Module

4: Drivers of Reactions | Stage 6: Year 11 | Chemistry

Summary Context Duration

Module 4 implemented as the introductory module in the year 11 This unit is written for a mixed ability grade, that ranges in academic capability. 6 weeks
Chemistry course

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

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?

1
 How can enthalpy and entropy be used to explain reaction spontaneity?

Assessment overview
Assessment for Learning Assessment as Learning Assessment of Learning
Kahoot Quiz Peer assessment on photosynthesis song Based on content knowledge learnt alongside
Discussions experimental data found in the investigation on
Creating physical models Self-assessment based on sharing ideas with peers enthalpy changes in reactions through the use of
Graphing data calorimetry, students will write a scientific report,
Drawing lines of best fit including the aim, materials, methods, results,
Self-assessment on experimental techniques based
Summery tables discussion and conclusion. Students will use the
on given criteria (combustion experiment)
Writing discussions & Conclusions secondary data and information researched in class
to compare to their own results. Students will
Filling in similarities and differences in a Venn diagram
Self-assessing limitations of experiments include this in the discussion section of their
Modelling atoms
(Calorimetry investigation) scientific report.
Writing aim & hypothesis

Flow diagram

PowerPoint presentation
Infographic

Inquiry question: What energy changes occur in chemical reactions?

K& U Content WS Outcome Teaching and learning strategies Extension or Resources

Descriptor Descriptor Adjustment
Students: Conducting Investigations Students to begin this module by creating posters in Posters:
Conduct practical Outcomes groups with the title “Drivers of Reactions”. Posters are - Cardboard
investigations to measure A student: then stuck on the classroom wall. Each time a new - Texta’s
temperature changes in › conducts investigations
driver of reaction is introduced, students add it to their
examples of endothermic to collect valid and reliable
and exothermic reactions, primary and secondary posters, with a definition and drawing beside it.
including: data and information Students can use this activity to be as creative as they
CH11/12-3 want to be, in order to benefit their learning.
- Combustion

Content

Teacher sights VALID results to assess students prior-
Students:
knowledge relating to module 4.

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K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
• Employ and
evaluate safe Pre-assessment: Students complete a Kahoot quiz on
work practices Kahoot Quiz:
and manage risks
content from stage 5 based on endothermic reactions,
exothermic reactions, combustion and catalysts. - Laptops
(ACSCH031)

• Use appropriate
technologies to Endothermic and exothermic reactions are Extension homework:
ensure and reintroduced, through the use of hot and cold packs. students are to find 3
evaluate accuracy different life relations to Experiment:
Students are given one hot pack and one cold pack in exothermic and
- Ice packs
pairs. Each group will activate their hot and cold packs, endothermic reactions
- Heat packs
and observe the temperature changes that occur, due
- Thermometers
to a solid dissolving in a liquid. Students are to classify

these as endothermic or exothermic. Students are then

to relate that endothermic and exothermic reactions

are used in everyday life, by something as simple as


placing an ice-pack on an injury.

Think-Pair-Share activity: Students base their think-
pair-share discussion around their observations, and
discuss these in relation to energy released and
formed. A class discussion is then generated around

this, with prompts from the teacher to explain that

bonds breaking require energy, and bonds being
formed release energy. Extension: Students to
write a small paragraph on
Students are to perform an investigation on complete their predictions before

the experiment and
and incomplete combustion. Before students begin, support it with their
they will construct a table and make predictions as to previous

which liquid will be complete combustion and which knowledge/understanding
will be incomplete combustion. The table will also
include the type of liquid burnt, colour of the flame and

if soot is formed from the flame.



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K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
Students will use tongs to dip cotton balls into each
liquid (methanol, ethanol, ice purple alcohol) and will Experiment:

observe and record their results. Students will then
- Scaffolded worksheet
hover a test tube base over each flame and will observe handed to students,

including aim, risk
if any soot is formed. Students will then compare tables
assessment,
by walking around and discussing their results with
materials/equipment
different peers. Students will then self-assess their
and methods.

experiment techniques based on a given criteria. - Self-assessment criteria



Students askes to relate the product formed by

incomplete combustion (pure carbon = soot) to real-life

situations. Teacher prompts students towards air

pollution caused by incomplete combustion.



Students: Conducting Investigations
Outcomes Dissociation of ionic substances introduced by recalling
Conduct practical
A student: endothermic and exothermic definitions.
investigations to measure
temperature changes in › conducts investigations Experiment:
examples of endothermic to collect valid and reliable In pairs students will either have to dissolve NaCl (table - Scaffolded worksheet
and exothermic reactions, primary and secondary handed to students,
salt) into a beaker with water and feel the temperature
including: data and information including aim, risk
CH11/12-3 change, or will have to dissolve baking soda in vinegar
- Dissociation of assessment,
ionic substances and feel and test the temperature change using a materials/equipment
in aqueous Content thermometer. Students will then have to classify the and methods.
solution Students: reaction as endothermic or exothermic. Students will
• Employ and

(ACSCH018, then be asked to write their answer down on a paper
ACSCH037 evaluate safe
work practices and keep it turned upside down. Students will be asked
and manage risks to reveal their answers by holding up their papers as a
(ACSCH031) whole class. This gives the teacher the ability to provide
feedback for any misconceptions and to consolidate
student understanding.

4
K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
Students: Conducting Investigations Students to research the definition of the term Research
Investigate enthalpy Outcomes “calorimetry” and “enthalpy” and its effects in - Laptops
changes in reactions using A student:
› conducts investigations
chemistry.
- Textbooks
calorimetry and 𝑞 =
to collect valid and reliable
𝑚𝑐𝛥𝑇 (heat capacity
formula) to calculate, primary and secondary Students given a worksheet with 3 beakers that all
analyse and compare data and information contain 100g of water at 25°C. Students are then asked
CH11/12-3
experimental results with to predict what would occur if 10g of water at 100°C in
reliable secondary-
Content the first beaker, 20g of water at 100°C in the second
sourced data, and to
explain any differences Students: beaker and 20g of copper at 100°C in the third beaker.

