science support lol

8/12/2019 Science Support lol

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Science Stage 6 Support Document Part 1

6.5 Sample Program Chemistry Stage 6 Syllabus: Module 8.4 Water

(! i"di#ati$e hours%

6.5.& Co"te'tual utli"e )rom Syllabus

The first astronauts who viewed the Earth from space commented on the beauty of ourwater-rich blue planet Earth!s position in the solar system enables its retention of waterin solid" li#uid and gaseous forms on and around its surface The particular properties ofthe water molecule assisted the evolution of life and continue to support life processes

The concepts of bonding and intermolecular forces are used to increase understandingof the special nature of the water molecule The chemistry of solutions is e$amined ingreater detail to e$plain the differences between bodies of fresh and saline water as wellas assisting in the e$planation of common chemical reactions that occur in an a#ueous

medium!

6.5.* Co"#ept Map

11%

Water

Solutions

EnergyStructure

Shape

Physical

properties

&mportance to 'ife

Endothermic ande$othermicreactions

Specific heat

(olarity

Precipitation

E#uilibrium

introduced

'ewis

diagrams

Polar)ature


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6.5. S+ills

During this module" teaching*learning activities should allow time to move fromthe macroscopic and observed world of the student into the microscopic andabstract world of theoretical chemistry where visualisation at the atomic andmolecular levels is necessary to enhance conceptual understanding S+ill

development relies on teacher input to revise and review s+ills that students havebeen taught in earlier modules This process will identify s+ills that students mayneed further assistance in refining during the module The s+ill development inthis program focuses on,

safe wet lab wor+ with independent ris+ assessment" efficient use ofresources" micro-techni#ues to minimise wastage and appropriate disposalof waste materials

calculations,

. of concentration including molarity

. re#uired to dilute solutions

. re#uired to predict product yield in precipitation reactionsS+ills that need to be taught during the module have been identified with a T afterthe code for the s+ill in the Suggested Teaching*'earning /ctivities The need toteach a s+ill will have been identified several times in the module 0owever" it ise$pected that the level of support re#uired should decrease during the module asstudents increase their e$pertise

6.5.4 ,alues a"d -ttitudes

/s this module leads to students having an increased understanding of solubility

and the pivotal role of water as a lin+ between the living and non-living worlds" itraises students! awareness of the need for the safe and thoughtful disposal ofwastes / study of this module will" assist the development of positive valuesabout and attitudes towards the safe" and efficient use of resources so that thepurity of water resources is maintained and conserved

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6.5.5 Some e)ere"#es )or /his Sample Program

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Texts

1 /t+ins" P 2 3ones '" Chemistry: Molecules, Matter and Change"4rdedn,5reeman" )ew or+" 1778" &S9) % 8168 :4 ; with (

/ubusson P" ?ennedy" E 2 Snyder @" Biology: The Spectrum of Life" ndedn,1776" >$ford Aniversity Press /ustralia" &S9) % 17BB 4:% ;

4 9ucat" = 9 Elements of Chemistry, Vol 2,17:C" /ustralian /cademy of Science&S9) % :B:C8 11C %

C Deretic 2 @are " Senior Chemistry ractical Manual, 177B" =igby 0einemann&S9) % :B:B7 8:7 6

B 3oesten" (D 2 @ood" 3'" !orld of Chemistry"ndedn" 1771" Saunders 5ort@orth" Te$as" 1777" &S9) % %4%% CC64 C

6 ?ot" 3< 2 Treichel P" Chemistry and Chemical "eacti#ity,Cthedn" 1777 Saunders&S9) % %4% 486 7

8 (udie" ? 2 9rotherton" 3" Core Biology ractical, 17:C 0einemann Education/ustralia" =ichmond" F&


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placed at selected sites along the coast of


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is short and would be useful for less able readers

: Monitoring the +ation1s Estuaries: rogram in rogress- This is an e$tensivesite with information on the sampling of water and wildlife in estuaries in the AS

