Curriculum Studies – Stage 2 Chemistry

Teaching Unit: Global Warming and Climate Change

Context/ The following Inquiry Unit has been designed for a South Australian Certificate of Education
Rationale (SACE) Stage 2 Chemistry class. This unit was not designed for a specific group of
students, however, it could easily be manipulated to suit a specific set of students and their
needs.

This unit runs for just over 3 weeks. There are 3 x 80 minute chemistry lessons per week
(total of 10 x 80 minute lessons).

This unit falls at the very start of the Stage 2 Chemistry course and covers the start of Topic
1: Monitoring the environment. The specific sections of the SACE Stage 2 subject outline
that this subject covers are subtopics 1.1: Global warming and climate change and 1.2:
Photochemical smog. In addition to these subtopics, the relevant concepts and skills have
been incorporated from the Science Inquiry Skills (SIS) and Science as a Human
Endeavour (SHE) streams of the SACE Chemistry curriculum. After engaging with this unit,
students will be looking at the rest of topic 1 (subtopics 1.3-1.5).

KUDs As a result of engaging with this unit, students will:

Understand that:
 The ‘Greenhouse Effect’ has an impact on the Earth’s temperature.
 Anthropogenic increases in greenhouse gases disrupt the thermal balance of the
atmosphere.
 Ocean acidification is caused by absorbing higher levels of carbon dioxide from the
atmosphere
 The skeletons and shells of many marine organisms are made of calcium carbonate and are
venerable to dissolution at low pH
 Nitrogen oxides are formed in high-temperature engines and furnaces.
 Nitrogen oxides and ozone are pollutants in the troposphere that are associated with
photochemical smog.

Know:
 The definition of a ‘greenhouse gas’
 Why greenhouse gases are important
 Potential causes of greenhouse gases
 A range of greenhouse gases
 The effect that greenhouse gases have on the environment
 The definition of an acid and base
 What the different layers of the atmosphere and what ozone is
 How humans impact photochemical smog
 What a catalytic converter is and what it does

Do:
 Describe the action of common greenhouse gases, carbon dioxide and methane, to maintain
a steady temperature in the Earth’s atmosphere.
 Discuss the anthropogenic sources of greenhouse gases
 Explain the warming associated with global climate change and its consequences for the
environment
 Describe and write equations to show how carbon dioxide lowers the pH of the oceans
 Calculate the pH of solutions given the concentration of H+ or OH-, and vice versa
 Write equations for carbonates reacting in acidic conditions
 Write equations for the formation of nitrogen oxides NO and NO2.
 Describe and write equations showing the role of nitrogen oxides in the formation of ozone in
the troposphere.
 Describe the harmful effects of nitrogen oxides and ozone in the troposphere.
 Describe and write equations showing how catalytic converters reduce the quantities of
nitrogen oxides generated by motor vehicles.

Essential Questions:
 How does human activity impact the environment?
  Why is chemistry important to life?

Please note, these learning objectives are not a complete list. Please see the individual
lesson overview for more detail.

Skills and What skills and capabilities they will develop and be able to apply in different contexts
Capabilities including the enduring understandings?

The students will be engaging with the SACE general capabilities in a range of ways
through formative assessment and in class activities, as outlined below. It is important to
note that although not all capabilities are mentioned here, students will have opportunities
to develop these throughout the year within the Stage 2 Chemistry Curriculum.

 Numeracy: Within this unit of work, students will engage with the numeracy
capability through performing calculations to find the pH of solutions given their
concentration and vice versa (simple ‘plug and chug’ and rearrangement of
equations). In addition to this, students will use their numeracy skills to balance
chemical equations. The key component of the numeracy capability that will be
assessed is ‘solving problems using calculation and critical thinking skills’ (SACE
Board of South Australia, 2019)

 Literacy: Throughout the unit, students will be participating in reading information,

taking notes, interoperating and responding to questions and written tasks. Students
will also develop their chemical terminology throughout the unit and how to explain
things in concise ways. Key components of the literacy capability that will be
specifically addressed within the unit are ‘extracting chemical information presented
in a variety of modes’, ‘using a range of communication formats to express ideas
logically and fluently, incorporating the terminology and conventions of chemistry’
and ‘synthesising evidence-based arguments’ (SACE Board of South Australia,
2019).

 ICT: Generally, throughout the unit students will be using ICT to access a range of
information, videos and resources to assist their learning. The key components of
the ICT capability that will be addressed in the unit are ‘locating and accessing
information’ and ‘communicating chemical ideas, processes and information’.

 Personal and social capability: This unit has a big focus on the impact that the
phenomenon being discussed have on the wider environment and societies. This is
evident when looking at the effects of global warming, how ocean acidification
effects marine systems and photochemical smog’s effect on cities. Key components
of the personal and social capability that are being addressed are ‘understanding
the importance of chemical knowledge on health and well-being, both personally
and globally’, and ‘sharing and discussing ideas about chemical issues,
developments and innovations, while respecting the perspectives of others’ (SACE
Board of South Australia, 2019).