• Employ and Students share their predictions in pairs. Teacher then
evaluate safe
explains to students that the final temperatures are as
work practices
and manage risks
follows: Beaker 1 = 32°C, Beaker 2 = 37.5°C and Beaker
(ACSCH031) 3 = 26.5°C
• Use appropriate Class discussion generated based on the reasons

technologies to behind the difference in heat. Teacher prompts

ensure and
discussion to help students identify that the quantity of
evaluate accuracy
• Select and extract
heat varies depending on the mass and nature of the
information from substance added. Students are now formally
a wide range of introduced to heat capacity.
reliable

secondary
Experiment Part A:
sources and
acknowledge
Start the experiment by calculating the measurement Assistance: Students given
them using an of the calorimeter constant K. Temperature of cold softschools website to
accepted water (T1), temperature of warm water (T2) and the help prepare and Experiment:
referencing style temperature of the cold and warm waters mixed (T3) understand calculation - Scaffolded worksheet
steps involved. handed to students,
will be measured. Students will then calculate the mass
Processing Data and including aim, risk
Information
of warm water (m =d x v) to measure the heat lost (m assessment, materials/
Outcomes cp (DT warm)) and mass of cold water (m =d x v) to Low ability & ELAD: equipment and
A student: Students given formula
measure the heat gained (m cp (DT cold)). This will now methods.
› selects and processes worksheet with step by

appropriate qualitative allow for students to calculate the heat gained by the step instructions along

and quantitative data and calorimeter (heat lost – heat gained). Students are now with examples to help
information using a range complete calculations.

5
K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
of appropriate media able to calculate the calorimeter constant using the
CH11/12-4
formula Ccal = Dqcal / DTcal.

Content

Students: Formulas:
• Select qualitative
1. m =d x v à mass = density x volume
and quantitative
data and 2. m cp (DT cold / warm) à mass x cp (given as
information and 4.18 J) x difference in heat)
represent them
3. Ccal = Dqcal / DTcal à constant = heat gained
using a range of
by calorimeter / temperature change of
formats, digital
technologies and calorimeter.
appropriate
media Students will then draw a graph and draw a line of best Graphing:
(ACSCH004, Low ability: Graph paper - Graph paper
fit for:
ACSCH007, provided with axis and - Rulers
ACSCH064, - The temperature of the cold water throughout a measurements, students
3-minute period
ACSCH101) will just need to add their

• Evaluate and - The temperature of the warm water throughout results and draw the line
improve the of best fit.
a 3-minute period
quality of data
- The temperature of the mixed waters
Analysing Data and
Information
throughout a 3-minute period
Outcomes

A student: Experiment Part B:
Low ability & ELAD:
› analyses and evaluates Students will now use the constant to complete Part B.
primary and secondary Students given formula
Heat gained by the solution will be calculated by
data and information worksheet with step by
CH11/12-5 students through the formula mf x cp x DT. Students step instructions along
calculate total heat liberated (heat gained by solution + with examples to help
Content heat gained by calorimeter. Finally, students are able to complete calculations.

Students:
calculate DH = total heat liberated / nf.
• Derive trends,
patterns and
relationships in
data and
information

6
K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
• Assess error, Formulas:
uncertainty and 1. Heat gained by solution = mf (final mass of
limitations in data
(ACSCH004,
solution) x cp (given as 4.18 J) x DT

ACSCH005, (temperature change of reaction)
ACSCH033,
2. DH (Enthalpy Change) = total heat liberated / nf
ACSCH099)
(number of final moles).
• Assess the
relevance, 3. Moles = m / M
accuracy, validity
and reliability of
primary and Students are to compare the accuracy and reliability of Research:
secondary data
their results through the use of secondary data - Laptops
and suggest
improvements to (textbooks, journal articles and e-text-books) and begin - Textbooks
investigations to understand the limitations of their experiment (the
(ACSCH005) calorimeter is not perfect and therefore doesn’t give
exact result). Example: there can be heat loss through a
Problem Solving
cup / lid, that we don’t take into consideration).
Outcomes
A student: Students to relate this to calorimeters used in
› solves scientific problems commercial laboratories - however must identify that
using primary and commercial laboratories use expensive calorimeters
secondary data, critical with minimal or no loss of heat.
thinking skills and
scientific processes
CH11/12-6

Content
Students:
• Use scientific
evidence and
critical thinking
skills to solve
problems

7
K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
Students: Processing Data and Students are introduced to thermodynamics, through Video:
Information
Construct energy profile watching a discovery science documentary. Students - Discovery science
diagrams to represent Outcomes documentary on
A student:
are to then define thermodynamics based on their
and analyse the enthalpy thermodynamics link
› selects and processes understanding, and explain what ‘sub-topics’ fall under
changes and activation
energy associated with a appropriate qualitative the heading “thermodynamics”.
and quantitative data and
chemical reaction
information using a range
(ACSCH072) Teacher asks students what comes to their mind when
of appropriate media

CH11/12-4
“catalyst” is said. Students then write the first thing
Students: that comes to their mind and holds it up for the teacher

Model and analyse the Content to test pre-understanding.
role of catalysts in
Students:
reactions (ACSCH073) • Select qualitative
Collision theory is introduced. Teacher explains that for
and quantitative
data and
A + B to form products C + D, they must collide first.


information and This collision is explained as the minimum requirement.
represent them Students learn that not all collisions form products,


using a range of only the collisions with sufficient energy will form
formats, digital products. This energy is called activation energy.
technologies and

appropriate

media Think-Pair-Share: Students are to then draw a flow-

(ACSCH004, chart diagram based on their understanding of the
ACSCH007, collision theory and share it with a partner. Teacher
ACSCH064,
sights these flow chart diagrams and provides
ACSCH101)
Analysing Data and
feedback.