7 http,**wwwde#statemius*ogl*sagbay*sprtfishhtm / three-page section of asports fishing site with brief descriptions of issues associated with catching and

eating fish from the Saginaw @atershed in (ichigan Aseful as issues associatedwith bioaccumulation of pollutants are clearly e$plained

4% http,**wwwinfohuntnswgovau*la+emac*environ*soe*soehtm / 64-page report onthe State of the Environment with reference to 'a+e (ac#uarie pages .44focus on water issues

Videos

&3- Chemical Bonding Series: )nner *orces-Fideo Education /ustralasia Pty 'td" 111(itchell St 9endigo 4BB% / four-program series with a comprehensive coverageof chemical bonding The programs use computer-generated graphic models and

footage of e$amples from everyday life to illustrate and e$plain the principles ofchemical bonding Titles are,

aI 9onding in (etals

bI &onic 9onding

cI 9onding in (olecules

dI 9onding between (olecules

&2- The lanet !ater, 177%" @ater 9oard" 11B 9athurst St Sydney This is part of a+it . !ater: State of the "esourcedeveloped by the community education teamat the @ater 9oard The video gives information on water as a molecule andwater!s impact in the environment &t also includes material on water pollution

&&- The VisChem "esources-These lin+ the three thin+ing levels! . molecular"laboratory and symbolic They contain molecular*ionic animations which portraysubstances in the solid" li#uid and gaseous states" during phase changes andwhen reacting There are three videos in the series,

aI The (olecular @orld of @ater . this portrays the dynamic arrangement ofwater molecules in solid" li#uid and gaseous water" and the changes thatoccur in melting" evaporation and boiling

bI The (olecular @orld of =eactions in @ater . part 1 . this portrays sodiumchloride dissolving in water" hydrated ions in solution" precipitation of silverchloride and formation of a copperH&&I comple$

cI The (olecular @orld of =eactions in @ater . part . This video coverse$amples of ionic e#uilibrium" acid*base and o$idation*reduction chemistry

/ll three are distributed by Fideo Education /ustralasia Pty 'td" 111/ (itchell St"9endigo

C45"6M

&7- Chemical Bonding: )nner *orces, Fideo Education /ustralasia Pty 'td" 111(itchell St 9endigo 4BB% The ( includes video footage" animations withaccompanying dialogue and tests at the end of each module &t includes materialon,

aI /tomic structurebI &onic compounds

11B


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6.5.6 -ssessme"t /as+s

ut#omes

about 0hi#hi")ormatio" is

bei"g

gathered

- ra"ge o) possible diag"osti# a"d1or )ormati$e assesme"t tas+s

P6.1% Pre-test or concept map developed to ascertain prior +nowledge

P1C

P6

P1

P14

=esearch assignment to identify cause and effect relationships betweenthe properties of water and a geological" biological or physicalphenomenon This could ta+e the form of a guided open-ended in#uiryinvolving a media search or use of a range of resources The findingscould then be presented to the class in an oral or multi-media presentationTo ensure that the full range of outcomes is assessed" it is important tocollect evidence of research in the form of rough notes" photocopiedresources and summaries The presentation can be assessed on theeffectiveness of the presentation" choice of oral te$t used as well as

accompanying notes provided Part of this tas+ would be the identificationby the student of the actual cause and effect relationship presented Thiswould re#uire a wor+ing +nowledge of the investigated property of waterand an e$planation of how it results in the phenomenon discussedH/s 1C1g is to be taught in this module" it would be important that theteacher models and gives ample opportunity for practice of this s+ill beforeit is assessed This tas+ could be used as a diagnostic assessment tas+with a view to providing feedbac+ towards better development of this rangeof s+ills Students! prior e$periences would determine the use of this tas+I

P:

P11

P1P1C

P1%" P14

Practical test to identify un+nown ionHsI in solution &f students are giventime to prepare for this assessment" they could design" plan" choosee#uipment and carry out the procedure The assessment could include theidentification of the ions that precipitated" Justification of inferences andwriting of correct ionic e#uations Students would need to be given a tableof solubility rules 5ormulas for ions could be included in the table if+nowledge of correct formulas was not re#uired in their development atthis stage Part of the assessment could cover the safety issues and wor+practices used by the students during the tas+

