Secondary Curriculum 2 – Assignment 1 Unit program

Module 4: Drivers of reactions | Stage 6 | Chemistry

Summary Context Duration
Module 4 implemented as the final module in the year 11 The students that attend the school generally come from medium to high SES family 6 weeks
Chemistry course backgrounds. There is only one Year 11 Chemistry class which includes a mixed ability of
students that range from medium to high ability. The classroom size consists of 20 students that
have no documented learning difficulties. The unit is designed to align with the new Stage 6
Syllabus as outlined by NESA. It provides students ample opportunity to increase their Working
Scientifically skills through practical applications.

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

A Student: A Student:
› develops and evaluates questions and hypotheses for scientific investigation CH11/12-1 › analyses the energy considerations in the driving force for chemical reactions CH11-
› analyses and evaluates primary and secondary data and information CH11/12-5 11
› 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

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Secondary Curriculum 2 – Assignment 1 Unit program
Key inquiry questions
 Inquiry question: What energy changes occur in chemical reactions?
 Inquiry question: How much energy does it take to break bonds, and how much is released when bonds are formed?
 Inquiry question: How can enthalpy and entropy be used to explain reaction spontaneity?

Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
Assessment for learning is evident throughout the unit program via formative There are student activities within this unit that allows for students self- There are several strategies that gather evidence of learning such as student
assessments and preassessments which are used to gauge student knowledge reflection. This is evident through activities such as 3,2,1 – reflection as well group work which requires them to create a video that models a certain
prior to the start of the module. as ‘Student experts’ where students assess each other for learning. concept. The students are provided with an explicit quality criteria and are
assessed to see if they meet the unit outcomes.

Inquiry question: What energy changes occur in chemical reactions?

K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Introduction to the Module

Engage: Practical demonstration – Luminol

 Luminol Teacher
Teacher demonstrates the ‘Luminol glowing’
demonstration (Resource 2)
reaction’ using the retort stand with funnel
variation. The teacher then facilitates a class  Materials for luminol
discussion for students to speculate how the demonstration
demonstration relates to the module. Teacher  Module 4 from the Stage 6
explains the chemical processes behind the Chemistry syllabus
demonstration and describes how it is used in crime  Assessment schedule
scene investigations.  Topic outlines

The teacher will clarify that the students are going

to begin module 4 which covers the drivers of
reaction. The teacher will then provide students a
copy of module 4 from the syllabus, a copy of the
assessment schedule and an outline of the topics
that will be covered in the module.

