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Student Number: 18523108 Tutor Name: Elmarie Filmater Tutorial day: Monday, 7 pm
Key Concepts / Big Ideas How is the energy created in the nature?
(Essential Question)
This unit will be applied during Term 3 of year 10. At this point, students are more confident in working in
Unit Context:
laboratory, and will be more skilled in conducting many experiments, by following many of the Stage 5
(Scope and Sequence Working Scientifically outcomes. This unit will be achieved the content descriptors of CW4 Different types
Information) of chemical reactions are used to produce a range of products and can occur at different rates and involve
energy transfer (ACSSU187) . Students would have some of the knowledge, for example, on the energy and
the role of respiration in given energy for the cells. Also, teacher should consider that students are able to
use Google Docs.
Read and analyse a text Read the thermometer Use devices to take photos and Differentiation in literacy:
Create a poster and survey Calculate the temperature change videos students can express their ideas
by writing or drawing
Make measurements
Communicate using Analyse data Conduct research using the Differentiation in ICT: students
metalanguage Construct tables to represent data internet can use Google Docs to record
Write procedures of the Make a series of dilution their words that can help them
Create a survey using the
in writing. Also, ICT such as
experiments internet
excel can help students to
Write aims, hypotheses and Use spreadsheets to create create their graphs.
conclusions graphs
Read and follow instructions.
General Capabilities
Intercultural
Critical and Ethical • Information and • Literacy • Numeracy • Personal and
creative thinking understanding communication understanding social capability
technology capability
Outcomes
SC5-1VA
Outcomes
appreciates the importance of science in their lives and the role of scientific inquiry in increasing understanding of the world around them
SC5-2VA
shows a willingness to engage in finding solutions to science-related personal, social and global issues, including shaping sustainable futures
C5-3VA
demonstrates confidence in making reasoned, evidence-based decisions about the current and future use and influence of science and
technology, including ethical considerations
Skills
Strand Outcomes
Questioning A student: develops questions or hypotheses to be investigated scientifically SC5-4WS
and predicting
WS4 Students question and predict by:
a. formulating questions or hypotheses that can be investigated scientifically (ACSIS164, ACSIS198)
b. predicting outcomes based on observations and scientific knowledge
Planning produces a plan to investigate identified questions, hypotheses or problems, collaboratively SC5-5WS
investigations
produces a plan to investigate identified questions, hypotheses or problems, individually
and collaboratively SC5-5WS
WS5.2 Students plan first-hand investigations by:
a. planning and selecting appropriate investigation methods, including fieldwork and laboratory
experimentation, to collect reliable data (ACSIS165, ACSIS199)
b. describing a logical procedure for undertaking a range of investigation types
WS5.3 Students choose equipment or resources for an investigation by:
a. identifying appropriate equipment and materials
Conducting A student: undertakes first-hand investigations to collect valid and reliable data and information collaboratively
investigations
undertakes first-hand investigations to collect valid and reliable data and information,
individually and collaboratively SC5-6WS
Strand Outcomes
WS6 Students conduct investigations by:
a. collaboratively using appropriate investigation methods, including fieldwork and laboratory experimentation, to collect reliable data (A
e. reporting data and information, evidence and findings, with accuracy and honesty
Processing and A student: processes, analyses and evaluates data from first-hand investigations and secondary sources to develop
analysing data evidence-based arguments and conclusions SC5-7WS
and information
WS7.1 Students process data and information by:
a. selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and
databases
c. accessing data and information by using a range of appropriate digital technologies
Problem applies scientific understanding and critical thinking skills to suggest possible solutions to
solving identified problems SC5-8WS
WS8 Students solve problems by:
a. describing strategies to develop a range of possible solutions to an identified problem
c. applying the processes of Working Scientifically in developing creative solutions to problems
f. applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
g. evaluating different approaches used to solve problems (ACSIS172, ACSIS206
Communicating presents science ideas and evidence for a particular purpose and to a specific audience,
using appropriate scientific language, conventions and representations SC5-9WS
WS9 Students communicate by:
a. selecting and using in presentations, for different purposes and contexts, appropriate text types including discussions, explanations,
expositions, procedures, recounts or reports
b. selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present
information and show relationships clearly and succinctly using digital technologies as appropriate
d. proposing ideas that demonstrate coherence and logical progression
e. presenting scientific ideas and information for a particular purpose, including constructing
evidence-based arguments and using appropriate scientific language, conventions and
representations for specific audiences (ACSIS174, ACSIS208)
Knowledge and understanding
Strand Outcomes Content
Chemical world discusses the importance of chemical reactions in CW4 Different types of chemical reactions are used
the production of a range of substances, to produce a range of products and can occur at
and the influence of society on the development different rates and involve energy transfer.
