Science Stage 6 Support Document Part 1

6.5 Sample Program Chemistry Stage 6 Syllabus: Module 8.4

Water
(! i"di#ati$e hours%
6.5.& Co"te'tual (utli"e )rom Syllabus
The first astronauts who viewed the Earth from space commented on the beauty of our
water-rich blue planet Earth!s position in the solar system enables its retention of water
in solid" li#uid and gaseous forms on and around its surface The particular properties of
the water molecule assisted the evolution of life and continue to support life processes
The concepts of bonding and intermolecular forces are used to increase understanding
of the special nature of the water molecule The chemistry of solutions is e$amined in
greater detail to e$plain the differences between bodies of fresh and saline water as well
as assisting in the e$planation of common chemical reactions that occur in an a#ueous
medium!
6.5.* Co"#ept Map
11%
Water
Solutions
Energy
Structure
Shape
Physical
properties
&mportance to 'ife
Endothermic and
e$othermic
reactions
Specific heat
(olarity
Precipitation
E#uilibrium
introduced
'ewis
diagrams
Polar
)ature
Science Stage 6 Support Document Part 1
6.5. S+ills
During this module" teaching*learning activities should allow time to move from
the macroscopic and observed world of the student into the microscopic and
abstract world of theoretical chemistry where visualisation at the atomic and
molecular levels is necessary to enhance conceptual understanding S+ill
development relies on teacher input to revise and review s+ills that students have
been taught in earlier modules This process will identify s+ills that students may
need further assistance in refining during the module The s+ill development in
this program focuses on,
- safe wet lab wor+ with independent ris+ assessment" efficient use of
resources" micro-techni#ues to minimise wastage and appropriate disposal
of waste materials
- calculations,
. of concentration including molarity
. re#uired to dilute solutions
. re#uired to predict product yield in precipitation reactions
S+ills that need to be taught during the module have been identified with a T after
the code for the s+ill in the Suggested Teaching*'earning /ctivities The need to
teach a s+ill will have been identified several times in the module 0owever" it is
e$pected that the level of support re#uired should decrease during the module as
students increase their e$pertise
6.5.4 ,alues a"d -ttitudes
/s this module leads to students having an increased understanding of solubility
and the pivotal role of water as a lin+ between the living and non-living worlds" it
raises students! awareness of the need for the safe and thoughtful disposal of
wastes / study of this module will" assist the development of positive values
about and attitudes towards the safe" and efficient use of resources so that the
purity of water resources is maintained and conserved
111
Science Stage 6 Support Document Part 1
6.5.5 Some .e)ere"#es )or /his Sample Program
111
Science Stage 6 Support Document Part 1
Texts
1 /t+ins" P 2 3ones '" Chemistry: Molecules, Matter and Change" 4
rd
edn,
5reeman" )ew 6or+" 1778" &S9) % 8168 1:41 ; with <D-=>(
1 /ubusson P" ?ennedy" E 2 Snyder @" Biology: The Spectrum of Life" 1
nd
edn,
1776" >$ford Aniversity Press /ustralia" &S9) % 17BB 4:1% ;
4 9ucat" = 9 Elements of Chemistry, Vol 2, 17:C" /ustralian /cademy of Science
&S9) % :B:C8 11C %
C Deretic D 2 @are D" Senior Chemistry ractical Manual, 177B" =igby 0einemann
&S9) % :B:B7 8:7 6
B 3oesten" (D 2 @ood" 3'" !orld of Chemistry" 1
nd
edn" 1771" Saunders 5ort
@orth" Te$as" 1777" &S9) % %4%% CC64 C
6 ?otE" 3< 2 Treichel P" Chemistry and Chemical "eacti#ity, C
th
edn" 1777 Saunders
&S9) % %4%1 4861 7
8 (udie" ? 2 9rotherton" 3" Core Biology ractical, 17:C 0einemann Education
/ustralia" =ichmond" F&<" 17:C" &S9) % 7B7% B77% 4
: )/T</P" Chemistry 2 $nit: L The Mole Set 2: $sing the mole %ith mass and
concentration 177C 'earning (aterials Production <entre" Strathfield" 177C" &S9)
% 841% 4116 1
7 )/T</P" Chemistry 2 $nit Structure and Bonding Set &: Structure and 'onds in
co#alent 'onding 177C 'earning (aterials Production <entre" Strathfield &S9) %
841% 6B41 ;
1% Plummer" << 2 (cDeary" D" hysical (eology, @< 9rown Publishers 1776" &S9)
% 6781 6686 1
11 Stralow" D" ractical )n#estigations in Chemistry, >$ford Aniversity Press"
(elbourne" 177B" &S9) % 17BB 468C 6
11 Thic+ett D" ath%ays to Chemistry" 1776" (acmillan Education /ustralia &S9) %
8417 C1%6 8
14 Thomson"D= 2 Tur+" 3" )ntroduction to hysical (eology" Saunders" 5ort @orth"
Te$as" 177:" &S9) % %4%1 C4C: 4
1C @are" D" Deretic" D 2 @est" /" *undamentals of Senior Chemistry ractical
La'oratory Manual, 0einemann Educational /ustralia" =ichmond" F&<" 17:1"
&S9) % :B:B 7184 :
1B @il+inson" 3@ 2 )ash" 93" Chemistry Today, ractical Manual" 177% (acmillan
/ustralia" South (elbourne" 1777" &S9) % 8417 %41C 8
!e'sites
16 http,**wwwepanswgovau*beach*inde$asp
This website has daily readings and forecasts of water temperature readings as
well as ocean pollution information
18 http,**globefslnoaagov*fsl*welcomehtml
The Dlobe program is an international system where schools and groups across
the world are providing data on many physical factors in the environment @ith
easy prompts" students can find surface water temperatures for many locations in
and out of /ustralia
1: http,**wwwcatalinaconservancyorg*marine*physical*seaGtemphtm
The <atalina <onservancy Divers H<<DI undertoo+ a research proJect to collect
ocean temperature data from several different depths using bathythermographs
114
Science Stage 6 Support Document Part 1
placed at selected sites along the coast of <atalina &sland The data represented
shows the daily average ocean temperature in the marine refuge at the @rigley
AS< (arine Science <enter at a depth of 1B metres from 3uly through >ctober of
177C
17 http,**www1austincct$us*rvsmthsc*chem*boo+htm
This site has a range of e$periments related to the physical characteristics of
substances" including density and specific heat
1% http,**ostraconbiologieuni-+lde*bGonline*e1:*1:chtm
Properties and energy contents of covalent bondsK describes the wea+
interactions" includes hydrogen bonds and uses the water molecule as an
e$ample
11 http,**wwwbiologyariEonaedu*biochemistry*tutorials*chemistry*page4html
This tutorial on the chemistry of water describes the polarity of water and its
cause" the solution of water-soluble substances" acids and bases and the
ionisation of water
11 http,**wwwo+stateedu*Jgelder*bondpage6html
This website contains a laboratory activity about physical properties and chemical
bonding in solids &t has both a student version and a teacher version and ta+es
the students through a practical activity" with safety issues discussed
Demonstrations and some history included within this site
14 http,**wwwdunningcomau*B1%1%1html
This has one page on the lowered (P and raised 9P achieved by anti-freeEe and
some information about its composition" properties" and uses
1C http,**octopusgmaorg*surfing*antarctica*salthtml
Starting with the #uestion" how do cold-blooded animals survive sub-freeEing
water temperaturesL the four-page site discusses salt concentrations in cold
water" identifies and describes the range of organisms found in /ntarctic waters
and includes an e$periment to see how the sea freeEes! /lthough this deals with
/ntarctic conditions" the site is AS-based and the te$t will need slight adJustment
to be useful in )S@
1B http,**wwwfedcuh+eduh+*MJohnson*teaching*biologyGlesson*molecules*labChtml
This site provides lessons for ?.: teachers but includes much of the vocabulary
revised and*or introduced in this module &t will be useful for 6ears 8.: but some of
the practicals on diffusion and osmosis could be adapted for use in 6ear 11
16 http,**wwwnwforg*nw+*greatla+es*pp*mercuryhtml
This contains a 16-page document on Mercury Contamination in !aters of the
$nited States &t discusses the problems caused by mercury in the environment"
its origins from industrial sources and strategies to reduce mercury
contamination The te$t uses and thus illustrates alternative methods of
describing concentrations +ote , students need to 'e good readers to use the
%hole text-
18 http,**wwwoEemailcomau*Mtblac+*selGsummhtm
Selenium and .ea#y Metals from *ish in La/e Mac0uarie- /n /ustralian e$ample
. the te$t uses simpler language" and describes studies conducted by a steering
committee managed by the 0unter Public 0ealth <ommittee <oncentration
levels are described in mg*+g The te$t discusses the role of selenium in living
things" its origins and reasons for limiting inta+e of selenium-affected fish /rticle