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K& U Content Descriptor WS Outcome Descriptor
CW1.a – CW1.g
CW2.a – CW2.e CH11/12-7
CW3.a – CW3.g ● select and apply
CW4.a – CW4.e appropriate scientific
notations, nomenclature and
scientific language to
communicate in a variety of
contexts (ACSCH008,
ACSCH036, ACSCH067,
ACSCH102)
Students: CH11-1
● conduct practical ● develop and evaluate
investigations to measure inquiry questions and
hypotheses to identify a
temperature changes in
concept that can be
examples of endothermic investigated scientifically,
and exothermic
involving primary and
reactions, including:
secondary data
– combustion (ACSCH001, ACSCH061,
ACSCH096)
CH11-3
● employ and evaluate safe
work practices and manage
risks (ACSCH031)
● use appropriate
technologies to ensure and
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Teaching and learning strategies Extension or Adjustment Resources
Pre-assessment Using ICT Adjustment
The teacher will use ICT to conduct a series of The teacher will choose
questions that will gauge the students current from a variety of ICT tools
understanding of the topic and test how well they such as Kahoot, Google
have retained knowledge from stage 5 Science. The Classroom, Google Forms
questions will vary from Likert scales to short and One Note. It may vary
responses. depending on the school
context.
The teacher will then facilitate a class discussion to
foster student engagement and gain feedback on
student understanding.
Teacher is to instruct students to create a glossary
of terms in their workbooks and input any new
meta-language with their descriptions that they
encounter within the module.
Measuring temperature changes in combustion  Comparing heat energy that
is produced by different fuels
Task 1 - Instructional worksheet for
Engage – Teacher led inquiry based discussion practical Investigation
Teacher is to facilitate a class discussion about cars,
 Materials as outlined in the
ask students who owns a car and what type of fuels instructional worksheet.
do cars use. Using think, pair, share, students are to
 Student devices
speculate on the differences between the fuel
types.  Textbook
Task 2: Combustion of fuels
Explore – Structured Inquiry based practical
investigation
The teacher is to provide students an instructional
worksheet for the practical. The students will be
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
evaluate accuracy
CH11-5
● derive trends, patterns
and relationships in data
and information
CH11-6
● use modelling (including
mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and
secondary sources
(ACSCH006, ACSCH010)
● use scientific evidence
and critical thinking skills to
solve problems
CH11-7
● select and use suitable
forms of digital, visual,
written and/or oral
communication
● select and apply
appropriate scientific
notations, nomenclature
and scientific language to
communicate in a variety of
contexts (ACSCH008,
ACSCH036, ACSCH067,
ACSCH102)
● construct evidence-based
arguments and engage in
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Teaching and learning strategies Extension or Adjustment Resources
testing different types of alcohols such as ethanol,
butanol, methanol and propanol to observe its
effectiveness in heating water. Students will
measure and record two variables:
 the time it takes for water to heat up from
room temperature to 66 degrees
 the weight of the alcohol before and after it
is used to heat the water up.
Students are to create a lab report in their
workbooks and will discuss their findings through
class discussion.
Notes:
 This experiment relates to the different
types of fuels and makes correlations of
fuel efficiency to power.
 The students are required to complete a
risk assess form prior to the experiment.
Task 3
Explain – Teacher led mini lecture
The teacher will facilitate a mini lecture on
combustion as a form of exothermic reaction that
produces heat and light. Using ICT and their
textbooks, students will then be instructed to
complete a set of questions which uses verbs from
Blooms taxonomy. Adjustment
Teacher provides
Task 4 scaffolded learning
materials such as directing
Elaborate – Student centered structured research
task. students to watch certain
Students are to create diagrams that explains the videos that explain the
concepts of exothermic reactions in terms of: concepts
 Macro level
 Micro level
 Symbolic level Extension
Students are to complete
Task 5 to provide the teacher an
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K& U Content Descriptor WS Outcome Descriptor
peer feedback to evaluate
an argument or conclusion
(ACSCH034, ACSCH036)
Students: CH11-1
● conduct practical ● develop and evaluate
investigations to measure inquiry questions and
hypotheses to identify a
temperature changes in
concept that can be
examples of endothermic
investigated scientifically,
and exothermic involving primary and
reactions, including: secondary data
– dissociation of ionic (ACSCH001, ACSCH061,
substances in aqueous ACSCH096)
solution (ACSCH018,
ACSCH037)
CH11/12-2
● assess risks, consider
ethical issues and select
appropriate materials and
technologies when designing
and planning an
investigation (ACSCH031,
ACSCH097)
● justify and evaluate the
use of variables and
experimental controls to
ensure that a valid
procedure is developed that
allows for the reliable
collection of data
(ACSCH002)
● evaluate and modify an
investigation in response to
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Teaching and learning strategies Extension or Adjustment Resources
Evaluate – 3,2,1 Reflection exit slip of one new piece
Teacher is to facilitate a class discussion that allows of information they have
student to reflect on three new pieces of learned
information, two things they found difficult to grasp
and one thing they would do to improve their
learning for next lesson.
Measuring temperature changes in a dissociation  Student devices
reaction  Textbook
 Warm Orange Juice problem
Task 1
worksheet (Resource 1)
Engage – Teacher guided classroom investigation
The teacher will provide each student an ice cube to  Materials as outlined in the
hold in their hand. Using think, pair, share the instructional worksheet.
students are to hypothesize what is happening to
the ice cube as it melts. The teacher will facilitate a
class discussion that covers the flow of energy and
what type of reaction is occurring, endothermic or
exothermic.
Task 2
Explore – Guided Inquiry based practical Adjustment
investigation The teacher can scaffold
The teacher is to provide students with an inquiry learning by providing a hint
based scenario question. The teacher posits that of using salt.
they want to drink orange juice but they forgot to
put it in the fridge, the teacher is picky and does not
want to put ice on the drink as it dilutes it and
changes the flavour. The teacher asks the students
to design an investigation that would show the
fastest method of having a chilled drink.
Students are to work in groups of four to complete
the task. However, the teacher will guide the
students in case they are going off-track. The
teacher will also provide students a copy of the
scenario question which include explicit quality
criteria, such as being able to measure the
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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
new evidence temperature changes with regards to time. The
students are to create individual reports of their
CH11-3 findings and then share the data with their class.
● employ and evaluate safe The students are required to complete a risk assess
work practices and manage form prior to the experiment.
risks (ACSCH031)
● use appropriate
technologies to ensure and
Task 3
evaluate accuracy
Explain – Teacher led mini lecture
The teacher will facilitate a mini lecture that
CH11/12-4 explains the concepts of endothermic reactions and
the flow of energy. Students will then be instructed
● select qualitative and to complete a set of questions which uses verbs
quantitative data and from Blooms taxonomy.
information and represent
them using a range of Task 4
formats, digital Elaborate – Student centered structured research
technologies and task.
appropriate media
Students are to create diagrams that explains the
(ACSCH004, ACSCH007,
ACSCH064, ACSCH101) concepts of endothermic reactions in terms of:
 Macro level
● apply quantitative  Micro level
processes where  Symbolic level Extension
appropriate Task 5 Students are to provide
Evaluate – Teacher structured activity examples of the usefulness
CH11-5 of endothermic and
● derive trends, patterns The students are to create a report on the concepts exothermic reactions in
and relationships in data of endothermic and exothermic reactions. The everyday life.
and information
report must include a Venn diagram or a table that
CH11-6 distinguishes between the two concepts.
● use modelling (including
mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and
secondary sources

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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
(ACSCH006, ACSCH010)

● use scientific evidence

and critical thinking skills to
solve problems

CH11-7
● select and use suitable
forms of digital, visual,
written and/or oral
communication

● select and apply

appropriate scientific
notations, nomenclature
and scientific language to
communicate in a variety of
contexts (ACSCH008,
ACSCH036, ACSCH067,
ACSCH102)

Students: CH11-1 Investigating enthalpy changes using calorimetry  Student Devices