Information
Outcomes Students provided with a graph each showing the Catalysts:
A student: transformation of reactants to products in a chemical Extension: Gifted and - Graphs worksheets
› analyses and evaluates talented students to
reaction. Teacher explains that reactants need energy predict these individually

primary and secondary
data and information
in order to form products, and this can be seen on the (not in pairs).
graph by the increase in energy on the y axis. In groups
CH11/12-5
students are to predict what would go on the x axis and

Content on the y axis. Students to label their axis.
Students:


8
K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment

• Derive trends, Students to identify activated complex and label this on

patterns and their graphs.
relationships in
data and

Students asked to predict what would happen if a
information
Problem Solving catalyst was added? Students to work in groups to

Outcomes predict what the graph would look like if there was a

A student: catalyst involved. Teacher to walk around and assist
› solves scientific problems
using primary and
students in their educated predictions. Students to

secondary data, critical identify that the introduction of catalyst will improve
thinking skills and the reaction because the activation energy decreases.

scientific processes Students to draw new graph with catalyst involved.
CH11/12-6


Slide Analogy: Individually students to draw a rough Extension homework:
Content Students to find 3 more
Students: graph (x axis being the reaction coordinate and the y
real life analogies that
• Use modelling axis being the energy used) based on walking up stairs could relate to the
(including to a big slide and walking up stairs to a small slide. introduction of catalysts in
mathematical Students will come to a realization that the graph a chemical reaction.
examples) to
showing the energy required to walk upstairs for a big
explain
slide, will be much higher (on the y axis) than the graph
phenomena,
make predictions highlighting the energy needed for walking up the small
and solve slide.
problems using
evidence from Low Ability: Low ability
Students given a worksheet with balanced equations. Catalysts:
primary and students will work with a
secondary Students to identify that if the energy of products is - Equations worksheet
gifted and talented
sources less than the energy of reactants it means that the student to help answer
(ACSCH006, energy is released and therefore is exothermic (if DH is questions.
ACSCH010) negative then the reaction is exothermic). However, if
ELAD: Teacher will group
the energy of products is more than the energy of
Questioning and ELAD students and
Predicting reactants then the energy has gained and is
assist/guide them to
Outcomes endothermic. understanding the

A student: questions & what is asked
› develops and evaluates of them.
questions and hypotheses
9
 K& U Content WS Outcome Teaching and learning strategies Extension or Resources
Descriptor Descriptor Adjustment
for scientific investigation Models:
CH11/12-1 Students are now asked to model the role of catalysts - Red cardboard
Content - Green cardboard
Students:
in reactions by remaking a physical model of both
chemical reaction and catalyst added graph. Students - Permanent markers
• Develop and
evaluate inquiry are to cut out red cardboard (normal chemical reaction) - Rulers
questions and and green cardboard (catalyst involved) and remake - Scissors
hypotheses to both graphs under one set of axis in order to compare
identify a concept
that can be
the reactions side by side. Posters will be stuck up in
investigated chemistry home room.
scientifically,
involving primary
and secondary
data (ACSCH001,
ACSCH061,
ACSCH096)

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 Resources
Descriptor Adjustment
Processing Data and
Students: Students are grouped into stations around the

Explain the enthalpy Information classroom. Students to draw scenarios based on the

changes in a reaction in Outcomes
A student:
flow of energy and its change between different

terms of breaking and
› selects and processes living things on earth (for example, heat energy into
reforming bonds, and

relate this to: appropriate qualitative and light energy and chemical to motion). Students are
quantitative data and to share around their energy drawings, and identify
- The law of
information using a range of the similarities of the situations in groups based on
conservation of
appropriate media CH11/12-4
energy energy being conserved. Teacher prompts student’s

discussion towards concept that energy is not
Content
Students: created nor destroyed in order to formally introduce
• Apply quantitative the law of conservation of energy.

processes where

appropriate

10
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Analysing Data and Teacher begins activity with no introduction and Extension: Gifted and
Information talented students are
writes on the board H-H bonds and O-O bonds break
Outcomes given the opportunity to
A student:
and then reform differently to make … Ask students come to the front of the
› analyses and evaluates to guess the answer (H-O bonds = water). class and give another
primary and secondary data example from their own

and information CH11/12-5 Teacher then writes N-N bonds and O-O bonds break knowledge

and then reform differently to make ... ask students

Content
Students:
to guess the answer (N-O bonds = nitric oxide).

• Derive trends,


patterns and Students are then introduced to the notion of

relationships in data breaking and forming chemical bonds in reactions.

and information Teacher explains that energy is required to break

bonds and energy is released when new bonds are
formed.
Treasure Chest:
“Opening a treasure chest” activity: - “Final clue” (initial state
Students placed in groups and are given the “final reactant

clue” to opening a “treasure test” (metaphorical).

Students are given the following initial state
reactant, 2H2(g) + O2(g). In order to “open the
treasure chest” students are to write the
intermediate state reactant (after bonds have
broken) and then the final state reactant (when
bonds are reformed) to make a new chemical bond.
Groups show teacher their intermediate state
reactant (4H(g) + 2O(g)) result and are informed if it
is correct. If not they go back to their groups and try

again. If correct, they move onto the final state

reactant (2H2O(g)).



