Assignment 1 - Weebly · 2018-09-04 · 16495021: ASSIGNMENT 1 3 3 Learning Unit Template NAME_____ #4 Because of the prevalence and importance of acids, they have been used and studied

16495021: ASSIGNMENT 1

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Assignment 1

Katie King

16495021


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The Acidic Environment Unit and Lessons

Part A. Learning Unit and Completed Lecture Module

Activities

A.1 Learning Unit

9.3 The Acidic Environment

4. Because of the prevalence and importance of acids, they have been used and

studied for hundreds of years. Over time, the definitions of acid and base have been

refined (BOSTES, 2013).


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Learning Unit Template NAME______________________________

#4 Because of the prevalence and importance of acids, they have been used and studied for hundreds of years. Over time, the definitions of acid and base have been refined.

Unit Content Students learn to…/Students…

Skills 9.1 Chemistry Skills

Learning/Teaching Activities Resources

• 9.3.4.2.1

Outline the historical

development of ideas

about acids including

those of:

- Lavoisier

- Davy

- Arrhenius

• 9.3.4.2.2

Outline the Brönsted-

Lowry theory of acids and

bases

• 9.3.4.3.1

Gather and process

information from

secondary sources to trace

developments in

understanding and

describing acid/base

reactions

Student group research and timeline activity

Students research the development of acid theories

over time. Students work in groups of 3-4 to create

a timeline of the contributions of Lavoisier, Davy,

Arrhenius and Brönstead-Lowry. Students are

instructed that their timelines must also include

information regarding each scientist’s ideas and

contributions regarding acids and bases. Students

may choose the method they create the timeline,

whether it be hand-drawn or computer based.

Teacher led explicit instruction and quiz

Further outline the Brönsted-Lowry theory of acids

and bases to ensure student understanding from

previous group research and timeline activity.

Include student quiz regarding development of acid

and base theories.

Teacher slides

Supports teacher explanations

and instruction. Guides

instruction and includes quiz

activity. Teacher developed.


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• 9.3.4.2.3

Describe the relationship

between an acid and its

conjugate base and a base

and its conjugate acid

• 9.3.4.2.5

Identify conjugate

acid/base pairs

Teacher led explicit instruction

Provides students with a definition of a conjugate in

relation to acids and bases. Students are given

examples of acid reactions in water, resulting in a

conjugate base product. Students are given

examples of base reactions in water, resulting in a

conjugate acid product.

Student independent matching activity

Students are to complete a worksheet to match an

acid/base with its conjugate base/acid. Students are

to include the chemical equation representing the

reaction of the acid/base in water, and use this

equation to determine the conjugate.

Teacher slides



instruction and included

visuals support student

learning. Teacher developed.

Information adapted from

Conquering chemistry

(Smith, 2000).

Worksheet

Worksheet to support student

learning. Presents instructions

and questions for students to

complete regarding acids and

their corresponding conjugate

bases.

• 9.3.4.2.9

Qualitatively describe the

effect of buffers with

reference to specific

example in a natural

system

Student group buffer exploration station activity

Stations are set up around the room, each with a

picture of an environment or industry that benefits

from the use of buffers. Stations include the human

body (blood), lake water, soil, a microbiological

lab, pharmaceutical industry, food industry and dye

industry. Students move from station to station,

answering a series of questions regarding the

importance and use of buffers in these situations.

Station photographs and

questions

7 laminated photographs and

sets of questions to be set up

around the room in stations.

Teacher developed.

• 9.3.4.2.4

Identify a range of salts

which form acidic, basic

Teacher supported classroom discussion and

explicit instruction

Classroom discussion to recall the definition of a

Teacher slides




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or neutral solutions and

explain their acidic,

neutral or basic nature

• 9.3.4.3.2

Choose equipment and

perform a first-hand

investigation to identify

the pH of a range of salt

solutions

H11.3 a.

H11.3 b.

salt. Provide students with a brief overview of

examples of salts.

Student group practical activity

Discuss the aim and methodology of the experiment

students still be conducted. Instruct students to

work in their pre-established practical groups of 3-4

students to determine an equipment list and write a

risk assessment. Students complete the activity by

recording the colour changes of a variety of

indicators on each salt solution they have chosen.

Students then record the corresponding pH reading

of the indicator colour changes and determine

whether the salt solution is acidic, neutral or basic.






(Smith, 2000).

Practical activity worksheet

Presents students with a

series of introductory

questions, aim, materials,

method and discussion

questions. Adapted from

Chemistry practical manual

(Deretic, 2002).

• 9.3.4.2.6

Identify amphiprotic

substances and construct

equations to describe their

behaviour in acidic and

basic solutions


Break down the term ‘amphiprotic’ into ‘amphi’

and ‘protic’, associating ‘amphi’ with the meaning

of ‘both’ and ‘protic’ with protons. Provide students

with examples of amphiprotic substances, including

water, hydrogen carbonate, sulfuric acid, hydrogen

phosphate and glycine. Model the chemical and

word equations for amphiprotic behaviour in water

as well as acidic and basic solutions.