● develop and evaluate
inquiry questions and
● investigate enthalpy
hypotheses to identify a
changes in reactions concept that can be
using calorimetry and � = investigated scientifically,
𝑚𝑐𝛥� (heat capacity involving primary and
formula) to calculate, secondary data
(ACSCH001, ACSCH061,
analyse and compare
ACSCH096)
experimental results with
reliable secondary-
sourced data, and to
CH11/12-2
explain any differences
● assess risks, consider
ethical issues and select
●construct energy profile appropriate materials and
diagrams to represent technologies when designing
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 Food Calorimetry Lab
Task 1 worksheet
Engage – Teacher facilitated classroom inquiry
 Materials as outlined in the
The teacher will ask the students whether they have
instructional worksheet.
seen the kilocalorie data on food packaging which
provides information on the number of calories are
in foods. Using think, pair, share students are to
speculate a how that data is measured
The teacher is to clarify that food is burned to
measure their calories
Task 2: Food Calorimetry lab
Explore – Structured Inquiry based practical Adjustment
investigation The teacher may opt to use
another food item
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
and analyse the enthalpy and planning an
changes and activation investigation (ACSCH031,
energy associated with a ACSCH097)
chemical reaction ● justify and evaluate the
(ACSCH072
use of variables and
experimental controls to
ensure that a valid
procedure is developed that
allows for the reliable
collection of data
(ACSCH002)
● evaluate and modify an
investigation in response to
new evidence
CH11-3
● employ and evaluate safe
work practices and manage
risks (ACSCH031)
● use appropriate
technologies to ensure and
evaluate accuracy
CH11/12-4
● select qualitative and
quantitative data and
information and represent
them using a range of
formats, digital
technologies and
appropriate media
(ACSCH004, ACSCH007,
ACSCH064, ACSCH101)
● apply quantitative
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Teaching and learning strategies Extension or Adjustment Resources
The teacher is to provide students an instructional depending on the school
worksheet for the practical and explain that the context.
students will be measuring how many calories are in
a Cheeto and other foods. Students are to work in
pairs to conduct the practical investigation and to
record their results into their workbooks.
Notes:
 The instructional worksheet is scaffolded to
provides the necessary information for
students to record their results.
 The heat capacity formula � = 𝑚𝑐𝛥� is used
within this investigation but is not explored
in depth as it will be covered in the next
task.
The students are to create a lab report discussing
their findings as well as share their results in a class
discussion.
Task 3:
Explain – Teacher led mini-lecture
Adjustment:
The teacher will elaborate on the concepts of Teacher will provide more
enthalpy and how the heat capacity formula they support by scaffolding
used in task 2 is used in real world settings. The learning. This is achieved
teacher will discuss how to represent the data into through providing students
energy profile diagrams as a method to visually explicit steps to answer the
analyze enthalpy change. The students are then to questions
create energy profile diagrams in their workbooks
using their data results.
Task 4
Elaborate – Scaffolded inquiry
The teacher will provide students a set of
calorimetry questions using secondary data derived
from the internet. The students are given the
opportunity to practice their calculations.
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K& U Content Descriptor WS Outcome Descriptor
processes where
appropriate
CH11-5
● derive trends, patterns
and relationships in data
and information
CH11-6
● use modelling (including
mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and
secondary sources
(ACSCH006, ACSCH010)
● use scientific evidence
and critical thinking skills to
solve problems
Teaching and learning strategies Extension or Adjustment Resources
Task 5: revising the heat capacity formula Extension:
Evaluate– Teacher guided activity Students are to design a
The students are to compare their results with the similar experiment which
kilocalorie information on the package. would provide more
accurate results.
Note:
 Students will require scaffolding and
provide examples to perform the proper
calculations.
 It is important that the teacher makes a
distinction between the calories that they
measured in their experiment to the
calories used in food packaging. Calories
with a capitol C indicates a kilocalorie =
1000.
The teacher is to facilitate a class discussion on
student learning and to gauge their level of
understanding.

CH11-7
● select and use suitable
forms of digital, visual,
written and/or oral
communication

● select and apply

appropriate scientific
notations, nomenclature
and scientific language to
communicate in a variety of
contexts (ACSCH008,
ACSCH036, ACSCH067,
ACSCH102)

Students: CH11/12-1 Catalysts  Elephants toothpaste teacher

model and analyse the Task 1: Elephants toothpaste resource
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
role of catalysts in ● develop and evaluate
reactions (ACSCH073) inquiry questions and
hypotheses to identify a
concept that can be
investigated scientifically,
involving primary and
secondary data (ACSCH001,
ACSCH061, ACSCH096)
● modify questions and
hypotheses to reflect new
evidence
CH11/12-3
● use appropriate
technologies to ensure and
evaluate accuracy
● select and extract
information from a wide
range of reliable secondary
sources and acknowledge
them using an accepted
referencing style
CH11/12-4
● select qualitative and
quantitative data and
information and represent
them using a range of
formats, digital technologies
and appropriate media
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Teaching and learning strategies Extension or Adjustment Resources
Engage – Teacher led demonstration  Materials for Elephants
toothpaste demonstration
Teacher will perform a demonstration of ‘Elephants Extension  Student devices
Toothpaste’. Using think, pair, share the students are Allow students to conduct
 Software to create computer
to speculate what type of reaction is occurring the elephant’s toothpaste
generated models
(endothermic vs exothermic) as well as why the rate experiment in groups.
of reaction is so fast.  Textbook
The teacher will clarify that the yeast is acting as a
catalyst.
Task 2:
Explore/Explain – Student centered research task Adjustment
Teacher is to assign groups
Students are to work in groups of four to create a to facilitate mixed ability
computer-generated model of how catalysts reduce students.
the activation energy for reactions. The group will
use ICT as well as other resources such as their Teacher will scaffold
textbooks to create the computer-generated model. student learning by
This is a guided inquiry task so the teacher will providing weblinks with
facilitate the inquiry based learning rather than useful information.
direct it.
The group will do a two-minute presentation to
show their model and how it works. The rest of the
students will write notes to give peer feedback.
Task 3:
Elaborate – teacher generated research inquiry
The teacher will ask students to work in pairs and
write a research report on how catalytic convertors
work in cars and what would happen to the
environment if they were not used. The report must
show the concepts that are occurring at the:
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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
(ACSCH004, ACSCH007,  Macro level
ACSCH064, ACSCH101)  Micro level
 Symbolic level

CH11/12-5
● assess the relevance,
accuracy, validity and
reliability of primary and
secondary data and suggest
improvements to
investigations (ACSCH005)
Task 4:
Evaluate – 3,2,1 Reflection
Teacher is to facilitate a class discussion that allows
student to reflect on three new pieces of
information, two things they found difficult to grasp
and one thing they would do to improve their
learning for next lesson.