REMINDER: Teachers to consider feedback when

checking results in-between intermediate and final

11
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
state reactant results. First group to reach the
correct final state reactant, wins the task!
Processing Data and
Students: Pre-assessment: Students are asked to individually

Investigate Hess’s Law in Information convert C to CO2 by highlighting the initial state

quantifying the enthalpy Outcomes
A student:
reactant, intermediate state reactant and final state

change for a stepped
› selects and processes reactant.
reaction using standard
appropriate qualitative and
enthalpy change data and
bond energy data, for quantitative data and Students introduced to moles as a form of Moles:
example: (ACSCH037) information using a range of measurement and are introduced to the formula. - Practice questions
appropriate media CH11/12-4
Students to practice using the mole formula through worksheet

- Carbon reacting
Content practice questions on a worksheet.
with oxygen to
form carbon Students:
Hess’s Law:
dioxide via • Apply quantitative Through the use of Hess’s law students will be given Extension: Gifted and
processes where talented students are - Scaffold worksheet for
carbon monoxide a scaffold worksheet to assist them in calculating the
appropriate given simple as opposed practice enthalpy
final enthalpy change of carbon dioxide via carbon questions
to explicit instructions on
Analysing Data and monoxide. Students will be asked to graph the calculations
Information enthalpy change of each state (initial, intermediate
Outcomes and final). From their findings students must identify Dyslexia disability:
A student: if there is an increase or decrease in enthalpy change Students will be provided
› analyses and evaluates with a coloured worksheet
due to bonds breaking and bonds forming.
primary and secondary data with suitable font and font
and information CH11/12-5 size.
Students will calculate the final enthalpy change
Content using Hess’s law for the combustion of methane.
Students: Through identifying the increase or decrease from
• Derive trends,
reactant to product, they will be able to calculate the
patterns and
relationships in data
enthalpy change.
and information
Students will then construct a table to compare their
results from the combustion of carbon and
combustion of methane. Students should conclude Low Ability: Table is given
to these students with fill
that combustion reactions are exothermic and in the word gaps, to assist
therefore have a lower enthalpy change. their learning

12
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Processing Data and
Students: Students begin by brainstorming in groups why

Apply Hess’s Law to Information calorimetry is important in measuring enthalpy

simple energy cycles and Outcomes
A student:
changes.

solve problems to
› selects and processes
quantify enthalpy changes
appropriate qualitative and Teacher uses a PowerPoint presentation to Enthalpy:
within reactions,
including but not limited quantitative data and introduce enthalpy change equation (enthalpy - Teachers PowerPoint
to: information using a range of change of products subtracted from the enthalpy presentation
appropriate media CH11/12-4
- Heat of

change of reactants). Teacher then commences to
combustion
Content the standard state of elements, gases and solutes in

Students: aqueous solutions. Enthalpy standard of molecules

• Apply quantitative calculations are explained (by multiplying the
processes where
number of moles by the number of molecules. For
appropriate

example: 2H20’s enthalpy change will be 2 x 𝛥H20).

Analysing Data and Students are taught that the standard enthalpy for

Information O2 is always zero. Enthalpy change is calculated.
Outcomes
A student: Think-Pair-Share: Students converse about
› analyses and evaluates
primary and secondary data
combustion and what they’ve learnt about it so far.
and information CH11/12-5
Enthalpy change is then applied to combustion
Content reactions. Enthalpy change will be calculated for
Students: formations of molecules in a combustion reaction.
• Derive trends,
NOTE: Heat of combustion is negative for the
patterns and
relationships in data enthalpy change of the combustion reaction.
and information Students then taught how to apply Hess’s law. The
enthalpy change of reaction must be subtracted
from the enthalpy change of products, in order to
find the enthalpy change of any given alcohol.

Students complete practice questions to find Low ability: Students
Enthalpy:
enthalpy change and apply Hess’s law in heat of provided with scaffolding
- Enthalpy changes for
combustion reactions. heat of combustion
worksheet with
worksheet
13
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
instructions for
calculations

Communicating
Students:

Apply Hess’s Law to Outcomes Pre-knowledge: Through Kahoot students asked to
Kahoot:
simple energy cycles and A student: identify photosynthesis and respiration word and - Laptops
solve problems to › communicates scientific chemical equation, students also tested on their
understanding using suitable
quantify enthalpy changes ability to identify the chemical reactants and
within reactions, language and terminology for

including but not limited a specific audience or purpose products.
CH11/12-7

to:
Students asked to make a song based on a catchy Differentiation: Students Song:

Content tune, about the process photosynthesis OR are also given the ability to - Laptops (for song tunes
- Enthalpy changes Students: work alone here in order or ICT option)
involved in
• Select and use
respiration. Students will then perform their song to to make a poem, diagram
photosynthesis suitable forms of the class. Peers will assess their classmates, based or ICT resource that will
- Enthalpy changes digital, visual, written on a given criteria assessing the information help them remember the
involved in
and/or oral included in the song, how clear/accurate it is and its process of photosynthesis
respiration communication or respiration.
(ACSCH037)
creativity.
• Construct evidence-


based arguments and
engage in peer
feedback to evaluate Think-Pair-Share: Students relate photosynthesis and

an argument or respiration to the law of conversation of energy and
conclusion the process involved in the passing of energy
(ACSCH034,
between organisms. Students to then draw flow of
ACSCH036)
diagram of photosynthesis indicating the
conservation of energy. Teacher to sight these and
provide feedback.


Extension homework:
Students predict the outcome of enthalpy changes in Students given worksheet
photosynthesis and respiration. Students to also equations to find enthalpy
predict which process, photosynthesis and changes through the
respiration, is exothermic and which is endothermic. application of Hess’s law.

Students to write a short paragraph, stating why

they predicted what they did.

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 K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Enthalpy:
Students to find the enthalpy change through - Enthalpy change on
photosynthesis and
applying Hess’s law (as learnt above) of respiration worksheet
photosynthesis and respiration by adding the first
reaction (respiration) and the second reaction (heat
of solution of glucose) together and cancelling out
glucose in its solid form. REMINDER: Students

reminded that the enthalpy change is the negative of
the heat of combustion.
Differentiation: Students
Teacher hovers around students, working alone or in given the opportunity to
groups to assist their learning and confirming their work alone or in groups to
solve equations
equations / mathematical substitutions are correct.