of new materials SC5-17CW (ACSSU187)
b. compare Questioning and predicting Review on the previous lesson: draw a name from the Formative Bunsen burner:
combustion assessments:
WS4 Students question and hat Step 1: Close the Bunsen
and
predict by: 1) students will burner air hole and use a
respiration Ask questions to the name drawn
as types of a.formulating questions or complete the match to light the flame
chemical hypotheses that can be worksheet Explain what the colour of the
reactions investigated scientifically :IMLP flame is. What proof is there
Combustion and respiration
that release 2)draw/ write a that energy is released in the
b. predicting outcomes based
energy but Teacher background: to assist students to compare combustion reaction?
on observations and scientific text
occur at combustion and respiration in releasing energy, students
knowledge Step 2: Slowly open the air
different will conduct experiments on both of the reactions, ask 3)play the
hole.
rates Processing and analyzing data students to take photos or videos of their experiments. game: draw a
and information name from the Compare the differences in
Students develop the aim, hypothesis, conclusion of each the flame
WS7.1 hat
experiment on their portfolios, and follow the procedures.
a.selecting and using a variety Pair Experiment: complete
of methods to organise data During and after the experiment, students will: and incomplete
4) Ask each pair combustion
and information including Combustion to create a small
tables models, spreadsheets poster
Identify the combustible and non-combustible products 1) Place 50 cm3 of
and databases comparing
Pre- assessment on using Bunsen burner: combustion and water in one of the
Conducting
investigations respiration, and beakers and
Activity: Bunsen Burner License
will discuss with measure the
a. collaboratively using Students get the Bunsen burner license if they are able to the whole class. temperature of the
appropriate investigation identify the parts of the Bunsen burner, and know how to Students can
methods, including laboratory use Bunsen burner water
put their images
experimentation, to collect and their results 2) Set the beaker on
Class activity: Bunsen burner
reliable data
of their the top of one
Construct a document on Google Docs on the safety issues
b. safely constructing, experiments
that students must be aware of during the use of Bunsen gauzes on a tripod.
assembling and manipulating
identified equipment Burner
3) Use the orange
c. selecting and using Search on the name of fuel present in Bunsen burner ‘safety’ flame to
appropriate equipment, Ask students if this fuel can be found at their homes heat the beaker for
including digital technologies,
to systematically and Pair Experiment: complete and incomplete combustion 5 minutes. After that
accurately collect and record With the Bunsen burner, students will investigate the two move the Bunsen
data burner to one side.
types of combustion
e. reporting data and
information, evidence and
Relate each type of flame to each type of reaction 4) Measure the
findings, with accuracy and Calculate the temperature and measure the materials temperature of the
honesty water and describe
Construct a table showing the results
Communicating what happen to the
Students share their results
b.selecting and constructing bottom of the gauze
an appropriate table, type of Relate combustion reactions to daily life reactions, for
diagram, table or graph to example: cooking 5) Wait until the
present information and show beaker cool, then
Discuss which type of combustion is more dangerous on
relationships clearly and
human life move it off the
succinctly using digital gauze and prepare a
What are the strategies that humans can do to avoid fires in
technologies as appropriate new beaker with 50
schools, laboratory or homes.
cm3 of cold water,
What are the steps that this school maintains if a fire
happens accidently? repeat the same
steps by using the
blue ‘roaring’ flame.
Respiration: Group Work
6) Ask students to
Discussion with students on their knowledge of respiration
prepare a table
This section is divided to two parts:
showing the flame
1) Investigating Aerobic Cellular Respiration and type, temperature,
photosynthesis
change of the
Students are able to: temperature, and
the observation of
Identify the colour of the indicator at the start and the end gauze and beaker
of the experiment
Identify the role of the indicator through the change in
hydrogen carbonate by identifying its final colour, which
will indicate if carbon dioxide was added or removed. This
will identify if the reaction was photosynthesis or
respiration.
In each content of the lesson, students will complete the worksheet: IMLP: What have I learnt, How did I learn, and how will I use or relate
this knowledge to my life? What are the difficulties in learning, what are the activities that I like? Teacher will consider the opinions of
students to improve the learning strategies.
For the final exam: How many students did the final exam? What was the average mark of the whole assignment? In which sections did the
majority of students achieve less or more? What was the average mark of each section?