Differentiation/ What flexibility exists within the evaluations to support all students in a fair and consistent
Flexibility manner? Demonstrated awareness of diverse learning needs reflected in pedagogical
approaches, learning experiences and resources.

Within this unit of work, there are a variety of pedagogical approaches that will be used to
deliver the content for the students. Some of the pedagogical approaches that have been
included in this unit are: worksheets, Kahoot, Padlet, Quizlet Live, experiment, videos,
explicit teaching, class discussion, personal reflection and many more. It is imperative that
teachers differentiate work to cater for students who require additional support within
specific sections of the curriculum. The differentiation should not alter the learning
objectives for the student, only the path they take to achieve them. It should be noted that
differentiation by scaffolding is a good support mechanism for students when doing
homework tasks or in class worksheets.
 Assessment Appropriateness of the evaluations of student learning to address the learning outcomes
Overview as specified in the Inquiry unit
and/or How you will know whether the students have achieved the desired understanding, what
Evidence of evidence will be suitable to demonstrate this?
Understanding
Throughout this unit of inquiry, the students will be formatively assessed in a range of ways
in order to test for student understanding, to provide feedback on student progress, and to
be used as a folio of evidence. Some of the information that will be gathered will be
collected in the form of entry/exit cards, class worksheets, Kahoot results, engagement with
Padlet and simple one-on-one conversations.

There is no summative assessment task within this specific unit, however, they will be
undertaking a Skills and Applications Task (SAT) on the entirety of Topic 1: Monitoring the
Environment at the end of term 1. They will be given 55 minutes to complete the test, with
a total of 5 minutes reading time. Within this SAT students will be assessed against the
2019 Stage 2 Chemistry Performance Standards.

Statement Within this unit of inquiry, the main modes of inquiry include instructed inquiry and student
about Model of driven inquiry scaffolded by the teacher. Students will be engaging with these modes of
Inquiry inquiry through various questions that promote students higher order thinking skills and
develop their ability to express ideas using topic specific terminology. In addition to this,
students will also be engaging in an experiment where they explore chemical concepts in
a real-world context.

Students have many opportunities to develop their SISs as outlined below:

 Scientific information can be presented using different types of symbols and
representations such as diagrams and writing equations to explain concepts.
 Select and use evidence and scientific understanding to make and justify conclusions.
 Communicate to specific audiences and for specific purposes using: appropriate
language, terminology and conventions.

The Inquiry based unit was created using the Understanding by Design (UbD) model. This
is where the unit and lesson objectives are developed from the specific curriculum and
presented as follows:
As a result of engaging with this lesson/unit, students will:
Understand that…
Know…
Be able to…

These are known as the KUDs. Although this does take a bit more time in the scheme of
planning a unit of work, it allows teachers to better plan their individual lessons, students
are able to better understand what is expected of them, and in turn both the students and
the teacher can better assess the learning that occurred in the lesson in alignment with the
objectives.