Students to write a discussion and conclusion based
on their predictions and the final results. Teacher to
collect and mark these discussions and results.

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 Resources
Descriptor Adjustment
Students: “Class Experts” Activity: ELAD: Students given the
Analyse the differences Communicating Students are split into 4 groups. 2 groups will be opportunity to write their Class Experts:
between entropy and Outcomes findings and submit
researching enthalpy and 2 will be research entropy. through google docs for
- Laptops
enthalpy A student:
› communicates scientific Students must become “experts” in their topic teacher marking - Canva link
understanding using suitable through research. Students may use text books, you-
language and terminology for tube video clips, journal articles and E-textbooks in Low ability: Students
a specific audience or purpose provided with a scaffold
their research. The 2 groups under the same topic infographic with questions
CH11/12-7
will then combine to consolidate and exchange to assist them in

Content expressing their findings.

15
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Students: findings. Students to individually create an
• Select and use infographic on their information, using canva.
suitable forms of
digital, visual, written

and/or oral The class will then be split into two. The students
communication who researched enthalpy will stand at one side of
• Select and apply the classroom, and entropy at the other. Students
appropriate scientific will then have a turn each, to write a similarity or a
notations,
difference of entropy and enthalpy on a Venn
nomenclature and
scientific language to diagram drawn on the board.
communicate
in a variety of Students then generate a class discussion based on
contexts (ACSCH008, any questions they might have. Students then to
ACSCH036,
draw and fill out Venn diagram into their workbooks.
ACSCH067,
ACSCH102)

Processing Data and
Information
Outcomes
A student:
› selects and processes
appropriate qualitative and
quantitative data and
information using a range of
appropriate media CH11/12-4

Content
Students:
• Select qualitative and
quantitative data and
information and
represent them using
a range of formats,
digital technologies
and appropriate
media (ACSCH004,
ACSCH007,
16
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
ACSCH064,
ACSCH101)
Analysing Data and
Students: Teacher to start class by throwing a glass of milk into Entropy:
Extension: Gifted and
Use modelling to illustrate Information the sink. Teacher then asks students if this action can - Glass
Outcomes talented students to relate
entropy changes in be reversed? Students are then introduced to - Milk
A student: this to examples in
reactions
› analyses and evaluates entropy as the measure of randomness/disorder. everyday lives.

primary and secondary data Students to write their own definition based on their

and information CH11/12-5 initial understanding.

Content
Teacher takes ice cubes out of the freezer and asks
Students:
students if this has low or high entropy. Students are Experiment:
• Derive trends,
then shown a cup of water, and asked if the water - Scaffolded worksheet
patterns and
handed to students,
relationships in data has a lower entropy or a higher entropy than ice. including aim, risk
and information Students to brainstorm in groups based on their assessment,

understanding. Students to reach inference that ice
materials/equipment
Questioning and Predicting
Outcomes
is a solid and therefore all molecules are set in order, and methods.

A student: thus having low entropy/disorder. Whereas,

› develops and evaluates molecules in water are moving around, which means
questions and hypotheses for that the entropy has increased. Teacher then

scientific investigation prompts students to identify how entropy can be

CH11/12-1
Content
increased further with H20. Teacher prompts this
thought process by stating that water is restricted to
Students:
a volume. Students then converse in groups to
• Develop and

evaluate inquiry conclude that entropy is increased through
questions and
vaporizing water, to make it gas. Teacher
hypotheses to
identify a concept
demonstrates this by evaporating water into air.

that can be Students to understand that in a gas state, the
investigated entropy is increased further as the molecules are in

scientifically, the air in an unlimited state, making it a very random
involving primary

/ disorderly state.
and secondary data

(ACSCH001,

ACSCH061, Students are now to model the difference in entropy Differentiation: Students Models:
ACSCH096) changes in reactions through the use of a molecular given the opportunity to
17
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
model kit. Students to make 10 molecules of water draw or make the water - Molecular model kit
Problem Solving and arrange them in a solid state (ICE), a liquid state molecules model - Camera
Outcomes
(WATER) and a gas state. Students to take photos or
A student:
› solves scientific problems draw of the molecules in each state.

using primary and secondary
data, critical thinking skills Students to construct a table comparing the state (s,
and scientific processes aq or g), entropy level, symbol and photos of the
CH11/12-6
arrangements of molecules.

Content

Students: Students to answer discussion questions based on
Low ability & ELAD:
• Use modelling the teacher demonstration and information based
(including Students provided with a Discussion:
on entropy and write conclusion based on these
mathematical scaffold worksheet with - Scaffold worksheet with
entropy changes. questions to help generate questions
examples) to explain
phenomena, make
discussion basis
predictions and solve
problems using Extension: Students to

evidence from write a discussion based
on their understanding,
primary and
secondary sources with no scaffold questions
(ACSCH006,

ACSCH010) Students to rewrite their own definition on entropy
Communicating and identify how it changed from their initial
Outcomes definition.
A student:
› communicates scientific
understanding using suitable
language and terminology for
a specific audience or purpose
CH11/12-7

Content
Students:
• Construct evidence-
based arguments and
engage in peer

18
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
feedback to evaluate
an argument or
conclusion
(ACSCH034,
ACSCH036)
Students: Problem Solving Pre-assessment: Students quizzed on pre-knowledge Extension: Gifted and Pre-assessment:
Predict entropy changes Outcomes from previous content descriptors through a mix and talented students given - Scientific words written
from balanced chemical A student: the words and have to on cards
› solves scientific problems
match activity. Students are provided with stations write their own definitions
reactions to classify as - Definitions written on
using primary and secondary that have cut out cardboard and must mix and
increasing or decreasing cards
entropy data, critical thinking skills match words to their definitions in groups of 3. First
and scientific processes
groups to match each word to its definition
CH11/12-6
Students: correctly, wins! Words include thermodynamics,