11C
Science Stage 6 Support Document Part 1
is short and would be useful for less able readers
1: Monitoring the +ation1s Estuaries: 2 rogram in rogress- This is an e$tensive
site with information on the sampling of water and wildlife in estuaries in the AS
17 http,**wwwde#statemius*ogl*sagbay*sprtfishhtm / three-page section of a
sports fishing site with brief descriptions of issues associated with catching and
eating fish from the Saginaw @atershed in (ichigan Aseful as issues associated
with bioaccumulation of pollutants are clearly e$plained
4% http,**wwwinfohuntnswgovau*la+emac*environ*soe*soehtm / 64-page report on
the State of the Environment with reference to 'a+e (ac#uarie pages 11.44
focus on water issues
Videos
&3- Chemical Bonding Series: )nner *orces- Fideo Education /ustralasia Pty 'td" 111
(itchell St 9endigo 4BB% / four-program series with a comprehensive coverage
of chemical bonding The programs use computer-generated graphic models and
footage of e$amples from everyday life to illustrate and e$plain the principles of
chemical bonding Titles are,
aI 9onding in (etals
bI &onic 9onding
cI 9onding in (olecules
dI 9onding between (olecules
&2- The lanet !ater, 177%" @ater 9oard" 11B 9athurst St Sydney This is part of a
+it . !ater: State of the "esource developed by the community education team
at the @ater 9oard The video gives information on water as a molecule and
water!s impact in the environment &t also includes material on water pollution
&&- The VisChem "esources- These lin+ the three thin+ing levels! . molecular"
laboratory and symbolic They contain molecular*ionic animations which portray
substances in the solid" li#uid and gaseous states" during phase changes and
when reacting There are three videos in the series,
aI The (olecular @orld of @ater . this portrays the dynamic arrangement of
water molecules in solid" li#uid and gaseous water" and the changes that
occur in melting" evaporation and boiling
bI The (olecular @orld of =eactions in @ater . part 1 . this portrays sodium
chloride dissolving in water" hydrated ions in solution" precipitation of silver
chloride and formation of a copperH&&I comple$
cI The (olecular @orld of =eactions in @ater . part 1 . This video covers
e$amples of ionic e#uilibrium" acid*base and o$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 <D-=>( includes video footage" animations with
accompanying dialogue and tests at the end of each module &t includes material
on,
aI /tomic structure
bI &onic compounds
11B
Science Stage 6 Support Document Part 1
cI (etallic substances
dI (olecular compounds
eI <ovalent substances
fI 9onding revision
&8- The 4ynamic Coast , processes, landforms and human impacts, Distributed by
FE/ Pty 'td 111 (itchell St" 9endigo 4BB% This is a static <D-=>( that includes
still visuals with te$ts to e$plain a range of coastal processes &t includes material
on,
aI @aves
bI 0ow the coast is worn away
cI =easons why some parts of the coastline wear faster than others
dI 'andforms due to erosion
eI (ovement of material
fI Depositional landforms
gI 'andforms produced by changes in sea level
hI 0umans and the coast
iI 5ield wor+
&9- Chemistry : Science Series Produced and published by ?nowledge 9oo+s and
Software email, ordersN+bscomau
This <D includes animated and 4-D footage with dialogue and te$t &t includes material
on,
aI Elements and the periodic table
bI /toms" molecules and ions
cI Electronic structure
dI <hemical bonding
&;- The VisChem "esources: Su'stances and "eactions in !ater uses animation to
portray pure substances such as sodium chloride" copper and o$ygenK phase
changes such as ice meltingK and reactions in solution such as dissolving"
precipitation" comple$ation and acid*base hydrolysis The <D has a short
description for each animation and a flow chart to show the relationship between
the animations This is distributed by Fideo Education /ustralasia Pty 'td" 111/
(itchell St" 9endigo
116
Science Stage 6 Support Document Part 1
6.5.6 -ssessme"t /as+s
(ut#omes
about 0hi#h
i")ormatio" is
bei"g
gathered
- ra"ge o) possible diag"osti# a"d1or )ormati$e assesme"t tas+s
P6.1% Pre-test or concept map developed to ascertain prior +nowledge
P1C
P6
P11
P14
=esearch assignment to identify cause and effect relationships between
the properties of water and a geological" biological or physical
phenomenon This could ta+e the form of a guided open-ended in#uiry
involving a media search or use of a range of resources The findings
could then be presented to the class in an oral or multi-media presentation
To ensure that the full range of outcomes is assessed" it is important to
collect evidence of research in the form of rough notes" photocopied
resources and summaries The presentation can be assessed on the
effectiveness of the presentation" choice of oral te$t used as well as
accompanying notes provided Part of this tas+ would be the identification
by the student of the actual cause and effect relationship presented This
would re#uire a wor+ing +nowledge of the investigated property of water
and an e$planation of how it results in the phenomenon discussed
H/s 1C1g is to be taught in this module" it would be important that the
teacher models and gives ample opportunity for practice of this s+ill before
it is assessed This tas+ could be used as a diagnostic assessment tas+
with a view to providing feedbac+ towards better development of this range
of s+ills Students! prior e$periences would determine the use of this tas+I
P:
P11
P11
P1C
P1%" P14
Practical test to identify un+nown ionHsI in solution &f students are given
time to prepare for this assessment" they could design" plan" choose
e#uipment and carry out the procedure The assessment could include the
identification of the ions that precipitated" Justification of inferences and
writing of correct ionic e#uations Students would need to be given a table
of solubility rules 5ormulas for ions could be included in the table if
+nowledge of correct formulas was not re#uired in their development at
this stage Part of the assessment could cover the safety issues and wor+
practices used by the students during the tas+
HThis assessment tas+ could be summative only if students have had prior
e$perience in this type of tas+ and have had at least one diagnostic tas+ to
ensure 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$planation for the
importance of water!s high specific heat for a#uatic organisms and for
life on earth in general
&f there has been sufficient class discussion and collection of data
throughout the module" this could become an assessment #uestion
Students would need to generate an e$position te$t type to answer this
#uestion HThis could be used as a diagnostic or summative assessment
tas+ collecting information about a range of outcomes but it is emphasised
that students would need prior teaching and practice with this essay style
of #uestionI
118
Science Stage 6 Support Document Part 1
Syllabus 2'tra#t ($er$ie0
@ater is distributed on Earth as a solid" li#uid and gas! &t is found in both the living and
non-living worlds and its physical properties determine many of the conditions that
form Earth!s environments
(5 i"di#ati$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 and
atmosphere
outline the significance of the different
states of water on Earth in terms of
water as,
a constituent of cells and its role as
both a solvent and a raw material in
metabolism
a habitat in which temperature
e$tremes are less than nearby
terrestrial habitats
an agent of weathering of roc+s
both as li#uid and solid
a natural resource for humans and
other organisms
perform an investigation and gather
data to solve problems and analyse
information involving calculations of
the density of water as a li#uid and a
solid using density < mass=#olume
analyse information by using models
to account for the differing densities of
ice and li#uid water
plan and perform an investigation to
identify and describe the effect of anti-
freeEe and salt on the freeEing point
and*or boiling point of water
Preparatio"
1 &dentify and photocopy data for graphing abundance" percentage and state
1 &dentify reference resources for use by students HPrepare summary scaffold"
diagnostic test on summary*collate s+illsI
4 &dentify prac" order e#uipment and consumables
C <ollect data on daily air temperature versus daily water temperature Possible
sources include,
. weather reports HTF and newspaperI
. websites
11:
Science Stage 6 Support Document Part 1
Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities
S
+
i
l
l
s