HThis assessment tas+ could be summative only if students have had priore$perience in this type of tas+ and have had at least one diagnostic tas+ toensure that any misconceptions about the routine or gaps in their+nowledge have been addressedI

PC

P14

&n the last bloc+ of the module is the following dot point,

in groups or through class discussion" propose an e$planation for the

importance of water!s high specific heat for a#uatic organisms and forlife on earth in general

&f there has been sufficient class discussion and collection of datathroughout the module" this could become an assessment #uestionStudents would need to generate an e$position te$t type to answer this#uestion HThis could be used as a diagnostic or summative assessmenttas+ collecting information about a range of outcomes but it is emphasisedthat students would need prior teaching and practice with this essay styleof #uestionI

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Syllabus 2'tra#t $er$ie0

@ater is distributed on Earth as a solid" li#uid and gas! &t is found in both the living andnon-living worlds and its physical properties determine many of the conditions thatform Earth!s environments

(5 i"di#ati$e hours%Syllabus e)ere"#e

Students learn to: Students:

recall the terms" solute" solvent and

solution

recall the importance of water as a

solvent

compare the state" percentage and

distribution of water in the biosphere"

lithosphere" hydrosphere andatmosphere

outline the significance of the different

states of water on Earth in terms ofwater as,

a constituent of cells and its role as

both a solvent and a raw material inmetabolism

a habitat in which temperature

e$tremes are less than nearbyterrestrial habitats

an agent of weathering of roc+sboth as li#uid and solid

a natural resource for humans and

other organisms

perform an investigation and gather

data to solve problems and analyseinformation involving calculations ofthe density of water as a li#uid and asolid using density < mass=#olume

analyse information by using models

to account for the differing densities ofice and li#uid water

plan and perform an investigation to

identify and describe the effect of anti-freee and salt on the freeing pointand*or boiling point of water

Preparatio"

1 &dentify and photocopy data for graphing abundance" percentage and state

&dentify reference resources for use by students HPrepare summary scaffold"diagnostic test on summary*collate s+illsI

4 &dentify prac" order e#uipment and consumablesC


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Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities S+ills

Fideo The lanet !ater

9ucat =9, Elements of Chemistry Vol 2 17:C1

C@il+inson p1K http,**wwwaustincct$us*rvsmthsc*chem*boo+htm

B@are et al, *oschem Senior rac Manual 17:" @il+inson and )ash, p46Fis


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with teacher assistance if necessary" identifying and using causeand effect relationships to relate these results to the e$istence andeffects of icebergs" and the effects on living organisms living in coldwaters8

1C1 g/

identify and describe the effect of adding additives to water by,

designing an investigation that allows valid and reliable data orinformation to be collected about the effect of anti-freee and salt onthe freeing and*or boiling points of water:

11 c

carrying out the planned procedure" recognising where modificationsmay be needed with the use of anti-freee and then salt as theadditives in water

11 a

selecting and drawing appropriate graphs to show the effect of theabove chemicals on the boiling point and*or freeing points of water7

141 f

identifying and e$plaining how this data supports the use of anti-freee for prevention of freeing in car radiators1%and the use of saltto +eep roads open in cold climates affected by ice and snow

1C b

8http,**octopusgmaorg*surfing*antarctica*salthtmlK ?ot 3


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6.5.6 Syllabus 2'tar#t $er$ie0

The wide distribution and importance of water on Earth is a conse#uence of itsmolecular structure! >ther molecules of a similar mass do not have the sameproperties