The Greenhouse Effect
Lesson 1
As a result of engaging with this lesson, students will:
Understand that:
 The greenhouse effect has an impact on the Earth’s
temperature
Lesson Objectives
Know:
 That the greenhouse effect is essential for Earth viability
 The definition of a greenhouse gas
 The different types of radiation (IR, visible light, UV)
 What equilibrium means
Be able to:
 Name and draw the structures of H2O, CO2, CH4, N2O and
O3
 List natural sources of common greenhouse gases
 Describe the action of the common greenhouse gases
 Outline why the thermal balance is important
Introduce students to stage 2 chemistry.
Outline the unit objectives in brief with the students (see
KUDs in unit overview).
Outline the lesson objectives (see above).
What is the Greenhouse effect?
Lesson Content
 Outline this on the board (explicit teaching)
Greenhouse gases (formulae and shapes according to VSEPR
theory) (1)
Natural Sources of Greenhouse gases: student activity (2)
Earth’s thermal balance (explicit teaching)
Kahoot (3): Lesson content
 Resource 1 allows teacher to look at whether the
students can name and draw structures of molecules
Assessment
 Resource 2 allows the teacher to look at how well
students can describe natural sources and common
actions of the greenhouse gas they have been given.
 Class discussions
 Kahoot: gives data
Inquiry Unit Plan
Anthropogenic (human) influences and Global Warming
Lessons 2-4
As a result of engaging with these lessons, students will:
Understand that:
 Anthropogenic increases in greenhouse gases disrupt the thermal balance of the atmosphere.
 Global warming is a phenomenon that effects all of us
Know:
 What anthropogenic means
 A range of different anthropogenic (human) influences
 What climate change is
 How global warming affects the thermal balance
 That there are a range of ways to examine carbon dioxide levels in the atmosphere
Be able to:
 Explain the warming associated with global climate change and its consequences for the environment.
 Use the Keeling Curve to examine changes in carbon dioxide levels in the Earth’s atmosphere
 Compare data of CO2 concentrations from different sources.
 Research things to find credible answers
 Discuss different phenomenon and how they affect us as people and the environment we live in
Outline the learning objectives for the next few lessons (see above). Recap on what climate change is from the previous Collect student inquiry tasks (7)
lesson.
Lesson starter (4) Discussion as a class of findings from the
Explicitly teach students about the effects of global task – any interesting points that you
Explicitly teach the definition of ‘anthropogenic’. warming: found out that we didn’t cover in the
Outline that human activity can be responsible for increased concentrations  Global temperature increase previous lesson?
of greenhouse gases (use carbon dioxide as an example).  Declining artic sea ice, shrinking ice sheets, and
retreating glaciers Answer questions from pg.12-13 in your
Show Keeling’s Curve and discuss the significance of his findings (explicit  Rising sea levels SACE Stage 2 Chemistry Workbook (8)
teaching/discussion). Get students to look at data from Bureau of  Climate and extreme weather events
Meteorology (BOM) and compare to Keeling’s curve.  Warming of oceans Pre-assessment for ocean acidification
Relate any relevant figures to the effects listed above. (stage 1 sub-topics 5.1-5.3) (9)
Write on the board a list of greenhouse gases produced from
anthropogenic sources. Using Padlet (5) create a mind map which connects Student inquiry task (7) Exit card (10)
anthropogenic sources of greenhouse gases to possible issues.
Introduction to climate change (explicit teaching) and get students to record
notes in their workbooks:
 What is it?
 Is it a problem?
Exit card (6)
 Teacher can access Padlet and use it as a platform for looking at  Student inquiry task (teacher will assess and give back to students in lesson 5 with feedback
student understanding and whether there needs to be more explicit and possible areas to improve/study before the SAT
teaching.  Engagement in class content / discussions
 The exit card is able to assess whether students have met the  Student workbook responses (asking students questions while they are working
learning objectives for the lesson, whilst also checking for student independently) and going through the answers as a class
understanding of what has been covered in the lesson  Exit card – helps to show whether students have generally understood what has been covered
in the week.
 Pre-assessment for ocean acidification so that the teacher can identify what they may need to
recap from stage 1 chemistry before looking at ocean acidification in lesson 5.
 Stage 1 acid-base revision Ocean acidification
Lesson 5 Lesson 6 Lesson 7
As a result of engaging with this lesson, students will: As a result of engaging with this lesson, students will:
Understand that: Understand that:
 Acids are compounds or ions that donate protons, whereas bases are compounds or  Ocean acidification is caused by absorbing higher levels of carbon dioxide from the atmosphere
ions that accept protons, which are H+ ions.  The skeletons and shells of many marine organisms are made of calcium carbonate and are vulnerable to dissolution at low pH
 The reactions between acids and bases can be represented using chemical equations Know:
that illustrate the transfer of protons.  The formula pH = -log [H+]
Lesson Objectives

 The pH scale is a logarithmic scale that describes the concentration of hydrogen ions in  pH + pOH = 14
aqueous solutions.  How to safely work in the lab
 Solutions with pH < 7 are acidic, solutions with pH > 7 are basic, and solutions with pH =  A range of chemical equations
7 are neutral. Be able to:
Know:  Describe and write equations to show how carbon dioxide lowers the pH of the oceans
 The relationship pH = -log [H+]  Write equations for carbonates reacting in acidic conditions
 That pH + pOH = 14  Write chemical equations in a practical setting
Be able to:  Calculate the pH of solutions given the concentration of H+ or OH-, and vice versa.
 Write equations showing proton transfer between an acid and a base  Read the student experiment sheet and complete the experiment.
 Undertake calculations using the relationship  Respond to an exam style extended response
pH = -log [H+]
and its rearrangements
 Write general equation for acid-base reactions

Outline lesson objectives from above. Outline the above lesson objectives. Give students ocean acidification worksheet (17). Students can have the
rest of class time to work on this worksheet, and what is left needs to be
Discussion of pre-assessment task. Go through ocean acidification PowerPoint (14). completed for homework.
Lesson Content

Acid-base concepts (5.1), acid-base reactions (5.2) and the pH scale (5.3) revision videos (11). Extended response practice – student handout as an individual task Give students time to ask any questions from the content that has been
(15) covered thus far.
Ask students if there are any concepts that they really need a refresher on. If not, give a general
overview of these stage 1 sub-topics as revision. Carbonates and acid practical (16) Sub-topic 1.1 mini-test taken using google form (18).

Get students to complete the acid-base worksheet (12) Read the relevant Stage 2 Chemistry Workbook pages and questions if General exit card (19)
there is time left.
Can start lesson 6 PowerPoint (14) if students finish early.

General exit card (13)

 Class discussions to check for student understanding. Students are to participate in the extended response to practice for a Student understanding can be assessed by looking at their responses to the
Assessment

 Videos allows students to visually engage with the past content and take notes in a way
that is not just the teacher presenting the information using a PowerPoint.
 Acid-base worksheet gives students time to practice concepts from last year. There is
also the option for students to self-select a more scaffolded worksheet if they feel that
they have lots of gaps in their knowledge from stage 1.
SAT setting/ end of year exam. The student can also use this extended worksheet. The self-assessment also allows the students to display how
response to assess how students are going with the course content. they think they did.
Class discussion can be informally used to gauge students Assessing for student understanding by giving time for them to obtain
understanding. teacher help.