CH11/12-6

use modelling (including

mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and secondary
sources (ACSCH006,
ACSCH010)

use scientific evidence and

critical thinking skills to solve
problems

CH11/12-7

● select and apply

appropriate scientific
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
notations, nomenclature and
scientific language to
communicate in a variety of
contexts (ACSCH008,
ACSCH036, ACSCH067,
ACSCH102)
● construct evidence-based
arguments and engage in
peer feedback to evaluate an
argument or conclusion
(ACSCH034, ACSCH036)

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

K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Students CH11/12-5 Task 1: The law of conservation of energy  Student data from previous
● explain the enthalpy Engage – Teacher led discussion experiments
changes in a reaction in ● Derive trends, patterns  Student devices
terms of breaking and and relationships in data and The teacher is to facilitate a class discussion to recall  PowerPoint presentation on
reforming bonds, and information. the law of conservation of energy. Using think, pair Bond energies in enthalpy
relate this to: ●Assess error, uncertainty share the students are to make an inference on how changes
– the law of conservation and limitations in data. the law of conservation of energy relates to
of energy enthalpy.
CH11/12-6
Task 2: Revisiting previous data
use modelling (including Explore – teacher guided inquiry

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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and secondary
sources (ACSCH006,
ACSCH010)
use scientific evidence and
critical thinking skills to solve
problems
CH11/12-7
•Use modelling (including
mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and secondary
sources.
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Teaching and learning strategies Extension or Adjustment Resources
The students are to formulate a hypothesis of what Extension
is occurring to the total energy of a reaction using Teacher instruct students
their part experiments results. The teacher will to find and analyze data
from secondary sources to
scaffold learning by providing guided questions such
as: determine the enthalpy
 Did the energy increase? changes in the chemical
 Did the energy decrease? reaction.
 Or did it remain constant?
Task 3:
Explain – Teacher led mini lecture
The teacher will facilitate a mini lecture to describe Extension
Teacher provides students
the mechanisms of bond energies in enthalpy. The
teacher will ensure to use examples using the macro several chemical reactions
to determine the enthalpy
level, micro level and symbolic level to represent
the information. changes due to bond
energy.
Notes:
 The teacher may use the example of
dissolving salt into water.
 Bond breaking is an endothermic reaction
 Bond making is an exothermic reaction
 When salt is dissolved into water, there are
both bond breaking and bond making,
however the magnitude of bond breaking is
higher therefore the net reaction is
endothermic.
Task 4:
Elaborate
Students are to write a short report in their
workbooks that covers the topics of bond energies
in enthalpy changes.
Task 5:
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K& U Content Descriptor WS Outcome Descriptor
Students CH11/12-3
● investigate Hess’s Law •Select and extract
in quantifying the information from a wide
enthalpy change for a range of reliable secondary
stepped reaction using sources and acknowledge
standard enthalpy
them using an accepted
change data and bond
energy data, for example: referencing style.
(ACSCH037)
CH11/12-1
– carbon reacting with
•Develop and evaluate
oxygen to form carbon
inquiry questions and
dioxide via carbon
monoxide hypotheses to identify a
concept that can be
investigated scientifically,
involving primary and
secondary data.
CH11/12-5
•Assess the relevance,
accuracy, validity and
reliability of primary and
secondary data and suggest
improvements to
investigations.
CH11/12-4
•Apply quantitative
processes where
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Teaching and learning strategies Extension or Adjustment Resources
Evaluate – 3,2,1 Reflection
Teacher is to facilitate a class discussion that allows
student to reflect on three new pieces of
information, two things they found difficult to grasp
and one thing they would do to improve their
learning for next lesson.
Hess’s Law  Student textbooks
 Student devices
Task 1:
 KWL chart
Engage – Teacher led class discussion
Teacher is to recall the heat capacity formula
� = 𝑚𝑐𝛥�
The teacher will ask students the meaning behind
each symbol. Teacher will ask students to recall the
definition of enthalpy and how it is represented.
The teacher will clarify that enthalpy is represented
as (H) and 𝛥H means the change of enthalpy.
Task 2: What is Hess’s Law
Explore/ Explain – Guided inquiry research Adjustment
Using ICT and their textbooks, Students are to work Teacher will scaffold
in groups of four to create a concept map of Hess’s learning by showing a
law that explains the concepts and provide YouTube video that
examples. The teacher ensures that the students explains Hess’s law.
work is correct and to clarify any issues.
Task 3: Incomplete combustion
Elaborate – Teacher practical demonstration
The teacher provides a demonstration on how to
quantify the enthalpy change for a stepped
reaction. The teacher will use the incomplete
combustion of carbon as it reacts with oxygen to
form soot and carbon monoxide
Task 4:
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K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
appropriate. Evaluate – KWL chart

CH11/12-7 Students are to fill out a KWL chart to reflect on

•Select and use suitable their current understanding and as a formative
forms of digital, visual, assessment tool for teachers.
written and/or oral
communication.

•Select and apply

appropriate scientific
notations, nomenclature and
scientific language to
communicate in a variety of
contexts.

•Construct evidence-based
arguments and engage in
peer feedback to evaluate an
argument or conclusion.

