SENIOR BIOLOGY COURSES YEARS 10 to 12 · 2020. 7. 16. · SENIOR BIOLOGY COURSES YEARS 10 to 12. Year 10 Biology Term A Infectious Disease (10 weeks) WEEK ... Analysis of the spread

SENIOR BIOLOGY

COURSES

YEARS 10 to 12

Year 10 Biology Term A

Infectious Disease (10 weeks)

WEEK

SUBJECT MATTER

Knowledge, concepts, skills and processes that students are expected to learn and master.

ELABORATIONS

Supporting resources, guidance, experiences and

activities.

ASSESSMENT

Assessment x 3

Feedback x 3

1

Maintaining the internal environment: Infectious Disease

Identify the difference between infectious diseases and non-infectious diseases.

Model the spread of infectious disease using phenolphthalein.

Coursework Planner

2

Maintaining the internal environment: Infectious Disease

Identify the following pathogens: prions, viruses,

bacteria, fungi, protists and parasites.

Explain the difference between bacteria and viruses

Research Investigation Skills

Deconstruct an A exemplar for a Research Investigation.

Define home remedy and prescription medication.

Refine the claim to a particular area of study (e.g. garlic and throat infections) to produce the research question.

Research your particular area of study to determine

whether there is sufficient information for a research investigation.

A Exemplar

Research Investigation Task Sheet Handed Out

3

Research Investigation Skills Deconstruct the evidence, trends, patterns and relationships

section of the research investigation.

Practise analysing evidence and identifying trends, patterns and relationships.

Select 4 data sources, and identify 3-4 pieces of evidence.

Analyse your pieces of evidence.

Identify trends, patterns and relationships within the pieces of evidence.

Transmission and spread of disease

Interpret evidence from given data to describe various modes of disease transmission: direct contact, contact with body fluids, contaminated food, and water and disease-specific vectors.

Analysis of the spread and control of disease could include: hand hygiene H12 - Video

Evidence Due

4

Research Investigation Skills Develop a research question with an independent and a

dependent variable.

Deconstruct the rationale and write an example as a class.

Reference the sources using Harvard Referencing.

H17 – Video Mandatory practical: Investigate the effect of an antimicrobial on the growth of a microbiological organism (via the measurement of zones of inhibition) — Antibiotic Ring Prac.

5

Research Investigation Skills Deconstruct the interpretation and limitations sections of the

research investigation.

Practise interpreting evidence and identifying limitations with sample pieces of evidence.

Interpret your evidence to build information that answers the research question and either supports or refutes claim.

Suggested practical: Investigate the efficiency of hand washing compared to alcohol based antiseptic gels for the reducing bacterial load on hands using agar

Diagnostic Quiz 1 (RI check up)

plates or other modelling activity.

6


Deconstruct concluding and evaluating sections of the research investigation.

Practise drawing conclusions and identifying the quality of evidence.

Practise evaluating the claim.

Draft Due

7

Research Investigation

Individual work on assessment Act on draft feedback

8


Individual work on assessment

Act on draft feedback

Research Investigation Due.

9

Transmission and spread of disease

Recognise that the transmission of disease is facilitated by regional and global movement of organisms.

Evaluate strategies to control the spread of disease - personal hygiene measures - community level: contact tracing and quarantine,

school and workplace closures, reduction of mass gatherings, temperature screening and travel restrictions.

Interpret data for the modelling of the spread of disease

using secondary data or computer simulations.

Analysis of the spread and control of disease could include: hand hygiene, quarantine, biosecurity measures for the prevention of the spread of polio, small pox, influenza, Ebola, cholera, bird flu, malaria.

Feedback on “Research Investigation”

Diagnostic Quiz 2

10

Identify and analyse the interrelated factors affecting

immunity (persistence of pathogens within host, transmission mechanism, proportion of the population that are immune or have been immunised, mobility of individuals of the affected population).

K

Year 10 Biology Term B

Biology (10 weeks)

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are

expected to learn and master.

ELABORATIONS Supporting resources, guidance,

experiences and activities.

ASSESSMENT

Assessment x 3

Feedback x 3

1 Review Disease Disease Research Task

2

Heredity and the continuity of Life:

Variation and Inheritance

Describe and explain the term variation.

Explain that variation is a result of inheritance.

Apply understanding of variations to population and identify examples.

Recall the contribution(s) of various scientists to our understanding of genetics (i.e. Mendel, Franklin, and Watson & Crick).

Coursework plan

3

Exploring the anatomy of DNA

Recall that DNA stands for deoxyribonucleic acid and that it exists within the nuclei of cells.

Describe/label the structure of DNA.

Explain base pairing (Adenine binds with Thymine, Guanine binds with Cytosine).

Apply understanding of how the base pairs work

together (shape and bonding properties).

Karyotypes and Chromosomes

Extract DNA from a kiwi fruit/strawberries.

Compare the structures of chromosomes, genes

and DNA.

Explain how genes are responsible for inherited characteristics.

Analyse a karyotype to determine if it is normal/abnormal

Explain how mutations in genes and chromosomes can result from errors in: DNA replication, cell division, or damage by mutagens.

Suggested practical: Extract DNA from strawberries, kiwifruit or wheat germ.

4

Cell Division

Understand that meiosis is the key to genetic variation because it results in daughter cells with half the DNA of the parent cell.

Within the process of meiosis I and II: Recognise the role of homologous

chromosomes Explain the processes of crossing over and

recombination and how they contribute to genetic variation.

5

Sexual Reproduction

Genetic terminology

Understand that meiosis is essential in sexual reproduction.

Explain how sexual reproduction results in genetically diverse offspring.

Differentiate between genes/alleles, dominant/recessive, phenotype/genotype, homozygous/heterozygous, genes/genome.

Predict how alleles and genes are combined to form an overall phenotypic and genotypic profile of potential offspring, using Punnet squares.

Fe o Diagnostic Test

n Fee

6

Monohybrid crosses

Interpret the results of an experiment to look at the

effect of genetics and environment on pea and/or barley plants.

Use punnet squares to carry out monohybrid crosses.

Feedback on Diagnostic Test

7

Pedigrees

Analyse a pedigree and make predications using the information from a pedigree.

Be able to use pedigrees and punnet squares to be able to predict traits and justify your decisions. Use a pedigree to infer whether a trait is dominant or recessive and justify your decision.

Disease Review

Diagnostic Test

8 Revision

Feedback on Diagnostic Test

9

BLOCK EXAMS

Exam Feedback/ Subject Review

Ethical issues

Examine differences in genes (e.g. genetic mutations).

Examine genetic research including cloning and genetically modified foods.

Evaluate moral and ethical implications and public

opinions e.g. cloning, GMO and IVF.

10 WORK EXPERIENCE

Biology Coursework Planner

Unit 1: Cells and multicellular organisms

Trinity Bay Science

Assessment

Student Experiment (mid Term 1), Research Task (mid-term 2) and end of Units 1 and 2 exam (end of Term 3). All assessment for Units 1 and 2

is formative.

Term

Week Subject matter Guidance

T1

Wk1

Cell Membrane

□ Course overview and review of year 10

Chap. 3

□ describe the structure of the cell membrane (including protein channels, phospholipids, cholesterol and glycoproteins) based on the fluid mosaic phospholipid bilayer model

□ describe how the cell membrane maintains relatively stable internal conditions via the passive movement (diffusion, osmosis) of some substances along a concentration gradient

□ explain how the cell membrane maintains relatively stable internal conditions via the process of active transport of a named substance against a concentration gradient

□ understand that endocytosis is a form of active transport that usually moves large polar molecules that cannot pass through the hydrophobic cell membrane into the cell

□ recognise that phagocytosis is a form of endocytosis

□ predict the direction of movement of materials across cell membranes based on factors such as concentration, physical and chemical nature of the materials

T1

Wk2

□ Suggested practical: – Movement of materials across cell membranes - Osmosis in a potato (consider modifications; refine, extend, modify).

□ Hand out student experiment task sheet

□ Mandatory practical: Investigate the effect of surface area to volume ratio on cell size.

□ explain how the size of a cell is limited by the relationship between surface area to volume ratio and the rate of diffusion

□ Mandatory practical: Investigate the effect of temperature on the rate of reaction of an enzyme.

T1

Wk3

□ Student Experiment – planning and practical request form due by Wednesday 3pm at the latest.

Chap. 2

Ex. 4.1 (energy

sources)

Chap. 3

Prokaryotic and Eukaryotic cells

□ recognise the requirements of all cells for survival, including

o energy sources (light or chemical)

o matter (gases such as carbon dioxide and oxygen)

o simple nutrients in the form of monosaccharides, disaccharides, polysaccharides

o amino acids, fatty acids, glycerol, nucleic acids, ions and water

□ removal of wastes (carbon dioxide, oxygen, urea, ammonia, uric acid, water, ions, metabolic heat)

□ recognise that prokaryotic and eukaryotic cells have many features in common, which is a reflection of their common evolutionary past

□ recall that prokaryotic cells lack internal membrane bound organelles, do not have a nucleus, are significantly smaller than eukaryotes, usually have a single circular chromosome and exist as single cells

T1

Wk4 □ Student Experiment – conduct experiment and gather results

Chap. 3 □ understand that eukaryotic cells have specialised organelles to facilitate biochemical processes

o photosynthesis (chloroplasts)

o cellular respiration (mitochondria)

o synthesis of complex molecules including proteins (rough endoplasmic reticulum), carbohydrates, lipids and steroids (smooth endoplasmic reticulum), pigments, tannins and polyphenols (plastids)

o the removal of cellular products and wastes (lysosomes)

□ identify the following structures from an electron micrograph: chloroplast, mitochondria, rough endoplasmic reticulum and lysosome

□ compare the structure of prokaryotes and eukaryotes

□ Student Experiment

T1

Wk5




T1

Wk6




T1

Wk7 □ Student Experiment

Chap. 2

Internal membranes and enzymes

□ explain, using an example, how the arrangement of internal membranes can control biochemical processes (e.g. folding of membrane in mitochondria increases the surface area for enzyme-controlled reactions)

□ recognise that biochemical processes are controlled and regulated by a series of specific enzymes

□ describe the structure and role of the active site of an enzyme

□ explain how reaction rates of enzymes can be affected by factors, including temperature, pH, the presence of inhibitors, and the concentrations of reactants and products

T1

Wk8 Energy and metabolism

□ recall that organisms obtain the energy needed to recycle Adenosine Triphosphate (ATP) from glucose molecules in the process of cellular respiration

□ recall that the process of photosynthesis is an enzyme-controlled series of chemical reactions that occurs in the chloroplast in plant cells and uses light energy to synthesise organic compounds (glucose), and the overall process can be summarised in a balanced chemical equation

carbon dioxide+water −→ light energy glucose+oxygen+water

6CO2+ 12H2O −→−−−−−light energy C6H12O6+ 6O2+ 6H2O

□ summarise the process of photosynthesis in terms of the light-dependent reactions and light-independent

reactions

□ demonstrate the relationship between the light-dependent reactions and light-independent reactions

Student

Experiment Due

Chap. 4

Chap. 4

□ recognise that cellular respiration is an enzyme-controlled series of chemical reactions and that the

reaction sequence known as aerobic respiration (glycolysis, Krebs cycle and electron transfer chain) requires oxygen

□ summarise the reactions of aerobic respiration by the chemical equation

glucose+oxygen → carbon dioxide+water+energy

C6H12O6+ 6O2 → 6CO2+ 6H2O+energy (36−38 ATP)

□ recall that, with an undersupply of oxygen, ATP is produced from glucose by the reaction sequence known as anaerobic respiration (glycolysis with ‘fermentation’)

□ analyse multiple modes (i.e. diagrams, schematics, images) of energy transfer

T1 Wk9

Cell differentiation and specialisation

□ understand that stem cells differ from other cells by being unspecialised, and have properties of self-renewal and potency

□ recognise that stem cells differentiate into specialised cells to form tissues and organs in multicellular organisms

□ recognise that multicellular organisms have a hierarchical structural organisation of cells, tissues, organs and systems

Chap. 5

Chap. 6

□ Review

Gas Exchange and transport

□ explain the relationship between the structural features (large surface area, moist, one or two cells thick and surrounded by an extensive capillary system) and function of gaseous exchange surfaces (alveoli and gills) in terms of exchange of gases (oxygen, carbon dioxide)

T1 Wk 10

□ explain how the structure and function of capillaries facilitates the exchange of materials (water, oxygen, carbon dioxide, ions and nutrients) between the internal environment and cells

Chap. 6

Chap. 7

□ use data presented as diagrams, schematics and tables to predict the direction in which materials will be exchanged between

o alveoli and capillaries

o capillaries and muscle tissue

Exchange of nutrients and wastes

□ identify the characteristics of absorptive surfaces within the digestive system and relate to the structure and function of the villi

□ describe the role of digestive enzymes (amylase, protease, lipase) in chemical digestion

□ recognise the different types of nitrogenous wastes produced by the breakdown of proteins

T2

Wk1

□ explain the function of each of the sections of the nephron and its function in the production of urine (glomerulus, Bowman’s capsule, proximal and distal tubules, Loop of Henle, collecting tubule)

Chap. 7 □ Review – Pluck dissection

□ Hand out Research Investigation Task (choose a research question and begin looking for data now).

□ explain how glomerular filtration, selective reabsorption and secretion across nephron membranes contribute to removal of waste

T2

Wk2

□ Mandatory practical: Prepare wet mount slides and use a light microscope to observe cells in microorganisms, plants and animals to identify nucleus, cytoplasm, cell wall, chloroplasts and cell membrane. The student is required to calculate total magnification and field of view.

Chap. 8 Plant systems – gas exchange and transport systems

□ describe the role of stomata and guard cells in controlling the movement of gases (oxygen, carbon dioxide and water vapour) in leaves

□ explain how the leaf facilitates that gas exchange (oxygen, carbon dioxide and water vapour) in plants

□ explain the relationship between photosynthesis and the main tissues of leaves (spongy and palisade mesophyll, epidermis, cuticle and vascular bundles)

□ describe and contrast the structure and function of xylem and phloem tissue (sieve tubes, sieve plates, companion cells)

□ explain how water and dissolved minerals move through xylem via the roles of root pressure, transpiration stream and cohesion of water molecules

T2

Wk3

□ Review

□ discuss the factors (light, temperature, wind, humidity) that influence the rate of transpiration

□ explain the transport of products of photosynthesis and some mineral nutrients via translocation in the phloem

Data Test

Notes to teacher

o You need to be building general stats skills prior to SE and Data Test. Consider

BIOZONE activities at the beginning of the book. May also need to make some resources

to practice the skills the kids need. Ask Rob or Kylie for further suggestions/advice.


Unit 2: Maintaining the internal

environment

Trinity Bay Science

Assessment

Data Test (mid Term 2) Research Investigation (early Term 3) and end of Units 1 and 2 exam (end of Term 3). All assessment for Units 1 and 2

is formative.

Term


T3

Wk1

Homeostasis

□ recall that homeostasis involves a stimulus-response model in which change in the condition of the external or internal environment is detected and appropriate responses occur via negative feedback

□ recognise that sensory receptors (chemo, thermos, mechano, photo, noci) detect stimuli and can be classified by the type of stimulus

Chap. 9

BIOZONE

123, 124 -1-3,

125.

OXFORD

□ recall that effectors are either muscles (which contract in response to neural stimuli) or glands (which produce secretions)

□ interpret feedback control diagrams for either nervous or hormonal systems (i.e. recognise stimulus, receptors, control centre, effector and communication pathways)

□ Research Investigation – Lesson 8

T3

Wk2

□ understand that metabolism describes all of the chemical reactions involved in sustaining life and is either catabolic or anabolic

□ explain why changes in metabolic activity alter the optimum conditions for catalytic activity of enzymes (with reference to tolerance limits).

Research

Investigation

Due

Chap. 9 □ Research Investigation – Lesson 9

Neural homeostatic control pathways

□ identify cells that transport nerve impulses from sensory receptors to neurons to effectors

T3

Wk3

□ discriminate between a sensory neurone and a motor neurone (consider dendrites, soma, body, axon, myelin sheath, nodes of Ranvier, axon terminal and synapse)

BIOZONE

130-131 Q1,2,5,

132 Q1-2, 133,

134.

OXFORD

BIOZONE

Read 140,144.

141 (all), 145 Q2.

□ explain the process of the passage of a nerve impulse in terms of transmission of an action potential (conduction within neuron) and synaptic transmission (communication between neurones). Refer to neurotransmitters, receptors, synaptic cleft, vesicles, postsynaptic and presynaptic neurones and signal transduction.

Hormonal homeostatic control pathways

□ recall that hormones are chemical messengers (produced mostly in endocrine glands) that relay messages to cells displaying specific receptors for each hormone via the circulatory or lymphatic system

T3

Wk4

□ recognise how a cell’s sensitivity to a specific hormone is directly related to the number of receptors it displays for that hormone (an increase in receptors = upregulation, a decrease = downregulation)

Chap. 9

Chap. 10

BIOZONE

148, 149, 151,

152 – Q4.

OXFORD

Ex 10.2 Q 2

Ex 10.3 Q3-6

Ex10.4 Q1-5

□ describe how receptor binding activates a signal transduction mechanism and alters cellular activity (results in an increase or decrease in normal processes).

Thermoregulation

□ identify and explain the varying thermoregulatory mechanisms of endotherms and how they control heat exchange and metabolic activity in terms of

o structural features (brown adipose tissue, increased number of mitochondria per cell, insulation)

o behavioural responses (kleptothermy, hibernation, aestivation and torpor)

o physiological mechanisms (vasomotor control, evaporative heat loss, countercurrent heat exchange, thermogenesis/metabolic activity from organs and tissues)

o homeostatic mechanisms (thyroid hormones, insulin).

T3

Wk5

Thermoregulation

Continued

Chap. 10

BIOZONE

156 – Q1,4, 157 –

Q2,3, 159, 160.

OXFORD

Ex 10.7 – Q1,5.

Ex 10.8 – Q 1-4

Osmoregulation

□ identify and explain the various homeostatic mechanisms that maintain water balance in animals (osmoregulators and osmoconformers) in terms of

o structural features (excretory system)

o behavioural responses

o physiological mechanisms

homeostatic mechanisms (antidiuretic hormone (ADH) and the kidney)

T3

Wk6 Osmoregulation

Continued

BIOZONE

161, 162 Q4-8.

OXFORD

Ex 10.9 – Q2-4.

Ex 10.10 – Q

1,2,4,5.

□ identify and explain the various mechanisms that maintain water balance in plants in terms of structural features (stomata, vacuoles, cuticle) and homeostatic mechanisms (abscisic acid); consider xerophytes, hydrophytes, halophytes and mesophytes in responses.

Mandatory practical: Compare the distribution of stomata and guard cells in plants adapted to different environments (aquatic, terrestrial) as an adaptation for osmoregulation in plant tissue.

T3

Wk7 Revision

T3

Wk8 Revision

T3

Wk9 Exam Block

T3

Wk10 Unit 1 and 2 Review/Feed forward

Syllabus Guidance (note – only information in relation to depth of study/information has been included)Homeostasis

Tolerance limits can also be referred to as tolerance range.

Examples of feedback control diagrams could include proprioception, thermoregulation, osmoregulation or glucose regulation.

Thermoregulation

Behavioural responses also include consumption of water and changing habitat/location. The student should understand

these responses but is not required to recall them.

Year 10 Content

Infectious disease

□ identify the difference between infectious diseases (invasion by a pathogen and can be transmitted from one host to another) and non-infectious diseases (genetic and lifestyle diseases)

Immune response and defence against disease

□ understand how pathogens (bacterial and viral) can cause both physical and chemical changes in host cells that stimulate the host immune responses (introduction of foreign chemicals via the surface of the pathogen, production of toxins, recognition of self and non-self)

□ recognise that all plants and animals have innate immune responses (general/non-specific) and that vertebrates also have adaptive (specific) immune responses

□ recall examples of physical defence strategies (barriers and leaf structures) and chemical defence strategies (plant defensins and production of toxins) of plants in response to the presence of pathogens

□ recall that the innate immune response in vertebrates comprises surface barriers (skin, mucus and cilia), inflammation and the complement system

□ describe the inflammatory response (prostaglandins, vasodilation, phagocytes) and the role of the complement system

□ explain the adaptive immune responses in vertebrates — humoral (production of antibodies by B lymphocytes) and cell-mediated (T lymphocytes) — and recognise that memory cells are produced in both situations

□ interpret long-term immune response data

Transmission and spread of disease (epidemiology)

□ analyse these factors to predict potential outbreaks

□ make decisions and justify them in regard to best practice for the prevention of disease outbreaks based on the critical analysis of relevant and current information


Unit 3: Biodiversity and the

interconnectedness of life

Trinity Bay Science

Assessment

Student Experiment (start Term 1), Data Test (end Term 1). Note – content knowledge covered in term 3 will be assessed in the external exam

in Term 4.

Term


T4

Wk1

□ Overview Chap. 2

Biodiversity 9 hours

□ recognise that biodiversity includes the diversity of species and ecosystems

□ determine diversity of species using measures such as species richness, evenness (relative species abundance), percentage cover, percentage frequency and Simpson’s diversity index

T4

Wk2

□ use species diversity indices, species interactions (predation, competition, symbiosis, disease) and abiotic factors (climate, substrate, size/depth of area) to compare ecosystems across spatial and temporal scales

Chap. 2

□ Student Experiment (handed out)

□ Mandatory Field Trip.

T4

Wk3

□ Student Experiment Field Trip


□ Mandatory practical: Determine species diversity of a group of organisms based on a given index.