Students engagement with the experiment can be reflected upon and Mini-test allows for the teacher to gather data on student understanding
their practical answers can be examined to assess their understanding. and whether the learning objectives have been met.

Work book questions can be done to practice responding to a range of General exit card, is another opportunity for students to flag any questions
routine and complex questions in a range of contexts. they have from subtopic 1.1 before moving onto subtopic 1.2.
 Photochemical smog
Lesson 8
As a result of engaging with this lesson, students will:
Understand that:
 Nitrogen oxides are formed in high-temperature engines and
furnaces.
Lesson Objectives
 Nitrogen oxides and ozone are pollutants in the troposphere that
are associated with photochemical smog.
Know:
 The equations for the formation of nitrogen oxides
 How human activity increases the nitrogen oxides leading to
photochemical smog
 Some cities that are affected by photochemical smog and why
Be able to:
 Write equations for the formation of nitrogen oxides NO and NO2.
 Describe and write equations showing the role of nitrogen oxides in
the formation of ozone in the troposphere.
Outline lesson objectives for the next two lessons (as seen above).
Watch the Beijing 20 minute time-lapse and video on why Beijing is so bad
Lesson Content
(slides 4 and 5 20)
Get students to go to http://aqicn.org/here/ see slide 6 (20)
Explicit teaching and discussion with questions included (slides 7-17 20)
Subtopic 1.2, Question 1 from the stage 2 SASTA Revision guide (pg. 7). (23)
Engagement in discussion on http://aqicn.org/here/
Giving general questions to the class when going through content
Assessment
Revision guide questions give students the opportunity to develop their
abilities to answer exam style questions and gain feedback.
Negative effects of photochemical smog Catalytic Converters
Lesson 9 Lesson 10
As a result of engaging with this lesson, students will: As a result of engaging with this lesson, students will:
Understand that: Understand that:
 Nitrogen oxides and ozone are pollutants in the troposphere that are  Nitrogen oxides and ozone are pollutants in the troposphere
associated with photochemical smog. that are associated with photochemical smog.
Know: Know:
 What photochemical smog is  What a catalytic converter is
 Relevant equations  Relevant equations
 What the troposphere is  How a catalytic converter works
 How humans impact photochemical smog  The benefits of a converter
Be able to: Be able to:
 Describe the harmful effects of nitrogen oxides and ozone in the  Describe and write equations showing how catalytic converters
troposphere reduce the quantities of nitrogen oxides generated by motor
 Answer a range of routine and complex questions in a variety of contexts vehicles.
 Answer a range of routine and complex questions in a variety of
contexts
 Respond to exam style questions
Entry card: Kahoot on lesson 8 content (22) Entry card (21)
Explicit teaching (slides 18-25 20) What is a catalytic converter (with video (slide 27)), Catalytic reactions
and the efficiency of catalytic converters PPT (20 slides 26-29)
Students are to complete questions from their SACE Stage 2 Chemistry Workbooks
(pg. 26-29) (23). If students are struggling to answer these questions refer them to SACE Stage 2 Chemistry workbook questions (25)
the slideshow or pages 21-25 first.
Subtopic 1.2, Question 3 from the stage 2 SASTA Revision guide (pg. 7).
General exit card IN PAIRS (24)
Any questions/class discussion. Mind map can be done on the board to
summative everything they know about sub-topic 1.2.
Kahoot data from the entry card allows the teacher to gather informal evidence and Workbook questions enable the students to develop the concepts that
assess the learning objectives from the previous lesson further. The results may they have just learnt and practice communicating chemical ideas.
indicate that the teacher needs to do some on the spot explicit teaching from lesson
8, prior to starting lesson 9 content. Revision guide questions give students the opportunity to develop their
abilities to answer exam style questions and gain feedback. In pairs
The workbook questions allow the students to develop their understanding on what students can also learn from each other and develop their ideas as a
they have just done and practice answering a range of routine and complex team of learners.
questions (as aligned with the performance standards).
Mind-map on board of sub-topic 1.2 allows for the students to
Exit card allows the teacher to gauge where the students understanding is at and summarise their learning as a team, and allows the teacher to see if
whether any specific concepts need to re-capped in the next lesson there are any gaps within their knowledge. This is also a good summary
technique that students can use for exam revision.
 Resource Folio
Please note:
The following resource folio is a comprehensive collection of resources that would be used when
teaching this unit. However, other resources outside of this folio would be used.

These resources should be adapted for your specific class and the students. This could be done by
readiness, interests, learning profile preference or in other ways.
 Resource 1 – Greenhouse gases, fill in the blanks Commented [GE1]: I created this resource so that students
could have a point of reference when they are going further
into the topic. Most students will be familiar with these
In your own words, describe what a greenhouse gas is: gases, so it is a nice revision activity for them to ease into the
start of year 12 chemistry. It is also a good activity for
students to start thinking about what a greenhouse gas is.