Students CH11/12-3 Applying Hess’s law to solve problems  Student textbooks

● apply Hess’s Law to •Select and extract  Student Devices
simple energy cycles and information from a wide Task 1:
 Instructional worksheets on
solve problems to range of reliable secondary Engage - Teacher led class discussion Enthalpy
quantify enthalpy sources and acknowledge
changes within reactions, Teacher is to facilitate a class discussion and ask
them using an accepted students to recall the chemical formula for
including but not limited
to: referencing style. photosynthesis.
– heat of combustion
CH11/12-1 Task 2:
– enthalpy changes •Develop and evaluate Explore – Determining 𝛥H for the formation of
involved in glucose
inquiry questions and
photosynthesis Using think, pair, share the students are to attempt
hypotheses to identify a
– enthalpy changes to determine the enthalpy (H) change for the
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K& U Content Descriptor WS Outcome Descriptor
involved in respiration concept that can be
(ACSCH037) investigated scientifically,
involving primary and
secondary data.
CH11/12-5
•Assess the relevance,
accuracy, validity and
reliability of primary and
secondary data and suggest
improvements to
investigations.
CH11/12-4
•Apply quantitative
processes where
appropriate.
CH11/12-7
•Select and use suitable
forms of digital, visual,
written and/or oral
communication.
•Select and apply
appropriate scientific
notations, nomenclature and
scientific language to
communicate in a variety of
contexts.
•Construct evidence-based
arguments and engage in
peer feedback to evaluate an
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Teaching and learning strategies Extension or Adjustment Resources
formation of glucose. The students will be given the
𝛥H values.
Task 3:
Explain – Teacher led mini-lecture.
The teacher will explicitly demonstrate how to
determine 𝛥H for the formation of glucose. The
teacher will scaffold learning by creating a step by
step process which students can follow.
Task 4:
Elaborate – structured instructional worksheets
Extensions
The teacher will instruct
The teacher will provide the opportunity for
students to practice the equations by providing the students who have
developed a firm grasp on
various worksheet examples which includes finding
the enthalpy changes in respiration and combustion the concepts to go to
reactions. various groups that require
further support. They will
Task 5: then explain the processes
Evaluate – Student experts through peer support.
Students are to form pairs and each pair will take
turns to explain to the other the steps required to
answer enthalpy calculations. The teacher will act as
a facilitator to gauge student understanding.
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
argument or conclusion.
Inquiry question: How can enthalpy and entropy be used to explain reaction spontaneity?
K& U Content Descriptor WS Outcome Descriptor
analyse the differences CH11/12-7
between entropy and Select and use suitable
enthalpy forms of digital, visual,
written and/or oral
communication.
CH11/12-3
Use appropriate
technologies to ensure and
evaluate accuracy.
Select and extract
information from a wide
range of reliable secondary
sources and acknowledge
them using an accepted
referencing style.
CH11/12-7
Select and apply appropriate
scientific notations,
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Teaching and learning strategies Extension or Adjustment Resources
Teaching and learning strategies Extension or Adjustment Resources
Entropy vs enthalpy
Task 1: E-Classroom – Graphic Organiser Extension  Student devices
Students are to find  Google Classroom/One note
The teacher is to instruct the students to access the chemical equations that
schools designated E-classroom format (Google show entropy and explain
Classroom, One Note etc). the teacher will instruct the process through a flow
half the students to research the term Entropy and chart.
fill out the Venn diagram to their corresponding
topic. The other half will research the term enthalpy
as well as fill in the center portion which describes
the similarities.
Teacher will facilitate a classroom discussion while
showing the results of the Venn diagram. Teacher
will clarify any mistakes and ask students to correct
it.
Task 2: Structured student research using PEEL
Students are to work individually and create a short
report that analyses the differences between
entropy and enthalpy, making sure to use drawn
illustrations to support their arguments. The
students will use the PEEL approach to write their
analysis. The students are to include macro level,
micro level and symbolic level of representation.
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
nomenclature and scientific
language to communicate in
a variety of contexts.
CH11/12-3
use modelling to •Select and extract
illustrate entropy information from a wide
changes in reactions
range of reliable secondary
sources and acknowledge
them using an accepted
referencing style.
CH11/12-1
•Develop and evaluate
inquiry questions and
hypotheses to identify a
concept that can be
investigated scientifically,
involving primary and
secondary data.
CH11/12-5
•Assess the relevance,
accuracy, validity and
reliability of primary and
secondary data and suggest
improvements to
investigations.
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Teaching and learning strategies Extension or Adjustment Resources
Task 3: 3,2,1 Reflection
Teacher is to facilitate a class discussion that allows
student to reflect on three new pieces of
information, two things they found difficult to grasp
and one thing they would do to improve their
learning for next lesson.
Modelling entropy  Video example of entropy –
Teacher created
Task 1:  Student devices
Engage – Video example of entropy
 Student textbooks
The teacher is to show a video demonstration of
 Student smartphones for
entropy. The video will show two videos side by side
recording video
of a balloon filled with water popping. The only
 Software for editing video
difference is that one of the video is played in
reverse. The teacher questions the students which
one is played forward and which one back. The
teacher will then show the chemical reaction:
N2 + 3H2 <--> 2NH3
The teacher guides the students towards entropy as
things tend to get more disordered over time.
Task 2:
Explore/ Explain/Elaborate – Creating a video
model of entropy
The students will be split into groups of four by the Adjustment.
teacher. They will be instructed to use ICT and their The teacher may scaffold
textbooks to create a video presentation that learning by providing
models entropy. instructional directions for
students with difficulties.
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
The two restrictions given to students are that it
CH11/12-4 must be a video and it must model entropy. The
•Apply quantitative students can be as creative as they want.
processes where
Task 3: Video presentations
appropriate.
Evaluate – Peer evaluation
CH11/12-7
The students will evaluate the video presentation of
•Select and use suitable
their peers and the teacher will clarify any
forms of digital, visual, misconceptions.
written and/or oral
communication.

