over time.
Why does the
critical thinking skills
temperature not increase
and scientific above 100 degrees
processes ii. relate the law of
conservation of energy to
this situation
iii. Thermochemical
equations for the
vaporization of water.
9
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 10

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
2. Flipped learning exercise : Bond Energy

Investigate Hess’s Law in


› CH11/12-1
develops and 1. Practical experiment demonstrating 1. Insulating container or
quantifying the beakers, thermometers or
evaluates questions Hess’s law. Students compare the direct
enthalpy change for a
stepped reaction using reaction of solid sodium hydroxide with data logger with
and hypotheses for hydrochloric acid solution and stepped temperature probe, solid
standard enthalpy
change data and bond scientific reactions of dissolving the sodium sodium hydroxide pellets
energy data, for (dried using an oven for
investigation hydroxide in water and then reacting it
example: (ACSCH037)
with hydrochloric acid solution accurate weighing)
› CH11/12-5
analyses and
a. Have students compare the hydrochloric acid solution.
– carbon reacting with evaluates primary
oxygen to form results of the two pathways 2. Crash course chemistry 18
carbon dioxide via and secondary data https://www.youtube.com/
2. Crash course chemistry 18: Hess’s Law
carbon monoxide and information watch?v=SV7U4yAXL5I
3. Worked examples of multiple pathway 4. Additional calculations video
› CH11/12-6solves reactions for multiple step reactions
scientific problems a. Including formation of carbon https://www.youtube.com/
using primary and monoxide and carbon dioxide. watch?v=Idv2C8HBbug
secondary data, 4. Video: additional calculations using
critical thinking skills Hess’s Law
and scientific
processes

apply Hess's Law to CH11/12-5 analyses and 1. Student use enthalpy of formation data 1. Enthalpy of formation data
simple energy cycles for the same fuels as used in
evaluates primary and to calculate the heat of combustion of
and solve problems to
quantify enthalpy secondary data and the same fuels used previously. Compare calorimetry experiment
changes within information the results and consider reasons for any 2. Tablets or phones to record
reactions, including but differences video. Access to powtoons
CH11/12-7 communicates
not limited to: or similar animation
10
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 11

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
– heat of combustion scientific understanding 2. Research task. Students in groups of two production platforms
– enthalpy changes using suitable language research either enthalpy changes
involved in and terminology for a involved in respiration or photosynthesis.
photosynthesis
specific audience or Presented as a short video
– enthalpy changes
purpose
involved in
respiration CH11-11 analyses the
(ACSCH037) energy considerations in
the driving force for
chemical reactions

11
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 12

Inquiry question: How can enthalpy and entropy be used to explain reaction spontaneity?

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
analyse the differences 1. Introduction to entropy as the number of
between entropy and
possible arrangements for molecules in a 1. Large enough space to
enthalpy
system. Or a measure of the disorder of a arrange groups of chairs,
system 2. Crash course chemistry 20
a. Visual activity: have students https://www.youtube.com/
organized in groups of watch?v=ZsY4WcQOrfk
approximately 5. Set up 5 chairs
for each group. Ask the students
to find the number of possible
ways they can arrange
themselves in the system
(5x4x3x2 = 120)
b. Have two groups join together.
By doubling the number of
people and chairs how many
more possible arrangements
have you added
c. Now remove the chairs and ask
the student to arrange
themselves as they please
(sitting, standing, laying down).
How many arrangements are
there now
d. Class discussion concerning
entropy covering: volume and
12
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 13

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
temperature changes in gases,
2. Video crash course chemistry #20 as
flipped learning exercise

use modelling to › 1. Use the previous activity as an illustration 2. ICT simulation of entropy in
illustrate entropy of general trends in changes of entropy relation to states of matter
changes in reactions a. Increase in temperature results in https://phet.colorado.edu/e
more movement = higher n/simulation/states-of-
entropy matter
b. States of matter. Solids have
lower entropy than liquids which
are lower than gases for equal
masses of substances
c. As more particles are added to a
system more arrangements are
possible so entropy increases
2. Worked examples of using the above
trends to predict entropy change in
various reactions
3. ICT Simulation PHET states of matter
predict entropy changes 1. Explicit teaching backed up with video of 1. Crash course chemistry 20
from balanced chemical https://www.youtube.com/
crash course chemistry 20. Apply the
reactions to classify as
increasing or same trends to chemical formula: use 3 watch?v=ZsY4WcQOrfk
decreasing entropy questions. Is there a temperature change,
is there a change in the number of moles
of products compared to reactants
2. Introduce concept of standard entropy
13
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 14