(6 i"di#ati$e hours%

Sylabus e)ere"#e


construct 'ewis electron dot

structures of water" ammonia andhydrogen sulfide to identify thedistribution of electrons

compare the molecular structure of

water" ammonia and hydrogen sulfide"the differences in their molecular

shapes" and in their melting andboiling points

describe the model which accounts

for the une#ual distribution ofelectrons in the water molecule

identify the water molecule as a polar

molecule

describe the attractive forces between

polar molecules as dipole-dipoleforces

describe hydrogen bonding between

water molecules as an e$ample of aparticularly strong form of dipole-dipole force

e$plain the following properties of

water in terms of its intermolecularforces,

surface tension

adhesion

cohesion

viscosity

boiling and melting points hardness and brittleness

process information from secondary

sources to graph and compare theboiling and melting points of waterwith other similar sied molecules

identify data and process information

from secondary sources to model thestructure of the water molecule and

effects of forces between watermolecules

choose e#uipment and perform first-

hand investigations to demonstratethe following properties of water,

surface tension

adhesion

cohesion

viscosity

gather and process information from

secondary sources and use theavailable evidence to analyse theimplications of one of the properties ofwater for plants or animals

Preparatio"

1 &dentify and photocopy data for graphing mp and bp

&dentify reference resources to be used by students . boo+ library or spaceto use videos" &nternet or (s for data collection and informationgathering

4 Prepare models or other resources to show the molecular structure of

various compounds

11


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C &dentify reference material and develop notes on bonds and moleculeshapes

Suggested /ea#hi"g a"d 3ear"i"g -#ti$itiesS+ills

K 0 . Sand < . > 16

1C4 b

account for the une#ual sharing of electrons in a polar bond18 1C1 f

use the information about the polarity of bonds and the shape of 1C4 c

11Stralow pC%K1

S&


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molecules to predict the polarity of a series of molecules includingwater" ammonia" hydrogen sulfide and carbon dio$ide

use teacher-selected resources and notes to list and describe the

variety of intermolecular forces1:

14 a-d

use the term dipole-dipole force! to describe the attraction between

polar molecules17

use appropriate secondary sources to visualise the formation of

hydrogen bonds between water molecules%

14 c

describe hydrogen bonding between water molecules as a

particularly strong form of dipole-dipole force1

1C1 a

relate the formation of ice crystals and the decreased density of

water as a solid to the formation of hydrogen bonds

1C4 b

in groups" as a Jigsaw activity" assess the reliability of information by

comparing several resources and the above practical procedureHsI todescribe and analyse the effect of forces between water molecules in

determining the following properties of water,

1C e

melting point

boiling point

surface tension4

adhesionC

cohesionB

viscosity

hardness6

brittleness

present to the class the findings of the group in the form of an oraland*or written report Each student*group prepares a summary aboutone property of water so that the class is given a summary of all theproperties of water in terms of intermolecular forces HThis could beused as a diagnostic assessment tas+ if students have had practicein this s+ill in earlier modules /lternatively it could be used as asummative assessment tas+" provided students have been taught

141a

1:/t+ins et al


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and have practised the s+ills involved on several earlier occasionsI

analyse the implications of one of these properties of water for

plants and*or animals by,

establishing the reliability" validity and relevance of theinformation in identified data sources

1C e

summarise and collate information from the identified range ofresources about the implications of the selected property of wateron plants and*or animals8

14 d

propose ideas about the implications of the selected property ofwater" demonstrating" wherever possible" logical progression andthe correct use of chemical principles and ideas about water

1C4 b

establish and describe cause and effect relationships betweenthe selected property of water and the proposed implications toplants and*or animals:HThis se#uence of tas+s could also forma diagnostic or summative assessment tas+ The use of the tas+in this way would depend on students! prior e$periences in these

s+ills in earlier modulesI

1C4 d

1C1 g

8/ubusson et alK http,**octopusgmaorg*surfing*antarctica*salthtml:

http,**octopusgmaorg*surfing*antarctica*salthtml

1C


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6.5. Syllabus 2'tra#t $er$ie0

@ater is an important solvent in biological systems transporting materials into and out ofcells &t is the medium through which a#uatic organisms obtain gases as well as othernutrients! &t is also an important solvent in many geological chemical reactions &ts ability toboth act as a solvent and as a medium for many chemical reactions as well as a reactant in

corrosion reactions must be considered in the design of static and mobile structures(5 i"di#ati$e hours%