Fill in the blanks:

Structure

Formula
H2O O2 N2 SF6

Shape
V-Shaped Linear Linear Octahedral

Name
Water (vapour) Oxygen Nitrous oxide Ozone

Is it a Yes (synthetic sources

greenhouse Yes only
gas?
Resource 2 – Natural sources of greenhouse gases Commented [GE2]: This resource/activity was chosen so
that students could develop their group work skills and also
Activity feel a sense of responsibility for their learning as oppose to
the teacher giving the students the information. By students
Teacher Instructions: Divide the class up into 5 groups (as even as possible) and give each group a creating a google slide, they can take pride when it is being
presented by the teacher, but also it will force them to get the
greenhouse gas from the following list: Water vapour (H2O), Carbon Dioxide (CO2), Methane (CH4), work done so that they are not embarrassed when it is
Nitrous Oxide (N2O) and Ozone (O3). shown.

Each group is to make 1-2 PowerPoint slides (using Google slides so they can collaboratively work
on the document) that outlines the natural sources of the greenhouse gas they have been given and
any relevant cycles that relate to it. This slide is to be shared with the teacher and each slide will be
used to present the natural sources to the whole class.
If students are struggling, they have their Stage 2 Chemistry Workbook to look at for a start and
access to the internet.
Student instructions on board:

Natural Sources of Greenhouse Gases

In your groups (selected by the teacher) outline the natural sources

of the greenhouse gas you have been given.

Present this information using Google Slides and share it with my

email address.

Please include any relevant cycles that are responsible for the gas in
nature.

Your work will be presented to the class to teach them, so please be

as informative as you can.

Have fun 

If you are stuck please look at your Stage 2 Chemistry Workbook

Resource 3 – Lesson 1 Kahoot Commented [GE3]: The Kahoot is done at the end of the
first lesson to consolidate the ideas that were covered. It is
The following are a list of Kahoot questions that would be done at the end of the lesson. also a good way for the teacher to look at how much time the
students need to process information, as well as whether any
1. Solar radiation is largely composed of visible wavelengths, longer infrared wavelengths and a smaller component of shorter of the content needs to be covered again in the next lesson.
ultraviolet wavelengths.
a. True
b. False

2. Is the greenhouse effect a naturally occurring process?

a. Yes
b. No

3. Which greenhouse gas is present as clouds?

a. Carbon Dioxide
b. Methane
c. Water (vapour)
d. Ozone

4. Which of the following is NOT a greenhouse gas?

a. H2O(l)
b. CO2
c. SF6
d. N2O

5. Anaerobic decay is the presence of oxygen

a. True
b. False

6. What is created and destroyed through the absorption of UV radiation in photochemical (light-absorbing) reactions?
a. O2
b. O3
c. H2O(g)
d. H2O(l)

7. On average, the temperature at the Earth’s surface is approximately ___ oC higher that it would be in the absence of
greenhouse gases.
a. 14oC
b. 22oC
c. 32oC
d. 45oC

8. A greenhouse gas has to have polar intramolecular bonds

a. True
b. False

9. Approximately how much thermal radiation is absorbed by molecules in the atmosphere?

a. 0%
b. 5%
c. 10%
d. 15%

10. What is the shape of Carbon Dioxide (CO 2)?

a. V-shaped
b. Linear
Resource 4 – Greenhouse gas lesson starter activity (Doolette, 2019)
Place the diagrams of the greenhouse effect on the left
and write a short description for the process on the right.
Commented [GE4]: This resource was selected so that
students have a hands on activity to consolidate their
understanding of the greenhouse effect. Because this is a
hands on activity, they are more likely to remember the
learning experience making it more worthwhile than possible
note taking exercises.
Resource 5 – Anthropogenic sources and impact Padlet
Please see https://padlet.com/graceeedwards98/12chemistryGHE
Using the password: 12chemistry
Students can use the internet and their Stage 2 Chemistry Workbooks to list and discuss
anthropogenic sources of different greenhouse gases and start to formulate their ideas.
Commented [GE5]: This resource was chosen as it is an
anonymous way for the students to engage in the class,
therefore maximising student participation. This is also a
good resource that students can refer back to when students
are doing a summative task.

This was done using Padlet.com so that students can access this throughout the year and build on it
in other lessons, rather than just doing a mind map on the board.

Below is a screenshot of an example of what the class may do:

Resource 6 – Exit card Commented [GE6]: This resource is a simple way to
assess students understanding and help plan for following
lessons.
Name: _______________________ Date: ________________

List one anthropogenic source for a greenhouse gas of your choice:

_________________________________________________________________________

Outline a possible issue that could arise from the increase in this greenhouse gas:

______________________________________________________________________________

_____________________________________________________________________________

Any questions?

Is there anything you would like to learn more about?

Resource 7 – Student Inquiry task Commented [GE7]: This resource/activity was selected for
this unit so that students get a chance to explore an
phenomenon of their choice. When students are provided
Choose one from the following list: with choice, this usually gives them motivation and
ownership of their learning. In addition to this, the student
 Global temperature increase inquiry task also allows the students to develop their research
 Declining artic sea ice, shrinking ice sheets, and retreating glaciers skills.
 Rising sea levels
 Climate and extreme weather events
 Warming of oceans

Give background information on this consequence of global warming and outline the issues this causes.

Please include any relevant examples and if possible, link to Australia.