•Select and apply

appropriate scientific
notations, nomenclature and
scientific language to
communicate in a variety of
contexts.

•Construct evidence-based
arguments and engage in
peer feedback to evaluate an
argument or conclusion.

CH11/12-4
predict entropy changes •Apply quantitative
from balanced chemical processes where
reactions to classify as
increasing or decreasing appropriate.
CH11/12-5
entropy
•Derive trends, patterns and
relationships in data and
information.
Task 1: Teacher led mini-lecture and class  Instructional activity worksheet
discussion  Student devices
The teacher will discuss the mathematical concepts
of predicting entropy changes from balanced
chemical reactions. The teacher will then provide an
example of how to perform the calculations. The
teacher will then call up students to attempt the
questions.

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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
Task 2: Structured instructional activity – ‘three
before me’
Adjustment/extension
Students who have a firm
The students will be given an activity worksheet
grasp of the concept are
with questions regarding the prediction of entropy
designated mentors. They
changes. Students are to collaborate with each
are to travel around the
other and can only ask help from the teacher if they
class to explain to the
ask three other sources before me.
other students who are
struggling the concepts.
Task 3: 3,2,1 Reflection
Teacher is to facilitate a class discussion that allows
student to reflect on three new pieces of
information, two things they found difficult to grasp
and one thing they would do to improve their
learning for next lesson.

CH11/12-1 Spontaneity  Instructional worksheet for the

explain reaction Hot ice practical
spontaneity using ● develop and evaluate Task 1: Hot Ice practical  Materials as outlined in the
terminology, including: Engage/Explore – structured inquiry investigation
inquiry questions and instructional worksheet
(ACSCH072)
– Gibbs free energy hypotheses to identify a
– enthalpy concept that can be
In pairs, the students will be given an instructional
– entropy investigated scientifically, worksheet. The students are to conduct the ‘hot ice’
involving primary and practical and complete the activity as well as
solve problems using
secondary data (ACSCH001, creating a lab report of their findings.
standard references and
𝛥�𝑜 = 𝛥𝐻 𝑜− �𝛥�𝑜 (Gibbs ACSCH061, ACSCH096) Note:
free energy formula) to  The key focus in this experiment is to
classify reactions as ● modify questions and predict, observe and explain the processes.
spontaneous or hypotheses to reflect new  The hot ice is warm and there is negative
nonspontaneous entropy and enthalpy.
evidence

CH11/12-3
● use appropriate
technologies to ensure and
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Task 2:
Explain – Teacher led mini lecture
The teacher will cover the concepts of spontaneity
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
evaluate accuracy
● select and extract
information from a wide
range of reliable secondary
sources and acknowledge
them using an accepted
referencing style
CH11/12-4
● select qualitative and
quantitative data and
information and represent
them using a range of
formats, digital technologies
and appropriate media
(ACSCH004, ACSCH007,
ACSCH064, ACSCH101)
CH11/12-5
● assess the relevance,
accuracy, validity and
reliability of primary and
secondary data and suggest
improvements to
investigations (ACSCH005)
CH11/12-6
use modelling (including
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Teaching and learning strategies Extension or Adjustment Resources
and explain the flow of reaction according to both
enthalpy and entropy. The teacher will also explain
the concept of Gibbs free energy equation
Adjustment/extension
Task 3: Students who have a firm
Elaborate – Structured instructional activity – grasp of the concept are
‘three before me’ designated mentors. They
The students will be given an activity worksheet are to travel around the
with questions regarding the spontaneity of class to explain to the
reactions. Students are to collaborate with each other students who are
other and can only ask help from the teacher if they struggling the concepts.
ask three other sources before me.
Task 4:
Evaluate – Student experts
Students are to form pairs and each pair will take
turns to explain to the other the steps required to
answer the calculations covered in the topic. The
teacher will act as a facilitator to gauge student
understanding.
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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor Teaching and learning strategies Extension or Adjustment Resources
mathematical examples) to
explain phenomena, make
predictions and solve
problems using evidence
from primary and secondary
sources (ACSCH006,
ACSCH010)

use scientific evidence and

critical thinking skills to solve
problems

CH11/12-7

● select and apply

appropriate scientific
notations, nomenclature and
scientific language to
communicate in a variety of
contexts (ACSCH008,
ACSCH036, ACSCH067,
ACSCH102)
● construct evidence-based
arguments and engage in
peer feedback to evaluate an
argument or conclusion
(ACSCH034, ACSCH036)
Students CH11/12-1 Task 1: Teacher led mini discussion  Student devices
predict the effect of •Develop and evaluate  Texbook
temperature changes on inquiry questions and The teacher is to discuss the concept of the Haber
spontaneity process which was used to mass produce ammonia.
(ACSCH070) hypotheses to identify a
The teacher will relate the process founded by Fritz
concept that can be
Haber and Carl Bosch to maximise the yield and

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Secondary Curriculum 2 – Assignment 1 Unit program
K& U Content Descriptor WS Outcome Descriptor
investigated scientifically,
involving primary and
secondary data.
CH11/12-5
•Derive trends, patterns and
relationships in data and
information.
CH11/12-4
Apply quantitative processes
where appropriate.
CH11/12-7
Select and apply appropriate
scientific notations,
nomenclature and scientific
language to communicate in
a variety of contexts.
CH11/12-7
Select and use suitable
forms of digital, visual,
written and/or oral
communication.
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Teaching and learning strategies Extension or Adjustment Resources
how temperature was the key variable that affected
yield.
Task 2: Structured inquiry research
Students are to work in pairs and use ICT and their
textbook create a report on the Haber process and
how temperature was found to effect spontaneity.
The students must present three levels of
representation (macro, micro, symbolic) to cover
the topic concepts. This report is to be completed
and submitted through E-classroom (Google
classroom/One note).
Task 3: Revision
The teacher will provide students revision questions
to answer in the form of a group discussion. The
teacher formatively assess their learning and the
students are to reflect on their understanding and
the effectiveness of the module.
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Secondary Curriculum 2 – Assignment 1 Unit program
Evaluation (Questions you would ask yourself / students in order to assess your unit of work)