T4

Wk4 □ use species diversity indices, species interactions (predation, competition, symbiosis, disease) and abiotic

factors (climate, substrate, size/depth of area) to compare ecosystems across spatial and temporal scales

Chap. 2



T4

Wk5

□ explain how environmental factors limit the distribution and abundance of species in an ecosystem Chap. 2

Checkpoint 1



T4

Wk6


Checkpoint 2

Chap. 2


Classification processes 12 hours

□ recognise that biological classification can be hierarchical and based on different levels of similarity of physical features, methods of reproduction and molecular sequences

T4

Wk7 □ describe the classification systems for

o similarity of physical features (the Linnaean system) o methods of reproduction (asexual, sexual — K and r selection) o molecular sequences (molecular phylogeny — also called cladistics)

Draft Due

Monday

Chap. 2

□ Above continued

□ define the term clade

□ recall that common assumptions of cladistics include a common ancestry, bifurcation and physical change

□ interpret cladograms to infer the evolutionary relatedness between groups of organisms

T4

Wk8 □ analyse data from molecular sequences to infer species evolutionary relatedness

□ recognise the need for multiple definitions of species

□ identify one example of an interspecific hybrid that does not produce fertile offspring (e.g. mule, Equus mulus)

Chap. 2

Chap. 3 □ explain the classification of organisms according to the following species interactions: predation, competition, symbiosis and disease

□ Review

T1 Wk1

□ understand that ecosystems are composed of varied habitats (microhabitat to ecoregion)

□ interpret data to classify and name an ecosystem

□ explain how the process of classifying ecosystems is an important step towards effective ecosystem management (consider old-growth forests, productive soils and coral reefs)

Chap. 3

□ Review

□ describe the process of stratified sampling in terms of

o purpose (estimating population, density, distribution, environmental gradients and profiles, zonation, stratification)

o site selection

o choice of ecological surveying technique (quadrats, transects)

o minimising bias (size and number of samples, random-number generators, counting criteria, calibrating equipment and noting associated precision)

o methods of data presentation and analysis

T1 Wk2

□ Above continued

□ Above continued

□ Mandatory practical: Use the process of stratified sampling to collect and analyse primary biotic and abiotic field data to classify an ecosystem

T1

Wk3

Functioning ecosystems 12 hours

□ sequence and explain the transfer and transformation of solar energy into biomass as it flows through biotic components of an ecosystem, including

o converting light to chemical energy

o producing biomass and interacting with components of the carbon cycle

Student

Experiment due

Chap. 4

□ analyse and calculate energy transfer (food chains, webs and pyramids) and transformations within ecosystems, including

o loss of energy through radiation, reflection and absorption

o efficiencies of energy transfer from one trophic level to another

o biomass

□ construct and analyse simple energy-flow diagrams illustrating the movement of energy through ecosystems, including the productivity (gross and net) of the various trophic levels

T1

Wk4

□ Above continued Chap. 4

□ describe the transfer and transformation of matter as it cycles through ecosystems (water, carbon and nitrogen)

□ Above continued

T1

Wk5

□ define ecological niche in terms of habitat, feeding relationships and interactions with other species

□ understand the competitive exclusion principle

Chap. 5

Chap. 4 □ analyse data to identify species (including microorganisms) or populations occupying an ecological niche

□ define keystone species and understand the critical role they play in maintaining the structure of a community

□ analyse data (from an Australian ecosystem) to identify a keystone species and predict the outcomes of removing the species from an ecosystem

T1

Wk6 Population ecology 4 hours

□ define the term carrying capacity

□ explain why the carrying capacity of a population is determined by limiting factors (biotic and abiotic)

Chap. 5

□ calculate population growth rate and change (using birth, death, immigration and emigration data)

Chap. 3

Chap. 5

□ use the Lincoln Index to estimate population size from secondary or primary data

□ analyse population growth data to determine the mode (exponential growth J-curve, logistic growth S-curve) of population growth

□ discuss the effect of changes within population-limiting factors on the carrying capacity of the ecosystem

T1

Wk7 Changing ecosystems 8 hours

□ explain the concept of ecological succession (refer to pioneer and climax communities and seres)

□ differentiate between the two main modes of succession: primary and secondary

Chap. 6

□ identify the features of pioneer species (ability to fixate nitrogen, tolerance to extreme conditions, rapid germination of seeds, ability to photosynthesise) that make them effective colonisers

□ analyse data from the fossil record to observe past ecosystems and changes in biotic and abiotic components

T1

Wk8 □ analyse ecological data to predict temporal and spatial successional changes

Chap. 6

□ predict the impact of human activity on the reduction of biodiversity and on the magnitude, duration and speed of ecosystem change

□ Mandatory practical: Select and appraise an ecological surveying technique to analyse species diversity between two spatially variant ecosystems of the same classification (e.g. a disturbed and undisturbed dry sclerophyll forest).

T1

Wk9 □ Data Analysis review

□ Data Test

□ Unit 3 review

T1

Wk10 □ Unit 3 review

□ Unit 3 review

□ Unit 3 review


Unit 4: Heredity and continuity of life

Trinity Bay Science

Assessment

Research Investigation (week 1 Term 3). Note – content knowledge covered in Unit 3 will be assessed in the external exam in Term 4.

Term


T2

Wk1

□ Overview Chapter 5

DNA structure and replication 5 hours

□ understand that deoxyribonucleic acid (DNA) is a double-stranded molecule that occurs bound to proteins (histones) in chromosomes in the nucleus, and as unbound circular DNA in the cytosol of prokaryotes, and in the mitochondria and chloroplasts of eukaryotic cells

□ Above continued

T2

Wk2

□ 1 Research Investigation Evidence and

Research

Question □ 2 Research Investigation

□ recall the structure of DNA, including

o nucleotide composition o complementary base pairing o weak, base-specific hydrogen bonds between DNA strands

T2

Wk3

□ 3 Research Investigation

Chapter 6


□ explain the role of helicase (in terms of unwinding the double helix and separation of the strands) and DNA polymerase (in terms of formation of the new complementary strands) in the process of DNA replication. Reference should be made to the direction of replication.

T2

Wk4 □ 5 Research Investigation

Trends, Patterns

and Relationships

Chapter 6


Cellular replication and variation 5 hours

□ within the process of meiosis I and II

o recognise the role of homologous chromosomes o describe the processes of crossing over and recombination and demonstrate how they

contribute to genetic variation o compare and contrast the process of spermatogenesis and oogenesis (with reference to

haploid and diploid cells).

T2

Wk5



□ Above continued

T2

Wk6

□ Above continued Limitations

Chapter 6

Chapter 5

□ demonstrate how the process of independent assortment and random fertilisation alter the variations in the genotype of offspring.

Gene expression 6 hours

□ define the terms genome and gene

□ understand that genes include ‘coding’ (exons) and ‘noncoding’ DNA (which includes a variety of transcribed proteins: functional RNA (i.e. tRNA), centromeres, telomeres and introns. Recognise that many functions of ‘noncoding’ DNA are yet to be determined)

T2

Wk7 □ explain the process of protein synthesis in terms of

o transcription of a gene into messenger RNA in the nucleus

Draft Due

Chapter 5

o translation of mRNA into an amino acid sequence at the ribosome (refer to transfer RNA, codons and anticodons)

Chapter 5

□ recognise that the purpose of gene expression is to synthesise a functional gene product (protein or functional RNA); that the process can be regulated and is used by all known life

□ identify that there are factors that regulate the phenotypic expression of genes

o during transcription and translation (proteins that bind to specific DNA sequences) o through the products of other genes o via environmental exposure (consider the twin methodology in epigenetic studies)

T2

Wk8 □ recognise that differential gene expression, controlled by transcription factors, regulates cell

differentiation for tissue formation and morphology

Chapter 5

Chapter 7

Chapter 5

□ recall an example of a transcription factor gene that regulates morphology (HOX transcription factor family) and cell differentiation (sex-determining region Y).

Mutations 3 hours

□ identify how mutations in genes and chromosomes can result from errors in

o DNA replication (point and frameshift mutation) o cell division (non-disjunction) o damage by mutagens (physical, including UV radiation, ionising radiation and heat and

chemical)

T2 Wk9


Chapter 5 □ explain how non-disjunction leads to aneuploidy

□ use a human karyotype to identify ploidy changes and predict a genetic disorder from given data

□ describe how inherited mutations can alter the variations in the genotype of offspring.

T2 Wk10

Inheritance 3 hours

□ predict frequencies of genotypes and phenotypes using data from probability models (including frequency histograms and Punnett squares) and by taking into consideration patterns of inheritance for the following types of alleles: autosomal dominant, sex linked and multiple

Chapter 7

□ define polygenic inheritance and predict frequencies of genotypes and phenotypes for using three of the possible alleles.

□ Review

T3

Wk1

Biotechnology 8 hours

□ describe the process of making recombinant DNA

o isolation of DNA, cutting of DNA (restriction enzymes) o insertion of DNA fragment (plasmid vector) o joining of DNA (DNA ligase) o amplification of recombinant DNA (bacterial transformation)

Research

Investigation

Due

Chapter 8

□ Above continued

□ Above continued

T3

Wk2

□ Above continued

□ Above continued

□ recognise the applications of DNA sequencing to map species’ genomes and DNA profiling to identify unique genetic information

T3

Wk3

□ explain the purpose of polymerase chain reaction (PCR) and gel electrophoresis Chapter 8

Chapter 9

□ appraise data from an outcome of a current genetic biotechnology technique to determine its success rate.

Evolution 3 hours

□ define the terms evolution, microevolution and macroevolution

□ determine episodes of evolutionary radiation and mass extinctions from an evolutionary timescale of life on Earth (approximately 3.5 billion years)

T3

Wk4 □ interpret data (i.e. degree of DNA similarity) to reveal phylogenetic relationships with an understanding

that comparative genomics involves the comparison of genomic features to provide evidence for the theory of evolution.

Chapter 9

□ Above continued

Natural selection and microevolution 6 hours

□ recognise natural selection occurs when the pressures of environmental selection confer a selective advantage on a specific phenotype to enhance its survival (viability) and reproduction (fecundity)

Chapter 9

T3

Wk5 □ identify that the selection of allele frequency in a gene pool can be positive or negative

Chapter 9

□ interpret data and describe the three main types of phenotypic selection: stabilising, directional and disruptive

□ Above continued

T3

Wk6 □ Above continued

Chapter 9

□ explain microevolutionary change through the main processes of mutation, gene flow and genetic drift.

□ Mandatory practical: Analyse genotypic changes for a selective pressure in a gene pool (modelling can be based on laboratory work or computer simulation).

T3

Wk7 Speciation and macroevolution 6 hours

□ recall that speciation and macroevolutionary changes result from an accumulation of microevolutionary changes over time

Chapter 9

□ identify that diversification between species can follow one of four patterns: divergent, convergent, parallel and coevolution

□ describe the modes of speciation: allopatric, sympatric, parapatric

T3

Wk8 □ understand that the different mechanisms of isolation — geographic (including environmental disasters,

habitat fragmentation), reproductive, spatial, and temporal — influence gene flow

Chapter 9

□ explain how populations with reduced genetic diversity (i.e. those affected by population bottlenecks) face an increased risk of extinction

□ interpret gene flow and allele frequency data from different populations in order to determine speciation.

T3

Wk 9 □ Unit 4 review

□ Unit 4 review

□ Unit 4 review

T3

Wk10 □ Unit 3/4 review

□ Unit 3/4 review

□ Unit 3/4 review

SENIOR

CHEMISTRY

COURSES

YEARS 10 to 12

Year 10 Chemistry Term A

Student Experiment (10 weeks)

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected to learn and

master.

ELABORATIONS Supporting resources, guidance, experiences

and activities.

ASSESSMENT

Assessment x 3

Feedback x 3

1

Practical Considerations

Investigate a chemical process by: managing the risks using MSDS data

conducting an experiment Analysis of Evidence and Methods Use Excel to display and analyse the experimental data

line graphs curve of best fit (linear and non-linear) r2 value

Analyse the limitations of evidence.

Evaluate the validity and reliability of experimental methods.

Analyse the evidence provided by the data from our experiment.

Over the first three weeks, we will write all of the sections of a Student Experiment.

Coursework plan

2

Justify the modifications of an experiment by writing a considered rationale. Second Experiment Conduct a given experiment

Modify the experiment to refine and extend it.

Complete and submit a prac request form

Plan and carry out a second experiment.

Diagnostic quiz and feedback.

3

Write the following sections of the report. Rationale

Research Question

Modifications

Safety

Raw Data

Processing of Data

Trends, Patterns and Relationships

We will write another Student Experiment report together.

A exemplar

4

Limitations of Evidence, Reliability and Validity of Experimental Process

Conclusions

Suggested Improvements and Extensions.

Theory – Rates of Reaction

Recall the factors which can affect the rate of a reaction

Recall collision theory.

Use collision theory to explain how the factors listed above affect the rate of a reaction.

Factors include concentration of reactants, surface area of solid reactants, use of a catalyst, change in temperature.


5

Assessable Experiment Conduct a given experiment to measure the rate of a reaction.

Modify the experiment to refine and extend it.

Complete and submit a complete prac request form

Write the following sections of the report: Rationale

Research Question

Modifications

Safety

Now you plan, carry out and write up your assessable Student Experiment.

Assessment Student Experiment task sheet handed out

6

Carry out your experiment

Write the following sections of your report: Raw Data

Processing of Data


You will have 10 hours of class time for your experiment and report.

.

7

Write the following sections of your report: Limitations of Evidence, Reliability and Validity of Experimental Process

Conclusions


Draft due this week

8

Use the feedback on your draft to improve your Student Experiment report in your own time.

Examine the relative accuracy of different glassware.

Learn to use a burette and pipette to accurately measure volumes of liquids

Titrate an acid with a base.

Feedback on draft.

9

Introduction to Chemical Basics

Recall the names and symbols of the elements.

Recall the conventions for writing chemical formulae including subscripts (s), (l), (g), (aq).

Interpret the information in a chemical equation and balance it.

Recall the products of reactions of acid + carbonate, acid + active metal.

Recall the tests for CO2, H2 and O2.

Assessment Student Experiment due

10

Periodic Table

Describe the position of elements on the Periodic Table

Recall the meanings of the terms atomic number and mass number.

Calculate the number of protons, neutrons and electrons in a given atom.

Describe Bohr’s model of the atom including electron configuration.

Feedback on experiment, ladder

Use Bohr’s model of the atom to explain why and how atoms form ions.

10 All Year 10s have Work Experience this week.

Year 10 Chemistry Term B

Periodic Table and Moles (10 weeks)

WEEK


master.


and activities.

ASSESSMENT

Assessment x 3

Feedback x 3

1

Introduction

Recall the names and symbols of the elements.

Recall the conventions for writing chemical formulae including subscripts (s), (l), (g), (aq).

Interpret the information in a chemical equation and balance it.

Recall the products of reactions of acid + carbonate, acid + active metal.

Recall the tests for CO2, H2 and O2.

The first 20 elements on the Periodic Table, plus Cr, Mn, Fe, Ni, Cu, Zn, Br, Ag, Sn, I, Pt, Au, Hg, Pb, U, Ba

Coursework plan

2

Periodic Table

Describe the position of elements on the Periodic Table in terms of groups 1 to 18 and periods 1 to 7, as well as the group names.

Recall the meanings of the terms atomic number and mass number.

Calculate the number of protons, neutrons and electrons in a given atom.

Describe Bohr’s model of the atom including eletron configuration.

Use Bohr’s model of the atom to explain why and how atoms form ions.

Conduct a practical examining combustion and formation reactions.

Group names include: alkali metals, alkaline earth metals, transition metals, semimetals, halogens and noble gases.

3

Determine the formula for a monatomic ion from the element’s position on the Periodic Table.

Apply knowledge of charges of monatomic and polyatomic ions to determine formulae of ionic compounds and name the compound.

Conduct a practical examining decompostition reactions.

Formulae of polyatomic ions can be found on the Data Sheet.

4

Describe the model of the structure of ionic compounds.

Use the model of ionic compounds to explain their properties.

Conduct a practical examining decomposition reactions.

Apply knowledge of reaction types including decomposition, combustion, combination/formation, single displacement, double displacement and reactions of acids listed in Week 1 to determine the reaction type for a given example and predict products of these reactions (ongoing through the term).

Conduct a practical examining single displacement reactions.

Properties include: high MP, brittleness, conduction of electricity in (l) and (aq) states but not in the (s) state.

5

Covalent Molecular Substances

Recall that a covalent bond is the sharing of a pair of electrons.

Recall the naming conventions of covalent compounds, including prefixes where relevant.

Apply naming conventions to write names for covalent compounds given the formulae, and to write formulae given the names.

Deduce Lewis (electron dot) structures of simple covalent molecules.

Apply understandings of covalent molecular bonding to explain the properties of covalent molecular substances.

Conduct a practical examining double displacement reactions.

Prefixes include: mono, di, tri, tetra, penta, hexa, hepta, octa, nona, deca.

Properties include low melting and boiling points and poor conduction of electricity and heat.


6

Moles

Recognise that a mole is equal to Avagadro’s number of particles.

Calculate the molar mass of a substance.

Calculate the mass of a certain number of moles of a substance, or the number of moles in a given mass of a substance.

Calculate the number of individual atoms in a given sample of substance, e.g. in 56 g of Ca(NO3)2, calculate the number of calcium ions or the number of oxygen atoms.

Avagadro’s number (NA) = 6.02 × 1023

Mole formula:

𝑛 =𝑚

𝑀


7

Recognise that a balanced chemical equation relates number of moles to number of moles.

Balance a chemical equation and use it to solve problems involving moles and masses (stoichiometry problems), e.g. calculate the mass of CuCO3 required to react with acid to make 12 g of CO2.

Use gravimetric analysis to calculate the water of crystallisation of a salt.

Stoichiometry: the relationship between relative quantities of substances taking part in a reaction

.

Assessment Exam during assessment block

Feedback on ladder

8 Continue solving stoichiometry problems.

Conduct a practical examining a range of different reaction types. Classify the reactions, predict the products and write balanced equations.

9 Exam during Assessment Block.

10 All Year 10s have Work Experience this week.

The above course is derived from the following subject matter taken directly from the Chemistry syllabus:

Recall that elements are represented by symbols and recognise that the structure of the periodic table is based on the atomic number and the properties of the elements.

Use and apply the nuclear symbol notation 𝑀𝑍𝐴 to determine the number of protons, neutrons and electrons in atoms, ions and isotopes.

Recognise that the properties of atoms, including their ability to form chemical bonds, are explained by the arrangement of electrons in the atom and by the stability of the valence electron shell.

Understand that the number of electrons lost, gained or shared is determined by the electron configuration of the atom and recall that transitional elements can form more than one ion.

Recognise that ions are atoms or groups of atoms that are electrically charged due to an imbalance in the number of electrons and protons and recognise that ions are represented by formulas which include the number of constituent atoms and the charge of the ion.

Recognise that the properties of ionic compounds, including high melting point, brittleness, and ability to conduct electricity when liquid or an aqueous solution, can be explained by modelling ionic bonding as ions arranged in a crystalline lattice structure with strong electrostatic forces of attraction between oppositely charged ions.

Deduce and construct balanced chemical equations when reactants and products are specified and apply state symbols (s), (l), (g) and (aq).

Understand and apply the reactions of acids with bases, metals and carbonates to determine reactants and products.

Understand that chemical bonds are caused by electrostatic attractions that arise because of the sharing or transfer of electrons between participating atoms and the valency is a measure of the number of bonds that an atom can form.

Deduce Lewis (electron dot) structure of molecules and ions showing all valence electrons for up to four electron pairs for each atom.

Identify the numbers of bonding and lone pairs of electrons around each atom in a molecule.

Understand that the type of bonding within ionic, metallic and covalent substances explains their physical properties, including melting and boiling point, thermal and electrical conductivity, strength and hardness.

Analyse and interpret given data to evaluate the properties, structure and bonding of ionic, covalent and metallic compounds.

Recognise that a mole is a precisely defined quantity of matter equal to Avagadro’s number of particles.

Understand that the relative atomic mass of an element is the ratio of the weighted average mass per atom of the naturally occurring form of the element to 1/12 the mass of an atom of carbon-12.

Appreciate the law of conservation of mass and understand that the mole concept relates mass, moles and molar mass.

Use appropriate mathematical representations to solve problems and make predictions, including using the mole concept to calculate the mass of reactants and products; amount of substance in moles; number of representative particles; and molar mass of atoms, ions, molecules and formula units.

Chemistry Coursework Planner

Unit 1: Chemical Fundamentals –

Structure, Properties and Reactions

Trinity Bay Science

Assessment

Research Investigation (Term 1) and end of Units 1 and 2 exam (end of Term 3). All assessment for Units 1 and 2 is formative.

Highlighting indicates material covered in Year 10 Chemistry. Numbers in bold after the subject matter indicate the Oxford textbook

page where this material can be found.

Term

Week Subject matter and textbook work Guidance

T1

Wk1

Introduction to bonding

□ recognise that the properties of atoms, including their ability to form chemical bonds, are explained by the arrangement of electrons in the atom and by the stability of the valence electron shell 74

□ understand that the number of electrons lost, gained or shared is determined by the electron configuration of the atom and recall that transitional elements can form more than one ion 74

□ recognise that ions are atoms or groups of atoms that are electrically charged due to an imbalance in the number of electrons and protons and recognise that ions are represented by formulas which include the number of constituent atoms and the charge of the ion 74

□ understand that chemical bonds are caused by electrostatic attractions that arise because of the sharing or transfer of electrons between participating atoms and the valency is a measure of the number of bonds that an atom can form 74

□ determine the formula of an ionic compound from the charges on the relative ions and name the compound 74

□ deduce Lewis (electron dot) structure of molecules and ions showing all valence electrons for up to four electron pairs for each atom 82

□ identify the numbers of bonding and lone pairs of electrons around each atom in a molecule. 82

Coursework Plan handed out.

Data booklet handed out

Quiz - Review of Year 10

Revision and study suggestions

• Notional time: 3 hours

T1

Wk2

Compounds and mixtures

□ recall that pure substances may be elements or compounds 130

□ recognise that materials are either pure substances with distinct measurable properties (e.g. melting and boiling point, reactivity, strength, density) or mixtures with properties dependent on the identity and relative amounts of the substances that make up the mixture 130, 133

□ distinguish between heterogeneous and homogeneous mixtures 133

□ recognise that nanomaterials are substances that contain particles in the size range 1–100 nm and have specific properties relating to the size of these particles. 138

□ analyse and interpret given data to evaluate the physical properties of pure substances and mixtures. 130, 133, 138

Give out Research Investigation task sheet. Brainstorming. Homework: Find evidence and decide on your Research Question.


Research Investigation task given

out.

T1

Wk3

Periodic table and trends

□ recall that elements are represented by symbols and recognise that the structure of the periodic table is based on the atomic number and the properties of the elements 48

□ describe and explain that elements of the periodic table show trends across periods and down groups, including atomic radii, valencies, ionic radii, 1st ionisation energy and electronegativities as exemplified by groups 1, 2, 13–18 and period 3 58


• The group numbering scheme from group 1 to group 18, as recommended by the International Union of Pure and Applied Chemistry (IUPAC), should be used.

□ explain how successive ionisation energy data is related to the electron configuration of an atom 58

□ compare and explain the metallic and non-metallic behaviours of elements, including group trends and the reactivity for the alkali metals (Li–Cs) and the halogens (F–I) 58

□ recognise that oxides change from basic through amphoteric to acidic across a period 58

□ analyse, evaluate and interpret data to explain and justify conclusions for periodic trends, patterns and relationships. 58

• Trends in chemical and physical

properties should be

considered. • Data for atomic radii, ionic radii,

1st ionisation energy and electronegativities are given in the Chemistry data booklet.

T1

Wk4

Atomic structure

□ understand that atoms can be modelled as a nucleus surrounded by electrons in distinct energy levels held together by electrostatic forces of attraction between the nucleus and electrons; the location of electrons within atoms can be represented using electron configurations; and the structure of the periodic table is based on the electronic configuration of atoms 44

□ use and apply the nuclear symbol notation 𝐴𝐴𝑍𝑍M to determine the number of protons, neutrons and electrons in atoms, ions and isotopes 44

□ recall the relative energies of the s, p and d orbitals in energy levels to construct electron configurations for atoms and ions up to Z = 36 and recognise that the periodic table is arranged into four blocks associated with the four sub-levels — s, p, d and f 53

□ apply the Aufbau principle, Hund’s rule and the Pauli exclusion principle to write electron configurations for atoms and ions up to Z = 36 and use orbital diagrams to represent the character and relative energy of orbitals 53

□ recognise the electron configuration of Cr and Cu as exceptions. 53

□ Research Investigation Checkpoint – Evidence and Research Question


• Full electron configuration, e.g.