Discuss some general strategies being suggested to reduce greenhouse gas emissions.

What can we do personally to reduce greenhouse gas emissions?

Explore the effectiveness of international collaboration on using these strategies in reducing global
greenhouse gas emissions.

Please present this information clearly in a format that suits you.

This could include: PowerPoint slides, Video, mini essay, magazine article or in Q&A format.

Whatever you do not complete in class is homework and will be need to be completed by next lesson.
Resource 8 – Questions from Stage 2 Chemistry Workbook (Arthur & Lewis, 2017)
Please ignore the responses of the questions
Commented [GE8]: The SACE Stage 2 Chemistry
Workbook allows for students to practice what they have
been learning within lessons and apply their knowledge to a
range of routine and complex questions in a variety of
contexts. The workbook is also used as it is pointless making
your own resources when this is a resource that you have
readily available.
Resource 9 – Ocean acidification pre-assessment (based on sub-topics 5.1-5.3 stage 1 chemistry) Commented [GE9]: Using a Frayer Diagram, students
will have the opportunity to show the teacher how much
they remember from stage 1 chemistry. As students
are in year 12, if they feel like they are lacking in
knowledge and don’t feel comfortable with what was
covered in class, the teacher can provide students with
worksheets on acids and bases which they can work
on in their own time.

Ocean Acidification
Acids and Bases
Resource 10 – Exit card
On an index card please answer complete the following:
o 5 gases in the Earth’s atmosphere
o 4 human activities causing an increased greenhouse effect
o 3 greenhouse gases
o 2 methods of reducing the greenhouse gases
o 1 argument to support climate change
Commented [GE10]: The 5-4-3-2-1 exit card really makes
the students think about what they have done in the lesson
and take a moment to reflect on what they now understand,
know and can do. Like the other exit cards, it helps the
teacher to assess where students are at and plan for future
lessons.
Resource 11 – Revision Videos to watch in the lesson
Video 1: https://www.youtube.com/watch?v=ANi709MYnWg
Video 2: https://www.youtube.com/watch?v=LS67vS10O5Y
Commented [GE11]: The students will be shown these
videos in the lesson as revision from Stage 1, topic 5
(acids and bases). The purpose of these videos is so
that they can engage in a different way, rather than just
the teacher going through the concepts on the board.
As mentioned in resource 9 comments, if the students
would like some extra revision, worksheets will be
available for them to self-select and practice in their
own time.
Resource 12 – Acid-base revision worksheet Commented [GE12]: I created this resource (with the

Acids and Bases revision sheet 1

scaffolded version on next page) so that students could
engage in acid and base revision in a fun and colourful way.
The few questions that are present make it more achievable
for students to engage with, rather than a textbook with lots
Name: __________________________ Date: ____________ of questions.

The scaffolded version was provided so that students could

get extra help if required. Students should be encouraged to
select the first revision sheet, however, if they are really
1. Write the definition of an acid: struggling there is the other option.

2. Mark on the following on the pH scale below:

 Acidic pH
 Basic pH
 Neutral pH
 An example of a strong acid
 An example of a weak acid
 An example of a strong base
 An example of a weak base

3. Calculate the pH for the following:

a. 0.36 molL-1 solution of HCl

HELP!!!!

Remember that:

pH = -log [H+]

b. 0.62 molL-1 solution of NaOH pOH = 14 - pH

c. 0.15 molL-1 solution of HNO3

4. Write a worded equation for a general acid-base reaction

+ +
 Acids and Bases revision sheet 2
Name: __________________________ Date: ____________

1. Write the definition of an acid:

2. Mark on the following on the pH scale below:

 Acidic pH
 Basic pH
 Neutral pH
 An example of a strong acid
 An example of a weak acid
 An example of a strong base Weak Base: Soap
 An example of a weak base

3. Calculate the pH for the following:

a. 0.36 molL-1 solution of HCl [EXAMPLE]

HCl is an acid, therefore pH = -log [H+] HELP!!!!
-1
[HCl] = 0.36 molL Remember that:
Therefore,
pH = -log [H+]
pH = -log [0.36]
pOH = 14 - pH
pH = 0.44  Strong acid

b. 0.62 molL-1 solution of NaOH

c. 0.15 molL-1 solution of HNO3

4. Write a worded equation for a general acid-base reaction

Acid + Base +
Resource 13 – General exit card Commented [GE13]: This is not a content driven exit
card, however, helps the students to think about how they are
going with the content in a non-threatening way. This could
also help the teacher to change the classroom
seating/groupings so that the teacher could do specific
grouped teaching or so that students would be able to help
Name: ______________________________ Date: each other etc.
____________________

Please circle how you are feeling about the acid and base revision:

Any additional questions?

Resource 14 – Ocean acidification PowerPoint (Doolette, 2019)
Below are screenshots of a PowerPoint presentation, taken from Maryann Doolette at ASMS.
Commented [GE14]: This PowerPoint is used so that
students can take notes and engage in the content. Students
should also be given access to any PowerPoints used so that
they can refer back to it when studying for a test, assignment
or just generally clarifying their knowledge.
Resource 15 – Extended response practice (Doolette, 2019) Commented [GE15]: This resource was selected so that
students get the opportunity to practice an extended response
(something which will be in their exam at the end of the
Stage 2 Chemistry year). It was also selected so that students would have a
resource that spells out what they should be looking at and

Extended Response some helpful tips.