Student independent quick quiz activity

Teacher slides








(Smith, 2000).

Teacher slides


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Students are instructed to complete a 10-question

quiz to demonstrate knowledge gained from explicit

instruction. Students must complete a variety of

equations using correct chemical formulae to

illustrate amphiprotic reactions in a variety of

substances.

A series of 10 questions to

develop student ability to

write chemical equations of

amphiprotic substance

reactions in water, acids and

bases. Teacher developed.

• 9.3.4.2.7

Identify neutralisation as a

proton transfer reaction

which is exothermic

H12.1 a.

H14.1 c.


In groups of 3-4, students conduct a practical

activity to combine an acid (hydrochloric acid) and

a base (sodium hydroxide) and record temperature

changes during the reaction using a thermometer.

Before conducting the experiment, students write a

hypothesis to state whether they think the

temperature will increase, decrease, or stay the

same.

Teacher explicit instruction

Teacher demonstrates neutralisation reactions using

Teacher slides



teacher explanation of

experiment purpose method.

Teacher developed.


Chemistry practical manual

(Deretic, 2002).

Practical activity worksheet

Presents students with

experiment aim, materials,


questions. Provides students

with space to write a

hypothesis. Information

adapted from Chemistry

practical manual (Deretic,

2002).

Teacher slides



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• 9.3.4.3.5

Analyse information from

H14.2 a.

H14.2 c.

H12.3 a.

H12.3 d.

chemical equations and explains that reactions of an

acid and a base result in the production of water and

salt (via the transfer of hydrogen ions). This

concept is then linked to the previous teacher led

demonstration to explain the exothermic

observation.

Student think-pair-share activity part 1 and teacher

created mind map activity

Introduce the question to students “When could

neutralisation reactions be helpful to society?”

Students are to consult in groups of 2-3 and

brainstorm ideas to answer the question. Students

then share their conclusions with the class. The

teacher creates a mind map on the whiteboard to

record student responses.

Student think-pair-share activity part 2

Introduce the questions to students “Why don’t we

use neutralisation reactions to wash skin and eyes if

we get chemicals on us?” and “What happens if we

don’t know what chemical has been spilled?”

Students are to consult in groups of 2-3 and

brainstorm ideas to answer the question. Students

then share their conclusions with the class.

Student scenario research activity

Provide students with a chemical spill scenario that

details a classroom sulfuric acid spill situation.







(Smith, 2000).

Teacher slides


and instruction. Teacher

developed.

Teacher slides


and instruction. Teacher

developed.

Chemical spill worksheet


chemical spill scenario and a


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secondary sources to

assess the use of

neutralisation reactions as

a safety measure or to

minimise damage in

accidents or chemical

spills

Students read and analyse the scenario and answer a

series of questions to determine damage

minimisation using neutralisation reactions.

Students identify bases that could be used in the

neutralisation process, identify risks associated with

the chemicals involved in the scenario, write

chemical equations, justify their chose of base, and

discuss safety precautions they would take into

consideration when presented with this chemical

spill.

series of questions to answer

regarding neutralisation and

safety precautions. Teacher

developed.

• 9.3.4.2.8

Describe the correct

technique for conducting

titrations and preparation

of standard solutions

• 9.3.4.3.3

Perform a first-hand

investigation and solve

problems using titrations

and including the

preparation of standard

solutions, and use

available evidence to

quantitatively and

H12.1 c.


Explain that titrations are a method by which the

molarity of a substance can be determined by

testing the equivalence point. Overview the

methodology of a titration, including the production

and necessity of a standardised solution and the

correct use of indicators.

Student group practical activity part 1

Students work in groups of 3-4 to create

standardised solutions of 0.1M hydrochloric acid

and 0.1M sodium hydroxide. Students will then use

these standard solutions to calculate the molarity of

acids and bases of unknown concentration.

Teacher slides








(Smith, 2000).

Practical activity part 1

worksheet





questions. Information




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qualitatively describe the

reaction between selected

acids and bases

• 9.3.4.3.4

Perform a first-hand

investigation to determine

the concentration of a

domestic acidic substance

using computer-based

technologies

H12.1 c.

H12.1 d.

Student group practical activity part 2

Students work in groups of 3-4 to perform a

titration of common acidic substance (white

vinegar). Students create a standardised basic

solution to titrate with the assigned household

substance, using a pH probe to determine the

neutralisation point.

2002).

Practical activity part 2

worksheet





questions. [Information



2002).