<
o
n
t
e
n
t

=
e
g
i
s
t
e
r
Students:
using teacher-supplied tabulated data" construct pie graphs that
compare the abundance and state of water in the biosphere"
lithosphere" hydrosphere and atmosphere
141 f
using a teacher-provided cloEe tas+" use the words solute" solvent and
solution in conte$t
1C4 b
initiate a class discussion using prior +nowledge reviewing the number
and types of chemical substances that do and do not dissolve in water
1C4 b
outline the significance of different states of water by,
using teacher-supplied reference te$ts" Journal articles and prior
+nowledge" collate information about water!s importance in cells and
as a transport medium for dissolved nutrients in living things
1

114 d
accessing an appropriate website or other resource material to
compare temperatures in an a#uatic environment with those in a
terrestrial environment over a period of time
1
1C1 a"e"
114 a"b
in the light of a teacher-led discussion of the cause*effect
e$planation for phenomena" describing the benefits to a living
organism of a habitat with low temperature variation" and comparing
them with the problems faced by organisms that reside in an
environment with high temperature fluctuations
1C1 g /
1C4 b
using supplied reference te$ts or other sources" identify and
summarise the various ways water acts as a weathering agent in
both solid and li#uid form
&
114 d
after class discussions and use of appropriate teacher-selected
resources" identifying and summarising the importance of fresh
water as a resource for humans and other organisms
1
1C1 a
114 d
brainstorm and draw on prior +nowledge to define density
1C4 b
investigate the differing densities of ice and water by,
carrying out a teacher-planned procedure to gather data on the
mass and volume of water in li#uid and solid form
C