The Chemistry Exam includes two extended response type questions where you will be expected to write half a
page on a chemical issue. These questions include some instructions in italics – you should follow these
instructions carefully as they will guide you on how to answer the questions.

How to answer an extended response question

1. Carefully read the question and make sure you understand what it is asking

2. Plan your answer before beginning to write it down in the script book

3. Write in sentences taking care with both grammar and spelling as some of the marks allocated to this style of question are
allocated to your communication skills.

4. Do not write your answer in dot points form unless you are running out of time and it is the

5. only way you are going to get your answer down.

From the examiner’s report:

“When reading the italicised introduction to an extended response question, students should
note any specific requirements, such as the inclusion of equations, diagrams, etc. In
formulating their responses, students are advised to organise their thoughts before committing
them to paper and are encouraged to use paragraphs as a tool to organise key points in a
logical and coherent sequence.”
Credit will be given for clear, well expressed ideas and which present accurate and relevant information in a
well-organised, logical manner. Your answer, which should include equations, should be confined to the space
provided and take approximately 12 minutes.

Describe the action of the common greenhouse gases that serve to maintain a steady temperature in the Earth’s
atmosphere. Human activity has the potential to affect the concentration of greenhouse gases describe the
predicted effects of these activities on the temperature of the Earth’s atmosphere.
(8 marks)
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Resource 16 – Carbonates and Acid practical – student sheet (Doolette, 2019) Commented [GE16]: This practical activity was selected
to engage the students in the content that they are going
Stage 2 Chemistry: Carbonates and Acid practical through so that it sticks in their head and they are able to see
the chemistry that we have been learning about. In addition
to this, practical activities such as this one are very important
Materials: so that students can build their skills working in a laboratory
setting.
● 4 x Micro test tubes, in a test tube rack
● Calcium carbonate
● 1.0M HCl in dropper bottle
● 1 shell
● 1 beaker to fit shell/s in
● Acetic acid (or vinegar)

Method:

1. Place a rice-grain-sized piece of CaCO3(s) in each of 4 test tubes.

2. Add 1-2 cm of tap water or salt water.
3. Add acid to the test tubes so that the amount at least doubles in each subsequent test tube.
a. Write out the balanced reaction for adding hydrochloric acid to calcium carbonate:

b. Record your observations of these reactions.

c. Calculate the number of moles of HCl(aq) added if 5mLs was added to one of the test tubes.

d. Calculate the number of moles of CaCO3(s) needed so HCl (aq) is not in excess.

a. Calculate the mass of CaCO3(s) needed so HCl(aq) is not in excess.

b. Calculate the number of moles of CO2(g) produced in this reaction.

4. Place 1 shell in a small beaker, add enough acetic acid to cover and leave for several minutes.

a. Record your observations.

Resource 17 – Ocean acidification worksheet (Doolette, 2019) Commented [GE17]: This resource was selected as a drill

Ocean acidification
exercise so that students can practice calculations and apply
their knowledge learnt in class.

Science Understanding
● Describe and write equations to show how carbon dioxide lowers the pH of the oceans.

● Calculate the pH of solutions given the concentration of H+ or OH–, and vice versa.

● Write equations for carbonates reacting in acidic conditions.

● The skeletons and shells of many marine animals are made of calcium carbonate and are
vulnerable to dissolution at low pH.
● pH = -log[H+]
● pOH = -log[OH-]
● pH = 14-pOH
1. Calculate the pH given:
● A HCl solution of 0.1mol.L-1

● A HNO3 solution of .055mol.L-1

● A NaOH solution of 1.5mol.L-1

2. Calculate the [H+] given:

● Most soft drinks have pH around 3.4

● Human blood has a pH around 7.4

● Water from the washing machine has a pOH of 3

 3. Changes in the population and diversity of species of frogs near creeks and rivers can be used to assess the health of a
waterway. Some species of frogs are able to tolerate pH values ranging from 6.5 to 4.0
a. (i) Calculate the concentration of hydronium ions, in molL -1 , at a pH of 6.5 and 4.0 and determine the highest
concentration of H+ ions present.

(ii) State whether a shift in pH from 6.5 to 4.0 represents an increase or decrease in the acidity of the waterway

(iii) Explain why a small shift in pH from 6.5 to4.0 represents a significant shift in hydronium ion concentration

b. Suggest one human activity that could contribute to lowering the pH to 4.0 in the waterway.

4. Natural bodies of water, such as lakes and oceans, register differing acidity and alkalinity based upon the concentration of
dissolved ions present.
a. Rainwater entering natural bodies of water has a pH of 5.6 due to dissolved CO2 from the atmosphere.
(i) Is the rainwater slightly acidic or slightly alkaline?