Include completed tutorial activities here:


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A.2 Completed Lecture Module Activities

A.2.1 Week 1 Lecture Activity

The NSW Education Standards Authority (NESA) website provides

previously unrealised information regarding teacher responsibilities in reference to

academic misconduct. Specifically, the site provides teachers with information

designed to assist in misconduct prevention. This is particularly relevant, as teachers

must plan to allow class time to discuss malpractice and the consequences of students

cheating during assessments. Teachers must ensure students have a universal

understanding of examination morality and as such, are conscious of the definition of

misconduct and what constitutes cheating. Similarly, teachers must prepare class time

to ensure students understand correct referencing procedure. The website also

highlights the requirement for good staffroom communication where assessment

tasks are concerned to decide the extent of feedback and support that may be given to

ensure equality between class groups. One particularly good strategy provided was

the idea that multiple submission dates could be used to supervise student academic

behaviour. This would be particularly relevant for research or investigative planning

assessment task, where students work predominately at home. While this may create

a more extensive workload for a teacher, in the long term it may prove easier to

maintain a degree of control during take home assessment tasks.

A.2.2. Week 2 Lecture Activity

9.2.3.3.6 Identify data source, choose resources and perform a first-hand investigation

to determine and compare heats of combustion of at least three liquid alkanols per

gram and per mole

Chemical or Procedure or Hazard Precaution Source of


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microorganism equipment taken to control

risk

information

Glassware Low hazard;

breakage

Practice caution

when handling

glassware.

My own

knowledge.

Retort stand Low hazard;

dropping

Practice caution

when handling.

My own

knowledge.

Balance Low hazard;

dropping;

electrical

Practice caution

when handling;

check before use.

My own

knowledge.

Methanol High hazard;

flammable;

toxic; health

hazard

Use in well-

ventilated area;

do no inhale; use

pre-filled and

labelled spirit

burners; wear

safety glasses; do

not heat liquid;

limit liquid to 15

mL; make sure to

properly

extinguish flame;

practice caution

to precent

spillage.

RiskAssess

(2017).

My own

knowledge.

Ethanol Medium

hazard;

flammable

Wear safety

glasses; do not

heat liquid; use

pre-filled and

labelled spirit

burners; limit

liquid to 15 mL;

make sure to

properly

extinguish flame;

practice caution

to precent

spillage.

RiskAssess

(2017).

My own

knowledge.

1-propanol Medium

hazard;

flammable;

corrosive;

harmful

Wear safety

glasses; do not

heat liquid; use

pre-filled and

labelled spirit

burners; limit

liquid to 15 mL;

make sure to

properly

extinguish flame;

practice caution

to precent

spillage.

RiskAssess

(2017).

My own

knowledge.


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The HSC syllabus requires students to develop knowledge and understanding

of nuclear chemistry (as per syllabus section 9.2 Production of materials, section 5).

Knowledge integration could be addressed regularly in this topic, linking physics

background and HSC radiation knowledge to ideas surrounding the use of radioactive

isotopes in chemistry contexts. Students would be encouraged to use previous and

concurrent learning to apply knowledge to industry specific situations. This would

allow student to delve deeper into the chemistry behind the topic.


The incorporation of a quiz in the middle section of a lecture can assist

student learning and concentration throughout the course of explicit instruction. For

example, when teaching students about polymers and the petrochemical industry (as

per syllabus section 9.2 Production of materials, section 2), the teacher could explain

condensation polymers, give examples (such as cellulose) and how condensation

polymers can be used in industry. The teacher would follow this instruction with a

more detailed description of cellulose, breaking the two explicit instruction session

up with a student marked quiz activity. The quiz would include information discussed

during the explicit instruction, and could also act as informal formative assessment

for subsequent learning.

Part B. Lesson Plans


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Lesson Plan #1

Topic area: The acidic

environment Stage of Learner: 6 Syllabus Pages: 55

Safety Considerations: Use of

personal protection equipment

while handling hydrochloric

acid and sodium hydroxide;

appropriate handling of

glassware to reduce risk of

breakage

Time: 60 mins Printing/preparation: Practical worksheet x 30

Knowledge Outcomes in Unit – Students Learn To…

Skills Outcomes in Unit – Students…

• Identify neutralisation as a proton transfer

reaction which is exothermic

H12.1 a.

H14.1 c.

Links Between Lesson Content and Unit Contextual Outline

The lesson explores ideas surrounding acids and bases, in particular the result of reactions between

substances of varied pH. The information in the lesson builds student knowledge for future links to

the importance of safety and the effects of acids and bases on the human body.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas Intellectual Quality

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge 1.2 Deep understanding 1.3 Problematic knowledge

1.4 Higher-order thinking 1.5 Metalanguage 1.6 Substantive communication

Quality Learning Environment This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria 2.2 Engagement 2.3 High Expectations

2.4 Social Support 2.5 Students’ self regulation 2.6 Student direction

Significance This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge 3.2 Cultural knowledge 3.3 Knowledge integration

3.4 Inclusivity 3.5 Connectedness 3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element

Indicators of presence in the lesson

1.1 Deep

knowledge

The lesson focuses on building student knowledge regarding neutralisation reactions

between acidic and basic solutions. The lesson also establishes links between

neutralisation reactions and exothermic reactions.