111 a
111 b
using first-hand data calculate the density of both ice and li#uid
water using the formulae density < mass=#olume
B
11C b
using appropriate models of ice and li#uid water to account for the
differing densities of ice and li#uid water
6
1C1 f
1
Fideo The lanet !ater, /ubusson et al" section 17
1
wwwepanswgovau*beach*inde$asp" 5o$tel @eather etcK
http,**globefslnoaagov*fsl*welcomehtml would be useful as both terrestrial and a#uatic
temperatures are already graphed for comparison
4
Thomson 2 Tur+: )ntroduction to hysical (eology- 177:K <D =>( The 4ynamic Coast ,
processes, landforms and human impacts> Fideo The lanet !ater
9ucat =9, Elements of Chemistry Vol 2 17:C
1
C
@il+inson p1K http,**www1austincct$us*rvsmthsc*chem*boo+htm
B
@are et al, *oschem Senior rac Manual 17:1" @il+inson and )ash, p4
6
Fis<hem The Molecular !orld of !ater
117
Science Stage 6 Support Document Part 1
with teacher assistance if necessary" identifying and using cause
and effect relationships to relate these results to the e$istence and
effects of icebergs" and the effects on living organisms living in cold
waters
8

1C1 g /
identify and describe the effect of adding additives to water by,
designing an investigation that allows valid and reliable data or
information to be collected about the effect of anti-freeEe and salt on
the freeEing and*or boiling points of water
:
111 c
carrying out the planned procedure" recognising where modifications
may be needed with the use of anti-freeEe and then salt as the
additives in water
111 a
selecting and drawing appropriate graphs to show the effect of the
above chemicals on the boiling point and*or freeEing points of water
7
141 f
identifying and e$plaining how this data supports the use of anti-
freeEe for prevention of freeEing in car radiators
1%
and the use of salt
to +eep roads open in cold climates affected by ice and snow
1C1 b
8
http,**octopusgmaorg*surfing*antarctica*salthtmlK ?otE 3<" Treichel P p 44
:
http,**octopusgmaorg*surfing*antarctica*salthtml
7
Thic+ett p 11-11
1%
http,**wwwdunningcomau*B1%1%1html
11%
Science Stage 6 Support Document Part 1
6.5.6 Syllabus 2'tar#t ($er$ie0
The wide distribution and importance of water on Earth is a conse#uence of its
molecular structure! >ther molecules of a similar mass do not have the same
properties
(6 i"di#ati$e hours%
Sylabus .e)ere"#e
Students learn to: Students:
construct 'ewis electron dot
structures of water" ammonia and
hydrogen sulfide to identify the
distribution of electrons
compare the molecular structure of
water" ammonia and hydrogen sulfide"
the differences in their molecular
shapes" and in their melting and
boiling points
describe the model which accounts
for the une#ual distribution of
electrons in the water molecule
identify the water molecule as a polar
molecule
describe the attractive forces between
polar molecules as dipole-dipole
forces
describe hydrogen bonding between
water molecules as an e$ample of a
particularly strong form of dipole-
dipole force
e$plain the following properties of
water in terms of its intermolecular
forces,
surface tension
adhesion
cohesion
viscosity
boiling and melting points
hardness and brittleness
process information from secondary
sources to graph and compare the
boiling and melting points of water
with other similar siEed molecules
identify data and process information
from secondary sources to model the
structure of the water molecule and
effects of forces between water
molecules
choose e#uipment and perform first-
hand investigations to demonstrate
the following properties of water,
surface tension
adhesion
cohesion
viscosity
gather and process information from
secondary sources and use the
available evidence to analyse the
implications of one of the properties of
water for plants or animals
Preparatio"
1 &dentify and photocopy data for graphing mp and bp
1 &dentify reference resources to be used by students . boo+ library or space
to use videos" &nternet or <D-=>(s for data collection and information
gathering
4 Prepare models or other resources to show the molecular structure of
various compounds
111
Science Stage 6 Support Document Part 1
C &dentify reference material and develop notes on bonds and molecule
shapes
Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities
S
+
i
l
l
s
<
o
n
t
e
n
t
=
e
g
i
s
t
e
r
Students:
demonstrate and collect information about the following properties of
water, surface tension" adhesion" cohesion" viscosity" boiling and
melting points and hardness and brittleness by,
identifying and setting up the most appropriate e#uipment to
underta+e the investigation into the properties of water
114 a
carrying out a teacher-planned procedure or set of procedures to
identify and describe some of the properties of water
11
111 a-d
graphing the melting and boiling points of a variety of
compounds" including water" of similar molecular mass from
teacher-supplied data
11
11C c
identifying and describing any trend or pattern in the data
1C1 a
predicting a possible e$planation for the differences between
water and other compounds of similar molecular mass
1C1 c
use teacher-selected resources" notes and molecular model +its to
compare the structure of water" ammonia" hydrogen sulfide
14
Hand
carbon dio$ide used as an e$ample of a small linear moleculeI
1C1 f
following teacher modelling" ma+e appropriate generalisations to
e$plain these shapes with respect to 'ewis electron dot diagrams
1C
1C1 e
use teacher-selected resources and notes to develop an e$planation
of molecular shapes using the Falence Shell Electron Pair =epulsion
HFSEP=I model
1B
1C1 d /
optional extension: discuss the usefulness and limitations of VSE"
model in descri'ing molecular shapes
37-& c
use the Periodic Table and a table of electronegativity values to
compare the relative polarities of bonds between 0 . )K 0 . >K 0 . S
and < . >
16
1C4 b
account for the une#ual sharing of electrons in a polar bond
18 1C1 f
use the information about the polarity of bonds and the shape of
1C4 c
11
Stralow pC%K
11
S& <hemical Data 9oo+
14
/t+ins et al <haps 7"1%K <D =>( <hemical 9ondingK Fideo <hemical 9ondingK )/T</P
Chemistry 2 $nit Structure and Bonding Set &
1C
/t+ins et al <haps 7"1%K 3oesten (D" @ood 3'K Thic+ett p 164K @il+inson p 47-C1K )/T</P
Chemistry 2 $nit Structure and Bonding Set & K
1B
/t+ins et al <haps 7"1%K Thic+ett p 167-18%K )/T</P Chemistry 2 $nit Structure and Bonding
Set &
16
/t+ins et al <haps 7"1%K <D =>( <hemical 9ondingK Fideo <hemical 9ondingK
http,**ostraconbiologieuni-+lde*bGonline*e1:*1:chtmK
http,**wwwbiologyariEonaedu*biochemistry*tutorials*chemistry*page4htmlK Thic+ett p 181K
)/T</P Chemistry 2 $nit Structure and Bonding Set &
18
3oesten (D" @ood 3'K ?otE 3<" Treichel P p C%:
111
Science Stage 6 Support Document Part 1