Syllabus e)ere"#e


e$plain changes" if any" to particles

and give reasons for those changeswhen the following types of chemicalsinteract with water

a soluble ionic compound such as

sodium chloride

a soluble molecular compound such

as sucrose

a soluble or partially soluble

molecular element or compoundsuch as iodine" o$ygen or hydrogenchloride

a covalent networ+ structure

substance such as silicon or silicondio$ide

a substance with large molecules"

such as cellulose or HpolyIethene summarise the relationships between

the bonding types in commonsubstances and their solubilities inwater

analyse the relationship between the

solubility of substances in water andthe polar nature of the water molecule

e$plain the relationship between the

ionisation of some molecules in waterand the formation of acids and

al+aline solutions distinguish between diffusion and

osmosis involved in the movement ofsubstances in and out of cells andrelate this movement to the particletheory of matter

perform a first-hand investigation to

test the solubilities in water of a rangeof substances that include ionic"soluble molecular" insolublemolecular" covalent networ+s andlarge molecules

process information from secondarysources to visualise the dissolution inwater of various types of substancesand solve problems by using modelsto show the changes that occur inparticle arrangement as dissolutionoccurs

Preparatio"

1 &dentify appropriate practical e$periments and order consumables as wellas e#uipment

9oo+ space to use video" ( or &nternet to view animations suggested4 &dentify useful graphics or resources to demonstrate activities at the

1B


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molecular level in plants and animals

Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities S+ills


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in class discussion review particle theory of matter and the idea that

matter is composed of particles that are continuously moving andinteracting

1C4 b

distinguish between diffusion and osmosis by,

carrying out a teacher-planned procedure to observe the diffusion

of a substance through water48

11 a

using appropriate animated models or graphics to visualise thediffusion process at a particle level

14 b

1C1 f

predicting the impact of a molecular sieve! on the movement ofparticles during diffusion

1C4 c

using brainstorming" prior +nowledge and*or appropriate animationto visualise the cell membrane as a sieve" predict how this mayaffect the movement of materials in and out of the cell4:

1C4 c

predict and test" which of the chemicals investigated earlier is ableto move in and out of living cells and use logical arguments or aplanned procedure to support the predictions made47

1C4 c

48(udie e$ercise 114K

http,**wwwfedcuh+eduh+*MJohnson*teaching*biologyGlesson*molecules*labChtml4:

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6.5. Syllabus 2'tra#t $er$ie0

The concentration of salts in water will vary according to their solubility and precipitationwill occur when the ions of an insoluble salt are in solution together! &t is possible toapply solubility rules to identify and predict precipitates and the yield of a precipitate

(8 i"di#ati$e hours%

Syllabus e)ere"#eStudents learn to: Students:

recall #ualitative descriptions of

reactants and products in precipitationreactions

identify some combinations of

solutions which will produceprecipitates" using solubility data

describe a model that traces the

movement of ions when solution andprecipitation occur

identify the dynamic nature of ion

movement in a saturated dissolution

describe an e$ample of a reversible

reaction" not involving a saturatedsolution" that eventually reachese#uilibrium

describe the molarity of a solution as

the number of moles of solute per litre

of water using c


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Preparatio"

1 Photocopy a class set of solubility tables for common ions

&dentify appropriate practical e$periences and order solutions re#uiredEnsure that there is sufficient distilled water available for dilutions

4 9oo+ library" &nternet or other resources for research e$ercises oncontamination and pollution

C


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Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities

Students:

S+ills


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from observations and compare with established tables

design and use a results table to record results so that comparison of

solubilities is possible

1C c

141 a

with teacher assistance if necessary and using a provided solubility table

or set of solubility rules" determine the name of the precipitate formed in

each case of precipitation" Justifying the identification made

1C1 a

with teacher guidance if necessary" write ionic e#uations to represent the

precipitation reactions" using the appropriate phase descriptors in thee#uations

141 a

describe and select a strategy that could be used to identify the

components of an un+nown solutionC6

1C b

design a procedure that allows valid and reliable data about the

components of solution to be collectedC8

11 c

plan and carry out a procedure to apply solubility rules to solving a

problem about un+nowns in solutionC:

11411

possible ope"e"ded i"$estigatio" given the molarity of two

solutions" predict the theoretical yield of solid from a precipitation reactionand compare it to the practical yield achieved during a first-handinvestigation This would provide e$tra s+ills in manipulating e#uipmentand materials and calculating while reinforcing the solubility rules andmole concept &t also allows further practice for the syllabus re#uirement,use data from appropriate precipitation reactions to calculate mass andconcentration relationships

alter"ati$elyuse data from secondary sources about appropriate

precipitation reactions" to calculate mass and concentration relationships

rangeofs/ills%ould'epractised

review the modelHsI of solution used earlier to describe the changes that

occur when solutions mi$ and precipitation occursC7

1C1 f

review the particle theory of matter and identify the dynamic nature of

particle movement in a mi$ture of a solid and its ions in solution

1C1 f

relate the dynamic nature of precipitation and dissolution to a saturated

solution and use the term e#uilibrium! to describe the condition when bothare occurring at the same rateB%

1C4 b

use teacher-selected resources to identify e$amples of reversible

reactions and define what is meant by a reversible reaction

14 b

propose and discuss reasons why e#uilibrium could be reached wherever

a reversible reaction is involved

1C4 b

use a range of resources to identify and describe an e$ample of a

reversible reaction" not involving a saturated solution" that eventuallyreaches e#uilibriumB1

14 c

during class discussion" review and define pollution in terms of

contamination by unwanted substances

1Ca 4 b

C6Stralow p 7

C8Stralow p 7

C:Stralow p 7

C7?ot 3


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6.5.&& Syllabus 2'tra#t $er$ie0

@ater has a higher heat capacity than many other li#uids! This property of water hascontributed to the relatively mild conditions e$perienced on Earth compared to otherplanets &t also e$plains the differences in climate between coastal and inland areason large continents


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14C


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Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities

Students: S

+ills

Fis


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as temperature increase or decrease in the reaction vessel

use the terms endothermic! and e$othermic! correctly to describethe above reactionsB:

14

use teacher-selected resources and notes to e$plain and use the

e#uation 0Om


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6.5.&* 2$aluatio"

Sample uestio"s that #ould be i"#luded i" a" e$aluatio" sheet to be #ompletedby tea#hers i"$ol$ed i" the deli$ery o) this u"it

"esources identified

1 @hat resources would you recommend using againL

@hat resources should definitely be deleted from the listL

4 /ny new and better resources identifiedL

C /re there areas of content where further or different resources would be useful orare neededL

*irst5hand experiences

1 (ention any particular difficulties or problems with e#uipment or other resources

/ny better practical e$periences identifiedL

4 /ny better ideas for illustrating the s+ills re#uired by the syllabusL

S/ills de#elopment

1 Did any s+ills need more attention than others in this moduleL

Does the program allow practice of the s+ills that students need most practice inL4 @as the selection of content from each maJor s+ill area appropriate for the

students involvedL

C @as the selection of content from each maJor s+ill area appropriate for the dotpoint addressedL

Teaching and learning strategies

1 @ere the teaching and learning strategies used appropriate for the cohortinvolvedL

@ere the strategies suggested effective in achieving conceptual development forall studentsL

4 @ere the strategies suggested efficient in achieving conceptual development for

all studentsL

C @hat was the student response to the unitL

B @hat problems arose for studentsL

6 Did this teaching program provide sufficient variation in learning opportunities forthe range of different types of learners in the groupL

8 Did this unit provide choice for students with different interests*abilities within theconstraints of syllabus re#uirementsL

ssessment tas/s

1 @hich outcomes need further assessmentL

)ndicati#e timing

1 &s the indicative time for each section appropriateL &f not" which areas needmore*less timeL

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2$aluatio"

4ate Commenced:@@@@@@@@@@@@@@@@@@

4ate Completed:@@@@@@@@@@@@@@@@@@@@

0ow well did the program address the development of s+ills identifiedL

@hich activities wor+ed wellL

@hich activities need to be changedL

Suggestions for additional resources

@hich outcomes did students display to a high standard during this moduleL

@hich outcomes need additional attention following the completion of this unitL

>ther


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science support lol

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