1s2 2s2 2p6 3s2 3p5, and

condensed electron

configuration, e.g. [Ne]3s23p5

should be covered.

• Orbital diagrams refer to arrow-in-box diagrams, such as the one given below.

T1

Wk5

□ Continue Atomic Structure

□ 2 lessons Research Investigation

T1

Wk6

Isotopes

□ recall isotopes are atoms of the same element that have different numbers of neutrons and can be represented in the form AX (IUPAC) or X-A 92

□ recognise that isotopes of an element have the same electron configuration and possess similar chemical properties but have different physical properties 92

□ understand that the relative atomic mass of an element is the ratio of the weighted average mass per atom of the naturally occurring form of the element to 1/12 the mass of an atom of carbon-12. 92

Research Investigation Checkpoint – Evidence, Research Question, Analysis and Interpretation, Limitations

□ Notional time: 1 hour

T1

Wk7

Analytical techniques

□ understand that mass spectrometry involves the ionisation of substances and the separation and detection of the resulting ions, and that the spectra generated can be analysed to determine the isotopic composition of elements, and interpreted to determine relative atomic mass (analysis to determine) 114

□ use appropriate mathematical representations to make inferences and to solve problems, including calculating the relative atomic mass of an element and percentage abundances of the isotopes of an element from data. 114

□ 2 lessons Research Investigation. Draft due

□ Notional time: 4 hours

□ The operation of the mass

spectrometer is not required.

Research Investigation draft due

T1

Wk8 □ understand that flame tests and atomic absorption spectroscopy (AAS) are

analytical techniques that can be used to identify elements; these methods rely on electron transfer between atomic energy levels and are shown by line spectra 104, 110

□ distinguish between absorption and emission spectra and recognise that the emission spectrum of hydrogen provides evidence for the existence of electrons in discrete energy levels (Bohr model), which converge at higher energies. Explain that emission spectra are produced when photons are emitted from atoms when excited electrons return to a lower energy level. 104

□ Students should recognise the Lyman, Balmer and Paschen series in the hydrogen spectrum.

□ Students are not required to calculate the energy of photons using the formula E = hf.

□ analyse, interpret and evaluate data from flame tests and atomic absorption spectroscopy (AAS) to determine the presence and concentration of metallic ions in solution 110

□ Research Investigation – feedback on draft.

T1 Wk9

Bonding and properties

□ recognise that the properties of ionic compounds, including high melting point, brittleness, and ability to conduct electricity when liquid or an aqueous solution, can be explained by modelling ionic bonding as ions arranged in a crystalline lattice structure with strong electrostatic forces of attraction between oppositely charged ions (metallic lattice, giant covalent networks, allotropes — carbon) 146, 154

□ understand that the type of bonding within ionic, metallic and covalent substances explains their physical properties, including melting and boiling point, thermal and electrical conductivity, strength and hardness 151

□ understand that hydrocarbons, including alkanes (saturated), alkenes (unsaturated) and benzene, have different chemical properties that are determined by the nature of the bonding within the molecules 158

□ analyse and interpret given data to evaluate the properties, structure and

bonding of ionic, covalent and metallic compounds. 146, 151, 154, 158

□ Research Investigation due


• Students should be familiar with

the term formula unit. • Formula and charges for

polyatomic ions are given in the Chemistry formula and data booklet.

T1 Wk 10

Chemical reactions

□ recall that chemical reactions and phase changes involve energy changes commonly observable as changes in the temperature of the surroundings and/or the emission of light 190, 202

□ deduce and construct balanced chemical equations when reactants and products are specified and apply state symbols (s), (l), (g) and (aq). 190, 202


• Balancing equations should cover a variety of reactions, e.g. single displacement, double-displacement, acid-base, combustion, combination, decomposition and simple redox reactions.

• Names of the change of states should be covered: melting, freezing, vaporisation (evaporation and boiling) condensation, sublimation and deposition.

Holidays

T2

Wk1

Exothermic and endothermic reactions

□ explain how endothermic and exothermic reactions relate to the law of conservation of energy and the breaking and reforming of bonds; understand that heat energy is released or absorbed by the system to or from the surrounds 202

□ understand that heat is a form of energy and that temperature is a measure of the average kinetic energy of the particles 202

□ apply the relationship between temperature and enthalpy changes to identify thermochemical reactions as exothermic or endothermic; deduce from enthalpy level diagrams and thermochemical equations the relative stabilities of reactants and products, and the sign of the enthalpy change (ΔH) for a reaction 202

□ explain, in terms of average bond enthalpies, why reactions are exothermic or endothermic 202

□ construct and use appropriate representations (including chemical symbols and formulas, and chemical and thermochemical equations) to communicate conceptual understanding, solve problems and make predictions 202


□ Average bond enthalpy values are given in the Chemistry formula and data booklet.

□ Students should be aware of the limitations of using average bond enthalpies to calculate enthalpy change.

□ Consider reactions in aqueous

solutions and combustion

reactions.

□ Formulas: ΔH = H(products) – H(reactants) 𝐻 = Σ(bonds broken) - Σ(bonds

formed).

T2

Wk2

□ calculate the heat change for a substance given the mass, specific heat capacity and temperature change 211

□ use data to calculate the enthalpy change (ΔH) for a reaction. 211

□ Mandatory practical: Conduct a calorimetry experiment to measure the enthalpy of a reaction.

Fuels

• Formula: 𝑄 = 𝑚cΔ𝑇 • The enthalpy change (ΔH) for

chemical reactions is indicated

in kJ mol–1. • Specific heat capacity of water is

given in the Chemistry formula

and data booklet. Assume

□ • compare fuels, including fossil fuels and biofuels, in terms of their energy output, and evaluate their suitability for purpose, and the nature of products of combustion. 248, 252, 256

aqueous solutions other than

water have the same specific

heat capacity as water. • Notional time: 2 hours

T2

Wk3

Measurement uncertainty and error

□ distinguish between precision and accuracy and appreciate that all measurements have limits to their precision and accuracy that must be considered when evaluating experimental results 226

□ distinguish between qualitative and quantitative data; appreciate that quantitative data obtained from measurements is always associated with random error/measurement uncertainties 226, 229, 238

□ communicate measurement uncertainties as a range (±) to an appropriate precision 229

□ understand that propagation of random error in data processing shows the impact of measurement uncertainties on the final result 229

□ calculate the measurement uncertainties in processed data, including the use of absolute uncertainties and percentage uncertainties 229

□ construct and use appropriate graphical representations to communicate understanding, solve problems and make predictions; interpret graphs in terms of the relationship between dependent and independent variables; draw and interpret best-fit lines or curves through data points, including evaluating when it can and cannot be considered as a linear function 234

□ calculate the percentage error when the experimental result can be compared with a theoretical or accepted result (value) 229

□ distinguish between random and systematic errors; understand that experimental design and procedure usually leads to systematic errors in measurement, which causes a deviation in a direction and appreciate that repeated trials and measurements will reduce random error but not systematic error 238

□ analyse the impact of random error/measurement uncertainties and systematic errors in experimental work and evaluate how these errors/measurement uncertainties can be reduced 238

□ understand that the number of significant figures in a result is based on the figures given in the data and determine results of calculations to the appropriate number of significant figures. 240

Mole concept and law of conservation of mass

□ recognise that a mole is a precisely defined quantity of matter equal to Avogadro’s number of particles 170

□ appreciate the law of conservation of mass and understand that the mole concept relates mass, moles and molar mass 172


• Only a simple treatment of error

analysis is required. For functions such as addition or subtraction, absolute uncertainties should be added. For multiplication, division and powers, percentage uncertainties can be added.

• Formula: 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒖𝒏𝒄𝒆𝒓𝒕𝒂𝒊𝒏𝒕𝒚 (%) =

𝒂𝒃𝒔𝒐𝒍𝒖𝒕𝒆 𝒖𝒏𝒄𝒆𝒓𝒕𝒂𝒊𝒏𝒕𝒚

𝒎𝒆𝒂𝒔𝒖𝒓𝒆𝒎𝒆𝒏𝒕× 𝟏𝟎𝟎

• When adding or subtracting, the final answer should be given to the least number of decimal places. When multiplying or dividing, the final answer should be given to the least number of significant figures.

• Formula:

𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒆𝒓𝒓𝒐𝒓 (%) =

|𝒎𝒆𝒂𝒔𝒖𝒓𝒆𝒅 𝒗𝒂𝒍𝒖𝒆−𝒕𝒓𝒖𝒆 𝒗𝒂𝒍𝒖𝒆

𝒕𝒓𝒖𝒆 𝒗𝒂𝒍𝒖𝒆| × 𝟏𝟎𝟎


• Avogadro’s constant is given in

the Chemistry formula and data

booklet. T2 Wk4

□ understand that the empirical formula expresses the simplest whole number ratio of elements in a compound 175

□ use the appropriate stoichiometric ratio to determine that reactants can be limiting 178

□ appreciate that experimental yield can be different from theoretical yield 182

□ use appropriate mathematical representation to solve problems and make predictions, including using the mole concept to calculate the mass of reactants and products; amount of substance in moles; number of representative particles; and molar mass of atoms, ions, molecules and formula units 172, 175

□ use appropriate mathematical representation to solve problems and make predictions, including determining the percentage composition from relative atomic masses; empirical formula of a compound from the percentage composition by mass; and molecular formula of a compound from its empirical formula and molar mass 172, 175

□ calculate percentage yield from experimental or given data. 182

Mandatory practical: Derive the empirical formula of a compound from reactions involving mass changes.

• Formula: 𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 𝒚𝒊𝒆𝒍𝒅 (%) =

𝒆𝒙𝒑𝒆𝒓𝒊𝒎𝒆𝒏𝒕𝒂𝒍 𝒚𝒊𝒆𝒍𝒅

𝒕𝒉𝒆𝒐𝒓𝒆𝒕𝒄𝒂𝒍 𝒚𝒊𝒆𝒍𝒅×

𝟏𝟎𝟎

𝟏


Unit 2: Molecular Interactions and

Reactions

Trinity Bay Science

Assessment: 20 % Student Experiment at the start of Term 3, 50 % Exam at the end of Term 3 (in block exams) covering all of Units 1 and 2. Data Test on Unit 1 work on Wednesday of Week 8 during period 4.

Highlighting indicates material covered in Year 10 Chemistry. Numbers in bold after the subject matter indicate the textbook page at the beginning of the section where this material can be found.

Term


T2

Wk5

Intermolecular forces

□ apply the valence shell electron pair repulsion (VSEPR) theory to predict, draw and explain the shapes of molecules 268

□ use molecular shape, understanding of symmetry, and comparison of the electronegativity of elements to explain and predict the polarity of molecules 278

□ explain the relationship between observable properties, including vapour pressure, melting point, boiling point and solubility, and the nature and strength of intermolecular forces, including dispersion forces, dipole–dipole attractions and hydrogen bonding within molecular covalent substances 286

Mandatory practical: Construct 3D models (real or virtual) of linear, bent, trigonal planar, tetrahedral and pyramidal molecules.


• Approximate bond angles that should be covered include: 180° (linear), 104.5° (bent), 120° (trigonal planar), 109° (tetrahedral) and 107° (pyramidal).

• Hybridization involving d-orbitals (e.g. trigonal bipyramidal and octahedral) are not required.

T2

Wk6 □ Continue Intermolecular forces

Aqueous solutions and molarity

□ understand that the unique properties of water, including boiling point, density in solid and liquid phases, surface tension and ability to act as a solvent can be explained by its molecular shape and hydrogen bonding between molecules 352

□ distinguish between the terms solute, solvent, solution, and concentration 358 □ recall that concentration can be represented in a variety of ways including the

number of moles of the solute per litre of solution (mol L–1) and the mass of the solute per litre of solution (g L–1) or parts per million (ppm) 358

□ distinguish between unsaturated, saturated and supersaturated solutions 355

□ use appropriate mathematical representations to solve and make predictions (including using the mole concept and the relationship between the number of moles of solute, concentration and volume of a solution) to calculate unknown values. 358


• The use of square brackets to denote concentration is required.

• Formula: Molarity =

𝑚𝑜𝑙𝑒𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑒 (𝑛)

𝑣𝑜𝑙𝑢𝑚𝑒 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 (𝑉)

The distinction between strength and concentration of an acidic/basic solution should be covered.

T2

Wk7 □ Continue Aqueous solutions and molarity

Solubility

□ explain the relationship between the solubility of substances in water, including ionic and molecular substances, and the intermolecular forces between species in the substances and water molecules 386

□ recognise that changes in temperature can affect solubility and recall that most gases become less soluble as solvent temperature increases while most solutes become more soluble as the solvent temperature increases 386

□ interpret, analyse and evaluate data and solubility curves to communicate conceptual understanding, solve problems and make predictions. 386

• Notional time: 3 hours • Do the experiment determining

the solubility of a salt at different temperatures

T2

Wk8

Data Test this Wednesday based on Unit 1 work

pH

□ recall that pH is dependent on the concentration of hydrogen ions in solution 404

□ use the pH scale to compare the levels of acidity or alkalinity of aqueous solutions 404

□ use the Arrhenius model to explain the behaviour of strong and weak acids and bases in aqueous solutions. 400, (367)

□ Mandatory practical: Investigate the properties of strong and weak acids.

Reaction of acids

□ understand and apply the reactions of acids with bases, metals and carbonates to determine reactants and products 412

□ construct and use appropriate representations, including ionic formulas, chemical formulas and chemical equations, to symbolise the reactions of acids and bases; and ionic equations to represent the reacting species and products in these reactions. 412


pH calculations are covered in Unit 3 Topic 1: Chemical equilibrium systems. • Notional time: 3 hours

T2

Wk9

Gases

□ consider the relationship between the volume, number of moles and molar volume at standard temperature and pressure (STP) 326

□ use the kinetic theory of gases to describe and explain the behaviour of gases, including the qualitative relationships between pressure, temperature and volume 326

□ appreciate that the kinetic theory of gases applies to ideal gases and solve problems related to the ideal gas equation 341


T2

Wk

10

□ use appropriate mathematical representation to solve problems and make predictions, including the mole concept, to calculate the mass of chemicals and/or the volume of a gas (at standard temperature and pressure) involved in a chemical reaction. 341

Mandatory practical: Investigate the properties of gases to determine the molar volume of a gas.

School Holidays T3

Wk1

□ Student Experiment – Plan modifications, fill in prac request including safety, write:

o Research Question

o Rationale

o Modifications to the Methodology

o Safety

o Do experiment and record Raw Data

Start Student Experiment Resources include: • Task sheet • Instrument Specific Marking

Guide (ISMG) • Guide to the Student Experiment

T3

Wk2 □ Continue Student Experiment:

o Continue prac work if necessary

o Processing of Data

o Trends, Patterns and Relationships

• Scatterplots in Excel for Simple Data Analysis

• QCAA Annotated Sample student scripts

T3

Wk3 □ Continue Student Experiment:

o Limitations of Evidence, Reliability and Validity of Experimental Process

o Conclusions

o Suggested Improvements and Extensions.

Draft of Student Experiment due

T3 Wk4

Chromatography techniques

□ recognise that chromatography techniques, including paper, thin layer, gas and high-performance liquid chromatography, can be used to determine the composition and purity of substances 300, 302

□ describe and explain how variations in the strength of the interactions between atoms, molecules or ions in the mobile and stationary phases can be used to separate components 300 - 315

• Notional time: 3 hours • Suggested practical: Separate the

components of a mixture using paper chromatography and/or thin layer chromatography (TLC). Simulation could be used.

• Syllabus link: Unit 4 Topic 1: Properties and structure of organic materials.

T3 Wk5

□ analyse, interpret and evaluate data from chromatographs to determine the composition and purity of substances, including calculating Rf values. 308

Identifying ions in solution

□ apply solubility rules to determine the products of reactions and to predict if a precipitate will form 378

□ determine the presence of specific ions in solutions based on evidence derived from chemical reactions, including precipitation and acid-carbonate reactions 378

□ construct and use appropriate representations, including ionic formulas, chemical formulas, chemical equations and phase descriptions for chemical species to communicate conceptual understanding, solve problems and make predictions. 378, 386

□ Mandatory practical: Precipitation reactions to identify cations and anions.

Final Student Experiment due • Notional time: 5 hours Solubility table is given in the Chemistry formula and data booklet.

T3

Wk6

Rates of reactions

□ explain how varying the conditions present during chemical reactions, including temperature, surface area, pressure (gaseous systems), concentration and the presence of a catalyst can affect the rate of the reaction 422

□ use the collision theory to explain and predict the effect of concentration, temperature, pressure and surface area on the rate of chemical reactions by considering the structure of the reactants and the energy of particles 422

□ construct and explain Maxwell-Boltzmann distribution curves for reactions with and without catalysts 422, 434

□ recognise that activation energy (Ea) is the minimum energy required for a chemical reaction to occur and is related to the strength and number of the existing chemical bonds; the magnitude of the activation energy influences the rate of a chemical reaction 422

□ sketch and use energy profile diagrams, including the transitional state and catalysed and uncatalysed pathways, to represent the enthalpy changes and activation energy associated with a chemical reaction 430

□ explain how catalysts, including enzymes and metal nanoparticles, affect the rate of certain reactions by providing an alternative reaction pathway with a reduced activation energy, hence increasing the proportion of collisions that lead to a chemical change 434


T3

Wk7

□ use appropriate mathematical representations to calculate the rate of chemical reactions by measuring the rate of formation of products or the depletion of reactants 422

□ analyse experimental data, including constructing and using appropriate graphical representations of relative changes in the concentration, volume and mass against time. 422

□ Mandatory practical: Investigate the rate of chemical reactions.

T3

Wk8

□ Revision.

T3 Wk9

Exam covering all of Units 1 and 2 work during block exams. Worth 50%.

T3 Wk 10

Block exams continue?

Feedback on exam.


Unit 3: Equilibrium, Acids and Redox

Reactions

Trinity Bay Science

Assessment: 10 % Data Test near the end of Term 4, Year 11. 20% Student Experiment during

Term 1 of Year 12, 50% External Exam covering all of Units 3 and 4 during Term 4 of Year 12.

Numbers in bold after each piece of subject matter indicate the page of Pearson “Chemistry Queensland 12 Units 3 & 4” where this work begins.

Term


T4

Wk1

Chemical equilibrium

□ recognise that chemical systems may be open (allowing matter and energy to be exchanged with the surroundings) or closed (allow energy, but not matter, to be exchanged with the surroundings) 6

□ understand that physical changes are usually reversible, whereas only some chemical reactions are reversible 7

□ appreciate that observable changes in chemical reactions and physical changes can be described and explained at an atomic and molecular level 11

□ symbolise equilibrium equations by using ⇌ in balanced chemical equations 8

□ understand that, over time, physical changes and reversible chemical reactions reach a state of dynamic equilibrium in a closed system, with the relative concentrations of products and reactants defining the position of equilibrium 10

□ explain the reversibility of chemical reactions by considering the activation energies of the forward and reverse reactions 9

□ analyse experimental data, including constructing and using appropriate graphical representations of relative changes in the concentration of reactants and product against time, to identify the position of equilibrium. 15

Factors that affect equilibrium

□ explain and predict the effect of temperature change on chemical systems at equilibrium by considering the enthalpy change for the forward and reverse reactions 26

□ explain the effect of changes of concentration and pressure on chemical systems at equilibrium by applying collision theory to the forward and reverse reactions 16, 23

Notional time: 3 hours

Syllabus links: • Unit 1 Topic 3: Chemical reactions:

reactants, products and energy change

• Unit 2 Topic 3: Rates of chemical reactions Unit 4 Topic 2: Chemical synthesis and design.

Suggested practicals: • Investigate reversible reactions.

• Investigate factors that affect equilibrium. Simulations could be used.

• Qs p 13 dynamic =m


• Syllabus link: Unit 4 Topic 2: Chemical synthesis and design.

• Suggested practical: Investigate Le Châtelier’s principle.

• Qs p 30 =m changes

T4

Wk2

□ apply Le Châtelier’s principle to predict the effect changes of temperature, concentration of chemicals, pressure and the addition of a catalyst have on the position of equilibrium and on the value of the equilibrium constant. 15, 23-29

Equilibrium constants

□ understand that equilibrium law expressions can be written for homogeneous and heterogeneous systems and that the equilibrium constant (Kc), at any given temperature, indicates the relationship between product and reactant concentrations at equilibrium 62

□ deduce the equilibrium law expression from the equation for a homogeneous reaction and use equilibrium constants (Kc), to predict qualitatively, the relative amounts of reactants and products (equilibrium position) 62

□ deduce the extent of a reaction from the magnitude of the equilibrium constant 63

□ use appropriate mathematical representation to solve problems, including calculating equilibrium constants and the concentration of reactants and products. 63

□ ***Analysis of equilibrium data practice

• Qs p 22 Le Chatelier


• Formula: Kc =[C]c[D]d

[A]a[B]b for the

reaction: aA + bB ⇌ cC + dD

• The use of quadratic equations is not required; when Kc is very small the following assumption can be made: [reactants]initial ≈ [reactants]equilibrium

• Students should state when assumptions are used.

• Qs p 41 =m constants

• Chap review Equilibrium p 44

T4

Wk3

Properties of acids and bases

□ understand that acids are substances that can act as proton (hydrogen ion) donors and can be classified as monoprotic or polyprotic depending on the number of protons donated by each molecule of the acid Unit 2, 56

□ distinguish between strong and weak acids and bases in terms of the extent of dissociation, reaction with water and electrical conductivity and distinguish between the terms strong and concentrated for acids and bases. 58

Volumetric analysis

□ distinguish between the terms end point and equivalence point 81

□ recognise that acid-base titrations rely on the identification of an equivalence point by measuring the associated change in pH, using chemical indicators or pH meters, to reveal an observable end point 80

□ sketch the general shapes of graphs of pH against volume (titration curves) involving strong and weak acids and bases. Identify and explain their important features, including the intercept with pH axis, equivalence point, buffer region and points where pKa = pH or pKb = pOH 81

Notional time: 1 hour

• The distinction between strength and concentration should be covered

• Qs p 62 strong and weak

• Qs p 76 Ka and strength


• Titration of weak acid to weak base is not required.