molecules to predict the polarity of a series of molecules including
water" ammonia" hydrogen sulfide and carbon dio$ide
use teacher-selected resources and notes to list and describe the
variety of intermolecular forces
1:
114 a-d
use the term dipole-dipole force! to describe the attraction between
polar molecules
17
use appropriate secondary sources to visualise the formation of
hydrogen bonds between water molecules
1%
114 c
describe hydrogen bonding between water molecules as a
particularly strong form of dipole-dipole force
11
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 to
describe and analyse the effect of forces between water molecules in
determining the following properties of water
11
,
11C e
melting point
boiling point
surface tension
14
adhesion
1C
cohesion
1B
viscosity
hardness
16
brittleness
present to the class the findings of the group in the form of an oral
and*or written report Each student*group prepares a summary about
one property of water so that the class is given a summary of all the
properties of water in terms of intermolecular forces HThis could be
used as a diagnostic assessment tas+ if students have had practice
in this s+ill in earlier modules /lternatively it could be used as a
summative assessment tas+" provided students have been taught
141a
1:
/t+ins et al <haps 7"1%K <D =>( <hemical 9ondingK Fideo <hemical 9ondingK Thic+ett p 18:-
187 http,**wwwbiologyariEonaedu*biochemistry*tutorials*chemistry*page4html
17
/t+ins et al <haps 7"1%K )/T</P Chemistry 2 $nit Structure and Bonding Set &
1%
/t+ins et al <haps 7"1%K 3oesten (D" @ood 3'K Fis<hem Fideo The Molecular !orld of !ater>
<D =>( Su'stances and "eactions in !ater
11
/t+ins et al <haps 7"1%K 3oesten (D" @ood 3'K Thic+ett p 1:%-1:1
11
/t+ins et al <hap 1%K Fideo The lanet !ater
14
/ubusson et al section 17K 5or 9iology students" the properties of water and their importance in
movement of materials through plants could be combined through the following article,
<anny (3 Transporting !ater in lants /merican Scientist Fol :6 (arch-/pril 177: p 1B1-1B7
1C
/ubusson et al section 17
1B
/ubusson et al section 17
16
Earth and Environmental Science students could use the following article to combine their wor+
on dating and past climates,
/lley =9" 9ender (' (reenland )ce Cores: *ro?en in Time 177: Scientific /merican Fol 18: )o 1
p 66-81
114
Science Stage 6 Support Document Part 1
and have practised the s+ills involved on several earlier occasionsI
analyse the implications of one of these properties of water for
plants and*or animals by,
establishing the reliability" validity and relevance of the
information in identified data sources
11C e
summarise and collate information from the identified range of
resources about the implications of the selected property of water
on plants and*or animals
18
114 d
propose ideas about the implications of the selected property of
water" demonstrating" wherever possible" logical progression and
the correct use of chemical principles and ideas about water
1C4 b
establish and describe cause and effect relationships between
the selected property of water and the proposed implications to
plants and*or animals
1:
HThis se#uence of tas+s could also form
a diagnostic or summative assessment tas+ The use of the tas+
in this way would depend on students! prior e$periences in these
s+ills in earlier modulesI
1C4 d
1C1 g
18
/ubusson et alK http,**octopusgmaorg*surfing*antarctica*salthtml
1:
http,**octopusgmaorg*surfing*antarctica*salthtml
11C
Science Stage 6 Support Document Part 1
6.5.4 Syllabus 2'tra#t ($er$ie0
@ater is an important solvent in biological systems transporting materials into and out of
cells &t is the medium through which a#uatic organisms obtain gases as well as other
nutrients! &t is also an important solvent in many geological chemical reactions &ts ability to
both 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$e hours%
Syllabus .e)ere"#e
Students learn to: Students:
e$plain changes" if any" to particles
and give reasons for those changes
when the following types of chemicals
interact 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 compound
such as iodine" o$ygen or hydrogen
chloride
a covalent networ+ structure
substance such as silicon or silicon
dio$ide
a substance with large molecules"
such as cellulose or HpolyIethene
summarise the relationships between
the bonding types in common
substances and their solubilities in
water
analyse the relationship between the
solubility of substances in water and
the polar nature of the water molecule
e$plain the relationship between the
ionisation of some molecules in water
and the formation of acids and
al+aline solutions
distinguish between diffusion and
osmosis involved in the movement of
substances in and out of cells and
relate this movement to the particle
theory of matter
perform a first-hand investigation to
test the solubilities in water of a range
of substances that include ionic"
soluble molecular" insoluble
molecular" covalent networ+s and
large molecules
process information from secondary
sources to visualise the dissolution in
water of various types of substances
and solve problems by using models
to show the changes that occur in
particle arrangement as dissolution
occurs
Preparatio"
1 &dentify appropriate practical e$periments and order consumables as well
as e#uipment
1 9oo+ space to use video" <D-=>( or &nternet to view animations suggested
4 &dentify useful graphics or resources to demonstrate activities at the
11B
Science Stage 6 Support Document Part 1
molecular level in plants and animals
Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities
S
+
i
l
l
s
<
o
n
t
e
n
t
=
e
g
i
s
t
e
r
Students:
review prior +nowledge through brainstorming or concept map
development about ionic" covalent and macromolecular compounds"
e$amples and structure
carry out a teacher-planned procedure to test the solubility of a variety
of compounds including ionic" soluble molecular" insoluble molecular"
covalent networ+s and large molecules
17
111 a
from e$perimental results construct a table of solubility for a variety of
compounds including ionic" soluble molecular" insoluble molecular"
covalent networ+s and large molecules
4%

111 b
use a suitable e$perimental method or prior +nowledge to identify
which solutions from the group above contain ions
41

111 a
with teacher guidance and class discussion develop a model
portraying bonding that e$plains why some compounds dissolve while
others do not
41
1C1 f
identify the relationship between the solubility of substances in water
and the polar nature of the water molecule
44
1C4 b
using teacher-selected resources and notes" e$plain the changes that
occur on a molecular level as a substance dissolves
4C