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Appendix 1 – Resource 1 Warm Orange Juice Problem

NAME:___________

SCENARIO:

It’s mid-summer and Mr Cisneros has been mowing his lawn out in the hot summer sun. He
asks his beautiful wife to please fetch him a bottle of his favourite orange juice so that he can
cool down and feel refreshed. Mrs. Cisneros comes out with a warm bottle of orange juice
which makes Mr Cisneros sad. His wife says that she can mix it with ice and in no time, it will
be cold enough to drink. However, Mr Cisneros is very fussy and says that he does not want the
ice to dilute the orange juice. Can you help Mr Cisneros find a way to chill the bottle of orange
juice very fast?

Instructions:
You are two work in groups of four to design a method of cooling the orange juice for Mr
Cisneros. In your workbooks you must provide:
 Purpose
 Hypothesis
 Materials
 Method
 Data collection and analysis.

Once your group has designed an experiment please see Mr Cisneros to gather the necessary materials.

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Secondary Curriculum 2 – Assignment 1 Unit program
Appendix 2 – Resource 2 – Luminol Demonstration (Teacher resource)

Description:
Luminol is an organic compound which emits light when it is oxidised. This chemical reaction is
known as chemiluminescence and has the properties of generating light without heat.

Relating to students:
Luminol is used in glowsticks and roadside emergency lights. It is also a tool used in crime
scene investigations. Luminol is highly sensitive and reacts with the iron in blood, causing it to
glow. This is used as an indicator that blood was present on surfaces even though it has been
cleaned.

Materials:
 Luminol
 H2O2 – hydrogen peroxide
 Erlenmeyer flask
 Large funnel
 Large beaker
 Spiral glass tubing
 Two medium beakers

Procedure:
1. Set up the equipment as shown:
2. Pour both solutions of hydrogen peroxide and luminol simultaneously down the large funnel.
3. The solutions will continue to glow for a few minutes until the luminol stops oxidizing

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Appendix 3 – Resource 3 – Elephants Toothpaste Demonstration/Instructional activity

Name:_____________________

Background:
Catalysts are substances that lowers the activation energy required for a chemical reaction to occur. Catalysts can be
distinguished from enzymes as catalysts are not used up in a reaction and is present during the reaction. This demonstration
shows the rate of reaction of hydrogen peroxide with dish soap.

Purpose: To observe the rate of reaction of hydrogen peroxide with dish soap.

Hypothesis: when mixed with dish soap, hydrogen peroxide will react ___________. If a catalyst is added then the reaction
rate will__________.

Materials:
 100ml of 30% hydrogen peroxide
 10mL of dish soap
 8g of bakers yeast
 8g of potassium iodide
 Food colouring
 Volumetric flask
 Large tub.

Procedure:
1. Place the hydrogen peroxide and dish soap into the volumetric flask
2. Mix food colouring into the volumetric flask
3. Pour the yeast into the flask.
4. Repeat experiment except using potassium iodide
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Secondary Curriculum 2 – Assignment 1 Unit program
5. Record your results.
Discussions:
 Explain what you observed
 Define catalyst
 Which catalyst had the faster reaction?

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Discussion

The updated NSW Stage 6 Chemistry syllabus has been developed by the NSW Education Standards Authority (NESA), it aims to provide

ample opportunity for students to develop life-long skills through meaningful learning (NESA, 2018). There is now a heavier emphasis on

Skills in working scientifically with 60% of the year 11 course component as opposed to 40% for Knowledge and understanding course

content. The overarching premise behind the updated syllabus is to equip students the necessary skills to thrive in Science based

environments. The skills and knowledge they learn are transferable and can be applied to different contexts such as higher education and/or

joining the work force (NESA, 2018). These changes have provided challenges as well as opportunities for educators to improve their

pedagogical practices. This design of this unit program is influenced by the theoretical framework of Understanding by Design as well as

takes a constructivist approach to student learning. It uses the three levels of representations to facilitate student learning as well as inquiry

based learning strategies to meet the overall premise of the new syllabus. Furthermore, this unit plan outlines the outcomes, assessments

and teaching and learning strategies that addresses Module 4: Drivers of reactions.

Understanding by Design (UbD) is a theoretical framework that has been used as a tool to guide the design process for this unit program.

Wiggins & McTighe (2005) posit that UbD focuses on assessing and teaching learners for understanding and knowledge transfer and this is

achieved through a backwards design model. Three core stages are evident through the UbD model, the first is to clearly define outcomes,
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Secondary Curriculum 2 – Assignment 1 Unit program
followed by addressing the acceptable evidence to test if learners have met the outcomes. Finally, the learning instruction is realised to align

with the other stages (Wang & Allen, 2003; Wiggins & McTighe,2005). Instructional alignment between the three core stages should align

and reinforce each other to provide students a meaningful learning experience (Carnegie Mellon University, 2015). The UbD model is

evident in this unit program as the Stage 6 Chemistry syllabus outcomes for module 4 are first addressed. Secondly, the assessments are

clearly stated through assessment from learning, assessments for learning and assessments of learning. The unit program begins with a

preassessment that gauges the students’ prior knowledge and current understanding of the content, it is also a method to gather data to use

for differentiated instruction. Formative assessment occurs throughout the program and gives both the teacher and student opportunities to

reflect on learning. A summative assessment is also implemented through a collaborative group research task to foster deep learning, it

assesses the students towards the Working Scientifically and Knowledge and Understanding outcomes outlined in the syllabus (Pendergast

et al., 2010; Wiggins & McTighe, 2005. Furthermore, the instructional design portion of this unit program deeply aligns with the principles

of UbD as it integrates well with the first two stages of UbD. The learning experiences chosen in this unit program also align with the new

syllabus as it provides learners the opportunity to form connections and construct meaning in the learning process (Wang & Allen, 2003;

Wiggins & McTighe, 2005).