Explain reaction Content
catalyst, activation energy, enthalpy and entropy.
spontaneity using Students:
terminology, including: • Use scientific Gibbs free energy is introduced to class. Teacher
(ACSCH072)
evidence and critical defines Gibbs free energy as the combination of
- Gibbs free energy thinking skills to
enthalpy and entropy. Students are introduced to
- Enthalpy solve problems

the idea that reactions are said to be spontaneous if
- Entropy
Communicating
they occur without a driven motive from outside

Outcomes force.
Students:
A student:
Solve problems using › communicates scientific
standard references and
Previous class “experts” of entropy and enthalpy will
understanding using suitable
𝛥𝐺 = 𝛥𝐻 − 𝑇𝛥𝑆 (Gibbs recall and combine their knowledge to ‘bounce’
language and terminology for
free energy formula) to a specific audience or purpose
information off each other in order to understand
classify reactions as CH11/12-7 Gibbs free energy, in a flipped classroom
spontaneous or environment.
nonspontaneous Content

Students:
Enthalpy, entropy and Gibbs free energy are
• Select and apply
appropriate scientific
reintroduced as drivers of reactions. Students then
notations, asked to predict through their knowledge, entropy
nomenclature and changes that would occur through a balanced
scientific language to equation. Students are allowed to ask the teacher
communicate
inquiry questions but they must come to this

19
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
in a variety of conclusion on their own. HINT: Look at the state and
contexts (ACSCH008, number of molecules from reactants and products.
ACSCH036,
ACSCH067,

Think-Pair-Share activity: Students are asked to think
ACSCH102)
• Construct evidence- of life examples in relation to spontaneity. HINT:
based arguments and What did we model in class recently? Examples: Ice
engage in peer melting and rusting.
feedback to evaluate
an argument or

conclusion The formula 𝛥𝐺 = 𝛥𝐻 − 𝑇𝛥𝑆 is introduced as Gibbs

(ACSCH034, free energy formula.

ACSCH036)

Pre-knowledge quiz: What does 𝛥𝐻 symbolize?
Processing Data and
Information
HINT: We calculated it in the calorimetry
Outcomes experiment.
A student:

› selects and processes Teacher explains formula to students and its relation

appropriate qualitative and to spontaneity.
quantitative data and
information using a range of
𝛥G = Gibbs free energy change
appropriate media CH11/12-4 H = Enthalpy
𝛥𝐻 = Enthalpy change (measured by calorimetry)
Content S = Entropy

Students: 𝛥S = Entropy change

• Apply quantitative T = Temperature (given at 298 K)
processes where

appropriate

In relation to spontaneity of reactions, teacher
Analysing Data and explains:
Information

Outcomes If 𝛥G is – (minus) then the reaction is potentially

A student: spontaneous
› analyses and evaluates
If 𝛥𝐺 is + (positive) then reaction is non-spontaneous
primary and secondary data
and information CH11/12-5
If 𝛥𝐺 = 0 then reaction is at equilibrium, meaning
that the reaction occurred but it reached an
Content equilibrium.
20
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Students: Equilibrium defined as the rate of forward is the
• Derive trends, same as the rate of backward reaction, which makes
patterns and
relationships in data
the reaction balanced.

and information
Enthalpy driven reactions are explained as:
If 𝛥H is large negative then you can automatically
expect that the reaction will be spontaneous. These

are enthalpy driven reactions, meaning enthalpy is
the driving factor




Based on knowledge attained, students are then

asked to brainstorm what entropy driven reactions

mean. A class discussion is generated around this
topic.


Entropy driven reactions:

Students to research entropy driven reactions and to

come to the realization that it can be visible from
balanced equations, being able to identify if the
reaction is involved in increase of entropy or
decrease of entropy (𝛥S has to be positive for a

reaction to be driven towards spontaneous).

Students to present their findings in pairs through
PowerPoint presentations.


Students are given worksheets and are asked to
Entropy & Enthalpy:
Extension: Students to
work in pairs in order to identify if the reaction is - Worksheets with
write their own entropy
entropy or enthalpy driven. Tell students to simply and enthalpy driven balanced equations
look at the reaction and if 𝛥S is a large positive (by reactions based on their
giving a lot more gaseous molecules on the product understanding
side) then you know the reaction is entropy driven. If

there is less gas molecules then on the product side
21
K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
then 𝛥S Is negative. If there is a difference of only 1
or 2 gas molecules then it can be spontaneous at

different temperatures. The reaction is enthalpy
driven if 𝛥H is large negative.

REMINDER:
𝛥H has to be negative

𝛥S has to be positive

for reactions to be spontaneous


Students: Processing Data and Revision + Mind map Activity:
Information Students to mind map their predictions in groups of
Predict the effect of Outcomes
temperature changes A student: what would happen if:
on spontaneity › selects and processes - 𝛥H is a small positive
𝛥H is a large positive
(ACSCH070) appropriate qualitative and -
quantitative data and - 𝛥S is a small negative
information using a range of - 𝛥S is a large negative
appropriate media CH11/12-4


Content
Students to practice questions in pairs based on Temperature effects:
Students: reactions that are non-spontaneous. Students asked - Worksheet
• Apply quantitative to make these nonspontaneous reactions. Students
processes where are to change figured until they are aware that they
appropriate need to change the temperature (nonspontaneous
• Evaluate and
equations can be made spontaneous through
improve the quality
of data altering the temperature where possible). Explain
Questioning and Predicting that temperature is in our control and is the reason
Outcomes why it can make a nonspontaneous reaction,
A student: spontaneous (if it is a small difference).
› develops and evaluates

questions and hypotheses for
scientific investigation Students to write a conclusion based on their Low ability & ELAD:
CH11/12-1 understanding of temperature effects. Teacher to Scaffold to assist in writing
Content mark these conclusions for student feedback. their conclusion