References:
Science by Doing. Engaging students with science. (2015). Year 9 Chemical Reactions, student guide. Retrieved from:
https://www.sciencebydoing.edu.au/teacher/curriculum-units
Science by Doing. Engaging students with science. (2015). Year 9 Chemical Patterns, student guide. Retrieved from:
https://www.sciencebydoing.edu.au/teacher/curriculum-units
Total marks: 30
Section A
A. Write down the reactions which are exothermic? Hint: compare the temperature (1 mark)
Answer: ______________________________________________________
B. Write down the reactions which are endothermic? Hint: compare the temperature (1 mark)
Answer: ______________________________________________________
C. Write down the reactions are did not take place? Hint: compare the temperature (1 mark)
_ Answer: _____________________________________________________
d. Explain how you decide which of these reactions are exothermic, endothermic and which are no reaction occur. (1 mark)
Answer:
Section B
What is the name of the material that the scientists can use to observe the complete and incomplete combustion? (1mark)
Answer:
In the following image, write the answers in each box. (1 mark for each box) hint: one word in each box
Section C: Students will get extra one mark if all the answers are correct.
Tubes The initial colour indicator of hydrogen The final colour indicator of What is the name of the reaction
carbonate hydrogen carbonate occurred in the tube?
1 Orange/red Yellow (mark 1)
2 Orange /red purple (mark 1)
Section D:
1) What is the temperature of HCL when the reaction rate is 0.005? ( 1 mark)
2) What is the reaction rate of HCL when the temperature is 30? ( 1 mark)
4) Explain the relation between the temperature and the reaction rate? ( 1. 5 mark) hint: look to the line)
a) If you use one whole tablet of the Alka-Seltzer, then you dissolve in the water
b) If you broke the tablet of the Alka-Seltzer into 5 pieces, then you dissolve in the water
c) If you broke the tablet of the Alka-Seltzer into powder, then you dissolve in water
The question: in which scenario, the reaction rate will be the slowest? (1 mark)
Inquiry is defined as an active learning process, where students are engaged directly in completing activities, not in activities that already done
to them (Anderson, 2002). To improve science teaching, teachers should determine their roles, the roles of students, and the type of students’
activities (Anderson, 2002). There is a debate on minimising the role of the teacher in inquiry science (Ødegaard et al., 2014). However the role
of the teacher is essential in inquiry, to encourage students to analyse the data, and to scaffold their personal understandings of scientific
knowledge (Ødegaard et al., 2014). Also, the role of teachers is to plan effective strategies dominated by activities that improve the
participation of students (Anderson, 2002). In addition, theory and beliefs are not eliminated from the process of teaching in an inquiry
environment, but should be included with conducting practical activities (Anderson, 2002). This justification will explain the importance of flow
theory, literacy and technology in promoting the engagement of students.
Dropping out of schools is one of the most persistent problems amongst high-school students (Shernoff et al., 2003). The continuous approach
of disengagement, isolation and boredom are one of the elements that lead to drop out from schools (Shernoff et al., 2003). The
understanding of flow theory can help in encouraging the engagement of students in class, through concentration, attraction and enjoyment
simultaneously (Atombo et al., 2017). Related to the flow theory, engagement increases in an authentic environment when students are
participating in activities solving real situations (Atombo et al., 2017), more than watching videos or listening to teachers (Shernoff et al.,
2003). The unit offers students to discover beyond the function of hot and cold packs, how the combustion and respiration occurred in the
nature, and using real equipment and products. In addition, the participation is related to the amount of control and the interest of students in
the activities (Shernoff et al., 2003). This unit provides students a high level of control on the activities that can promote their concentration
and motivation. The students will conduct experiments in a right procedure, create graphs to record the data in a fair manner and help
teachers in designing one experiment. Also, students will investigate real situations by surveying people or creating a presentation that
provides students control in their surveys, through their roles in deciding the interviewers, or the techniques to present.
Flow theory indicates that students should experience challenges and develop the required skills to do these challenges (Tramonte & Willms,
2010). It is not meant to give difficult experiments with high challenges and low skills or easy experiments with low challenges and high skills
(Tramonte & Willms, 2010). The experiments in this unit are constructed to be suitable to the skills of students whilst experiencing the
challenges simultaneously. In a flow learning environment, students develop their learning process by meeting new challenges that lead to the
development of new skills (Shernoff et al., 2003). In each experiment, students will have new challenges that help them to develop new skills,
such as dilution, using the Bunsen burner and electronic balance. Moreover, they will master the same skills, such as developing aim,
hypothesis and conclusion for each experiment and creating tables. Finally, the balance of skills and challenges is also significant to achieve
enjoyment (Steele & Fullagar, 2009). The term enjoyment is not meant to provide only pleasure to students, but also success (Steele &
Fullagar, 2009). Students feel successful and enjoyable when they participate in the tasks for their own benefits (Steele & Fullagar, 2009).