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Secondary Curriculum 2 – Assignment 1 Unit program
A constructivist learning approach is also evident throughout the unit program via pedagogical learning techniques such as the Three Levels

of Representation which evidence has shown to have a positive impact on student retention of the content in Chemistry (Koopman, 2017;

Li & Arshad, 2014; Milenković, Segedinac & Hrin, 2014). The three Levels of Representation enhances student retention of knowledge by

providing multiple means of addressing the content, it allows students to view content through the macroscopic level, the microscopic level

as well as the symbolic level. At the macroscopic level, learners are able to perceive experiences through their senses which help provide a

basis for developing meaning. When learners view the same content at a microscopic level it helps reinforce and construct deep meaning to

concepts. Finally, when learners apply what they learned through the symbolic representation, they further elaborate on these concepts and

develop deep understanding (Koopman, 2017; Li & Arshad, 2014; Milenković, Segedinac & Hrin, 2014). The three levels of representation

are evident throughout this unit plan as it is used as a tool by to address new concepts and is a requirement in the instructional design as a

method to show evidence of student learning. In addition to the constructivist approach, the Five E’s model of instructional design is the

core method to design the learning experiences (Paily, 2013). The five E’s include Engaging the students with a hook that generates

curiosity and interest in a new topic, the Explore portion provides students the opportunities to develop skills and construct meaning in the

learning process. The explain portion allows student to express their level of understanding and for educators to clarify misconceptions. The

students then Elaborate on their new-found knowledge and skills by applying it to new situations. Finally, the evaluate portion allows for

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Secondary Curriculum 2 – Assignment 1 Unit program
assessment as, for and of learning (Paily, 2013). The five E’s method was used almost as a template when designing instruction. It is an

excellent tool to use as it deeply aligns with the constructivist approach of student learning through meaning (Cheny & Sanders, 2011)

; which, further aligns with the concepts of UbD and the overarching premise of the new syllabus. The cross curriculum and general

capabilities are also addressed in this unit program through instructional design that calls for inquiry based learning through a collaborative

approach. The development of student’s literacy, numeracy and ICT skills are also reflected in this unit program, for example, students are

to create a video report which addresses the concept of entropy and includes chemical equations (Cheny & Sanders, 2011).

In conclusion, the structure of this unit program has been guided by theoretical learning frameworks such as UbD, constructivist approaches

like the 5E’s model as well as the three levels of representation. This has led to a unit program that is instructionally aligned between the

intended outcomes for learners, the assessment criteria’s, chosen learning experiences as well as the overarching premise of the new

syllabus. At the end of the module, learners will be able to retain the knowledge they have gained and transfer the skills they developed in

the future for academic success.

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References

Carnegie Mellon University. (2015). Why should assessments, learning objective, and instructional strategies be aligned? Retrieved from:
https://www.cmu.edu/teaching/assessment/basics/alignment.html

Cheney, A., & Sanders, R.L. (2011). Teaching and learning in 3D immersive worlds : Pedagogical models and constructivist approaches. Hershey, PA:
Information Science Reference.

Koopman, O. (2017). Investigating How Science Teachers in South Africa Engage with all Three Levels of Representation in Selected Chemistry Topics. African
Journal of Research in Mathematics, Science and Technology Education, 21(1), 15-25.

Li, W., & Arshad, M. (2014). Application of Multiple Representation Levels in Redox Reactions among Tenth Grade Chemistry Teachers. Journal of Turkish
Science Education, 11(3), N/a.

Milenković, D., Segedinac, M., & Hrin, T. (2014). Increasing High School Students’ Chemistry Performance and Reducing Cognitive Load through an
Instructional Strategy Based on the Interaction of Multiple Levels of Knowledge Representation. Journal of Chemical Education, 91(9), 1409-1416.

NSW EDUCATION STANDARDS AUTHORITY. (2018). NSW Syllabus for the Australian curriculum: Chemistry Stage 6 Syllabus. Retrieved from:
https://syllabus.nesa.nsw.edu.au/assets/chemistry/chemistry-stage-6-syllabus-2017.pdf

NSW EDUCATION STANDARDS AUTHORITY. (2018). NSW Stage 6 Syllabus Chemistry Guide. Retrieved from:
https://syllabus.nesa.nsw.edu.au/assets/global/files/guide-to-the-new-syllabus-in-chemistry.pdf

Paily, M. U. (2013). Creating constructivist learning environment: Role of" web 2.0" technology. In International Forum of Teaching and Studies. Vol. 9, No. 1,
p.39. American Scholars Press, Inc.

Pendergast, D., & Bahr, Nanette Margaret. (2010). Teaching middle years : Rethinking curriculum, pedagogy and assessment (2nd ed.). Crows Nest, N.S.W.: Allen
& Unwin.

Wang, D., & Allen, M. (2003). UNDERSTANDING BY DESIGN MEETS INTEGRATED SCIENCE: A high school science curriculum is developed using the
principles of "backward design". The Science Teacher, 70(7), 37-41.

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Wiggins, G., & McTighe, Jay, author. (2005). Understanding by design (Expanded 2nd ed.).

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