1C1 a
use appropriate problem-solving strategies to develop" from prior
+nowledge" appropriate resources and class brainstorming" ways to
identify substances that form acids and al+alis when they dissolve in
water
1C1
relate the ionisation of the above molecules and solids in water to the
formation of acids and al+alis" thus formulating a cause and effect
relationship
4B
1C4 d
with teacher guidance and modelling if necessary" write word and
formula e#uations and then ionic e#uations to summarise the
processes that occur when ionisation occurs during dissolution
46
141 d
17
9ucat =9, Fol 1P 4%K 3oesten (D 2 @ood 3'K http,**wwwo+stateedu*Jgelder*bondpage6html
4%
<D-=>( <hemical 9ondingK Fideo <hemical 9onding
41
9ucat =9, Fol 1P 4%K http,**wwwo+stateedu*Jgelder*bondpage6html
41
<D-=>( <hemical 9ondingK Fideo <hemical 9ondingK /t+ins p :1-:4K Thic+ett p 1%4-1%6" 1CB
44
3oesten (D" @ood 3'K )/T</P Chemistry 2 $nit Structure and Bonding Set &
4C
<D-=>( <hemical 9ondingK Fideo <hemical 9ondingK Fis<hem video The Molecular !orld of
"eactions in !aterK Fis<hem <D-=>( Su'stances and "eactions in !ater
4B
Thic+ett p 4CB
46
/t+ins p:B-::
116
Science Stage 6 Support Document Part 1
in class discussion review particle theory of matter and the idea that
matter is composed of particles that are continuously moving and
interacting
1C4 b
distinguish between diffusion and osmosis by,
carrying out a teacher-planned procedure to observe the diffusion
of a substance through water
48
111 a
using appropriate animated models or graphics to visualise the
diffusion process at a particle level
114 b
1C1 f
predicting the impact of a molecular sieve! on the movement of
particles during diffusion
1C4 c
using brainstorming" prior +nowledge and*or appropriate animation
to visualise the cell membrane as a sieve" predict how this may
affect the movement of materials in and out of the cell
4:
1C4 c
predict and test" which of the chemicals investigated earlier is able
to move in and out of living cells and use logical arguments or a
planned procedure to support the predictions made
47
1C4 c
48
(udie e$ercise 114K
http,**wwwfedcuh+eduh+*MJohnson*teaching*biologyGlesson*molecules*labChtml
4:
?otE 3<" Treichel P p117
47
(udie e$ercise 11C could be used here )9 use plant cells only eg rhubarb cells and e$clude
use of blood and chee+ cells
118
Science Stage 6 Support Document Part 1
6.5.4 Syllabus 2'tra#t ($er$ie0
The concentration of salts in water will vary according to their solubility and precipitation
will occur when the ions of an insoluble salt are in solution together! &t is possible to
apply solubility rules to identify and predict precipitates and the yield of a precipitate
(8 i"di#ati$e hours%
Syllabus .e)ere"#e
Students learn to: Students:
recall #ualitative descriptions of
reactants and products in precipitation
reactions
identify some combinations of
solutions which will produce
precipitates" using solubility data
describe a model that traces the
movement of ions when solution and
precipitation occur
identify the dynamic nature of ion
movement in a saturated dissolution
describe an e$ample of a reversible
reaction" not involving a saturated
solution" that eventually reaches
e#uilibrium
describe the molarity of a solution as
the number of moles of solute per litre
of water using c<n=#
e$plain why different measurements
of concentration are important
recall the relationship between
pollution and contamination by
unwanted substances
e$plain why the concentrations of
mercury and other heavy metals are
monitored in natural waterways
solve problems and analyse information
to write ionic e#uations to represent the
dissolution and precipitation of ionic
compounds in water
present information in balanced
chemical e#uations and identify the
appropriate phase descriptors .HsI" HlI"
HgI" and Ha#I . for all chemical species
perform a first-hand investigation" using
micro-techni#ues" to compare the
solubility of appropriate salts in solution
through precipitation reactions
process information to carry out simple
calculations to describe the
concentration of given solutions" given
masses of solute and volumes of
solution
perform a first-hand investigation to
ma+e solutions to specified volume-to-
volume and mass-to-volume
specifications and dilute them to
specified concentrations using
cFOconstant
gather and process information from
first-hand investigations or secondary
sources to calculate mass and
concentration relationships in
precipitation reactions as they are
encountered
gather and process information from
first-hand investigations or secondary
sources and use available evidence to
discuss the importance of monitoring
concentrations of heavy metals in
industrial wastes
or
gather and process information from
first-hand investigations or secondary
sources and use available evidence to
e$plain why care must be ta+en in
choosing sites for disposal of to$ic
wastes
11:
Science Stage 6 Support Document Part 1
Preparatio"
1 Photocopy a class set of solubility tables for common ions
1 &dentify appropriate practical e$periences and order solutions re#uired
Ensure that there is sufficient distilled water available for dilutions
4 9oo+ library" &nternet or other resources for research e$ercises on
contamination and pollution
C <ollect model +its" animation videos or boo+ computers to use <D-=>(s
for visualisations and modelling e$ercises
117
Science Stage 6 Support Document Part 1
Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities
Students:
S
+
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l
l
s
<
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n
t
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t
=
e
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s
t
e
r
through brainstorming and class discussion" review and write a summary
of their current +nowledge about solutions
use a teacher-selected resource to visualise what is meant by the term
concentration when referring to particles in a solution
C%
1C1 f
use teacher-selected resources to identify and e$plain why different
situations call for different measurements of concentration
C1
1C1 a
through class discussion" research and teacher assistance if necessary"
e$plain" using e$amples such as food labels and pharmaceutical
products" why different measurements of concentration may be
important
C1
1C4 d
with teacher input" discuss the use of molarity as a concentration
descriptor
C4