2.3 High

expectations

Students are required to create a hypothesis and understand that this hypothesis may

not correspond with experiment results, thereby encouraging student thought and

theoretical risk taking. High expectations are communicated through the requirement

of students to justify their hypothesis.


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Lesson Script

Time Teacher’s Actions Students’ Actions Resources (refer to web-

link, author and year, or original

handout)

5

mins

Administration requirements

Administrative requirements and set-

up

5

mins

Teacher explicit overview

Provide a brief overview of the lesson

activities.

• Overview of practical

experiment

• Experiment

• Explicit instruction


Listen attentively.

Teacher slides

See resource

no. B.1.

Slide

providing

discussion

points.

[Teacher

developed].

5

mins


Go over practical instruction, using

teacher slides.

Provide students with experiment aim

and an experiment materials list.

Instruct students to write an

appropriate hypothesis.

Overview the experiment methodology

and discussion questions.


Listen to instructions.

Teacher slides

See resource

no. B.1

Slides

correlating to

information

relating to

experiment.

[Adapted from

Deretic, 2002].

30

mins


Instruct students to get into pre-

established groups of 3-4. Instruct

class that 1 student from each group

(chosen by the group) is to retrieve

practical equipment from the front of

the room.

Supervise students as they conduct the

practical activity by circulating the


Students conduct practical activity to

determine temperature changes in

Worksheet

See resource

no. B.2

Worksheet

detailing

student

activities

during

experiment.

[Adapted from

Deretic, 2002].


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room. Discuss experiment progress

with students and informally assess

practical skills.

Instruct students to clean workbenches

and answer the discussion question on

the worksheet when they have

completed the experiment.

Teacher facilitates classroom

discussion to go over answers to

discussion questions. Students are

asked to provide their answers to the

class.

Discuss questions:

1. Ask class who answered ‘yes’

and who answered ‘no’.

2. Ask students why they made

their hypothesis.

3. Discuss that Styrofoam cups

hold heat and do not melt (like

plastic) or break/crack (like

glass) when exposed to heat.

4. Discuss balancing equations in

relation to creating water and a

salt as per neutralisation

reactions.

5. Ask students to provide

neutralisation reactions. Students:

1. Add 20 mL of acid solution

to a Styrofoam cup.

2. Use thermometer to record

the temperature of the acid in

results table.

3. Add 20 mL of base solution

to a measuring cylinder.

4. Use thermometer to record

the temperature of the acid in

results table.

5. Pour the basic solution into

the acidic solution and mix.

6. Record the highest

temperature in results table.

Students answer a series of

discussion questions.

1. Did your results correspond

to your hypothesis? Explain.

2. Justify your hypothesis.

3. Discuss why Styrofoam cups

were used for the experiment.

4. To get a neutral product, do

you always have to add equal

amounts of acid and base?

Explain your response.

5. Write an appropriate

conclusion to your

experiment.

Participate in classroom discussion

to provide discussion answers to the

class.


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conclusions to the experiment.

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mins


Provide students with an overview of

neutralisation. Describe neutralisation

as a reaction of an acid and a base

solution to create a product that is of

pH approximately 7. Highlight that

neutralisation reactions result in the

production of heat, which make these

reactions exothermic in nature. Ask

students how many H+ ions and OH-

are in neutralisation products,

comparatively.

Show and explain to students, a

diagram detailing the process of

neutralisation reactions. Describe the

reaction as occurring was sodium

hydroxide is added to hydrochloric

acid. Instruct students to write down

the chemical equation for the

neutralisation reaction represented in

the diagram.

Outline the process of neutralisation by

illustrating chemical equations for

acidic and bases.

Instruct students to complete a series

of three questions, to identify the

chemical equations for neutralisation

reactions. Facilitate classroom

discussion to informally assess student

understanding.

Describe the reason behind

neutralisation as the transfer of

hydrogen ions to sodium hydroxide.

Describe that this process means that

OH= ions receive a H+ ions, thereby

creating water.

Instruct students to recall that chemical


Listen attentively and engage in

classroom discussion.

Listen attentively and write the

chemical equation of the reaction as

NaOH + HCl H20 + NaCl

Listen attentively.

Complete questions to identify the

chemical equations for the reactions

occurring:

1. Potassium hydroxide and

chloric acid

2. Hydrochloric acid and barium

hydroxide

3. Nitric acid and sim

hydroxide.


regarding answers to questions.

Listen attentively.

Teacher slides

See resource

no. B.1

Slides

correlating to

information

relating to

experiment.

[Teacher

developed.

Information

adapted from

Smith, 2000].


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reactions involve changes of energy.

Inform students that energy is given

off in the form of heat during

neutralisation reactions. Explain that

therefore, the greater the moles of

water created by the reaction, the

higher the temperature of the solution.