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
ΔS as the entropy of a system calculated
at standard temperature and pressure.
3. Change in standard entropy is a state
equation ΔS = ∑S(products) −
∑𝑆(𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠)
4. Worked examples of calculations using
this equation to predict change in
entropy for chemical equations

explain reaction
› CH11/12-1 develops and 1. Explicit teaching: Define a spontaneous
spontaneity using
evaluates questions reaction as one which occurs without the
terminology, including:
(ACSCH072) ongoing addition of energy. Relate to the
and hypotheses for second law of thermodynamics.
– Gibbs free energy
scientific 2. For a reaction to be spontaneous the
– enthalpy
investigation entropy of the universe must increase.
– entropy
› CH11/12-5 analyses and 3. Ask students to identify reactions they
evaluates primary have encountered that are spontaneous
and secondary data a. Combustion
and information b. Formation of rust
c. Respiration from previous section
› CH11/12-6solves
4. Are all spontaneous reactions exothermic
scientific problems
a. Melting of ice
using primary and
b. Demonstration: barium
secondary data, hydroxide + ammonium chloride
critical thinking skills sitting on a damp piece of wood.
and scientific 5. Ask students to show how these
processes reactions increase the entropy of the
14
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 15

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
universe. Show how spontaneous
reaction can be either entropy or
enthalpy driven.
6. Introduce the concept of Gibbs free
energy to quantify the relationship
between enthalpy and entropy in
predicting spontaneity

solve problems using CH11-11 analyses the energy 1. Introduce Gibbs free energy equation
standard references considerations in the driving force
for chemical reactions
Δ𝐺 = Δ𝐻 − 𝑇Δ𝑆.
and
For a reaction to be spontaneous the
result of this equation must be negative.
(Gibbs free energy
A positive result means the reaction is
formula) to classify
reactions as not spontaneous
spontaneous or A result of 0 means the reaction is in
nonspontaneous equilibrium
2. Worked examples using Gibbs free
energy formula to predict spontaneity.
CH11-11 analyses the energy 1. Class discussion. Does temperature make
predict the effect of
considerations in the driving force
temperature changes on for chemical reactions
a difference to the spontaneity of
spontaneity (ACSCH070) reactions
a. Use melting of ice as an example.
2. To determine the temperature at which
reactions move from non-spontaneous to
spontaneous find the temperature at
which the change in gibbs free energy is 0

15
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 16

K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Descriptor
3. Using melting of ice and other worked
examples.
1. Revision socrative quiz for student 1. Socrative revision quiz
revision 2. Class test on module 4
2. Summative assessment :class test

16
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 17

Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
Reflection and Evaluation

TEACHER: CLASS:

DATE UNIT COMMENCED: DATE UNIT CONCLUDED:

 Variations to program: (List additional resources and outline alternative strategies used.

 The most effective teaching/ learning strategies and resources in this unit were: (Please nominate 3 at least)

 Less effective teaching strategies and resources for this unit were: (Please nominate 2 at least)

TEACHER’S SIGNATURE_________________________________________

DATED____________________CHECKED________________________________

17
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 18

Chemistry Note Taking Worksheet (A)


Title or Subject of Video: URL used to watch video:

BEFORE
Background knowledge: What do you already know about this




DURING
watch the video and take note of any key points that you observe:





Vocabulary: Are there any new Questions: what questions Sketches or diagrams
terms that you don’t know arise while watching

AFTER
summarise your notes From the video

18
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 19

19
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 20

Chemistry Note Taking Worksheet (B)


Title or Subject of Video: URL used to watch video:

Prepare
 What do you
understand
about this
subject
 What do you
not
understand

Watch
 Write any key
points
 Write any
new terms
encountered
 What
questions
were raised
by the video

Reflect
 Summarise
your notes
 Include new
knowledge or
understanding
you have
 relate this to
your previous
understanding
 What new or
remaining
questions have
you yet to

20
Anthony Lucre
17124573
Chemistry 2
Assignment 1
Page 21

answer

21

You might also like