1C1 f
describe the molarity of a solution as the number of moles of solute per
litre of water
use the formula c<n=# to calculate the molarity of given and re#uired
solutions
11C b
safely carry out a planned procedure" minimising haEards and resource
wastage" to prepare solutions to specified volume-to-volume and mass-to-
volume concentrations
CC
111 a"
b" d
with teacher guidance" calculate the concentration of dilute solutions by
recognising that when dilution occurs" the number of moles remains
constant HcFOconstantI and the e#uation c
1
F
1
Oc
1
F
1
may be applied to
dilutions
111 a
with teacher input" predict situations that will re#uire the dilution of
solution samples and orders of magnitude to be decided before analysis
is carried out
111c /
using teacher-supplied revision e$ercises" review #ualitative descriptions
of reactants and products in precipitation reactions
1C4 b
use teacher-supplied reference te$ts and notes to identify the appropriate
phase descriptors and discuss the use of these in balanced chemical
e#uations
114 a
carry out a teacher-planned procedure to compare the solubility of a
variety of salts using micro-techni#ues
CB
or to develop a solubility table
111 a
114 a
37-3 a
C%
Fis<hem <D-=>(K Fis<hem video The Molecular !orld of "eactions in !ater
C1
http,**wwwoEemailcomau*Mtblac+*selGsummhtm as a case study or
http,**wwwnwforg*nw+*greatla+es*pp*mercuryhtml
C1
http,**wwwoEemailcomau*Mtblac+*selGsummhtm or
http,**wwwnwforg*nw+*greatla+es*pp*mercuryhtml could be used a case study here as the
concentrations of mercury are reportedK )/T</P Chemistry 2unit The Mole Set 2
C4
)/T</P Chemistry 2 $nit The Mole Set 2
CC
Stralow p:B
CB
5>S<hem p 64K Deretic et al p4:K Stralow p71"71K @il+inson et al p6B
14%
Science Stage 6 Support Document Part 1
from observations and compare with established tables
design and use a results table to record results so that comparison of
solubilities is possible
11C c
141 a
with teacher assistance if necessary and using a provided solubility table
or set of solubility rules" determine the name of the precipitate formed in
each case of precipitation" Justifying the identification made
1C1 a
with teacher guidance if necessary" write ionic e#uations to represent the
precipitation reactions" using the appropriate phase descriptors in the
e#uations
141 a
describe and select a strategy that could be used to identify the
components of an un+nown solution
C6
1C1 b
design a procedure that allows valid and reliable data about the
components of solution to be collected
C8
111 c
plan and carry out a procedure to apply solubility rules to solving a
problem about un+nowns in solution
C:
114
111
possible ope"5e"ded i"$estigatio" given the molarity of two
solutions" predict the theoretical yield of solid from a precipitation reaction
and compare it to the practical yield achieved during a first-hand
investigation This would provide e$tra s+ills in manipulating e#uipment
and materials and calculating while reinforcing the solubility rules and
mole concept &t also allows further practice for the syllabus re#uirement,
use data from appropriate precipitation reactions to calculate mass and
concentration relationships
alter"ati$ely use data from secondary sources about appropriate
precipitation reactions" to calculate mass and concentration relationships
r
a
n
g
e

o
f

s
/
i
l
l
s

%
o
u
l
d

'
e

p
r
a
c
t
i
s
e
d

review the modelHsI of solution used earlier to describe the changes that
occur when solutions mi$ and precipitation occurs
C7
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 both
are occurring at the same rate
B%

1C4 b
use teacher-selected resources to identify e$amples of reversible
reactions and define what is meant by a reversible reaction
114 b
propose and discuss reasons why e#uilibrium could be reached wherever
a reversible reaction is involved
1C4 b
use a range of resources to identify and describe an e$ample of a
reversible reaction" not involving a saturated solution" that eventually
reaches e#uilibrium
B1
114 c
during class discussion" review and define pollution in terms of
contamination by unwanted substances
1Ca 4 b
C6
Stralow p 71
C8
Stralow p 71
C:
Stralow p 71
C7
?otE 3<" Treichel P p 1:6K Fis<hem videoK Fis<hem <D-=>(K
B%
3oesten (D" @ood 3' p 11:
B1
@il+inson p 1%1-1%4" p 1%B-1%:
141
Science Stage 6 Support Document Part 1
using the range of s+ills involved in gathering information from first-hand
or secondary information" identify the range and concentrations of heavy
metals that can occur in industrial and to$ic wastes
B1
114 a-d
using the range of s+ills involved in gathering information from first-hand
or secondary information" and the range of s+ills involved in processing
information" identify e$amples and concentrations of heavy metals which
can impact on natural environments and describe the effects of named
e$amples on living things
B4
114
a-d
11C
d-f
use the above information to propose e$planations for the monitoring of
mercury and other heavy metal concentrations in natural waterways
1C4 b
apply critical thin+ing about the above to discuss and e$plain the
importance of either monitoring concentrations of heavy metals in
industrial wastes >= carefully choosing sites for disposal of to$ic wastes
HThe above four dot points could be incorporated into an open-ended
investigation involving a media and library search
(.
the above four dot points could be incorporated into a formative or
summative assessment tas+ . if students have had opportunities to
practise the range of s+ills involved and have had prior diagnostic
assessment of their s+illsI
1C4 c
B1
http,**wwwoEemailcomau*Mtblac+*selGsummhtm,
http,**wwwde#statemius*ogl*sagbay*sprtfishhtmK or
http,**wwwnwforg*nw+*greatla+es*pp*mercuryhtml
B4
http,**wwwinfohuntnswgovau*la+emac*environ*soe*soehtm
141
Science Stage 6 Support Document Part 1
6.5.&& Syllabus 2'tra#t ($er$ie0
@ater has a higher heat capacity than many other li#uids! This property of water has
contributed to the relatively mild conditions e$perienced on Earth compared to other
planets &t also e$plains the differences in climate between coastal and inland areas
on large continents <hemically" this property is important because water is able to
absorb or provide energy during chemical reactions
(6 i"di#ati$e hours%
Syllabus .e)ere"#e
Students learn to: Students:
e$plain what is meant by the specific
heat of a substance
compare the specific heat of water
with a range of other solvents
e$plain and use the e#uation
0Om<T
e$plain how water!s ability to absorb
heat is used to measure energy
changes in chemical reactions
describe dissolutions which release
heat as e$othermic! and give
e$amples
describe dissolutions which absorb
heat as endothermic! and give
e$amples
e$plain endothermic and e$othermic
dissolutions in terms of bond brea+ing
and bond ma+ing
e$plain why water!s ability to absorb
heat is important to a#uatic organisms
and to life on earth generally
e$plain what is meant by thermal
pollution and discuss the implications
for life if a body of water is affected by
thermal pollution
choose resources and perform a first-
hand investigation to measure the
change in temperature when
substances such as ammonium
chloride and sodium hydro$ide
dissolve in water" and calculate the
molar heat of solution
process and present information from
secondary sources to assess the
limitations of calorimetry e$periments"
and design modifications to
e#uipment used
process and present information from
secondary sources to compare the
specific heat of water with that of
other solvents and discuss the
importance of this property of water to
a#uatic life
Preparatio"
1 &dentify appropriate practical activities and order both e#uipment and
consumables
1 &nvestigate the possibility of using sensors and data loggers Design a
circuit of activities to incorporate the use of temperature sensors if
resources are limited <onsider the repetition of the same e$periment using
thermometers and temperature sensors to demonstrate differences in
accuracy
4 Prepare*obtain references on thermal pollution
C &f necessary" photocopy e$ercises to provide practice on the use of
0Om<T
144
Science Stage 6 Support Document Part 1
14C
Science Stage 6 Support Document Part 1
Suggested /ea#hi"g a"d 3ear"i"g -#ti$ities
Students:
S
+
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l
l
s
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o
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=
e
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i
s
t
e
r
review the discussions earlier in the module about the significance of
the different states of water for the living and non-living worlds and
prepare a summary of information available so far
review the variations in temperature graphed earlier in the module
and summarise the difference between land and water
BC
with teacher guidance if necessary" suggest*predict a reason for the
smaller temperature range e$perienced in water and support this
prediction with a plausible e$planation
BB
1C1d /
use teacher selected resources and notes to e$plain what is meant
by the specific heat of a substance
114
access information from a range of resources to prepare a
comparison of the specific heat of water with other substances of
similar molecular siEe and*or weight and with a range of other
solvents
114
141
use the above information to demonstrate a cause and effect
relationship between water!s high specific heat and the difference in
temperature variations between a#uatic and terrestrial environments
1C g /
Hif still
necessaryI
in groups or through class discussion" propose an e$planation for the
importance of water!s high specific heat to a#uatic organisms and to
life on earth in general
1C4 b
with teacher assistance or input" e$plain how water!s ability to absorb
heat is used to measure energy
select appropriate sensors and data-capture technology and set up
the most appropriate combination of e#uipment to measure
temperature changes in water
114 a" c
perform first-hand teacher-organised investigations that measure the
change in temperature during dissolutions
B6
111 a
review" through appropriate animations or visualisations" the
processes that occur when an ionic substance dissolves in water
B8
1C1 f
identify that during the processes that occur when an ionic substance
dissolves,
the brea+ing of ionic bonds as the substance dissolves absorbs
energy
the ma+ing of bonds between water molecules and the separated
ions during hydration releases energy
the net energy product from these processes can be measured
BC
http,**globefslnoaagov*fsl*welcomehtml has prepared graphs that could be used at this point
BB
3oesten (D" @ood 3' p171K
B6
5>S<hem p C1KStralow pB1KDeretic et al pCCK @il+inson p:8
B8
Fis <hem video . The Molecular !orld of "eactions in !ater> Fis <hem <D=>( Su'stances
and "eactions in !ater
14B
Science Stage 6 Support Document Part 1
as temperature increase or decrease in the reaction vessel
use the terms endothermic! and e$othermic! correctly to describe
the above reactions
B:

114
use teacher-selected resources and notes to e$plain and use the
e#uation 0Om<T
B7
11C b
evaluate the validity of collected data on the heat of solutions
compared with standard values
11C d
select and use appropriate formats such as comparison tables to
present the differences between practical and theoretical results for
the above e$periments
141 c
generate plausible e$planations for the differences in obtained and
theoretical results" thus identifying the limitations of calorimetry
e$periments
1C1 d
identify and e$plain the nature of the problem with calorimetry
e$periments
1C1 a
design possible solutions or modifications which could reduce the
limitations of calorimetry e$periments" with teacher guidance if
necessary
1C4 a /
participate in a class discussion to predict scenarios in which the
temperature of natural bodies of water may rise
1C4 b
discuss the possible outcome of such temperature changes on the
living thing in these environments
6%
1C4
use teacher-identified resources to e$plain what is meant by thermal
pollution
61
and identify situations in which thermal pollution may occur
114 d
discuss the reasons why environmental protection agencies put such
importance on preventing thermal pollution of water bodies
B:
Thic+ett p1:7
B7
Thic+ett p 141-144" Stralow p B4-BC Hfurther practical e$erciseI
6%
/t+ins p CC6-CC8
61
http,**wwwrpiedu*dept*env-energy-eng*publicGhtml*courses*9ungay*(&S<*(anagementhtml
146
Science Stage 6 Support Document Part 1
6.5.&* 2$aluatio"
Sample 6uestio"s that #ould be i"#luded i" a" e$aluatio" sheet to be #ompleted
by tea#hers i"$ol$ed i" the deli$ery o) this u"it
"esources identified
1 @hat resources would you recommend using againL
1 @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 or
are neededL
*irst5hand experiences
1 (ention any particular difficulties or problems with e#uipment or other resources
1 /ny better practical e$periences identifiedL
4 /ny better ideas for illustrating the s+ills re#uired by the syllabusL
S/ills de#elopment
1 Did any s+ills need more attention than others in this moduleL
1 Does the program allow practice of the s+ills that students need most practice inL
4 @as the selection of content from each maJor s+ill area appropriate for the
students involvedL
C @as the selection of content from each maJor s+ill area appropriate for the dot
point addressedL
Teaching and learning strategies
1 @ere the teaching and learning strategies used appropriate for the cohort
involvedL
1 @ere the strategies suggested effective in achieving conceptual development for
all studentsL
4 @ere the strategies suggested efficient in achieving conceptual development for
all studentsL
C @hat was the student response to the unitL
B @hat problems arose for studentsL
6 Did this teaching program provide sufficient variation in learning opportunities for
the range of different types of learners in the groupL
8 Did this unit provide choice for students with different interests*abilities within the
constraints of syllabus re#uirementsL
2ssessment tas/s
1 @hich outcomes need further assessmentL
)ndicati#e timing
1 &s the indicative time for each section appropriateL &f not" which areas need
more*less timeL
148
Science Stage 6 Support Document Part 1
2$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 <omments,
14:
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