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Reflection What have I learned about teaching and learning processes when preparing this lesson? I have learned that features such as learning sequence can be an important aspect of

lesson planning. A key learning point of the lesson was in the student created

hypothesis for the practical aspect of the lesson. I have also learned the importance of

explaining deeper knowledge to students and how ideas in science link and form

explanations of phenomena.

Assessment: How am I measuring/assessing the outcomes of this lesson? Learning Outcome Method of measurement/assessment

To justify an experiment

hypothesis

Discussion questions directly ask students to justify

their experimental hypothesis.

To conduct a safe

experiment

Circulation around the room and observation of student

behaviour during experiment practical activity.

To write chemical

neutralisation reaction

equations

Questions in slides directly ask students to write

chemical equations for a series of neutralisation

reactions. Teacher informally assesses student

responses through questioning.

Other considerations Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard. Graduate Standards

Evidence within this lesson

2.2 Content

selection and

organisation

The lesson was organised in a way to demonstrate a scientific

phenomena to students prior to teaching. By conducting the lesson in

this sequence, students are able to hypothesise and discover for

themselves, the relationship between neutralisation reactions and

temperature changes.

2.5 Literacy

and

numeracy

strategies

The lesson requires students to answer a series of questions during the

practical activity in order to promote the development of literacy

skills. In particular, students must justify answers and explain the use

of certain types of equipment in the experiment.

References For any lesson resource that is not a web-link, you need to list it here in APA format.


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Alloprof. (n.d.). La neutralisation acidobasique. Retrieved from

http://www.alloprof.qc.ca/BV/pages/s1068.aspx

Deretic, G. (2002). Chemistry practical manual: preliminary and HSC. Melbourne,

Australia: Heinemann

Smith, R. (2000). Conquering chemistry: HSC course (3rd ed.). NSW, Australia:

McGraw-Hill

Resources Attached You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student handouts, etc.). Resources and materials page index:

B.1 Teacher slides: Lesson 1…………………….…………………………………...20

Teacher developed. Informed adapted from Alloprof (n.d.), Deretic (2002) and

Smith (2000).

B.2 Neutralisation reactions experiment worksheet…..……..……………………….25

Teacher developed, experiment adapted from Deretic (2002).



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Neutralisation reactions

Aim: • To determine energy aspects of neutralisation reactions.

Hypothesis:

Equipment:

• 2 x 50 mL measuring cylinder

• 1M hydrochloric acid

• 1M sodium hydroxide

• Styrofoam cup

• Thermometer

Method:

1. Add 20 mL of acid solution to a Styrofoam cup. 2. Use thermometer to record the temperature of the acid in your results

table. 3. Add 20 mL of base solution to a measuring cylinder. 4. Use thermometer to record the temperature of the acid in your results

table. 5. Pour the basic solution into the acid solution and mix. 6. Record the highest temperature in your results table.

Discussion:

1. Did your results correspond to your hypothesis? Explain.


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2. Justify your hypothesis.

3. Why were Styrofoam cups used for the experiment?

4. To get a neutral product, do you always have to add equal amount of acid and base? Explain your response.

5. Write an appropriate conclusion to your experiment.


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Lesson Plan #2

Topic area: The acidic

environment Stage of Learner: 6 Syllabus Pages: 55

Safety Considerations: Safe

and ethical use of ICT Time: 60 mins Printing/preparation:

Chemical spill worksheet x 30

Knowledge Outcomes in Unit – Students Learn To…

Skills Outcomes in Unit – Students…

• 9.3.4.2.7

Identify neutralisation as a proton transfer

reaction which is exothermic

• 9.3.4.3.5

Analyse information from secondary sources to

assess the use of neutralisation reactions as a

safety measure or to minimise damage in

accidents or chemical spills

H14.2 a.

H14.2 c.

H12.3 a.

H12.3 d.

Links Between Lesson Content and Unit Contextual Outline

The lesson explores ideas surrounding acids and bases, in particular the result of reactions between

substances of varied pH. The importance of acid and base neutralisation reactions are discussed in

terms of benefits to society. Safety concerns regarding exposure to acids and bases (both to the human

body and the environment) are explored through a student research task based on a scenario of a

school chemical spill. Students are encouraged to build consciousness of chemical safety issues.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas Intellectual Quality

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge 1.2 Deep understanding 1.3 Problematic knowledge

1.4 Higher-order thinking 1.5 Metalanguage 1.6 Substantive communication

Quality Learning Environment This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria 2.2 Engagement 2.3 High Expectations

2.4 Social Support 2.5 Students’ self regulation 2.6 Student direction

Significance This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge 3.2 Cultural knowledge 3.3 Knowledge integration

3.4 Inclusivity 3.5 Connectedness 3.6 Narrative

How are the quality teaching elements you have identified achieved within the lesson?