• Qs p 99, 109 titration calculations

• Chap Review More Titration p 83

T4

Wk4 □ use appropriate mathematical representations and analyse experimental data

and titration curves to solve problems and make predictions, including using the mole concept to calculate moles, mass, volume and concentration from volumetric analysis data. 88, 95-97, 103-108

□ Mandatory practical: Acid-base titration to calculate the concentration of a solution with reference to a standard solution. 111

Acid-base indicators

□ understand that an acid-base indicator is a weak acid or a weak base where the components of the conjugate acid-base pair have different colours; the acidic form is of a different colour to the basic form 106

.Notional time: 1 hour (indicators) • For an indicator that is a weak acid:

HIn(aq) ⇌ H+(aq) + In- (aq)

Colour A Colour B

• For an indicator that is a weak base:

BOH(aq) ⇌ B+(aq) + OH-(aq)

Colour A Colour B

• Qs p 82 indicators

• Chapter review titrations p 113

T4

Wk

5

□ explain the relationship between the pH range of an acid-base indicator and its pKa value 107

□ recognise that indicators change colour when the pH = pKa and identify an appropriate indicator for a titration, given equivalence point of the titration and pH range of the indicator. 107

***Data Test practise

Dissociation constants

□ recognise that the strength of acids is explained by the degree of ionisation at equilibrium in aqueous solution, which can be represented with chemical equations and equilibrium constants (Ka) 73

□ determine the expression for the dissociation constant for weak acids (Ka) and weak bases (Kb) from balanced chemical equations 73

□ analyse experimental data to determine and compare the relative strengths of acids and bases 73

□ use appropriate mathematical representation to solve problems, including calculating dissociation constants (Ka and Kb) and the concentration of reactants and products. 63-69, 74

• The colour change can be considered to take place over a range of pKa ± 1.

• Examples of indicators and their pKa values are listed in the Chemistry formula and data booklet.


• Students should consider hydrochloric, nitric and sulfuric acids as examples of strong acids, and carboxylic and carbonic acids (aqueous carbon dioxide) as weak acids.

• Students should consider all group 1 hydroxides and barium hydroxide as strong bases, and ammonia and amines as weak bases.

• Suggested practical: Investigate the electrical conductivity of strong and weak acids and bases (simulation can be used).

Syllabus links:

• Unit 4 Topic 1: Properties and structure of organic materials

Unit 4 Topic 2: Chemical synthesis

and design.

• Formulas: 𝐾𝑤 = 𝐾𝑎 × 𝐾𝑏

𝐾𝑎 =[𝐻3𝑂+][𝐴−]

[𝐻𝐴]

𝐾𝑏 =[𝐵𝐻+][𝑂𝐻−]

[𝐵]

T4

Wk6

pH scale

□ understand that water is a weak electrolyte and the self-ionisation of water is represented by Kw = [H+][OH–]; Kw can be used to calculate the concentration of hydrogen ions from the concentration of hydroxide ions in a solution 64

□ understand that the pH scale is a logarithmic scale and the pH of a solution can be calculated from the concentration of hydrogen ions using the relationship pH = –log10 [H+] 65

□ use appropriate mathematical representation to solve problems for hydrogen ion concentration [H+(aq)], pH, hydroxide ion concentrations [OH–(aq)] and pOH. 66


• Kw is taken to be 1×10–14 at 25°C and is given in the Chemistry formula and data booklet.

• Formulas:

Kw = [H+][OH–].

pH = –log10[H+ ]

pOH = –log10[OH-]. • Suggested practical: Measure pH of a

substance

• Qs p 70 pH calculations

T4

Wk7 □ Data Test on Unit 3 work Wednesday period 2.

Brønsted-Lowry model

□ recognise that the relationship between acids and bases in equilibrium systems can be explained using the Brønsted-Lowry model and represented using chemical equations that illustrate the transfer of hydrogen ions (protons) between conjugate acid-base pairs 53

□ recognise that amphiprotic species can act as Brønsted-Lowry acids and bases 55

□ identify and deduce the formula of the conjugate acid (or base) of any Brønsted-Lowry base (or acid) 55


• Qs p 56 B-L model

T4

Wk8 □ appreciate that buffers are solutions that are conjugate in nature and resist a

change in pH when a small amount of an acid or base is added; Le Châtelier’s principle can be applied to predict how buffer solutions respond to the addition of hydrogen ions and hydroxide ions 71

• Buffer calculations are not required.

Chapter Review =m in Acids and Bases p 83

School holiday break

Yr 12 T1 Wk1

Redox reactions

□ recognise that a range of reactions, including displacement reactions of metals, combustion, corrosion and electrochemical processes, can be modelled as redox reactions involving oxidation of one substance and reduction of another substance 118, 124

□ understand that the ability of an atom to gain or lose electrons can be predicted from the atom’s position in the periodic table, and explained with reference to valence electrons, consideration of energy and the overall stability of the atom 119, 124

□ identify the species oxidised and reduced, and the oxidising agent and reducing agent, in redox reactions 119, 121

□ understand that oxidation can be modelled as the loss of electrons from a chemical species, and reduction can be modelled as the gain of electrons by a chemical species; these processes can be represented using balanced half-equations and redox equations (acidic conditions only) 122

□ deduce the oxidation state of an atom in an ion or compound and name transitional metal compounds from a given formula by applying oxidation numbers represented as roman numerals 133


• Oxidation numbers and oxidation states are often interchanged. IUPAC distinguishes between the two terms by using roman numerals for oxidation numbers.

• Oxidation states should be represented with the sign given before the number, i.e. +2 not 2+

• The oxidation state of hydrogen in metal hydrides (–1) and oxygen in peroxides (–1) should be covered.

• Qs p 131 redox intro, displacement, corrosion

T1 Wk2

□ use appropriate representations, including half-equations and oxidation numbers, to communicate conceptual understanding, solve problems and make predictions. 126, 136, 140, 168

□ Mandatory practical: Perform single displacement reactions in aqueous solutions. 145

Electrochemical cells

□ understand that electrochemical cells, including galvanic and electrolytic cells, consist of oxidation and reduction half-reactions connected via an external circuit that allows electrons to move from the anode (oxidation reaction) to the cathode (reduction reaction). 153

• A simple activity series is given in the Chemistry formula and data booklet

• Qs p 139 oxidation numbers

• Qs p 144 balancing using ½ eqns

• Chapter Review Redox Reactions p 147

• Notional time: 1 hour

T1

Wk3

Galvanic cells

□ understand that galvanic cells, including fuel cells, generate an electrical potential difference from a spontaneous redox reaction which can be represented as cell diagrams including anode and cathode half-equations 153, 156, 171


• Simulations could be used.

□ recognise that oxidation occurs at the negative electrode (anode) and reduction occurs at the positive electrode (cathode) and explain how two half- cells can be connected by a salt bridge to create a voltaic cell (examples of half-cells are Mg, Zn, Fe and Cu and their solutions of ions) 155

□ describe, using a diagram, the essential components of a galvanic cell; including the oxidation and reduction half-cells, the positive and negative electrodes and their solutions of their ions, the flow of electrons and the movement of ions, and the salt bridge. 157

□ Mandatory practical: Construct a galvanic cell using two metal/metal-ion half cells. 176

• Qs p 158 galvanic cells

T1

Wk4

Standard electrode potential

□ determine the relative strength of oxidising and reducing agents by comparing standard electrode potentials 160

□ recognise that cell potentials at standard conditions can be calculated from standard electrode potentials; these values can be used to compare cells constructed from different materials 161, 165

□ recognise the limitation associated with standard reduction potentials 170

□ use appropriate mathematical representation to solve problems and make predictions about spontaneous reactions, including calculating cell potentials under standard condition. 162, 165

Electrolytic cells

□ understand that electrolytic cells use an external electrical potential difference to provide the energy to allow a non-spontaneous redox reaction to occur, and appreciate that these can be used in small-scale and industrial situations, including metal plating and the purification of copper 184

□ predict and explain the products of the electrolysis of a molten salt and aqueous solutions of sodium chloride and copper sulfate. Explanations should refer to Eø values, the nature of the electrolyte and the concentration of the electrolyte 185-191

□ describe, using a diagram, the essential components of an electrolytic cell; including source of electric current and conductors, positive and negative electrodes, and the electrolyte. 185


• A table of standard reduction potentials is given in the Chemistry formula and data booklet.

• Qs p 166 electrochem series and Eo

• Qs p 170 predicting reactions

Ms Delaney thinks this should be

limitations

Chap Review p 179 Galvanic Cells


• Syllabus link: Unit 4 Topic 2: Chemical synthesis and design

Suggested practicals:

• Use an electrolytic cell to carry out metal plating.

• Carry out electrolysis of water or copper sulfate. Simulations could be used.

• Products of dilute and concentrated solutions of sodium chloride and copper sulfate should be considered.

• Qs p 196 electrolytic cells

T1

Wk5 □ Student Experiment – Plan modifications, fill in prac request including safety.

□ Start Unit 4 work

Unit 3 Review p 201

T1 Wk6

□ Continue Student Experiment: o Research Question o Rationale o Modifications to the Methodology o Safety

□ Do experiment and record Raw Data

T1 Wk 7

□ Continue Student Experiment: o Processing of Data o Trends, Patterns and Relationships o Limitations of Evidence, Reliability and Validity of Experimental Process

T1 Wk 8

□ Continue Student Experiment: o Conclusions o Suggested Improvements and Extensions.

□ Continue Unit 4 work

Draft of Student Experiment due Term 2

Week 1.

1 lesson feedback on draft T2 Week 2.

Final due Term 2 Week 3.


Unit 4: Structure, Synthesis and Design

Trinity Bay Science

Assessment: 50% external exam on Units 3 and 4 Weeks 4 – 7 Term 4. No Research Investigation!!! Note: Student Experiment based on Unit 3 work due Week 3 of Term 2. Note: Page numbers refer to Pearson Chemistry Queensland 12 Units 3 and 4.

Term


T1

Wk

9

Structure of organic compounds

□ recognise that organic molecules have a hydrocarbon skeleton and can contain functional groups, including alkenes, alcohols, aldehydes, ketones, carboxylic acids, haloalkanes, esters, nitriles, amines, amides and that structural formulas (condensed and extended) can be used to show the arrangement of atoms and bonding in organic molecules 217, table p 219/220

□ deduce the structural formulas and apply IUPAC rules in the nomenclature of organic compounds (parent chain up to 10 carbon atoms) with simple branching for alkanes, alkenes, alkynes, alcohols, aldehydes, ketones, carboxylic acids, haloalkanes, esters, nitriles, amines and amides 223-275. Overview p 271- 275


• Suggested practical: Identify different typical functional groups in molecules.

• Models or simulation could be used here.

• Qs p 221

• Qs p 235 (alkane / alkene / alkyne)

T1

Wk

10

□ (Continue nomenclature above)

□ identify structural isomers as compounds with the same molecular formula but different arrangement of atoms; deduce the structural formulas and apply IUPAC rules in the nomenclature for isomers of the non-cyclic alkanes up to C6 237

□ identify stereoisomers as compounds with the same structural formula but with different arrangement of atoms in space; describe and explain geometrical (cis and trans) isomerism in non-cyclic alkenes. 242

□ Mandatory practical: Construct 3D models of organic molecules.

• Qs p 270 (mixed nomenclature)

• Qs p 276 (mixed nomenclature)

• Qs p 244 isomers


T2

Wk1 Physical properties and trends

□ recognise that organic compounds display characteristic physical properties, including melting point, boiling point and solubility in water and organic solvents that can be explained in terms of intermolecular forces (dispersion forces, dipole-dipole interactions and hydrogen bonds), which are influenced by the nature of the functional groups 278

□ predict and explain the trends in melting and boiling point for members of a homologous series 280

□ discuss the volatility and solubility in water of alcohols, aldehydes, ketones, carboxylic acids and halides. 287 volatility, 292 - 298 solubility

• Student Experiment draft due Friday.


• Physical properties of hydrocarbons, alcohols, aldehydes, ketones, carboxylic acids, amines, amides and esters should be considered.

• Qs p 299 solubility

• Q5 only p 484 solubility

• Chapter review p 290 properties

• Chapter review p 303 nomenclature, isomers, properties

T2

Wk

2

and

3

Organic reactions and reaction pathways

□ appreciate that each class of organic compound displays characteristic chemical properties and undergoes specific reactions based on the functional group present; these reactions, including acid-base and oxidation reactions, can be used to identify the class of the organic compound 311

□ understand that saturated compounds contain single bonds only and undergo substitution reactions, and that unsaturated compounds contain double or triple bonds and undergo addition reactions 318

□ determine the primary, secondary and tertiary carbon atoms in halogenoalkanes and alcohols and apply IUPAC rules of nomenclature 251

□ describe, using equations: o substitution reactions of alkanes with halogens 318


• The distinction between class and functional group should be made, e.g. for OH, hydroxyl is the functional group whereas alcohol is the class.

• Conversions with more than two stages will not be assessed.

• Reagents, conditions and equations should be included, e.g. the reaction of 1- bromopropane to 1-butylamine can be done in two stages: 1-bromopropane can be

o substitution reactions of haloalkanes with halogens, sodium hydroxide, ammonia and potassium cyanide 319

o addition reactions of alkenes with water, halogens and hydrogen halides 321-325

o addition reactions of alkenes to form poly(alkenes) 325 o oxidation reactions of alcohols and the complete combustion of alkanes

and alcohols 317, 331

□ Guidance: Summary of pathways:

Modified from: Brown, C and Ford, M 2009, Chemistry, 1st edition, Pearson Education, Marlow, Essex

reacted with potassium cyanide to form butanenitrile, which can then be reduced by heating with hydrogen and a nickel catalyst to form 1- butylamine.

• Students are not required to recall reaction mechanisms for substitution and elimination reactions.

• Addition reactions with alkenes: reactions with H2, Br2, H2O and HBr (Markovnikov’s rule) should be covered.


• chemical tests to distinguish between alkanes and alkenes

• chemical tests to distinguish between primary, secondary and tertiary alcohols.

• Qs p 315 and Qs p 328

T2

Wk3 □ Student Experiment – 1 lesson feedback on draft

Continue the reactions above. Summary p 343

□ Student Experiment – Final copy due Friday

• Student Experiment final version due Friday.

T2 Wk4

□ Continue the reactions above. Summary p 343

□ understand that organic reactions can be identified using characteristic observations and recall tests to distinguish between: 313 o alkanes and alkenes using bromine water 314 o primary, secondary and tertiary alcohols using acidified potassium

dichromate (VI) and potassium manganate (VII) 314

• Qs p 315

T2 Wk5

□ Continue the reactions above. Summary p 343

□ recall the acid-base properties of carboxylic acids and explain, using equations, that esterification is a reversible reaction between an alcohol and a carboxylic acid 314 , 335

□ recognise the acid-base properties of amines and explain, using equations, the reaction with carboxylic acids to form amides 339

□ recognise reduction reactions and explain, using equations, the reaction of nitriles to form amines and alkenes to form alkanes 335

□ recognise and explain, using equations, that: o esters and amides are formed by condensation reactions 335, 339 o elimination reactions can produce unsaturated molecule and explain,

using equations, the reaction of haloalkanes to form alkenes 326

• Qs p 340 reactions of alcohols

T2

Wk6

□ Consolidation (bonus non-RI lesson)

□ understand that the synthesis of organic compounds often involves constructing reaction pathways that may include more than one chemical reaction 342

□ deduce reaction pathways, including reagents, condition and chemical equations, given the starting materials and the product. 342-348

• Qs p 349 reaction pathways

• Chapter review p 350

T2

Wk

7

Organic materials: structure and function RI topic

□ appreciate that organic materials including proteins, carbohydrates, lipids and synthetic polymers display properties including strength, density and biodegradability that can be explained by considering the primary, secondary and tertiary structures of the materials 357 proteins, 386 carbohydrates, 386 lipids Ms D – this is an overview of the next few points


• The common names, symbol, structural formula and pH of isoelectric point for amino acids are given in the Chemistry data booklet.

□ describe and explain the primary, secondary (α-helix and β-pleated sheets), tertiary and quaternary structure of proteins 368-376

□ recognise that enzymes are proteins and describe the characteristics of biological catalysts (enzymes) including that activity depends on the structure and the specificity of the enzyme action 379

Suggested practical: Use enzymes as catalysts.

• Qs p 378 proteins • Qs p 384 enzymes

T2

Wk8 □ Consolidation (bonus non-RI lesson)

□ recognise that triglycerides (lipids) are esters and describe the difference in structure between saturated and unsaturated fatty acids 386

□ describe, using equations, the base hydrolysis (saponification) of fats (triglycerides) to produce glycerol and its long chain fatty acid salt (soap), and explain how their cleaning action and solubility in hard water is related to their chemical structure 394

Pupil Free Day on Friday for Confirmation

• Qs p 392 lipids

• Qs p 400 soap


T2

Wk

9


□ recognise that monosaccharides contain either an aldehyde group (aldose) or a ketone group (ketose) and several -OH groups, and have the empirical formula CH2O 402

□ distinguish between α-glucose and β-glucose, and compare and explain the structural properties of starch (amylose and amylopectin) and cellulose 406

• The straight chain and α-ring forms of glucose and fructose are given in the Chemistry data booklet.

• Qs p 409 carbohydrates

T2

Wk

10

Green chemistry RI topic

□ appreciate that green chemistry principles include the design of chemical synthesis processes that use renewable raw materials, limit the use of potentially harmful solvents and minimise the amount of unwanted products 514

□ outline the principles of green chemistry and recognise that the higher the atom economy, the ‘greener’ the process 516

□ calculate atom economy and draw conclusions about the economic and environmental impact of chemical synthesis processes. 517

□ Start Macromolecules

• Notional time: 1 hour

• 100% atom economy equates to all the atoms in the reactants being converted to the desired product.

Ms D: AE = 𝑀(𝑢𝑠𝑒𝑓𝑢𝑙)

𝑀(𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠)× 100

• Diagram p 476

• Qs p 521



T3 Wk1

Macromolecules: polymers, proteins and carbohydrates

□ describe the condensation reaction of 2-amino acids to form polypeptides (involving up to three amino acids), and understand that polypeptides (proteins) are formed when amino acid monomers are joined by peptide bonds 357-365

□ describe the condensation reaction of monosaccharides to form disaccharides (lactose, maltose and sucrose) and polysaccharides (starch, glycogen and cellulose), and understand that polysaccharides are formed when monosaccharides monomers are joined by glycosidic bonds. 404




• Qs p 362 amino acids

• Qs p 366 polypeptides

• Qs p 409 carbohydrates


T3

Wk2 □ describe, using equations, how addition polymers can be produced from their

monomers including polyethene (LDPE and HDPE), polypropene and polytetrafluorethene 528

□ describe, using equations, how condensation polymers, including polypeptides (proteins), polysaccharides (carbohydrates) and polyesters, can be produced from their monomers 535

□ explain how the properties of polymers depends on their structural features including; the degree of branching in polyethene (LDPE and HDPE), the position of the methyl group in polypropene (syntactic, isotactic and atactic) and polytetrafluorethene. 530, 539 – 549 actually from Organic materials: structure and function, but it fits well here.

□ discuss the advantages and disadvantages of polymer use, including strength, density, lack of reactivity, use of natural resources and biodegradability 539, 550

• Qs p 554


• Qs p 538 polymers

• Qs p 554 polymer structures


T3

Wk3 Analytical techniques

□ explain how proteins can be analysed by chromatography and electrophoresis 418 chromatography, 431 eletrophoresis

□ select and use data from analytical techniques, including mass spectrometry, x-ray crystallography and infrared spectroscopy, to determine the structure of organic molecules 436 mass spec, 444 x-ray, 449 infrared

□ analyse data from spectra, including mass spectrometry and infrared spectroscopy, to communicate conceptual understanding, solve problems and make predictions. 458, 424, 437-441, 445, 452, 458



• Separate and identify components of amino acid mixtures using chromatography and or electrophoresis. Simulations could be used. Data loggers could be used.

• Identify organic compounds using mass spectrometry and infrared.

Simulations could be used.

• Qs p 428 chromatography, 435 electrophoresis, 441 mass spec, 448 x-ray, 456 IR, 463 combined

Chapter review p 465

T3 Wk4

Chemical synthesis

□ appreciate that chemical synthesis involves the selection of particular reagents to form a product with specific properties 475

□ understand that reagents and reaction conditions are chosen to optimise the yield and rate for chemical synthesis processes, including the production of ammonia (Haber process), sulfuric acid (contact process) and biodiesel (base-catalysed and lipase-catalysed methods) 501 Haber, 503 contact

□ understand that fuels, including biodiesel, ethanol and hydrogen, can be synthesised from a range of chemical reactions including, addition, oxidation and esterification 508

□ understand that enzymes can be used on an industrial scale for chemical synthesis to achieve an economically viable rate, including fermentation to produce ethanol and lipase-catalysed transesterification to produce biodiesel 485, 490, 506

□ describe, using equations, the production of ethanol from fermentation and the hydration of ethene 509, 477

□ describe, using equations, the transesterification of triglycerides to produce biodiesel 485

□ discuss, using diagrams and relevant half-equations, the operation of a hydrogen fuel cell under acidic and alkaline conditions. 484



• simulations of the Haber process could be used

• simulations of contact process could be used.

• Qs p 505 Haber / contact

• Qs p 510 catalysts

• Qs p 493 fuel production / biodiesel

• Qs p 499 fuel cells

T3 Wk5

□ calculate the yield of chemical synthesis reactions by comparing stoichiometric quantities with actual quantities and by determining limiting reagents. 511

Molecular manufacturing

□ appreciate that molecular manufacturing processes involve the positioning of molecules to facilitate a specific chemical reaction; such methods have the potential to synthesise specialised products, including proteins, carbon nanotubes, nanorobots and chemical sensors used in medicine. 558 - 569

• Qs p 513 yield • Chapter review p 522


• Qs p 572

Chapter review p 573

T3 Wk6

□ Review Review Unit 3 - Chemical Equilibrium, Factors that affect =m, =m Constants

Unit 3 Review p 201

T3 Wk7

□ Review Unit 3 – Properties of Acids and Bases, pH Scale, Bronsted-Lowry Model, Dissociation Constants, Acid-base indicators, Volumetric Analysis

T3

Wk8 □ Review Unit 3 - Redox Reactions, Electrochemical Cells, Galvanic Cells,

Standard Electrode Potential, Electrolytic Cells

T3

Wk9 □ Review Unit 4 – Structure of Organic Compounds, Physical Properties and

Trends, Organic Reactions and Reaction Pathways, Organic Materials: Structure and Function, Analytical Techniques

□ School-based Mock External Exams

Unit 4 Review p 574

T3

Wk

10

□ School-based Mock External Exams


T4 Wk1 □ Feedback on Mock External Exam

T4 Wk2 □ Review Units 3 and 4

T4 Wk3 □ Review Units 3 and 4

T4 Wk4 □ External Assessments




SENIOR PHYSICS

COURSES

YEARS 10 to 12

Year 10 Physics Term A

Motion (10 weeks)

WEEK

SUBJECT MATTER


ELABORATIONS

Supporting resources, guidance, experiences and activities.

ASSESSMENT

Assessment x 3

Feedback x 3

1


Describe and explain the attributes of an A exemplar for a Research Investigation.

Define a projectile as an object where the only force acting on the object is gravity.

Apply the claim to a particular area of study (e.g. shot put) to produce the research question.

Investigate and research your particular area of study to determine whether there is sufficient information for a research investigation.