22
 K& U Content WS Outcome Descriptor Teaching and learning strategies Extension or Resources
Descriptor Adjustment
Students: Students to come to the realization that enthalpy
• Modify questions change and entropy change are independent from
and hypotheses to
reflect new evidence
temperature, meaning that entropy and enthalpy
aren’t affected by the temperature. However,
Analysing Data and temperature has an effect on the standard (Gibbs
Information free energy).
Outcomes
A student:
› analyses and evaluates
primary and secondary data
and information CH11/12-5

Content
Students:
• Assess error,
uncertainty and
limitations in data
(ACSCH004,
ACSCH005,
ACSCH033,
ACSCH099)
• Assess the relevance,
accuracy, validity and
reliability of primary
and secondary data
and suggest
improvements to
investigations
(ACSCH005)

23
 Evaluation (Questions you would ask yourself / students in order to assess your unit of work)
At the completion of the module students will answer a feedback survey based on learning techniques used, regarding which they found more beneficial and
why. Students will also get the opportunity to explain what they feel could be improved and what seemed to work well. The teacher will also go through the
unit outline and identify what activities motivated students and encouraged a high rate of participation, as well as which did not. Teacher will modify activities
based on self-observations and student feedback.

24
Part B: Resources

25
26
27
28
29
 ENTROPY

DEFINE ENTROPY

EXAMPLES OF HIGH ENTROPY

EXAMPLES OF LOW ENTROPY

SYMBOL & UNIT OF ENTROPY

      ADDITIONAL INFORMATION  
  

CREATED BY:

30
 Year 11 – Module 4
Appling Entropy Laws

Based on the equations below answer questions 1 – 3:

a) C8 H16 (l) + H 2 (g) → C8 H18 (g)

b) NH 3 (g) + HCl(g) → NH 4Cl(s)

+
c) CO3 (aq) + 2 H 3O (aq) → 3 H 2O(l) + CO 2 (g)
2–

d) C2 H 5OH(l) + 3 O 2 (g) → 2 CO 2 (g) + 3 H 2O(g)

1. According to the equations above, which will result in an increase in entropy (ΔS)?

___________________________________

2. According to the equations above, which will result in the highest increase in entropy
(ΔS)?

___________________________________

3. Write a few sentences explaining, how an increase entropy (ΔS) can be identified by
analysing balanced chemical equations





_____________________________________________________________________

31




32
Part C: JUSTIFICATION

Chemistry is a teaching area that requires a specific learning approach in order for students to benefit from their learning. Learning is best achieved in year 11 chemistry, through the
combination of two pedagogical methods, teacher direction and inquiry-based learning (IBL). The unit plan above collaborates the use of IBL through the implementation of cooperative and
collaborative learning in order to enhance student knowledge and understanding. These learning techniques are crucial for students to critically think and analyse through higher-order thinking
(NSW Education Standards Authority (NESA), 2018). The process of heightening higher-order thinking is attended in the unit plan, through the use of IBL and the implementation of working
scientifically skills such as, planning investigations, conducting investigations, communication, processing and analysing data and information and problem solving (NESA, 2018). In correlation
with content knowledge, the unit plan focuses on pedagogy diversifying activities to benefit all students learning types and abilities (Van Driel & Berry, 2012).

Pedagogical content knowledge (PCK) is defined as the ability of an educator to link their expertise in content with the right pedagogical approach in order to keep students engaged and
motivated in their learning (Kleickmann et al., 2013). PCK is a framework that allows for educators to address engagement and motivation barriers of year 11 students, through approaching a
unit of work in the correct manner, benefitting student learning through an awareness of student abilities (Kleickmann et al., 2013). The socio-cultural learning theory applies to the subject area
of chemistry, accentuating that there is a social and cultural pre-perception of chemistry being a “difficult” and unachievable subject (Johnstone, 2000). Proper content knowledge of chemistry
is first introduced to science students in year 11, despite having basic chemistry implemented in the 7-10 science syllabus (Johnstone, 2000). Pedagogy being the “art or science of teaching”
(Department of Education, Employment and Workplace Relations, 2009), it is important for secondary educators to realise that due to minimal prior chemistry knowledge it is imperative for
teacher instruction alongside the pedagogical use of Inquiry based learning (IBL) (Tomlinson, 2015). The unit plan focuses on collaborative peer-learning through the use of class discussions,
group activities and technology. According to the model proposed by Johnstone (2000) peer-learning through the use of collaboration is categorised as the “microscopic level” (using models)
and the “symbolic level” (learning through discussions). The unit is introduced through creating posters in pairs on the overall module, these posters are updated each time a new driver of
reaction is introduced, allowing students to collaborate and share their ideas through creativity (Kollar & Fischer, 2010). Students also share their ideas through “Think-Pair-Share” activities
where students discuss their ideas on energy bonds breaking and reforming, further discussions are implemented through the “class experts” activity, allowing students to become experts on
their chosen topic and relay their ideas with peers. These peer collaborative activities allow for students to learn life-associated skills including communication, leadership, cooperation, the
ability to listen and combine skills in order to critically think and analyse information (Mehta & Kulshrestha, 2014).

Alongside the use of continuous class discussions and collaborative work, students are exposed to many hands-on activities accentuating IBL pedagogy (Van Driel & Berry, 2012). Hands on
activities begin as early as the first outcome, in the unit plan where students are reintroduced to exothermic and endothermic reactions through the use of ice packs and heat packs. Students
then go onto investigating outcomes and effects of complete and incomplete combustion through practical reactions and observations. Students are also exposed to modelling reactions in
order to understand its connections between science and real-life applications (Shores & Smith, 2011). Modelling is implemented in the unit plan when students are asked to make a physical
model on the role of a catalyst in a chemical reaction compared to a chemical reaction with no catalyst involved. Students also use a molecular model kit to model the difference in atom
structure in ice, water and gas in relation to entropy changes. The microscopic and symbolic levels cannot be implemented in a unit without the overarching importance of the “macroscopic
level” (Johnstone, 2000). The macroscopic level implements the use of experiments for students so that they can follow an IBL technique in order to lead to discovery (Johnstone, 2000).
Students perform experiments in the unit plan through investigating calorimetry and enthalpy effects in chemistry, where they apply their results to questions and learn graphing skills. Students
also investigate incomplete and complete combustion, and the effects of entropy levels.