(ii) Write an equation for the formation of carbonic acid from carbon dioxide dissolving in water in the atmosphere.

b. Lake Natron in Tanzania has a pH of 10.5 due to sodium carbonate and other minerals flowing into the lake from
surrounding hills.
(i) Calculate the concentration of hydroxide ions, in molL-1

Comment on how you think you

did in this worksheet. Please
highlight or star any areas where
you really struggled.
Resource 18 – Mini-test subtopic 1.1

The teacher would create a mini-test based off of things that the students have struggled with so far and
general content taught so that the students can practice what they have learnt and also practice trying to
answer questions in a test setting. This mini-test can be used for the teacher as evidence of student learning
and to inform the teacher what may need to be recapped before the test. In addition to this, the mini-test can
also shed light onto improvements the teacher may need to make to the course in the next year, while also
helping them reflect on how they can better support the students learning in upcoming topics.
Resource 19 – General exit card

EXIT CARD

3 things you have learnt

2 things you have found interesting
1 or more question(s) you may have
Any other comments
Resource 20 – Photochemical smog PowerPoint with embedded resources Commented [GE18]: Same explanation as Resource 14
This PowerPoint presentation was adapted from subtopic 1.2 PowerPoints provided by Maryann Doolette
(ASMS).
https://docs.google.com/presentation/d/1msNur-
HHiRVPCxcgwyirtYVmwTURiChXZF0HEf_W2tM/edit?usp=sharing
Resource 21 – Photochemical smog entry cards
Taken from: https://study.com/academy/practice/quiz-worksheet-photochemical-smog.jpg
Commented [GE19]: This is a simple way to get students
into the mode of thinking about chemistry and also to help
you as the teacher see where students are at. Exit cards such
as this one could be done in a range of different ways such as
a Kahoot or google form (depending on the school or class
setting you are in).
Resource 22 – Lesson 9 entry card (Kahoot on lesson 8 content) Commented [GE20]: Similar to Resource 21 explanation,
this resource was selected to engage students in the lesson. It
can also be used as a form of formative assessment. It is
1. Which of the following is not an anthropogenic source for the conversion of N 2 to new compounds? important that after the Kahoot is done, the answers are
discussed as a class to ensure that students can learn from
a. Lighting their mistakes – otherwise a task such as this one can be
b. Internal combustion engines meaningless.
c. Jet engines
d. Industrial kilns and furnaces

2. Which of the following is the product that results from N2 + O2  ______

a. NO
b. 2NO2
c. NO2
d. 2NO

3. What product is formed when 2NO is oxidised in the atmosphere?

a. NO3
b. 2NO2
c. 3NO
d. NO2

4. The troposphere is the highest level of the Earth’s atmosphere

a. True
b. False

5. Photochemical smog is typically experienced in densely populated urban areas where there is a
reliance on fossil fuels.
a. True
b. False

6. What are the two main components of photochemical smog?

a. O2 and N2
b. O3 and NO3
c. O3 and NO2
d. O2 and NO2

7. The brown haze associated with photochemical smog is due to the presence of:
a. Nitrogen gas
b. Nitrogen dioxide gas
c. Oxygen
d. Ozone

8. Which city’s photochemical smog did we look at last lesson?

a. Bali
b. Beijing
c. Singapore
d. Japan
Resource 23 – Lesson 9 student questions (Arthur & Lewis, 2017)
Resource 24 – Questions from the SASTA Stage 2 Chemistry Revision Guide (Q. 1 & 3) (Arthur, 2018, p.7) Commented [GE21]: This was selected as it is a good way
for students to put their content knowledge into practice.
These questions from the revision guide are also good as
they give students practice of exam style questions.
Resource 25 – SACE Stage 2 Chemistry workbook (pg. 31) (Arthur & Lewis, 2017)
References:

Arthur, G. (2018). Chemistry SASTA 2018 Study Guide. Adelaide: South Australian Science Teachers
Association.

Arthur, G. & Lewis, R. (2017). SACE 2 Chemistry Workbook. 1st ed. Adelaide: Adelaide Tuition Centre.

Doolette, M. (2019). Stage 2 Chemistry – Global warming and climate change. The Greenhouse Effect
(Activity). Australian Science and Maths School (ASMS).

Doolette, M. (2019). Stage 2 Chemistry – Global warming and climate change. Ocean Acidification
(PowerPoint). Australian Science and Maths School (ASMS).

Doolette, M. (2019). Stage 2 Chemistry – Global warming and climate change. Ocean Acidification
(Worksheet). Australian Science and Maths School (ASMS).

SACE Board of South Australia. (2019). Stage 1 Chemistry subject outline (for teaching 2019). Retrieved from:
https://www.sace.sa.edu.au/documents/652891/4654975/Stage+1+Chemistry+Subject+Outline+%28f
or+teaching+in+2019%29.pdf/e878470a-8450-c845-33cf-03293a808343?version=1.2

SACE Board of South Australia. (2019). Stage 2 Chemistry subject outline (for teaching 2019). Retrieved from:
https://www.sace.sa.edu.au/documents/652891/4654975/Stage+2+Chemistry+Subject+Outline+%28f
or+teaching+in+2019%29.pdf/5c0c9795-a036-529a-425b-dfe0b443ad19?version=1.3