A Exemplar

Research Investigation Task Sheet

Mandatory Practical: Investigate how changing the projection angle affects the displacement of a projectile.

Coursework Planner

2

Develop a research question with an independent and a dependent variable.

Select 4 data sources, and identify 3-4 pieces of evidence.

Analyse the evidence pieces.

Reference the sources using Harvard Referencing.

Assessment Guidance Research Investigation scaffolding.

3

Identify trends, patterns and relationships within the evidence pieces.

Interpret evidence to build information that answers the research question and either supports or refutes claim.

Begin writing rationale, analysis and interpretation sections.

Diagnostic Quiz (RI Checkup)

4 Continue writing rationale, analysis and interpretation sections.

Begin writing conclusion and evaluation section.

5

Finish writing conclusion and evaluation section.

Complete Reference List.

Submit a complete draft with every section included, as per Assessment Guidance Research Investigation scaffolding.

Research Investigation draft due.

6

Linear Motion

Define distance, displacement, speed, velocity and acceleration.

Investigate the intercepts and gradients of displacement-time and velocity-time graphs to solve for unknown quantities.

Apply the concept of significant figures to provide answers of the appropriate precision.

Contrast scalar and vector quantities, and provide examples for each.

Solve resultant vector problems by using vector addition.

Formulae:

𝑣 = 𝑢 + 𝑎𝑡

𝑠 = 𝑢𝑡 +1

2𝑎𝑡2

𝑣2 = 𝑢2 + 2𝑎𝑠

𝑎 =𝐹𝑛𝑒𝑡

𝑚

𝑝 = 𝑚𝑣

𝑊 = ∆𝐸

𝑊 = 𝐹𝑠

𝐽 = 𝐹𝑡

𝐸𝐾 =1

2𝑚𝑣2

∑1

2𝑚𝑣2

𝑏𝑒𝑓𝑜𝑟𝑒 = ∑

1

2𝑚𝑣2

𝑎𝑓𝑡𝑒𝑟

Feedback on draft

7

Force and Energy

Define Newton’s Laws of Motion.

Create free body diagrams that show forces acting on an object.

Apply F=ma to solve for unknowns.

Research Investigation final due.

8

Linear Projectile Motion

Solve for unknowns using equations of motion when objects undergo uniform acceleration.

9

Solve for unknowns using equations of motion when objects undergo uniform acceleration.

Solve for Impulse in situations with linear motion. 2D Projectile Motion Apply understanding of linear projectile motion to solve kinematics problems by splitting the motion into horizontal and vertical

Mandatory Practical: Investigate factors affecting the speed, displacement and acceleration of a Nerf Dart.

Diagnostic Quiz

10 WORK EXPERIENCE

Year 10 Physics Term B

Linear Momentum and Waves (8 weeks)

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected

to learn and master.



ASSESSMENT

Assessment x 3

Feedback x 3

1

Consolidate calculating unknowns using 2D projectile motion principles and equations.

Review Momentum and Impulse

Coursework plan

2

Momentum and Impulse

Define momentum as the product of an object’s mass and its

velocity.

Define impulse as the change in momentum of an object.

Solve problems involving momentum, impulse and collisions in one dimension.

Rearrange equations to change the subject (ongoing

throughout the term).

Identify the variables of a collision.

MANDATORY PRACTICAL: Factors influencing damage in a collision

ICT:

Colorado PHET – Collision Lab

3

Create a method based on modifications to the “Factors influencing damage in a collision” experiment.

Calculate unknowns for simple impulse and momentum

calculations (i.e. without rearranging the formula).

Identify methods for collecting data and results.

FORMULAE:

𝑎𝑛𝑒𝑡 = 𝐹𝑛𝑒𝑡

𝑚

𝑝 = 𝑚𝑣

∑ 𝑚𝑣𝑏𝑒𝑓𝑜𝑟𝑒 = ∑ 𝑚𝑣𝑎𝑓𝑡𝑒𝑟

𝐽 = 𝐹𝑡

Diagnostic Quiz and feedback.

4

Conduct modified experiment, and collect data.

Analyse results by developing graphs using Microsoft Excel

and relevant calculations.

Analyse errors and anomalies in data.

Communicate findings and conclusions about momentum

and impulse.

5

Optics

Define the terms compression, rarefaction, crest, trough,

displacement, amplitude, period, frequency, wavelength and velocity, and identify these aspects of waves from graphs of

longitudinal and transverse waves.

Define light as a mechanical wave because it can travel

through a vacuum.

Recall the law of reflection.

Mandatory practical: Use ray diagrams to locate an image.

Formulae:

Diagnostic Quiz and feedback.

6

Explain phenomena related to reflection, refraction and

diffraction using the wave model of light

Apply understanding to solve problems involving the

reflection of light on plane mirrors. Describe polarisation using a transverse wave model.

7

Use Snell’s law to calculate unknowns and describe the

relationship between angles of incidence and refraction.

Determine the critical angle for a prism to achieve Total

Internal Reflection.

8

Review and Assessment

Revision and Exam

Exam, exam feedback and ladder position

Physics Coursework Planner

Unit 1: Thermal, nuclear and electrical

physics.

Trinity Bay Science

Assessment

Research Investigation (Unit 1), Data Test (Units 1 and 2), Student Experiment (Unit 2) and end of Units 1 and 2 exam (end of Term 3). All

assessment for Units 1 and 2 is formative.

Use of this coursework plan

Use this coursework plan to inform your learning. 1.1 R and CYL means students need to read this section and complete the Check Your

Learning questions.

Term

Wee

k

Subject matter and textbook work Guidance

T1

Wk1

Introduction/Expectations

Kinetic particle model and heat flow

□ describe the kinetic particle model of matter 1.2 R and CYL

□ define and distinguish between thermal energy, temperature, kinetic energy, heat and internal energy 1.3 R and CYL

Temperature and specific heat capacity

□ use 𝑇𝐾 = 𝑇𝐶 + 273 to convert temperature measurements between Celsius and Kelvin 1.5 R and CYL

□ use digital and other measuring devices to collect data, ensuring measurements are recorded using the correct symbol, SI unit, number of significant figures and associated measurement uncertainty (absolute and percentage); all experimental measurements should be recorded in this way 1.5 R and CYL

□ explain that a change in temperature is due to the addition or removal of energy from a system

(without phase change) 1.3, 1.4 R and CYL

Coursework Plan

handed out.

Revision and study

suggestions

Formulas

T1

Wk2

□ define specific heat capacity and the concept of proportionality 2.2 R and CYL

□ interpret tabulated and graphical data of heat added to a substance and its subsequent temperature change (without phase change) 2.2 R and CYL

□ solve problems involving specific heat capacity 2.2 R and CYL

Mandatory practicals :

□ Conduct an experiment that obtains data to be plotted on a scatter graph (with correct title and symbols, units and labels on the axes), analysed by calculating the equation of a linear trend line, interpreted to draw a conclusion, and reported on using scientific conventions and language.

□ Conduct an experiment that determines the specific heat capacity of a substance, ensuring that measurement uncertainties associated with mass and temperature are propagated. Where the mean is calculated (in this, and future experiments), determine the percentage and/or absolute uncertainty of the mean.

Students do not need

to use mathematical

formulas relating

temperature and the

average kinetic energy

of the particles.

T1

Wk3

Phase changes and specific latent heat

□ explain why the temperature of the system remains the same during the process of state change; explain it in terms of the internal energy of a system and the kinetic particle model of matter 2.4 R and CYL

□ define specific latent heat 2.4 R and CYL

□ solve problems involving specific latent heat 2.4 R and CYL

Formulas

𝑄=𝑚L

T1

Wk4 Energy conservation in calorimetry

□ define thermal equilibrium in terms of the temperature and average kinetic energy of the particles in each of the systems 2.3 R and CYL

□ explain the process in which thermal energy is transferred between two systems until thermal equilibrium is achieved, and recognise this as the zeroth law of thermodynamics 2.3 R and CYL

□ solve problems involving specific heat capacity, specific latent heat and thermal equilibrium2.3 R and CYL

T1

Wk5 Energy in systems — mechanical work and efficiency

□ explain heat transfers in terms of conduction, convection and radiation 3.1, 3.2 R and CYL

□ explain that a system with thermal energy has the capacity to do mechanical work 3.3 R and CYL

□ recall that the change in the internal energy of a system is equal to the energy added or removed by heating plus the work done on or by the system, and recognise this as the first law of thermodynamics and that this is a consequence of the law of conservation of energy 3.4 R and CYL

□ explain that energy transfers and transformations in mechanical systems always result in some heat loss to the environment, so that the amount of useable energy is reduced 3.5 R and CYL

□ define efficiency 3.5 R and CYL

□ solve problems involving finding the efficiency of heat transfers 3.5 R and CYL

Formulas

Δ𝑈=𝑄+𝑊

η =𝐸𝑛𝑒𝑟𝑔𝑦 𝑂𝑢𝑡𝑝𝑢𝑡

𝐸𝑛𝑒𝑟𝑔𝑦 𝐼𝑛𝑝𝑢𝑡×

100

1%

T1

Wk6

RESEARCH INVESTIGATION LESSONS(3)

Research Investigation Handed Out

T1

Wk7 RESEARCH INVESTIGATION LESSONS (3)

T1

Wk8 RESEARCH INVESTIGATION LESSON (2)

Nuclear model and stability

□ describe the nuclear model of the atom characterised by a small nucleus surrounded by electrons 4.1 R and CYL

□ explain why protons in the nucleus repel each other 4.3 R and CYL

□ define the strong nuclear force 4.3 R and CYL

explain the stability of a nuclide in terms of the operation of the strong nuclear force over very short distances, electrostatic repulsion, and the relative number of protons and neutrons in the nucleus 4.3 R and CYL

Research

Investigation Draft

Due

T1 Wk9

Spontaneous decay and half-life

□ explain natural radioactive decay in terms of stability 4.3 R and CYL

□ define alpha radiation, beta positive radiation, beta negative radiation and gamma radiation 5.2 R and CYL

□ describe alpha, beta positive, beta negative and gamma radiation, including the properties of penetrating ability, charge, mass and ionisation ability 5.2, 5.4 R and CYL

□ explain how an excess of protons, neutrons or mass in a nucleus can result in alpha, beta positive and beta negative decay 5.4 R and CYL

□ solve problems involving balancing nuclear equations 5.3 R and CYL

□ represent spontaneous alpha, beta positive and beta negative decay using decay equations, e.g. 5.3, 5.4 R and CYL

□ explain how a radionuclide will, through a series of spontaneous decays, become a stable nuclide 5.4 R and CYL

□ define half-life 5.5 R and CYL

□ solve radioactive decay problems involving whole numbers of half-lives 5.6 R and CYL

Formulas

𝑁 = 𝑁0(1

2)𝑛

T1 Wk 10

RESEARCH INVESTIGATION LESSON (1)

Energy and mass defect

□ describe energy in terms of electron volts (eV) and joules (J) 4.2 R and CYL

□ define artificial transmutation 6.1 R and CYL

□ distinguish between artificial transmutations and natural radioactive decay 6.1 R and CYL

□ define nuclear fission 6.2 R and CYL

□ explain a neutron-induced nuclear fission reaction, including references to extra neutrons produced from many of these reactions 6.2 R and CYL

□ research nuclear safety, considering the suitability of using the sources of information in terms of their credibility

Research

Investigation Final

Copy Due

T2

Wk1

Review

□ explain a fission chain reaction 6.2 R and CYL

□ define nuclear fusion 6.3 R and CYL

□ define mass defect, binding energy and binding energy per nucleon 4.2 R and CYL

□ recall Einstein’s mass–energy equivalence relationship 6.2 R and CYL

□ solve problems involving Einstein’s mass–energy equivalence relationship 6.2 R and CYL

Formulas

∆𝐸 = ∆𝑚𝑐2

□ explain that more energy is released per nucleon in nuclear fusion than in nuclear fission because a greater percentage of the mass is transformed into energy 6.3 R and CYL

T2

Wk2

Current, potential difference and energy flow

□ recall that electric charge can be positive or negative 7.1 R and CYL

□ recall that electric current is carried by discrete electric charge carriers 7.1 R and CYL

□ recall the law of conservation of electric charge 7.1 R and CYL

□ define electric current, electrical potential difference in a circuit, and power 7.2, 7.3, 7.4 R and CYL

□ solve problems involving electric current, electric charge and time 7.1, 7.2 CYL

Formulas

𝐼 =𝑄

𝑡

𝑉 =𝑊

𝑞

𝑃 =𝑊

𝑡

T2

Wk3

Resistance

□ define resistance 8.1 R and CYL

□ recall and solve problems using Ohm’s Law 8.2 R and CYL

□ compare and contrast ohmic and non-ohmic resistors 8.2 R and CYL

□ interpret graphical representations of electrical potential difference versus electric current data to find resistance using the gradient and its uncertainty 8.2 R and CYL

Mandatory practical: Conduct an experiment that measures electric current through, and electrical potential difference across an ohmic resistor in order to find resistance.

- Write a research question.

- Suggest modifications to the methodology used in class to improve the outcome.

- Collect sufficient data.

- Consider safety and manage risks.

Students should be able to recognise the characteristics of ohmic and non-ohmic resistors in terms of the gradient of an electrical potential difference – electric current graph. For ohmic resistors, students should be able to determine the resistance from the gradient.

Formulas

𝑅 =𝑉

𝐼

T2 Wk4

Circuit analysis and design

□ recall that electric charge is conserved at all points in an electrical circuit and recognise this as Kirchhoff’s current law 9.1 R and CYL

□ explain that the energy inputs in a circuit equal the sum of energy output from loads in the circuit and recognise this as Kirchhoff’s voltage law 9.1 R and CYL

□ define power dissipation over resistors in a circuit 9.3 R and CYL

□ solve problems involving electrical potential difference, electric current, resistance and power

□ recall resistor, voltmeter, ammeter, cell, battery, switch and bulb circuit diagram symbols 9.2 R and CYL

□ recognise series and parallel connections of components in electrical circuits 8.3 R and CYL

□ solve problems involving finding equivalent resistance, electrical potential difference and electric currents in series and parallel circuits 8.3, 9.1 R and CYL

□ design simple series, parallel and series/parallel circuits 8.3 R and CYL

Students should be

able to recognise and

draw the following

symbols.

Formulas

𝑃 = 𝑉𝐼

𝑃 = 𝐼2𝑅

𝑉𝑡 = 𝑉1 + 𝑉2 + ⋯ 𝑉𝑛

𝑅𝑡 = 𝑅1 + 𝑅2 + ⋯ 𝑅𝑛

𝐼𝑡 = 𝐼1 + 𝐼2 + ⋯ 𝐼𝑛 1

𝑅𝑡

=1

𝑅1

+1

𝑅2

+ ⋯1

𝑅𝑛

T2 Wk5

Vectors

□ define the terms vector and scalar, and use these terms to categorise physical quantities, e.g. velocity and speed 10.1 R and CYL

□ calculate resultant vectors through the addition and subtraction of two vectors in one dimension 10.2 R and CYL

Linear motion

□ define the terms displacement, velocity and acceleration 10.2, 10.3 R and CYL

□ compare and contrast instantaneous and average velocity 10.3 R and CYL

□ describe the motion of an object by interpreting a linear motion graph 10.4, 10.5R and CYL

□ calculate and interpret the intercepts and gradients (and their uncertainties) of displacement–time and velocity–time graphs, and the areas under velocity–time and acceleration–time graphs 10.4, 10.5R and CYL

Mandatory practical:

□ Conduct an experiment that requires students to construct and interpret displacement–time and velocity–time graphs with resulting data. Where appropriate, students should use vertical error bars when plotting data. This ensures that they can determine the uncertainty of the gradient and intercepts using minimum and maximum lines of best fit.

Formulas

Vectors can be

represented:

𝐹, �̃�, �⃗� 𝑎𝑛𝑑


Unit 2: Linear motion and waves.

Trinity Bay Science

Assessment

Research Investigation (Unit 1), Data Test (Units 1 and 2), Student Experiment (Unit 2) and end of Units 1 and 2 exam (end of Term 3). All

assessment for Units 1 and 2 is formative.



Learning questions.

Term


T2

Wk6

□ solve problems involving the equations of uniformly accelerated motion in one dimension 10.6 R and CYL

□ recall that the acceleration due to gravity is constant near the Earth’s surface 10.7 R and CYL

Mandatory practical: Conduct an experiment to verify the value of acceleration due to gravity on the Earth’s surface. All data sets that suggest a non-linear relationship, data (e.g. t2 versus s) should be linearised and plotted, allowing for the calculation of the equation of a linear trend line. An evaluation of the experimental process undertaken, and of the conclusions drawn, will require students to discuss the reliability and validity of the experimental process with reference to the uncertainty and limitations of the data identify justifiable sources of imprecision and inaccuracy suggest improvements or extensions to the experiment using the uncertainty and limitations identified. DATA TEST (1)

T2

Wk7

Newton’s laws of motion

□ define Newton’s three laws of motion and give examples of each 11.2, 11.3, 11.4 R and CYL

□ identify forces acting on an object 11.1 11.5, 11.6, 11.7 R and CYL

□ construct free-body diagrams representing forces acting on an object 11.1, 11.5, 11.6, 11.7 R and CYL

□ determine the resultant force acting on an object in one dimension 11.1, 11.5, 11.6, 11.7 R and CYL

□ solve problems using each of Newton’s three laws of motion 11.2, 11.3, 11.4 R and CYL

Formulas

𝑎𝑛𝑒𝑡 =𝐹𝑛𝑒𝑡

𝑚

T2

Wk8

□ define the terms momentum and impulse 12.1 R and CYL

□ recall the principle of conservation of momentum 12.2 R and CYL

□ determine and interpret the area under a force–time graph. 12.1 R and CYL

□ solve problems involving momentum, impulse, the conservation of momentum and collisions in one dimension 12.2, 12.3 R and CYL

STUDENTS TO START PLANNING FOR STUDENT EXPERIMENT

Student Experiment

Handed Out

Formulas

𝑝 = 𝑚𝑣

∑ 𝑚𝑣𝑏𝑒𝑓𝑜𝑟𝑒 = ∑ 𝑚𝑣𝑎𝑓𝑡𝑒𝑟

T2

Wk9

STUDENT EXPERIMENT (3)

T2 Wk

10


T3

Wk1

Energy

□ define the terms mechanical work, kinetic energy and gravitational potential energy 13.1 R and CYL

□ solve problems involving work done by a force 13.2 R and CYL

□ solve problems involving kinetic energy and gravitational potential energy 13.3 R and CYL

□ determine and interpret the area under a force–displacement graph 13.2 R and CYL

□ interpret meaning from an energy–time graph 13.3 R and CYL

□ define the terms elastic collision and inelastic collision 13.4 R and CYL

□ compare and contrast elastic and inelastic collisions 13.4 R and CYL

□ solve problems involving elastic collisions and inelastic collisions 13.4 R and CYL

Formulas

𝑊 = ∆𝐸

𝑊 = 𝐹𝑠

𝐸𝑘 =1

2𝑚𝑣2

∆𝐸𝑝 = 𝑚𝑔∆ℎ

∑1

2𝑚𝑣𝑏𝑒𝑓𝑜𝑟𝑒

2 = ∑1

2𝑚𝑣𝑎𝑓𝑡𝑒𝑟

2

T3

Wk2 Waves

□ recall that waves transfer energy 14.1 R and CYL

□ define the term mechanical wave 14.1 R and CYL

□ compare the terms transverse wave and longitudinal wave 14.1 R and CYL

□ describe examples of transverse and longitudinal waves, such as sound, seismic waves and vibrations of stringed instruments 14.1 R and CYL

□ recall the terms compression, rarefaction, crest, trough, displacement, amplitude, period, frequency, wavelength and velocity, identifying them on graphical and visual representations of a wave 14.2 R and CYL

□ interpret and calculate the amplitude, period, frequency and wavelength from graphs of transverse and longitudinal waves 14.2 R and CYL

□ solve problems involving the wavelength, frequency, period and velocity of a wave 14.2 R and CYL

□ define the terms reflection, refraction, diffraction and superposition 14.3 R and CYL

□ using the wave model of light, explain phenomena related to reflection and refraction 14.3, 14.5 R and CYL

□ describe the reflection and refraction of a wave at a boundary between two media 14.3, 14.5 R and CYL

□ apply the principle of superposition to determine the resultant amplitude of two simple waves 14.4 R and CYL

□ explain constructive interference and destructive interference of two simple waves 14.4 R and CYL

□ explain the formation of standing waves in terms of superposition with reference to constructive and destructive interference, and nodes and antinodes. 14.4 R and CYL

Formulas

𝑣 = 𝑓𝜆

𝑓 =1

𝑇

T3

Wk3

STUDENT EXPERIMENT (1) Sound

□ solve problems involving standing wave formation in pipes open at both ends, closed at one end, and on stretched strings 15.1, 15.2 R and CYL

□ define the concept of resonance in a mechanical system 15.3 R and CYL

□ define the concept of natural frequency 15.3 R and CYL

□ identify that energy is transferred efficiently in resonating systems. 15.3 R and CYL


□ Conduct an experiment to investigate fundamental and harmonic wavelength in pipes.

□ Conduct an experiment to calculate the speed of sound in air at a specific temperature.

STUDENT

EXPERIMENT DRAFT

DUE

Formulas

𝐿 = 𝑛𝜆

2

𝐿 = (2𝑛 − 1)𝜆

4

T3 Wk4

STUDENT EXPERIMENT (1) Light

□ recall that light is not modelled as a mechanical wave, because it can travel through a vacuum 16.1 R and CYL

□ recall that a wave model of light can explain reflection, refraction, total internal reflection, dispersion, diffraction and interference 16.1, 16.6, 16.8 R and CYL

□ describe polarisation using a transverse wave model 16.2 R and CYL

□ use ray diagrams to demonstrate the reflection and refraction of light 16.4, 16.7 R and CYL

□ solve problems involving the reflection of light on plane mirrors 16.4 R and CYL

T3 Wk5


□ define Snell’s Law 16.5 R and CYL

□ solve problems involving the refraction of light at the boundary between two mediums 16.5 R and CYL

□ recall that the speed of light in a vacuum is 𝑐=3× 108 𝑚 𝑠−1 16.1 R and CYL

□ contrast the speed of light and the speed of mechanical waves 16.5 R and 1CYL

□ define the concept of intensity 16.3 R and CYL

solve problems involving the proportional relationship between intensity of light and the inverse-square of the distance from the source 16.3 R and CYL

Mandatory practical: Conduct an experiment to determine the refractive index of a transparent substance.

STUDENT

EXPERIMENT DUE

Formulas sin 𝑖

sin 𝑟=

𝑣1

𝑣2=

𝜆1

𝜆2=

𝑛2

𝑛1

𝐼 ∝1

𝑟2

T3

Wk6 Revision

T3

Wk7 Revision

T3

Wk8 Revision

T3 Wk9-10

Exam Block


Unit 3: Gravity and Motion,

Electromagnetism.