Teaching element

Indicators of presence in the lesson

1.4 Higher-

order

thinking

The lesson requires students to research, identify appropriate materials and justify

steps they would take to neutralise a chemical spill. Students must synthesise and

justify steps they would take to safely contain and dispose of a chemical spill.

3.6 Narrative

The lesson utilises a mock chemical spill scenario, telling the story of a spill to

encourage students to more carefully consider necessary scientific safety precautions.


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Lesson Script

Time Teacher’s Actions Students’ Actions Resources (refer to web-

link, author and year, or original

handout)

5

mins

Administration requirements

Administrative requirements and set-

up

5

mins


Provide a brief overview of the

syllabus dot point and lesson activities.

• Discuss key terms of the

syllabus dot point

• Lesson aspects: think-pair-

share activities and research

task.


Listen attentively.

Teacher slides

See resource

no. B.3.

Slide

providing

discussion

points.

[Teacher

developed].

5

mins

Student independent quick quiz

activity

Instruct students to complete a series

of 4 questions regarding previously

learning.

1. What is neutralisation?

2. What are the reactants of

neutralisation reactions?

3. What are the products of

neutralisation reactions?

4. What type of energy reaction

occurs in neutralisation

reactions?

Student independent quick quiz

activity

Expected responses:

1. Neutralisation is a reaction

between an acid and a base to

create a product that is pH

approximately 7.

2. An acidic solution and a

basic solution

3. Water and a salt

4. Exothermic reaction

Teacher slides

See resource

no. B.3.

Slide

providing

quick quiz

questions.

[Teacher

developed].

5

mins

Student think-pair-share and mind map

activity

Present students with the question

“When could neutralisation reactions

be helpful to society?”

Instruct students they have 2 minutes

to discuss the question with the person

next to them.

Student think-pair-share and mind

map activity

Discuss ideas in pairs, writing down

answers.

Teacher slides

See resource

no. B.3.

Slide

providing

think-pair-

share question

questions.

[Teacher

developed].


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29

Facilitate a classroom discussion to

gather student ideas. Create a class

mind map on the whiteboard to record

student responses.


to share answers, adding to the class

mind map.

15

mins

Student think-pair-share activity

Present students with 2 questions:

• Why don’t we use

neutralisation reactions to wash

skin and eyes if we get

chemicals on us?

• What happens if we don’t

know what chemical has been

spilled?


to think about the questions

individually and write down any ideas.


to discuss their ideas with the student

next to them, writing down any extra

ideas they discover as a team.

Invite students to share ideas with the

class. If no students volunteer answers,

name a student and ask their group’s

ideas. Continue asking groups until

several ideas have been discussed.

Student think-pair-share activity

Discuss ideas in pairs, writing down

answers. Participate in classroom

discussion to share answers.

Teacher slides

See resource

no. B.3.

Slide

providing

think-pair-

share questions

questions.

[Teacher

developed].

25

mins

Student scenario response activity

Provide students with chemical spill

worksheet. Ask a student to read the

worksheet scenario and allow students

2 minutes to read the remainder of the

sheet and ask any questions.

Supervise students as they research

and answer worksheet questions by

circulating the room. Discuss

worksheet progress with students and

informally assess responses.

Student scenario response activity

Listen attentively, read worksheet

and ask any questions.

Complete the chemical spill

worksheet by researching chemicals,

safety precautions associated with

chemicals and chemical spills.

Students answer questions:

1. What are the risks associated

with using sulfuric acid?

2. Identify two bases that could

neutralise this substance.

3. Write a chemical equation for

the sulfuric acid

Chemical spill

worksheet

See resource

no. B.4.

Chemical spill

scenario and

series of

questions to

answer.

[Teacher

developed].


30

30

Discuss student responses as a class,

asking students to contribute answers.

Discussion will be subject to student

research choices. Question 7

discussion should include:

• Personal protective equipment

(e.g. gloves, safety glass,

shoes)

• Barriers to stop spill down the

drain

• Barriers to prevent

spread/injury to people

• Evacuation of the area

• The question of whether

warning signs are necessary

neutralisation, using your

first chosen base.

4. Write a chemical equation for

the sulfuric acid

neutralisation, using your

second chosen base.

5. What are the risks associated

with using your chosen

bases?

6. Which of the two bases do

you feel would be the most

appropriate to use in the

scenario? Justify your

response.

7. Based on your choice in

Question 6, discuss the safety

precautions you would

undertake before adding your

chosen base.

Contribute to classroom discussion

with worksheet answers.


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31

Reflection What have I learned about teaching and learning processes when preparing this lesson? I have learned that peer learning in relation to questioning techniques can be an

effective method of teaching. Peer learning and questioning simultaneously allows

teachers to encourage students to make connections within the learning of the topic,

while allowing them to work and learn in groups. The incorporation of classroom

teacher facilitated discussions following these activities is also helpful for students to

not only learn from peers in proximity to them, but from the class as a whole. I have

also learned that these classroom discussions are an effective method of gathering

data regarding student understanding.