Students in this unit are not only conducting experiments to record data, they are also relating the investigation to their life scenarios: the
importance of yeast in the production of bread, and the identification of complete combustion reactions at homes.
“Increased interest in socio-cultural perspectives on teaching and learning has emphasized language as the central form of mediational means
in science teaching” (Ødegaard et al., 2014, p. 3001). Many students indicate that the learning of the science language is the most significant
achievement, and also the highest barriers in their scientific learning process (Ødegaard et al., 2014). From the socio-cultural perspectives and
the opinions of students, literacy is one of the main aspects in promoting scientific knowledge (Ødegaard et al., 2014). In addition, there are
two types of senses in literacy: fundamental and derived senses (Ødegaard et al., 2014). In this unit, the fundamental senses appear in the
activities by applying The Budding Science and Literacy project that incorporates: reading, writing, doing and talking (Ødegaard et al., 2014).
Students in this unit will read the procedures, write the aim, hypothesis and conclusion, conduct the experiment, share and discuss the results
(Ødegaard et al., 2014). The derived senses appear when students can develop their academic progress through understanding the scientific
knowledge (Ødegaard et al., 2014). The interpretation and critical analysis of texts has the same value as the interpretation and collection of
data (Ødegaard et al., 2014). This occurs in this unit when students try to understand the information to conclude significant issues whilst
reading the text. It also occurs when students interpret and analyse the ideas and research to prepare a presentation. Also, this can be
consistent with one of the roles of teachers in presenting the information through stories, more than presenting theories (Anderson, 2002).
In order for students to enhance their knowledge using their technological skills and experiences, teachers must acknowledge students’
existing understanding and shape the learning process around this understanding when integrating technology into learning (ChanLin, 2008).
The priority is not only to employ technology in the science class, but the priority is to relate the use of technology to real-world situations
(ChanLin, 2008). In this unit, the connection and the transfer of knowledge will be promoted when students organise their real data from their
own investigation, present the results of their survey, their experiments, and their research (ChanLin, 2008). The transfer of their data and
information through the use of technology has a role in promoting the literacy skills of students. Using technology is a method that teachers
can employ in their missions to develop young readers who own the greater levels of literacy skills and previous knowledge to be skilled
readers (Biancarosa & Griffiths, 2012). In addition, students feel more responsible by checking if their information is transferred in an honest
way (ChanLin, 2008). Also, their social responsibilities will increase, by dividing the work between them and investigating their own parts
during conducting their survey and presentations (ChanLin, 2008).
References:
Anderson, R.D. (2002) Reforming Science Teaching: What Research Says About Inquiry. Journal of Science Teacher Education, 13(1), 1-12.
http://dx.doi.org/10.1023/A:1015171124982.
Atombo, C., Wu, C., Zhang, H. & Wemegah, T.D. (2017) Perceived enjoyment, concentration, intention, and speed violation behavior: Using
flow theory and theory of planned behaviour. Traffic Injury Prevention, 18(7), 694-702.DOI: 10.1080/15389588.2017.1307969.
Biancarosa, G., & Griffiths, G. G. (2012). Technology Tools to Support Reading in the Digital Age. The Future of Children, 22(2), 139-160.
https://muse.jhu.edu/article/508199.
ChanLin, L.J. (2008). Technology integration applied to project‐based learning in science. Innovations in Education and Teaching International,
45(1), 55-65. http://dx.doi.org/10.1080/14703290701757450
Ødegaard, M., Haug, B., Mork, S.M., & Sørvik, G.O. (2014). Challenges and Support When Teaching Science Through an Integrated Inquiry and
Literacy Approach. International Journal of Science Education, 36(18), 2997-3020. http://dx.doi.org/10.1080/09500693.2014.942719.
Shernoff, D.J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E.S. (2003). Student Engagement in High School Classrooms from the Perspective
of Flow Theory. School Psychology Quarterly, 18(2), 158–176. https://link.springer.com/content/pdf/10.1007%2F978-94-017-9094-
9_24.pdf
Steele, J.P., & Fullagar, C.J. (2009). Facilitators and Outcomes of Student Engagement in a College Setting. The Journal of Psychology, 143(1), 5-
27. http://www.tandfonline.com/doi/abs/10.3200/JRLP.143.1.5-
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Tramonte, L., & Willms, D. (2010). The prevalence of anxiety among middle and secondary school students in Canada. Canadian Journal of
Public Health, 101(3), S19-S22.
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