Trinity Bay Science

Assessment

Data Test (Unit 3), Student Experiment (Unit 3), Research Investigation (Unit 4) and External Exam (Units 3 and 4). All assessment for Units 3

and 4 is summative.



Learning questions.

Term


2019

T4 Wk1

Vectors • use vector analysis to resolve a vector into two perpendicular components • solve vector problems by resolving vectors into components, adding or subtracting the components and recombining them to determine the resultant vector

T4 Wk2

Projectile motion • recall that the horizontal and vertical components of a velocity vector are independent of each other • apply vector analysis to determine horizontal and vertical components of projectile motion • solve problems involving projectile motion. • Mandatory practical: Conduct an experiment to determine the horizontal distance

travelled by an object projected at various angles from the horizontal.

𝑣𝑦 = 𝑔𝑡 + 𝑢𝑦

𝑠𝑦 =1

2𝑔𝑡2 + 𝑢𝑦𝑡

𝑣𝑦2 = 2𝑔𝑠𝑦 + 𝑢𝑦

2

𝑣𝑥 = 𝑢𝑥

𝑠𝑥 = 𝑢𝑥𝑡

T4 Wk3

Inclined planes • solve problems involving force due to gravity (weight) and mass using the mathematical relationship between them • define the term normal force • describe and represent the forces acting on an object on an inclined plane through the use of free-body diagrams • calculate the net force acting on an object on an inclined plane through vector analysis.

T4 Wk4 Circular motion • describe uniform circular motion in terms of a force acting on an object in a perpendicular direction to the velocity of the object • define the concepts of average speed and period • solve problems involving average speed of objects undergoing uniform circular motion • define the terms centripetal acceleration and centripetal force • solve problems involving forces acting on objects in uniform circular motion.

𝑣 =2𝜋𝑟

𝑇

𝑎𝑐 =𝑣2

𝑟

𝐹𝑛𝑒𝑡 =𝑚𝑣2

𝑟

T4 Wk5

Gravitational force and fields • recall Newton’s Law of Universal Gravitation • solve problems involving the magnitude of the gravitational force between two masses • define the term gravitational fields • solve problems involving the gravitational field strength at a distance from an object.

𝐹 =𝐺𝑀𝑚

𝑟2

𝑔 =𝐹

𝑚=

𝐺𝑀

𝑟2

T4 Wk6

Orbits • recall Kepler’s laws of planetary motion • solve problems involving Kepler’s third law

𝑇2

𝑟2=

4𝜋2

𝐺𝑀

• recall that Kepler’s third law can be derived from the relationship between Newton’s Law of Universal Gravitation and uniform circular motion.

T4 Wk7 Magnetic fields • define the term magnetic field • recall how to represent magnetic field lines, including sketching magnetic field lines due to a moving electric charge, electric currents and magnets • recall that a moving electric charge generates a magnetic field • determine the magnitude and direction of a magnetic field around electric current-carrying wires and inside solenoids • solve problems involving the magnitude and direction of magnetic fields around a straight electric current-carrying wire and inside a solenoid • recall that electric current-carrying conductors and moving electric charges experience a force when placed in a magnetic field • solve problems involving the magnetic force on an electric current-carrying wire and moving charge in a magnetic field. • Mandatory practicals Conduct an experiment to investigate the force acting on a conductor in a magnetic field.

Conduct an experiment to investigate the strength of a magnet at various distances.

DATA TEST

𝐵 =𝜇0𝐼

2𝜋𝑟

𝜇0 = 4𝜋 × 10−7 𝑇𝐴−1𝑚

𝐵 = 𝜇0𝑛𝐼

𝐹 = 𝐵𝐼𝐿𝑠𝑖𝑛𝜃

𝐹 = 𝑞𝑣𝐵𝑠𝑖𝑛𝜃

T4 Wk8 Magnetic fields • define the term magnetic field • recall how to represent magnetic field lines, including sketching magnetic field lines due to a moving electric charge, electric currents and magnets • recall that a moving electric charge generates a magnetic field • determine the magnitude and direction of a magnetic field around electric current-carrying wires and inside solenoids • solve problems involving the magnitude and direction of magnetic fields around a straight electric current-carrying wire and inside a solenoid • recall that electric current-carrying conductors and moving electric charges experience a force when placed in a magnetic field • solve problems involving the magnetic force on an electric current-carrying wire and moving charge in a magnetic field. • Mandatory practicals Conduct an experiment to investigate the force acting on a conductor in a magnetic field.

Conduct an experiment to investigate the strength of a magnet at various distances.

2020 T1 Wk1

Electrostatics • define Coulomb’s Law and recognise that it describes the force exerted by electrostatically charged objects on other electrostatically charged objects • solve problems involving Coulomb’s Law • define the terms electric fields, electric field strength and electrical potential energy • solve problems involving electric field strength • solve problems involving the work done when an electric charge is moved in an electric field.

𝐹 =1

4𝜋𝜀0

𝑄𝑞

𝑟2

1

4𝜋𝜀0= 9 × 109𝑁𝑚2𝐶−2

𝐸 =𝐹

𝑄=

1

4𝜋𝜀0

𝑞

𝑟2

𝑉 =∆𝑈

𝑞

T1 Wk2 Electrostatics • define Coulomb’s Law and recognise that it describes the force exerted by electrostatically charged objects on other electrostatically charged objects • solve problems involving Coulomb’s Law • define the terms electric fields, electric field strength and electrical potential energy • solve problems involving electric field strength • solve problems involving the work done when an electric charge is moved in an electric field.

T1 Wk3 Student Experiment (3)

SE Handed out



SE Draft Due

T1 Wk6 Electromagnetic induction • define the terms magnetic flux, magnetic flux density, electromagnetic induction, electromotive force (EMF), Faraday’s Law and Lenz’s Law • solve problems involving the magnetic flux in an electric current-carrying loop

∅ = 𝐵𝐴𝑐𝑜𝑠𝜃

𝑒𝑚𝑓 = −𝑛∆(𝐵𝐴˔)

∆𝑡

• describe the process of inducing an EMF across a moving conductor in a magnetic field • solve problems involving Faraday’s Law and Lenz’s Law

𝑒𝑚𝑓 = −𝑛∆∅

∆𝑡

T1 Wk7 Electromagnetic induction • define the terms magnetic flux, magnetic flux density, electromagnetic induction, electromotive force (EMF), Faraday’s Law and Lenz’s Law • solve problems involving the magnetic flux in an electric current-carrying loop • describe the process of inducing an EMF across a moving conductor in a magnetic field • solve problems involving Faraday’s Law and Lenz’s Law Student Experiment (2)

𝐼𝑝𝑉𝑝 = 𝐼𝑠𝑉𝑠

𝑉𝑝

𝑉𝑠

=𝑛𝑝

𝑛𝑠

SE Final Due

T1 Wk8 Electromagnetic radiation • define and explain electromagnetic radiation in terms of electric fields and magnetic fields.


Unit 4: Revolutions in Modern Physics.

Trinity Bay Science

Assessment

Data Test (Unit 3), Student Experiment (Unit 3), Research Investigation (Unit 4) and External Exam (Units 3 and 4). All assessment for Units 3

and 4 is summative.



Learning questions.

Term


T2 Wk1 Review 8.5 on Electromagnetic Radiation

Special Relativity: Time and Motion(9.1 R and CYL) • describe an example of natural phenomena that cannot be explained by Newtonian physics, such as the presence of muons in the atmosphere • define the terms frame of reference and inertial frame of reference • recall the two postulates of special relativity

Formulas:

𝑡 =𝑡0

√(1 −𝑣2

𝑐2)

𝐿 = 𝐿0√(1 −𝑣2

𝑐2)

T2 Wk2 Special Relativity: Time and Motion (9.2, 9.3 R and CYL) •recall that motion can only be measured relative to an observer • explain the concept of simultaneity • recall the consequences of the constant speed of light in a vacuum, e.g. time dilation and length contraction

𝑝𝑣 =𝑚0𝑣

√(1 −𝑣2

𝑐2)

∆𝐸 = ∆𝑚𝑐2

T2 Wk3 Special Relativity: Time, Length (9.4 R and CYL) (10.1 R and CYL) • define the terms time dilation, proper time interval, relativistic time interval, length contraction, proper length, relativistic length, rest mass and relativistic momentum • describe the phenomena of time dilation and length contraction, including examples of experimental evidence of the phenomena • solve problems involving time dilations, length contraction

T2 Wk4 Special Relativity: Length, Momentum and Energy (10.1, 10.2, 10.3 R and CYL) • solve problems involving time dilations, length contraction and relativistic momentum • recall the mass–energy equivalence relationship • explain why no object can travel at the speed of light in a vacuum

T2 Wk5 Special Relativity: Paradoxical Scenarios (10.4 R and CYL) • explain paradoxical scenarios such as the twins’ paradox, flashlights on a train and the ladder in the barn paradox.

T2 Wk6 Quantum Theory: Wave Model (11.1 R and CYL) • explain how Young’s double slit experiment provides evidence for the wave model of light • describe light as an electromagnetic wave produced by an oscillating electric charge that produces mutually perpendicular oscillating electric fields and magnetic fields

𝜆𝑚𝑎𝑥 =𝑏

𝑇

T2 Wk7 Quantum Theory: Black-body Radiation (11.2, 11.3 R and CYL) • explain the concept of black-body radiation • identify that black-body radiation provides evidence that electromagnetic radiation is quantised into discrete values • describe the concept of a photon • solve problems involving the energy, frequency and wavelength of a photon

𝐸 = ℎ𝑓

ℎ = 6.626 × 10−34𝐽𝑠

T2 Wk8 Quantum Theory: Photons, Photoelectric Effect and Compton Effect (11.4, 11.5, 11.6 R and CYL) • describe the photoelectric effect in terms of the photon • define the terms threshold frequency, Planck’s constant and work function • solve problems involving the photoelectric effect • recall that photons exhibit the characteristics of both waves and particles • describe wave–particle duality of light by identifying evidence that supports the wave characteristics of light and evidence that supports the particle characteristics of light. • Mandatory practical: Conduct an experiment (or use a simulation) to investigate the

photoelectric effect. Data such as the photoelectron energy or velocity, or electrical potential difference across the anode and cathode, can be compared with the wavelength or frequency of incident light. Calculation of work functions and Planck’s constant using the data would also be appropriate.

𝐸𝑘 = ℎ𝑓 − 𝑊

𝜆 =ℎ

𝑝

𝑛𝜆 = 2𝜋𝑟

𝑚𝑣𝑟 =𝑛ℎ

2𝜋

T2 Wk9 Quantum Theory: Matter – Wave-particle duality (12.1, 12.2, 12.3 R and CYL) • describe Rutherford’s model of the atom including its limitations • describe the Bohr model of the atom and how it addresses the limitations of Rutherford’s model • explain how the Bohr model of the hydrogen atom integrates light quanta and atomic energy states to explain the specific wavelengths in the hydrogen line spectrum • solve problems involving the line spectra of simple atoms using atomic energy states or atomic energy level diagrams

1

𝜆= 𝑅(

1

𝑛𝑓2

−1

𝑛𝑖2

)

T2 Wk10 Quantum Theory: Matter – Wave-particle duality (12.1, 12.2, 12.3 R and CYL) • describe Rutherford’s model of the atom including its limitations • describe the Bohr model of the atom and how it addresses the limitations of Rutherford’s model • explain how the Bohr model of the hydrogen atom integrates light quanta and atomic energy states to explain the specific wavelengths in the hydrogen line spectrum • solve problems involving the line spectra of simple atoms using atomic energy states or atomic energy level diagrams

T3 Wk1 The Standard Model: Matter and Antimatter (13.1 R and CYL) • define the concept of an elementary particle and antiparticle • recall the six types of quarks • define the terms baryon and meson • recall the six types of leptons

T3 Wk2 The Standard Model: Matter and Antimatter (13.1 R and CYL) • define the concept of an elementary particle and antiparticle • recall the six types of quarks • define the terms baryon and meson • recall the six types of leptons

T3 Wk3 The Standard Model: Gauge Bosons (13.2 R and CYL) • recall the four gauge bosons • describe the strong nuclear, weak nuclear and electromagnetic forces in terms of the gauge bosons • contrast the fundamental forces experienced by quarks and leptons.

T3 Wk4 The Standard Model: Gauge Bosons (13.2 R and CYL) • recall the four gauge bosons • describe the strong nuclear, weak nuclear and electromagnetic forces in terms of the gauge bosons • contrast the fundamental forces experienced by quarks and leptons.

T3 Wk5 Particle interactions: Conservation (14.1 R and CYL) • define the concept of lepton number and baryon number

• recall the conservation of lepton number and baryon number in particle interaction

T3 Wk6 Particle interactions: Feynman Diagrams and Symmetry (14.2, 14.3 R and CYL) • explain the following interactions of particles using Feynman diagrams electron and electron electron and positron a neutron decaying into a proton

• describe the significance of symmetry in particle interactions

T3 Wk7 Revision

T3 Wk8 Revision

T3 Wk9 External Exam Preparation

T3 Wk10 External Exam Preparation

SENIOR

MARINE SCIENCE

COURSES

YEARS 10 to 12

Year 10 Marine Science Term A

Sampling Marine Populations (10 weeks)

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected to learn

and master.



ASSESSMENT

Assessment x 1

Feedback x 3

1

Introduction to BRUVS and RUVS

Describe why BRUVS and RUVS are used in fish surveys, demonstrate how a BRUV is used and collect data from archived BRUV footage from Orpheus Island to answer the question: Are BRUVS better than RUVS in determining fish diversity on a reef?

Collect data from RUV footage Collect data from BRUV footage

Student experiment

2

Calculations of diversity from BRUVS/RUVS video using Simpsons Diversity Index and discuss possible modifications to the experiment

Deconstruct an A exemplar for a Student Experiment

Write an example rationale as a class

Simpson Diversity Index

SDI=1- Σ𝑛(𝑛−1)

𝑁(𝑁−1)

Where N = Total number of individuals (of all species) in the sample

n= number of individuals of each species in the sample

A exemplar

3

Deconstruct the following sections of the Student Experiment:

Research question and modifications Safety and raw data Processing of data and trends, patterns and relationships

4

Deconstruct the following sections of the Student Experiment:

Limitations of evidence, reliability and validity of experimental process

Conclusions and suggested improvements and extensions

Use data files to determine species richness

5

Coral ecology

Describe the zones found in a reef such as lagoon, reef flat, reef crest and reef slope

Define the term coral morphology and identify the various coral morphologies such as boulder, soft, branching, free living and encrusting

Introduction to CoralNet using data provided to determine % coral cover

Assessment

Student Experiment task sheet handed out

6

Mandatory Practical

Use CoralNet images to determine if there is any difference in coral morphology between reef flat and reef crest on Moore Reef

Modify the experiment to refine and extend it and collect data

7

Write the following sections for your report:

Research question and modification

Safety and raw data

Processing of data

Trends, patterns and relationships

8

Write the following sections of your report:

Limitations of Evidence

Reliability and Validity of Experimental Process

Conclusions

Suggested Improvements and Extensions

Draft due this week

9 Eye on the Reef

Assessment due this week

10 WORK EXPERIENCE THIS WEEK

Year 10 Marine Science Term B

Topic (10 weeks)

Assessment: Exam

WEEK


master.


and activities.

ASSESSMENT

And Feedback

1

Coral Ecology

Describe the structure of a typical coral polyp and explain the symbiotic relationship between corals and zooxanthellae

Explain the difference between soft corals and hard corals and be able to identify common hard coral types such as Acropera, Porites and Stylophora and soft corals such as Sarcophyton and Lobophytum

Explain the process of coral bleaching and how it impacts on coral reefs and be able to identify bleaching in the field

Hard corals multiples of 6 tentacles and hard CaCO3 skeleton. Soft corals have tentacles in multiples of 8 and no CaCO3 skeleton

Coursework plan

2

Coral bleaching and Coral Watch Surveys

Analyse data and justify any trends in the relationship between sea water

temperature and coral bleaching and use NOAA coral bleaching predictive

tools to predict the likely hood of bleaching in the Pacific Ocean

Use Coral Watch Data to compare Reefs - Calculate means, identify relationships and infer trends from data

3

Introduction to classification

Know:- o how to write a scientific name both in type and hand written o why organisms are classified o the hierarchical classification system such as, Domain, Kingdom,

Phylum, Class, Order, Family, Genus and Species Phylum Porifera and Cindaria

Define the term diagnostic features, describe and identify the diagnostic features of the phylum Porifera and Cnidaria and describe the structure and function of a Cnidocyte

Lab exercise on the life cycle of a typical Jellyfish

Porifera: no true tissues, no symmetry, has choanocytes

Cnidaria: Radial symmetry, mouth surrounded by tentacles, tentacles with cnidocytes

4

Phylum Mollusca

Describe the diagnostic features of the phylum Mollusca and the classes Gastropoda, Bivalvia, Cephalopoda

Squid dissection

Mollusca: Most with a hard shell, radula, body large foot and a mantle

5

Field trip to outer reef to collect Eye on the Reef Data and Marine organism identification

Analysis of Eye on the Reef data to determine reef health


6

Phylum Arthropoda, class Crustacea

Describe the diagnostic features of the Phylum Arthropoda and the class Crustacea

Investigate the structure of a typical crustacean and compare and contrast the structure and function of a biramous and a uniramous appendage through the dissection of a red claw crayfish

Diagnostic practical quiz

Arthropods: bilateral symmetrical, exoskeleton, segmented body and jointed appendages.

Crustacea: Head and thorax

fused, 2 pairs of antennae

7

Phylum Chordata

Describe the diagnostic features of the phylum Echinodermata and the class Holothuroidea

Describe the diagnostic features of the phylum Chordata and the Classes Chondricthyes and Actinopterygii

Lab exercise. Dissection of a Mullet

Chordates: bilateral symmetrical, notochord replaced by vertebrae in most chordates

Chondrichthyes -cartilage

Actinopterygii, bone

8 Revision

.

9 Exam Block

10 Assessment feedback

Marine Science Coursework Planner

Unit 1: Oceanography

TERM 1

Trinity Bay

Science

Assessment Items:

Topic 1: Research Investigation (Due Monday Week 9, Term 1)

Topic 2: Student Experiment (Due Term 2)


1

Topic 1: An ocean planet

Oceanography

describe the bathymetric features of the ocean floor, including the continental margin ocean-basin floor deep-sea trenches mid-ocean ridges abyssal plain

apply models to understand the development of mid ocean ridges

Research Investigation: How to develop a research question

Research

Investigation:

Assessment task

sheet given out

2

Ocean Currents

describe how surface ocean currents are driven by temperature and wind and describe how water, heat and nutrients are distributed across coastal regions and global ocean basins through upwelling and downwelling

describe how heat and nutrients are distributed across global oceans by El Niño and La Niña events

describe the physical and chemical properties of water: Chemical Structure and RI check point 1

Research

Investigation:

Check point 1:

(MONDAY)

Select a research

claim

3

describe the physical and chemical properties of water: hydrogen bonding

describe the physical and chemical properties of water: including polarity and action as a solvent

suggested practical: Conduct an investigation into the heat capacity of water

4 describe the physical and chemical properties of water, including heat capacity

describe the physical properties of water: Density

research Investigation: Research and planning

5

research Investigation: Research and planning: Check point 2



RI check point 2:

(MONDAY)

Identify sources and

conduct research

6 define thermocline, halocline and pycnocline

suggested practical: Investigate thermoclines

explain how thermohaline circulation in the deep ocean is affected by salinity and water density

7

research Investigation: Research and planning: Check point 3

research Investigation: Research and planning: DRAFT DUE


RI: Check point 3:

(MONDAY)

Analyse and

evaluate evidence

DRAFT DUE:

WEDNESDAY

8

Topic 2: The dynamic Shore

Coastlines

research investigation

identify that coastlines are shaped by a number of factors, including tectonic plate movements, shifts in climate patterns and sea level change

recognise tidal movement in terms of gravitational pull, current strength and wave action

.

9 define sand budget and longshore drift

define refraction, reflection and diffraction

describe the processes of coastal erosion (in terms of accretion and erosion)

RI: FINAL DUE

MONDAY

10 Define the three main types of diversity (i.e. genetic, species and ecosystem)

Identify the variety of ecosystems (e.g. Islands, estuaries, saltmarshes, mangroves, seagrass, coral reefs, Halimeda banks, lagoons and deep water)

Calculate the biodiversity of a marine ecosystem using Simpson’s diversity index

Marine Science Coursework Planner Term 2

Unit 1: Oceanography

Topic 2: The Dynamic Shore

Unit 2: Marine Biology

Topic 1: Marine Ecology and Biodiversity

Term 2 Assessment: Student Experiment (Unit 1)

Week Subject Matter Guidance

1

Topic 2: The dynamic Shore Coastlines Recap

identify that coastlines are shaped by a number of factors, including tectonic plate movements, shifts in climate patterns and sea level change

recognise tidal movement in terms of gravitational pull, current strength and wave action

define sand budget and longshore drift, refraction, reflection and diffraction

describe the factors of wave action, wind, and longshore drift in the management of the movement of water, nutrients, sand, sediment, and pollutants (ie: oil spills, microplastics)

describe the processes of coastal erosion (in terms of accretion and erosion)

identify the factors between the atmosphere and the oceans that drive weather patterns and climate (e.g. temperature and barometric pressure)

recall wave formation processes (fetch, relationship of between wave height and type to water depth and wave celerity)

Explain how the properties of waves are shaped by weather patterns, natural formations and artificial structures (e.g. interference patterns, fetch, wave sets).

suggested practical: Perform a wave tank experiment effect water depth has on wave type

Suggested practical: conduct a beach profile dune transect and use sand shifts to decide on sphericity of sand grains

2

Coastal Impacts

explain how coastal engineering regulates water or sediment flow, affects currents and impacts the coastline, including marine ecosystems

recognise that longitudinal studies allow scientists to observe changes occurring in marine environments: suggested practical: Introduction to mapping using drones

identify how organisms populate areas following changes in habitats

assess population density data of coastal areas to identify the impact on the health of coastal water

suggested practical: Perform a wave tank experiment on how waves are shaped by artificial structures

Student

Experiment

assessment

task sheet

handed out

3

Coastal conservation and monitoring impacts

Recall types of pollution of coastal zones, including organic wastes, thermal, heavy metals, oil, nutrients and pesticides

compare the terms point source, and non-point source forms of pollution

define the process of eutrophication

define the term biochemical oxygen demand (BOD) and describe how BOD is used to indirectly assess water pollution levels

define sustainable management practice

discuss that the education of stakeholders is essential to encouraging sustainable management practices

identify and describe land management practices that contribute to the health of marine ecosystems, including siltation, algal blooms, and agricultural practices

4 describe and explain two direct methods of measuring pollution levels using an abiotic test (e.g.: nitrate, phosphate, heavy metals) or biotic test (e.g.: faecal coliform)

describe and explain one indirect method of measuring pollution levels using a biotic index such as CoralWatch surveys

5

Student Experiment

SE Intro

Mandatory practical: conduct water quality tests on a sample of water (you will modify this method in your Student Experiment)

Statistical analysis of water quality data to determine significant difference: Demonstrate data analysis from CoralWatch surveys

6 SE – Water quality test options

SE – Develop Research Question (RQ) and state MODIFICATION to original method

SE – Choose tests, sites, and state what you will be comparing

7

SE – It’s Data Analysis Week Folks!