Assessment: How am I measuring/assessing the outcomes of this lesson? Learning Outcome Method of measurement/assessment

To recall previous

knowledge regarding

neutralisation reactions.

Students complete a quick quiz activity to demonstrate

prior learning regarding neutralisation reactions.

To determine societal

benefits of neutralisation

reactions

Informally assessment of student responses during

think-pair-share activities.

To identify safety concerns

during chemical spill

scenarios

Student worksheet directly requires students to research

risks associated with chemicals and justify uses of

chemicals in neutralisation reactions with particular

reference to safety.

To identify safety

precautions during chemical

spill scenarios

Student worksheet directly requires students to detail

safety measures to be undertaken during a chemical

spill.

Other considerations Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and indicates the evidence from this lesson that should comply with the standard. Graduate Standards

Evidence within this lesson

1.2

Understand

how students

learn

Lesson incorporates a variety of teaching strategies, including quiz

and feedback, peer learning through think-pair-share activities and a

scenario based worksheet, providing students with real world topic

significance.

3.1 Establish

challenging

learning

goals

Students are encouraged throughout the lesson to think for themselves

and make connection within the topic to answer questions. Students

are also asked not only to answer questions, but also to provide

justifications for their responses.


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32

References For any lesson resource that is not a web-link, you need to list it here in APA format. Resources Attached You must provide all the resources that will be used with this lesson in their entirety (e.g. all power point slides, entire student handouts, etc.). Resources and materials page index:

B.3 Teacher slides: Lesson 2…………………….…………………………………...32

Teacher developed.

B.4 Chemical spill worksheet……………….……..…………………………………36

Teacher developed.


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34

34


35

35


36

36

Danger! Chemical spill!

Year 12 Chemistry students are observing a demonstration of an experiment

in the F1 science laboratory. During the procedure, the teacher knocks a large

bottle of sulfuric acid. The bottle falls and breaks, spilling sulfuric acid at the

edge of a student workbench. The spill is of a large quantity, adjacent to the

work station sink and drain. The spill is also flowing towards the edge of the

workbench, coming dangerously close to dripping onto the floor.

Answer the following questions to assist the teacher:

1. What are the risks associated with using sulfuric acid?

2. Identify two bases that could neutralise this substance.

3. Write a chemical equation for the sulfuric acid neutralisation, using your

first chosen base.

4. Write a chemical equation for the sulfuric acid neutralisation, using your second chosen base.


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37

5. What are the risks associated with using your chosen bases?

Base no. 1

Base no. 2

6. Which of the two bases do you feel would be the most appropriate to

use in the scenario? Justify your response.


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38

7. Based on your choice in Question 6, discuss the safety precautions

you would undertake before adding your chosen base.


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39

Part C. Justification

The unit outline and lesson plans incorporated a variety of teaching strategies

in order to optimise student learning and increase outcomes. Specifically, the

strategies of exploring the three levels of representation, collaborative learning

through think-pair-share activities and logical lesson sequencing will be addressed.

One fundamental aspect of chemistry teaching is the incorporation of the three

levels of representation. The three levels of representation include the macroscopic,

sub-microscopic and symbolic levels (González-Sánchez et al., 2014; Li & Arshad,

2014; Rappoport & Askenazai, 2008). Students must have the ability to link concepts

learned from each of the three levels of representation and use the levels to describe

chemical reactions (González-Sánchez et al., 2014; Li & Arshad, 2014). The first

lesson plan explains the process of the chemical reaction during neutralisation.

Students first explore the macroscopic level by conducting an experiment to observe

energy changes during neutralisation reactions. Students conduct the experiment by

mixing hydrochloric acid and sodium hydroxide to record an increase in temperature.

Prior to conducting the experiment, students are instructed to write an appropriate

hypothesis. This simultaneously develops student scientific skills and encourages

students to take risks in class. Only after students have observed the scientific

phenomena, does the teacher introduce students to the sub-microscopic and symbolic

levels of representation, thereby explaining the neutralisation process. This allows the

students to link subsequent conceptual learning to a previously observed phenomena.

The lesson incorporates the sub-microscopic level of representation by including a

visual representation of a neutralisation reaction between hydrochloric acid and

sodium hydroxide molecules. The image was used as it illustrates the products and


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reactants of the reaction, allowing students to visualise unobservable molecules,

thereby assisting comprehension of an abstract concept. The symbolic level is then

represented by chemical and word equations, highlighting the reaction process to

create salt and water. The symbolic level is also illustrated to students in the teaching

of proton transfer in neutralisation reactions. The sub-microscopic image is used a

second time, this time altered to distinguish between the hydrogen and oxide rich

substances. By highlighting the concept of proton transfer using a familiar image,

effectively merging the sub-microscopic and symbolic levels, the students will be

more effectively link the concepts. This was done as literature states that a high area

of difficulty for students is making connections between levels of representation

(Hilton & Nichols, 2008; Rappoport & Askenazai, 2008).