Differentiation can be defined as the process of altering content delivery in order to best approach all learning styles and abilities (Tomlinson, 2015). In accordance to Thomlinson (2015)
differentiation is best achieved when the teacher is aware of student abilities and prior-knowledge. This is accentuated in the unit plan by pre-assessing all students on new concepts that were
acknowledged in stage 4 and 5, through the use of Kahoot quizzes, sighting VALID results, questions, think-pair-share activities, mix and match activities and class discussions (Tomlinson, 2015).
Pre-assessment is vital, as it allows teachers to gain an understanding on student academic abilities and prior knowledge (Walker et al., 2015). Student motivation and participation is at its peak
when students receive tasks that are challenging in unity with their abilities, thus highlighting the importance of differentiation (Walker et al., 2015). The unit outline accentuates the use of
differentiation through providing different activities for low ability, ELAD and gifted and talented students, for example low ability students are paired with gifted and talented to help work out
questions on chemical reactions being endothermic or exothermic. This activity allows for students to peer-assist one another in understanding the content, allowing for 90% of information to
33
be retained (Mehta & Kulshrestha, 2014). ELAD students are provided with assistance from the teacher in the same task, in understanding what the questions are asking. It is important to
realise that ELAD students aren’t necessarily at a low ability, instead they need differentiated material in understanding content and tasks (Burgstahler, 2012). Low ability and ELAD students are
provided with scaffolded worksheets throughout the unit, in order to meet their needs and abilities (Hmelo-Silver, Duncan & Chinn, 2007). Gifted and talented students are extended through
extension homework activities, where they are asked to relate their understanding of the content, to real-life experiences. Gifted students are also provided with differentiation, when they are
asked to work individually to predict the role of a catalyst in a chemical reaction along-side preparing graphing material for enthalpy reactions.

In conclusion, it is important to identify the different pedagogies available, and its influence your specific classroom (Van Driel & Berry, 2012). According to Nakhleh (1992), teaching and
learning in chemistry is difficult due to the “complex and abstract nature of chemistry”, though the use of the PCK framework, the unit allows for educators to provide an IBL environment
combined with the essence of teacher instruction for multiple types of learning styles and abilities through the use of differentiation. The instructional techniques, through macroscopic,
microscopic and symbolic levels of instruction (Johnstone, 2000) allows for theoretical learning to occur in the classroom, providing an interactive classroom between teachers and students,
benefitting overall student learning (Bell et al., 2002).

34

References

Bell, D., Gilden, R., Muttock, S., Silva, K., & Siraj-Blatchford, I. (2002). Researching Effective Pedagogy in the Early Years. Oxford: University of Oxford, Department of Educational Studies.

Burgstahler, S. (2012). Making Science Labs Accessible to Students with Disabilities. Disabilities, Opportunities, Internetworking, and Technology.

Department of Education, Employment and Workplace Relations. (2009). The Higher Education Report 2009. Retrieved from

https://docs.education.gov.au/system/files/doc/other/annual_report_200910_part_1.pdf

Hmelo-Silver, C.E., Duncan, R. G., & Chinn, C.A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational

Psychologist, 42(2), 99-107. https://www.tandfonline.com/doi/abs/10.1080/00461520701263368

Johnstone, A. (2000). Teaching of Chemistry – Logical or Physchological?. Royal Society of Chemistry, 2000, 1, 9-15. 10.1039/A9RP90001B

Kleickmann, T., Richter,D., M.,Kunter, J.,Elsner, Besser,M., Krauss, S.,& Baumert.J. (2013). Teachers’ Content Knowledge and Pedagogical Content Knowledge. Journal of Teacher

Education, 64(1), 90-106. http://journals.sagepub.com/doi/pdf/10.1177/0022487112460398

Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning And Instruction, 20(4), 344-348.

http://dx.doi.org/10.1016/j.learninstruc.2009.08.005

Mehta, S., & Kulshrestha, A. (2014). Implementation of Cooperative Learning in Science: A Developmental-cum-Experimental Study. Education Research International, 2014, 1-7.

http://dx.doi.org/10.1155/2014/431542

Nakhleh, M. (1992). Why some students don’t learn chemistry. Journal of Chemical Edu- cation, 69, 191–196.

NSW Education Standards Authority (2018). NSW Syllabus for the Australian curriculum. Chemistry Stage 6

https://syllabus.nesa.nsw.edu.au/assets/chemistry/chemistry-stage-6-syllabus-2017.pdf

Shores, M.L., & Smith, T.G. (2011). Designing and Developing Lesson Plans for K–12 Classrooms. Computers in the Schools, 28(1), 27-38.

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Tomlinson, C.A (2001). How to differentiate instruction in mixed-ability classrooms.

http://go.galegroup.com/ps/i.do?id=GALE%7C9781416600954&v=2.1&u=uwsydney&it=aboutBook&p=GVRL&sw=w

Tomlinson, C.A. (2015).Teaching for Excellence in Academically Diverse Classrooms. Society, 52 (3), 203-209.

Van Driel, J.H., & Berry, A. (2012). Teacher Professional Development Focusing on Pedagogical Content Knowledge. Educational Researcher, 41(1), 26- 28.

http://journals.sagepub.com.ezproxy.uws.edu.au/doi/pdf/10.3102/0013189X11431010

Walker, A., Heather, L., Hmelo-Silver, C.E., & Peggy, A.E. (Eds.). (2015). Essential Readings in Problem-based Learning. West Lafayette, Indiana, Purdue University Press.

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