SE

SE

8 SE – Use feedback to improve report

SE

SE

Draft Due Friday June 12

9 UNIT 2 – MARINE BIOLOGY

Topic 2: Marine Environmental Management

Marine Conservation

Describe the direct and indirect values of the GBRMP to the Australian economy

Recognise the issues affecting the GBR

Apply the terms ecosystem resilience, disturbance and recovery as indicators of health of the GBR

Feedback

returned

10 Resources and sustainable use

Understand the requirements that any network of marine protected areas be comprehensive, adequate and representative

Understand the strategies and techniques used for marine environmental planning and management with reference to GBRMPA multi use zoning plans for the Cairns region

Evaluate the effectiveness of GBRMPA zoning plans by comparing fish biomass between green and blue zones

Next Term:

Unit 2 Topic 1: Marine Ecology and Biodiversity

Biodiversity

Biotic components of the marine ecosystem

Abiotic components of the marine ecosystem

Adaptation

Final Due

Monday

June 22


Term 3

Unit 2: Marine Biology

Topic 1: Marine Ecology and Biodiversity

Topic 2: Marine Environmetnal Management

Term 3 Assessment: EXAM and DATA TEST

Trinity Bay Science


Wk1

Topic 1: Marine Ecology and Diversity

Biodiversity

Categorise corals according to morphology types such as: o Branching o Massive o Digitate o Encrusting o Free living o Soft o plate

Calculate the biodiversity of a marine ecosystem using Simpsons diversity index using CoralNet data

Apply data to determine the biodiversity of a marine ecosystem using diversity indices

Wk2

Abiotic components of a marine ecosystem

Distinguish abiotic components of a mangrove forest. Salinity levels, oxygen concentration and identify and describe the physiological adaptations mangroves possess to deal with the abiotic factors

Understand the importance of limiting factors and tolerance limits in population dynamics

Assess data to identify an organisms tolerance limit

Wk3

Define ecosystem resilience, disturbance and recovery

Apply the concept of zonation as it relates to rocky environments using the following terms: low intertidal zone, mid intertidal and high intertidal zone

Mandatory field trip: Conduct an investigation to determine factors of population dynamics (e.g. density or distribution and assess abiotic components of a intertidal rocky ecosystem

Field trip

Wk4

Biotic components of the ecosystem

DATA TEST PREP

Identify biotic components of marine ecosystems (i.e. trophic levels, food chains, food webs, interactions and population dynamics)

Categorise biotic interactions based on the following terms : o parasitism, mutualism, commensalism and amensalism) o competition ( intraspecific and interspecific) o Predation

DATA TEST

PREP

Wk5

Describe how matter cycles through food webs, including the process of bioaccumulation

Recall the terms population size, density, abundance, distribution ( clumped, uniform, random)

Asses population data to measure population size, density, abundance, distribution, carrying capacity

DATA TEST

Data Test

Wk6

Adaptations

Identify and classify adaptations as anatomical (structural), physiological (functional) or behavioural

Suggested practical: fish dissection to identify structural and physiological adaptations

Describe the role of adaptation in enhancing an organism’s survival in a specific marine environment

Wk7

Identify behavioural adaptations in zooplankton such as the diurnal migration of plankton

Wk8

Revision

Revision

ORPHEUS PREP (expectations, pack list, times, CONFIRM DATA COLLECTION NEEDS)

REVISION

Wk 9

Revision

Revision

EXAM

EXAM

Wk 10

Field Trip

Field Trip

Field Trip

ORPHEUS

T2

Wk10

describe how matter cycles through food webs, including the process of bioaccumulation

recall the terms population size, density, abundance, distribution (i.e. clumped, uniform, random),

carrying capacity, niche, K-strategists and r-strategists, keystone species

Assess population data to measure population size, density, abundance, distribution, carrying

capacity

T3

Wk1

Abiotic components of a marine ecosystem

distinguish abiotic components of a mangrove forest: Salinity levels, oxygen concentration and

identify and describe the physiological adaptations mangroves possess to deal with the abiotic

factors

understand the importance of limiting factors and tolerance limits in population distributions

assess data to identify an organism’s tolerance limit

T3

Wk2

apply the concept of zonation as it relates to mangroves environments using the following terms:

low intertidal zone, mid intertidal zone and high intertidal zone

Mandatory Practical: Conduct an investigation to determine factors of population dynamics

(e.g. density or distribution) and assess abiotic components of a mangrove ecosystem

Complete laboratory analysis of samples

T3

Wk3

Complete laboratory analysis of samples

Adaptation

identify and classify adaptations as anatomical (structural), physiological (functional) or

behavioural

Suggested practical: investigate the structural and physiological adaptations of a fish

T3

Wk4

Identify behavioural adaptations in zooplankton such as the diurnal migration of plankton

Categorise corals using structural adaptations: coral morphology types such as:

Branching

Massive

Digitate

Corymbose

Encrusting

Free living

Soft

Plate

Data test

T3

Wk5

Topic 2: Marine Environmental Management

Marine Conservation

describe the direct and indirect values of the GBRMP to the Australian economy

recognise the issues affecting the GBR

apply the terms ecosystem resilience, disturbance and recovery as indicators of ‘health’ of the

GBR

T3

Wk 6 Resources and sustainable use

Understand the requirement that any network of marine protected areas be comprehensive,

adequate and representative

Understand the strategies and techniques used for marine environmental planning and

management with reference to GBRMPA multi use zoning plans for the Cairns region

evaluate the effectiveness of GBRMPA zoning plans by comparing fish biomass between green

and blue zones

T3

Wk7 Revision

Revision

Revsion

T3

Wk8

Revision

Revision

Revision

T3

Wk9

Examination on units 1 and 2

T3

Wk10

Orpheus Island Trip


Unit 3: Marine Systems Connections and change

Term 4

Trinity Bay Science

Assessment

Topic 1: Student Experiment

Topic 2: Data test

Term


T4

Wk1

Topic 1: The reef and beyond

data analysis from Orpheus Island. Do You have all the data?

data analysis from Orpheus Island. Do You have all the data?

identify the distribution of coral reefs globally and in Australia

identify abiotic factors that have affected the geographic distribution of

corals over geological time including dissolved oxygen, light availability,

salinity, temperature, substrate, aragonite and low levels of nitrates and

phosphates

T4

Wk2

student experiment work

Student experiment work

recall that corals first appeared within the geological record over 250

million years ago but not in Australian waters until approximately 500 000

years ago

recognise that the Great Barrier Reef of today has been shaped by

changes in sea levels that began over 20 000 years before present (BP)

and only stabilised 6500 years BP

T4

Wk3




T4

Week4




T4

W5

recall the different types of reef structure (e.g. fringing, platform, ribbon,

atolls, coral cays)

recognise the zonation within a reef cross-section (e.g. reef slope, reef

crest/rim, lagoon/back reef)

Coral Reef Development

recall the following groups of coral: Alcyonacea ‘soft corals’ and the two

morphological groups within Scleractinia ‘hard corals’ — reef-

forming/hermatypic and non-reef forming/ahermatypic

T4

Wk6 classify a specific coral to genus level only, using a relevant identification

key

identify the anatomy of a typical reef-forming hard coral including

skeleton, corallite, coelenteron, coral polyp, tentacles, nematocyst, mouth

and zooxanthellae

Suggested prac. Classify plankton

T4

Wk7

recall that the limestone skeleton of a coral is built when calcium ions

[Ca2+] combine with carbonate ions [CO32–]

describe the process of coral feeding (including night-feeding patterns and

the function of nematocysts)

identify and describe the symbiotic relationships in a coral colony

(including polyp interconnections and zooxanthellae)

SE Due

T4

Wk8 recall the life cycle stages of a typical reef-forming hard coral (asexual:

fragmentation, polyp detachment; sexual: gametes, zygotes, planulae,

polyp/asexual budding)

explain the process of larval dispersal, site selection, settlement and

recruitment

Y11 camp

Assessment

feedback



Term 5

Trinity Bay Science

Assessment

Topic 2: Data test

Term


T1

Wk1

Topic 1: The reef and beyond

Explain that growth of reefs is dependent on accretion processes being

greater than the destructive processes

Assess data of abiotic factors (e.g. dissolved oxygen, salinity, substrate)

that affect the distribution of coral reefs

T1

Wk2

Reef, habitats and connectivity (12 hours)

Recognise that corals are habitat formers or ecosystem engineers

Explain that habitat complexity (rugosity), established by corals,

influences diversity of other species

Understand that fish life cycles are integrated within a variety of habitats

including reef and estuarine systems

T1

Wk3

Describe how fish, particularly herbivore populations, benefit coral reefs

Data test practice

Identify ecological tipping points and how this applies to coral reefs

T1

Wk4

Describe hysteresis and how this applies to the concept of reef resilience

Suggested practical: Examine the diversity of a reef system using a

transect technique

Analyse reef diversity data using an index to determine rank abundance

T1

W5

Interpret, with reference to regional trends, how coral cover has changed

on a reef over time

Recognise that some of the factors that reduce coral cover (e.g. crown of

thorns) are directly linked to water quality

Data test

Data test

T1

Wk6 Understand that the processes in this sub-topic interact to have an overall

net effect, i.e. they do not occur in isolation

Mandatory practical: Examine the concept of connectivity within or

between habitats by investigating the impact of water quality on reef

health

Topic 2: Changes on the reef

Anthropogenic change (7 hours)

Analyse results from models to determine potential reef futures under

various scenarios

Assessment

feedback

T1

Wk7

Recall the global anthropogenic factors affecting the distribution of

coral(i.e. coral mining, pollution: organic and non-organic, fishing

practices, dredging, climate change, ocean acidification and shipping)

Describe the specific pressures affecting coral reefs (i.e. surface run off,

salinity fluctuations, climate change, cyclic crown-of-thorns outbreaks,

overfishing)

Recognise that during the Holocene no evidence of coral bleaching or

ocean acidification can be found in relation to the likelihood of a bleaching

event

T1

Wk8 Explain the concept of coral bleaching in terms of Shelford’s law of

tolerance

Interpret thermal threshold data for reefs in the northern, central and

southern sections of the GBR in relation to the likelihood of a bleaching

event

Use a specific case study to evaluate the ecological effects on other

organisms (e.g. fish) after a bleaching event has occurred

Describe the conditions necessary for recovery from bleaching events

T1

W9 Compare the responses to bleaching events between two regions, while

recognising that coral cover increases on resilient reefs once pressures

are reduced or removed

Interpret data, including qualitative graphical data of coral cores, that

demonstrates that coral cores can act as a proxy for the climate record

(i.e. they provide information on the changes in weather patterns and

events affecting the composition of coral communities)

Ocean equilibria (5 hours)

Explain the reason for differences between ocean pH and freshwater-

presence of carbonate buffering system

T1

W10

Explain that the carbonate system is linked to geological process and

operates on geological time scales

Recognise that increases in atmospheric carbon dioxide influences both

global temperature and ocean pH

Describe sources of carbon dioxide in the atmosphere and how this

influences ocean chemistry



Unit 4: Ocean issues and resource managment

Trinity Bay Science

Assessment: Research Investigation

Topic 2: Changes to the Reef

Term


T2

Wk1

Ocean equilibria

Describe the effect of ocean acidification on sea water in terms of

increasing the concentration of hydrogen ions decreasing the

concentration of carbonate ions

Explain how the carbonate compensation depth varies due to depth,

location and oceanographic processes such as upwelling and coastal

influences

Understand that the ocean’s capacity to absorb carbon dioxide is changing

and is linked to temperature (uptake) and changes in primary productivity

(storage, e.g. biological pump)

T2

Wk2


Research for rational

Rational research

Rational research

T2

Wk3

Implications for marine systems (6 hours)

Recognise that the type of carbonate ions and concentration of ions have

implications for the development of shell-forming and skeletal-forming

organisms

Interpret trends in data in relation to the carbonate system and changes

in pH

Distinguish between laboratory-scale and field-based experiments and

what they demonstrate about ocean acidification

Describe the potential consequences of ocean acidification for coral reef

ecosystems

Explain how resilience may partially offset ocean acidification

T2

Wk4

RI

RI

RI. Prepare for mandatory prac

T2

W5

Mandatory practical: Investigate the effects an altered ocean pH has on

marine carbonate structures

Suggested practical: Investigate how CO2 lowers the pH of a solution


T2

Wk6

RI

RI

RI

Draft due

T2

Wk7

Unit 4: Oceans issues and resource management

Topic 1. Ocean of the future

Management and conservation (6 hours)

Recall and use the arguments for preserving species and habitats through

identifying their associated direct and indirect values in a given case study

Recall and explain the criteria (i.e. site selection, networking and

connectivity, replication, spacing, size and coverage) used to design

protected marine areas.

Identify management strategies used to support marine ecosystem health

(e.g. managing threats, zoning, permits, plans, longitudinal monitoring)

T2

Wk8

Evaluate the success of a named protected marine area

Compare the roles of government and non-government organisations in

the management and restoration of ecosystems and their relative abilities

to respond (e.g. speed, diplomatic constraints, political influence,

enforceability)

Future scenarios (7 hours)

Evaluate future scenarios for a named marine system through the

analaysis of different atmospheric conditions datasets

T2

W9

Compare historical geological data (e.g. of coral cores) with changes

in land use practices and global dioxide and temperatures levels

Recognise that ocean acidification has indirect consequences on the

ocean and its uses

Identify that factors between the atmosphere and the oceans that

drive weather patterns and climate (e.g. temperature, wind speed and

direction, rainfall, breezes and barometric pressure)

Understand that average global temperatures increase impact on marine environments by altering thermal regimes and changing

physical and chemical parameters of the ocean (e.g. aragonite

saturation levels and rising sea levels)

RI due

T2

W10

Topic 2: Fisheries and population dynamics ( 15 hours)

Understand that the term fishery has a variety of meanings and that there

are 3 main types (i.e. artisanal, recreational and commercial)

Understand the significance of wild caught fish as the major source of

protein globally

Understand that the world’s fisheries are in decline

Explain how distribution of fish populations as determined by

temperature, primary productivity and nutrient dispersal and these are

influenced by currents, upwelling and seasonal diversity


Unit 4: Ocean issues and resources

Trinity Bay Science

Assessment: Practice exam

Topic 2: Managing fisheries

Term


T3

Wk1

Topic 2: fisheries and population dynamics

Suggested Practical: Set up practical to investigate factors that affect the

growth rate of an aquaculture species

Assess rugosity data and link this to fish diversity

Assess the impact of bioaccumulation through the food web into edible

seafood

Explain how the alteration of thermal regimes caused by climate change is

affecting the distribution of fish populations

T3

Wk2

Compare a case study of a fish population in decline with a case study

of a fish population that is in recovery in relation to fisheries

management practices

Interpret fish population data using the Lincon index and identify the

reliability of this data to inform fisheries management decision-making

on quota and total allowable catch

Interpret fish population data using the Lincon index and identify the

reliability of this data to inform fisheries management decision-making

on quota and total allowable catch

T3

Wk3

Identify the factors that determine the reliability of fisheries

population data and consider the limitations of these factors

Recognise an international agreement that is used to manage

migratory pelagic species

Appraise the use of maximum sustainable yields and maximum

economic yields

Recognise that fisheries management has shifted from single species

maximum sustainable yield towards ecosystem-based fisheries

management

Understand the value of marine protected areas including estuarine

and open-water environments to fisheries sustainability

T3

Wk4

Mandatory practical. Apply the Lincoin index in a modelled capture-

recapture scenario

Suggested practical: Assess the life history of a fish by reviewing

otoliths using a microscope

Suggested practical: Analyse a water or sand sample to identify the

presence of microplastics

T3

Wk5

Australia’s fisheries management (8 hours)

Identify the Australia Fishing Zone (AFZ) Infer that the status of Australian fisheries is due to science-based

management, the role of law and good governance

Identify an example of a major Australian edible seafood export product

and an import product

Explain monitoring and control of total allowable catch and fixed quotas

Assessment

feedback

Describe the use of the precautionary principle as applied to ecosystem

management

T3

Wk6

Aquaculture (9 hours)

Recognise why the current state of aquaculture in the world cannot

address food security

Analyse Australian Bureau of Agriculture and Resource Economics and

Sciences fisheries reports to determine changes in fisheries practices over

the past 10 years, including

1. Economic contribution of aquaculture relative to wild catch

2. The top 5 aquaculture species in Australia by volume and value

Identify attributes (e.g. resilience, fast growth rate, low feed conversion

ratio) of an aquaculture species detailing it life cycle, adaptations,

requirements and marketability that would make a species desirable to

farm

T3

Wk7 Suggested practical: Investigate factors that affect the growth rate of

an aquaculture species

Predict the maximum carrying capacity of an aquaculture system based

on the size of ponds or tanks, the requirement of a species and farming

technique

Contrast different aqualculture systems (e.g. open, closed or reticulating,

intensive and extensive)

T3

W8 Understand issues with output pollution, biosecurity and waste removal

and production of feed for aquaculture

Missed topics

Missed topics

T3

W9

Mock exams

Mock exams

Revision

T3

W10

Revision or covering missed topics





Unit 4: Ocean issues and resource managment

Trinity Bay Science

Assessment: Research Investigation

Topic 2: Changes to the Reef

Term


T2

Wk1

Ocean equilibria

Describe the effect of ocean acidification on sea water in terms of

increasing the concentration of hydrogen ions decreasing the

concentration of carbonate ions

Explain how the carbonate compensation depth varies due to depth,

location and oceanographic processes such as upwelling and coastal

influences

Understand that the ocean’s capacity to absorb carbon dioxide is changing

and is linked to temperature (uptake) and changes in primary productivity

(storage, e.g. biological pump)

T2

Wk2


Research for rational

Rational research

Rational research

T2

Wk3

Implications for marine systems (6 hours)

Recognise that the type of carbonate ions and concentration of ions have

implications for the development of shell-forming and skeletal-forming

organisms

Interpret trends in data in relation to the carbonate system and changes

in pH

Distinguish between laboratory-scale and field-based experiments and

what they demonstrate about ocean acidification

Describe the potential consequences of ocean acidification for coral reef

ecosystems

Explain how resilience may partially offset ocean acidification

T2

Wk4

RI

RI

RI. Prepare for mandatory prac

T2

W5

Mandatory practical: Investigate the effects an altered ocean pH has on

marine carbonate structures

Suggested practical: Investigate how CO2 lowers the pH of a solution


T2

Wk6

RI

RI

RI

Draft due

T2

Wk7

Unit 4: Oceans issues and resource management

Topic 1. Ocean of the future

Management and conservation (6 hours)

Recall and use the arguments for preserving species and habitats through

identifying their associated direct and indirect values in a given case study

Recall and explain the criteria (i.e. site selection, networking and

connectivity, replication, spacing, size and coverage) used to design

protected marine areas.

Identify management strategies used to support marine ecosystem health

(e.g. managing threats, zoning, permits, plans, longitudinal monitoring)

T2

Wk8

Evaluate the success of a named protected marine area

Compare the roles of government and non-government organisations in

the management and restoration of ecosystems and their relative abilities

to respond (e.g. speed, diplomatic constraints, political influence,

enforceability)

Future scenarios (7 hours)

Evaluate future scenarios for a named marine system through the

analaysis of different atmospheric conditions datasets

T2

W9

Compare historical geological data (e.g. of coral cores) with changes

in land use practices and global dioxide and temperatures levels

Recognise that ocean acidification has indirect consequences on the

ocean and its uses

Identify that factors between the atmosphere and the oceans that

drive weather patterns and climate (e.g. temperature, wind speed and

direction, rainfall, breezes and barometric pressure)

Understand that average global temperatures increase impact on

marine environments by altering thermal regimes and changing

physical and chemical parameters of the ocean (e.g. aragonite

saturation levels and rising sea levels)

RI due

T2

W10

Topic 2: Fisheries and population dynamics ( 15 hours)

Understand that the term fishery has a variety of meanings and that there

are 3 main types (i.e. artisanal, recreational and commercial)

Understand the significance of wild caught fish as the major source of

protein globally

Understand that the world’s fisheries are in decline

Explain how distribution of fish populations as determined by

temperature, primary productivity and nutrient dispersal and these are

influenced by currents, upwelling and seasonal diversity

SENIOR

PSYCHOLOGY

COURSES

YEARS 10 to 12

Year 10 Psychology Term 1

Student Experiment (10 weeks)

WEEK SUBJECT MATTER Guidance

1

Distinguish between Psychology, Psychiatry and Social work.

Describe the history of psychology.

Course Planner

Informed consent document Explain the philosophical debates within psychology.

Understand ethical requirements in scientific research.

Informed consent documents.

Apply the scientific method to psychological research.

Practical activity: Stroop Test.

2

Describe the structure of the brain and nervous system.

Investigate brain models and identify the cerebrum, cerebellum, parietal lobe, occipital lobe, temporal lobe and hypothalamus.

Investigate brain models and identify the cerebrum, cerebellum, parietal lobe, occipital lobe, temporal lobe and hypothalamus.

Practical Activity: 3D brain models

Recall the function of the cerebrum, cerebellum, parietal lobe, occipital lobe, temporal lobe and hypothalamus.

Practical Activity: Brain Dissection.

Label the structure of a neuron.

Explain the role of chemical messengers.

Distinguish between Developmental and Adaptive Plasticity.

Consider ways in which we can improve cognitive function.

3

Investigate memory, encoding and retrieval. Student

experiment: hand out task sheet

Practical Activity: Practical Activity One- Cued and Non-Cued Recall.

Discuss possible modifications to methodology: Refine, Redirect, Extend

Discuss safety and ethical considerations.

Conduct Practical Activity: Effects of fluency and disfluency on cognition.

Student experiment: Possible modifications to the methodology (1)

4

Individual work on Student Experiment (2)

Plan modifications to methodology: Refine, Redirect, Extend

Identify safety and ethical considerations

Complete student prac request

Writing a Research Question and Rationale

Individual work on Student Experiment (3) Complete the following sections of your report:

Rationale

Research Question

Modifications

Safety and ethical considerations

5

Practical Activity 2: Modifications to the methodology (4)

Process data using Excel/ Online Statistics calculator

Complete the following sections of your scientific report: (5) Raw Data

Processing of Data (Using Excel/ Online Statistics calculators)


6


Recall limitations, validity and reliability of scientific evidence

Identifying limitations of evidence, reliability and validity of experimental process (7)

7 Individual work on student experiment (8)

Complete the following sections of your scientific report: Limitations of evidence, reliability and validity of experimental processes

Draft SE Due

Conclusions

Suggestions for improvement and Extension

Formative Quiz

Formative Quiz Feedback

8

Practical Activity Stroop Test.

Student Experiment Due Friday


Recognise the common methods by which intelligence is assessed.