The second lesson plan incorporates two think-pair-share activities, the first

ending in a class mind map, the second ending in a class discussion. The use of the

think-pair-share activities uses a social constructivism approach to learning, whereby

student collaborations provide the framework to build knowledge and ideas (Azlina,

2010; Schreiber & Valle, 2013). The teacher can then use student ideas to construct

lesson discussion points (Schreiber & Valle, 2013). Furthermore, the think-pair-share

questions expose students to practical problems in chemistry. This allows students to

connect prior learning to real-life situations and the impacts chemistry can have on

society.

The sequencing of a lesson is also an important aspect to consider (Sibanda &

Hobden, 2015). Lesson sequences must be logical in order to decrease the cognitive

load on students, encourage student concentration, and increase subject interest and

student outcomes (Sibanda & Hobden, 2015). The logical sequencing of the two

lesson plans is evident by the use of macroscopic exploration of a scientific


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phenomenon to introduce the topic. This is followed by chemical sub-microscopic

and symbolic explanations of the phenomenon, and concluded with exploration of the

deeper understanding of the topic through societal impacts, practical applications and

real-world scenarios. Part of logical lesson sequencing also involves transparency

regarding lesson objectives (Sibanda & Hobden, 2015). This concept was

incorporated into the lesson plans by introducing the lesson with an overview slide

detailing the activities to be completed. The lesson slide also highlights syllabus links

to students and key terms can be identified to guide learning. In comparison, the first

lesson does not explicitly address the corresponding syllabus dot point in order to

maintain the logical sequencing of the lesson. The macroscopic experiment activity

allows students to explore a scientific phenomenon prior to explicit instruction. If the

dot point was specifically addressed, students would already be familiar with the

answer, and assessing student ability to write and justify an appropriate hypothesis

would be obsolete.


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References

Alloprof. (n.d.). La neutralisation acidobasique. Retrieved from


Azlina, N. A. N. (2010). CETLs: supporting collaborative activities among students

and teacher through the use of think-pair-share technqiues. International

Journal of Computer Science Issues, 7(5), 18-29. Retrieved from

http://search.proquest.com.ezproxy.uws.edu.au

Board of Studies Teaching and Educational Standards NSW. (2013). Chemistry stage

6 syllabus. NSW Government. Retrieved from

http://syllabus.bostes.nsw.edu.au

Deretic, G. (2002). Chemistry practical manual: preliminary and HSC. Melbourne,

Australia: Heinemann

González-Sánchez, A. M., Ortiz-Nieves, E. L. & Medina, Z. (2014). A hands-on

activity incorporating the threefold representation on limiting reactant. Journal

of Chemical Education, 91(9), 1464-1467. doi: 10.1021/ed500476r

Hilton, A. & Nichols, K. (2011). Representational classroom practices that contribute

to students’ conceptual and representational understanding of chemical

bonding. International Journal of Science Education, 33(16), 2215-2246. doi:

10.1080/09500693.2010.543438

Li, W. S. S. & Arshad, M. (2014). Application of multiple representation levels in

redox reactions among tenth grade chemistry teachers. Journal of Turkish

Science Education, 11(3), 25-52. doi: 10.12973/tused.10117a)


http://search.proquest.com.ezproxy.uws.edu.au/

http://syllabus.bostes.nsw.edu.au/


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Rappoport, L. T. & Ashkenazi, G. (2008). Connecting levels of representation:

emerging versus submergent perspective, International Journal of Science

Education, 30(12), 1585-1603. doi: 10.1080/09500690701447405

RiskAssess. (2017). Risk assessments for schools. Ecosolve Australia Pty Ltd.

Retrieved from https://www.riskassess.com.au

Schreiber, L. M. & Valle, B. E. (2013). Social constructivist teaching strategies in the

small group classroom, 44(4), 395-411. doi:

10.1177/1046496413488422Sibanda, D. & Hobden, P. (2015). Planning a

teaching sequence for the teaching of chemical bonding. African Journal of

Research in Mathematics, Science and Technology Education, 19(1), 23-33.

doi: 10.1080/10288457.2014.1002298

Sibanda, D. & Hobden, P. (2015). Planning a teaching sequence for the teaching of

chemical bonding. African Journal of Research in Mathematics, Science and

Technology Education, 19(1), 23-33. doi: 10.1080/10288457.2014.1002298

Smith, R. (2000). Conquering chemistry: HSC course (3rd ed.). NSW, Australia:

McGraw-Hill

https://www.riskassess.com.au/

Documents

Assignment 1 - Weebly · 2018-09-04 · 16495021: ASSIGNMENT 1 3 3 Learning Unit Template NAME_____ #4 Because of the prevalence and importance of acids, they have been used and studied