9

Evaluate the validity and reliability of intelligence testing

Assess the extent to which intelligence is inherited

Practical Activity: Intelligence Testing

10 Practical Activity: EQ and Multiple Intelligences

Describe the influence of exercise on Cognitive Function

Recall study design in Psychology

Year 10 Psychology Term B

Intelligence, Diagnosis, Emotion and Motivation (10 weeks)

WEEK

SUBJECT MATTER


ELABORATIONS

1

Psychology as a Science.

Recall ethical considerations of psychological studies. Class notes in OneNote, T:Drive and Read Cloud.

Practical activity:

Intelligence Tests.

The Brain and Nervous System.

Recall the structure of the brain and Nervous system.

Recall how the Central Nervous System and Peripheral Nervous System interact.

Describe the structure of a neuron.

Memory and Recall

Recall the 3 different types of memory and the characteristics of each.

2

Intelligence

Summarise the biological, contextual and psychometric models of intelligence.

Compare the impact of nature vs nurture intelligence.

Describe the 3 main models of measuring intelligence (Gardners Multiple intelligences model, emotional intelligence, IQ and Wechsler’s Intelligence scale)

List the strengths and limitations of each model of intelligence

Discuss reliability and validity when measuring intelligence.

3

Emotion and Motivation.

Describe the factors that influence happiness

Understand that stress may have positive and negative effects on our wellbeing.Explain mindfulness with reference to attention and acceptance

Analyse the positive consequences of the flow experience. Explain the neurological effects of gratitude and its affect on positive emotion.

Evaluate the achievement goal, cognitive evaluation and self-efficacy theories of motivation

4

Describe the role of goal setting in motivation.

Mental Health

Identify tools to improve mental and cognitive function.

Formative Quiz

5

Distinguish between adaptive and maladaptive behaviours.

Summarise concepts of normality

Define the term ‘psychological disorder’

Recognise the main categories of psychological disorder.

Discuss the reliability and validity of diagnosis

Describe the biopsychosocial approach to understanding psychological disorder.

6

Summarise the risk factors for developing a psychological disorder.

Examine the prevalence of Psychological Disorders.

Analyse the effect of Stigma on help seeking behaviours.

Compare the effectiveness of current therapies.

7 Explain the placebo effect.

Review The Scientific method

Revision and Consolidation

8 Revision and Consolidation

Exam during Assessment Block.

9 Exam Feedback

10 Work Experience

Year 11 Psychology Unit 1

Assessment: Student Experiment

Data Test

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected to learn and master.

ELABORATIONS Supporting resources,

guidance, experiences and activities.

1

U1 T1: Introduction to Psychology (5) Distinguish between Psychology, Psychiatry and Social Work. Ethics and informed consent- Consent forms.

Course Planner

Consent forms

Ch 2 Philosophy to Psychology Oxford.

Selected readings and videos on One Note

Explain the philosophical debates within psychology, including free will versus determinism, and nature versus nurture.

Summarise the steps in the scientific method as used in psychological research. - Identify the research question. - formulate a null hypothesis and an alternate hypothesis. - design the method. - collect the data. - process data, and analyse and evaluate evidence. - report the findings.

2

Sampling methods, experimental design and data collection.

Research methods booklet

Ch1: The Psychology Toolkit

Selected readings and videos on T:drive and One Note

Quality of research: validity, reliability and limitations of research.

Practical Activity: Study design. Practical Activity: Use an experimental methodology to conduct an investigation into divided attention and memory.

3

U1 T2: The Role of the Brain (10) Summarise the mind-versus-body problem with reference to Greek Physician Claudius Galen and French Philosopher Rene Descartes. Describe early brain investigative techniques, including phrenology and brain experiments.

Ch 3 Brain Investigations through time

Ch 4 The Nervous System

Selected readings and videos on T:drive and One Note

Explain how neuroimaging techniques can be used to enhance the understanding of brain-behaviour relationships, e.g. PET, MRI, fMRI, EEG.

Recognise the basic structure and function of the human nervous system including the central (i.e.brain and spinal cord) and peripheral (i.e. somatic and autonomic nervous systems). Construct a diagram of a neuron, including axon, dendrites, cell body and synapses. Distinguish between sensory, motor and interneurons.

4

Validity and reliability in data.

Ch 5 The Brain

Student Experiment Task Sheet

Hand out Student Experiment Task Sheet Using Excel to represent data. Identify trends, patterns and relationships.

Consider that the brain can be divided into a number of discrete areas, including the hindbrain, midbrain and forebrain. Understand the role of specific brain regions in localisation of function, including Broca’s area, Wernicke’s area and Geschwind’s territory.

5

U1 T4: Human Consciousness and sleep (15) Construct a continuum of arousal, from sleep through to hyper-arousal Distinguish between selective and divided attention Explain how brain structures (i.e. hypothalamus) and hormones (i.e. melatonin) regulate and direct consciousness

Ch 9 Human Consiousness and sleep

Ch 10 Measuring State of Consciousness

Measuring State of Consciousness Recall the techniques used to measure consciousness, including EEG, EMG and EOG.

Purpose and function of sleep Describe the sleep-wake cycle with reference to the stages of sleep including REM and NREM sleep

6

Student experiment- planning Student experiment- practical request form due

Ch 11 purpose and function of sleep

Describe the purpose of sleep by comparing restoration and evolutionary theories.

Summarise the changes in the sleep-wake cycle across the lifespan, including the sleep- wake shift in adolescence.

7

Student experiment- conduct experiment and gather results.

Student experiment- Process and present data appropriately

- Use Excel to graphically represent data - Analyse evidence to identify trends, patterns or relationships.

Student experiment- Research Question and Rationale

8

Student experiment- - Analyse evidence to identify uncertainty and limitations - Evaluate reliability and validity of the experimental process.

Student experiment- - Intepret evidence to draw conclusion/s to the research question.

Student experiment- - Suggest possible improvements and extensions to the experiment.

9

Student experiment- - Independent work.

Student experiment Draft Due end of today’s lesson.

Suggested Practical: Conduct a correlational study looking into the relationship between technology use and test performance (Consider modifications; refine, extend, modify)

10

Sleep Deprivation Recognise the physical and psychological consequences of total and partial sleep deprivation, including the effects on concentration and mood.

Ch 12 Sleep Deprivation

Sleep Disorders Compare common sleep disorders including dyssomnias (narcolepsy and sleep onset insomnia) and parasomnias (sleep apnoea and sleep walking).

Student experiment: review feedback.

Term 1 Break

11

Mandatory practical: Correlational research design into sleep and one other variable Student experiment Due

Ch13 Sleep Disorders

Sleep Disorders Evaluate treatment interventions for sleep disorders, including cognitive behavioural therapy or insomnia and bright light therapy for circadian phase disorders.

Chapter 13 review

12

U1 T3: Cognitive Development (15) Understand infancy and adolescence as periods of rapid development and changes in brain structure with reference to myelin, synaptic pruning and the forebrain (frontal lobe)

Ch 6 Cognitive development

Ch 7 Genetic Environment interactions on psychological development

Communicate the nature of neural plasticity with reference to brain development (deprived versus enriched environments) and brain damage.

Genetic Environment interactions on psychological development Consider timing of experiences on psychological development with reference to sensitive and critical periods.

13

Emotional and Cognitive Development Summarise the role of attachment in psychological development with reference to the work of Lorenz (1937), Harlow (1958), Bowlby (1969) and Ainsworth (1978)

Data Test

Ch8 Emotional and Cognitive Development

Discuss cognitive (Piaget, 1963), sociocultural (Vygotsky, 1978) and information processing theories (ie. Processing speed, cognitive strategies and metacognition) of cognitive development

Understand that early abuse can have detrimental effects on cognitive development (Rutter, 2004)

14

Data test feedback and review

The scientific process review

The scientific process review

Psychology Coursework Planner

Unit 2: Individual Behaviour.

Research Investigation - 20%

Summative Assessment of Unit 1 & 2 - 50%

Trinity Bay Science

Week SUBJECT MATTER Guidance

Suggested Research in Italics

15

Topic 1: Introduction to Psychology Recall the difference between Psychology, Psychiatry and Social Work. Recall the philosophical debates within psychology, including determinism versus free will, and nature versus nurture. Recall the steps in the scientific method as used in psychological research. - Identify the research question. - formulate a null hypothesis and an alternate hypothesis. - design the method. - collect the data. - process data, and analyse and evaluate evidence. - report the findings.

Notional time: 1 hour

RI task sheet handed out.

Mandatory Practical: Use an experimental research design to investigate the effect of watching an emotive (e.g. a scary movie) versus informative (e.g. an advertisement for toothpaste) stimuli on emotional responses (measured as changes in heart rate).

Assignment lesson 1: Claims and Research Question.

16

Topic 2: Intelligence Compare the Multiple Intelligences, information processing and emotional theories of intelligence.


Psychology for QLD U1 & U2 Ch 14 & 15.

Assignment lesson 2: Conduct Research to gather evidence.

U1 Topic 1 Review: Psychological Science A.

17

Recognise the common methods by which intelligence is assessed in reference to intelligence tests and scales.

- Intelligence Quotient - Stanford- Binet Scale - Wechsler’s intelligence scales for adults (WAIS-IV) and children (WISC-IV)

Genes and intelligence (e.g. parent–child studies in Plomin, Fulker, Corley & DeFries 1997)

Assignment lesson 3- analyse data: Identifying trends, patterns and relationships.

U1 Topic 2 Review: The Brain. .

18

Describe whether intelligence tests are valid and reliable.

EQ and life skills (e.g. EQ as a predictor of life skills in Bastian, Burns & Nettelbeck 2005)

Assignment lesson 4 – limitations, reliability and validity of data.

U1 Topic 3 Review: Cognitive Development.

19

Assess the extent intelligence is inherited, with reference to twin, family and adoption studies (e.g. the Minnesota study of twins reared apart in Bouchard, Lykken, McGue, Segal and Tellegen 1990).

Distinguishing normal and abnormal behaviour (e.g. environments and behavioural contexts in Rosenhan 1973)

Assignment lesson 5 – quality of evidence.

End of topic review

20

Topic 3: Diagnosis Distinguish between adaptive and maladaptive behaviour.


The classification and treatment of psychological disorders (e.g. discrepancies across cultures in Cooper, Kendell, Gurland, Sharpe, Copeland & Simon 1972)

Assignment lesson 6 – Writing a conclusion.

Formative assessment.

Semester Break

21

Summarise concepts of normality, including the sociocultural, functional, historical, situational, medical and statistical approaches. Describe psychological disorder.

Mood disorders (e.g. diagnosing depression in primary care settings in Mitchell, Vaze & Rao 2009). Assignment lesson 7 – Improvements and extensions.

U1 Topic 4 Review: Sleep and Human Consciousness.

22

Distinguish between diagnostic manuals commonly used for diagnosis, including the Diagnostic and Statistical Manual of Mental Disorders (5th edition, 2013), and the International Classification of Diseases (10th revision, 2016).

Assignment lesson 8 – Individual work on RI.

U1 Review.

23

Assignment lesson 9 – Draft due today.

Research investigation Draft Due Monday during class time.

The relationship between the treatment and prevalence of common psychological disorders (e.g. does increased provision of treatment reduce prevalence? in Jorm, Patten, Brugha & Mojtabai 2017)

Recognise the main categories of psychological disorders, including the schizophrenia spectrum and other psychotic disorders (e.g. schizophrenia), mood disorders (e.g. depression), anxiety disorders (e.g. phobias) and personality disorders (e.g. borderline or antisocial personality disorder).

Discuss the reliability and validity of diagnosis.

24

Topic 4: Psychological disorders and treatments Describe the biopsychosocial (George Engel 1980) approach to understanding psychological disorder.


Psychology for QLD U1 & U2 Ch 16, 17 & 18.

Suggested practical: Analyse data identifying the prevalence of psychological disorders in two different cultures.

Summarise biological (genes, medication, sleep, substance use); psychological (rumination, impaired reasoning and memory, stress); and social (disorganised attachment, significant relationships) risk factors for psychological disorder.

Examine the prevalence and symptoms and perceived causes of anxiety disorders, including generalised anxiety disorder (GAD) and specific phobia.

25

Describe the impact of stigma on help-seeking behaviours.

Research Investigation due Friday

The impact of stigma on help-seeking behaviours (e.g. public attitudes about psychological disorders and treatments in Angermeyer, van der Auwera, Carta & Schomerus 2017)

Compare the use of psychotherapies, pharmacotherapies, electroconvulsive therapy (ECT) and psychosurgery in the treatment of psychological disorder.

Explain the placebo effect.

26

Topic 5: Emotion and motivation. Compare the two-factor ( Stanley Schachter and Jerome Singer, 1962) and appraisal (Richard Lazarus, 1982) theories of emotion.

Notional time: 10 hours.

Psychology for QLD U1 & U2 Ch 19 & 20.

The appraisal theory of emotion (e.g. the role of physiological reactivity in coping; the significance of fear and anxiety in Herrald & Tomaka 2002; Ohman, 2000)

Explain the biological nature of cognitive appraisal , with reference to findings from the 2008 fMRI study by Kevin Ochsner and James Gross.

Describe the factors that influence happiness.

27

Assess the degree to which subjective wellbeing (Ed Diener, 1984,) psychological wellbeing (Carol Ryff, 1995), and the broaden-and-build theory (Barbara Fredrickson, 2004) influence happiness.

The physiology of emotion regulation (e.g. the pathways mediating successful emotion regulation in Wager, Davidson, Hughes et al. 2008).

Children’s motivation and performance (e.g. the effect of praising children for intelligence in Mueller & Dweck 1998)

Happiness (e.g. defining and measuring happiness in Kesebir & Diener 2008).

Explain mindfulness, with reference to attention and acceptance. Analyse the positive consequences of the flow experience (Jeanne Nakamura and Mihaly Csikszentmihalyi, 2002) with reference to enhancing positive affect, life satisfaction, performance and learning.

Evaluate the achieve goal (task orientation and ego orientation), cognitive evaluation (intrinsic and extrinsic motivation), and self- efficacy (outcome expectations and efficacy expectations) theories of motivation. Describe the role of goal setting in motivation.

28

Consolidation and catch up. Goal setting and the prevention of health problems (e.g. the motivational efficacy of technological tracking

Unit 1 Review.

Unit 2 Review.

devices for fitness in Schofield, Mummery, & Schofield 2005).

Cognitive evaluation theory (e.g. motivation in athlete–coach relationships in Blanchard, Amiot, Perreault et al. 2009; Kimball 2007.

29 Block exams

30 Block exams


Unit 3: Individual Thinking.

Trinity Bay Science

Assessment: 10 % Data Test in Term 4, Year 11. 20% Student Experiment during Term 1 of Year 12,

50% External Exam covering all of Units 3 and 4 during Term 4 of Year 12.

Numbers in bold after each piece of subject matter indicate the page of ‘Oxford Psychology Units 3 & 4” where this work begins. Items in italics are suggested research. Articles available in T:drive and on Class OneNote.

Term


T4 Wk1 The Psychological Toolkit

□ Recall sampling methods and experimental design.

□ Recall Data Collection and Interpretation.

□ Recall Research in Psychology and Ethical Responsibilities.

Notional time: 3 hours. Syllabus links:

Unit 1 Topic 1: The Psychological Toolkit. Check your Learning: Chapter 1 Chapter Review: 1

T4 Wk2

Localisation of function in the Brain.

□ Recall-

- The structure of the human nervous system, with reference to the central (i.e. brain and spinal cord) and peripheral (i.e. somatic and autonomic) nervous systems.

- That language processing occurs within Broca’s area, Wernicke’s area, and Geschwind’s territory.

- The role of the spinal cord in the human nervous system, with reference to the spinal reflex.

□ Recognise

- That the cerebral cortex can be divided into a number of discrete areas, which have specific functions, including the frontal, occipital, parietal and temporal lobes.

- That voluntary movement is coordinated from the primary motor cortex, cerebellum and basal ganglia.

- That emotion occurs within the limbic system, amygdala and prefrontal cortex.

Suggested practical:

□ Conduct an experiment to investigate the effect of expectation on perceptual set (e.g. the role of frequency in developing perceptual sets in Bugelski & Alampay 1961).

Notional time: 10 hours Syllabus links:

Unit 1 Topic 2: The role of the brain. Check your Learning: Chapter 2

Review research investigating

Treatments for Alzheimer’s disease (e.g. the significance of beta-amyloid deposits in Alzheimer's disease in Massachusetts General Hospital 2016)

T4 Wk3

□ Communicate neurotransmission using a diagram.

□ Distinguish between excitatory and inhibitory neurotransmitters, with reference to glutamate (Glu) and gamma-amino butyric acid (GABA).

□ Compare the physical and psychological function of acetylcholine, epinephrine, norepinephrine, dopamine and serotonin.

□ Discuss the impact of interference in neurotransmitter function, with reference to Parkinson’s disease and Alzheimer’s disease (symptoms and treatments).

□ Review Unit 3, Topic 1.


Treatments for Parkinson’s disease (e.g. clinical trials testing dopamine-precursor medications for Parkinson’s disease in The Lancet 2014).

Check your Learning: Chapter 3

T4 Wk4

Visual Perception

□ Explain the process of visual perception, with reference to reception (visible light spectrum); transduction (photoreceptors, receptive fields); transmission (visual cortex); selection (feature detectors); and organisation and interpretation (visual perception principles).

□ Determine biological influences on visual perception, including physiological make-up, ageing and genetics

□ Explain psychological influences on visual perception including:

- perceptual set (past experience, context, motivation and emotional state

- visual perception principles (Gestalt, depth cues, and visual constancies).

Hand out Student Experiment Task Sheet. Chapter 2 & 3 Review.

Notional time: 10 hours Check your Learning: Chapter 3 Chapter Review: 2 & 3 Review research investigating:

Feature detector theory (e.g. sensory processing in the primary visual cortex in Hubel & Wiesel 1979).

Check your Learning: Chapter 4 Chapter Review: 4

T4 Wk5 □ Evaluate the impact of social influences on visual perception, with reference to cultural skills (Hudson 1960; Deregowski 1972; Deregowski, Muldrow & Muldrow 1972.

Review research investigating:

□ Analyse the fallibility of visual perception, with reference to the Müller-Lyer, Ames room, and Ponzo visual illusions, as well as ambiguous and impossible figures.

The impact of culture on visual perception (e.g. cross-cultural pictorial depth perception in Hudson 1960).


T4 Wk 6

□ Review Unit 3, Topic 2.

T4 Wk7

□ Exam Block


Year 12 T1 Wk1

Memory

□ Recognise the duration and capacity of sensory memory (including iconic and echoic), and short-term and long-term memory.

□ Evaluate two models of memory, including

- The working model of memory (Alan Baddeley and Graham Hitch 1974), including the central executive, phonological loop, visuospatial sketchpad, and episodic buffer.

- The levels of processing (LOP) model of memory, including the role of encoding in long-term memory.


The role of the hippocampus in memory (e.g. the result of damage to the hippocampus in Corkin, Amaral, Gonzalez, Johnson & Hyman 1997)

T1 Wk2 Suggested practical:

□ Conduct an experiment to investigate the duration of short-term memory (Peterson & Peterson 1959)

□ Explain how information is stored in long-term memory with reference to implicit (procedural) and explicit (episodic and semantic) memory.

□ Describe the role of the hippocampus in memory formation and storage.

□ Consider the role of the cerebellum in forming and storing implicit (procedural) memories.

Check your Learning: Chapter 7 Chapter Review: 7 Notional time: 15 hours

T1 Wk3 Suggested practicals:

□ Modify an experiment investigating memory, such as

- Encoding in Memory (Craik & Levy 1970)

- Context-dependent cues on memory (Tulving & Pearlstone 1966)

□ Levels of processing theory -deep processing (semantic) (Elias & Perfetti 1973) -deep and shallow processing (semantic, physical and phonemic) (Hyde & Jenkins 1973) -evaluating the validity of depth of processing (Craik & Tulving 1975).

Check your Learning: Chapter 8 Chapter Review: 8 Student Experiment Task sheet handed out.

T1 Wk4 □ Distinguish between recall, recognition and relearning.

□ Describe how information is lost from memory through encoding failure, retrieval failure and interference effects.

□ Mandatory practical: Use an experimental research design to investigate the effect of learning environment on memory, replicating aspects of the 1998 investigation by Harry Grant et al.

□ Assignment Lesson 1.


T1 Wk5

□ Discuss strategies to improve memory, including chunking, rehearsal (maintenance

and elaborative) and mnemonics (e.g. the method of loci and SQ4R method — survey, question, read, recite, relate, and review).



T1 Wk6

Learning


□ Compare classical conditioning (Ivan Pavlov 1897/1902), operant conditioning (BF Skinner 1948) and social learning theory (Albert Bandura 1977)

□ For classical conditioning:

• Recall the unconditioned stimulus (UCS), unconditioned response (UCR), neutral stimulus (NS), conditioned stimulus (CS) and conditioned response (CR).

• Distinguish between stimulus generalisation and discrimination

• Describe extinction and spontaneous recovery. Describe learned fear responses (John Watson — the ‘Little Albert’ experiment) (Watson & Rayner 1920).

Notional time: 10 hours.


Instances of conditioned immune responses in humans.


T1 W7 □ For operant conditioning:

• Distinguish between negative and positive reinforcement and punishment.

• Describe stimulus generalisation and discrimination.

• Describe extinction and spontaneous recovery.


The impact of role models (music, film, television) on teenage behaviour.

□ Assignment Lesson 5


Explore how social media influences behaviour through the application of social learning theory.

Student Experiment Draft Due at the end of this

week.

T1 W8 □ For social learning theory: Distinguish between modelling and vicarious conditioning.

□ Assignment lesson 7

□ Data Test

T1 W9 □ Unit 3 Formative Quiz

□ Assignment Lesson 8- Feedback.

□ Assignment Lesson 9 – Final Due.

Student Experiment Final Due this week.

T1 W10 □ Begin Unit 4.


Unit 4: The influence of others.

Trinity Bay Science

Assessment: 20% Research Investigation (Social Psychology and Interpersonal Processes) Term 2 of

Year 12, 50% External Exam covering all of Units 3 and 4 during Term 4 of Year 12.

Numbers in bold after each piece of subject matter indicate the page of ‘Oxford Psychology Units 3 & 4” where this work begins. Items in italics are suggested research. Articles available in T:drive and on Class OneNote.

Term


T1 Wk9

□ Unit 3 topic 1 & 2 Revision

□ Unit 3 topic 3 & 4 Revision

□ Formative Quiz

T1 Wk10

Social Psychology

□ Explain the difference between primary (family) and secondary (media, schooling) socialisation.

□ Describe gender and compare social learning, cognitive developmental and biology-based theories of gender role formation.

□ Revision Lesson

Notional time: 10 hours Review research investigating

• Gender role formation in ‘X: A fabulous child’s story’ (Lois Gould 1983).

• Obedience (e.g. the ‘Shock the puppy’ experiment in Sheridan & King 1972).

Check your Learning Ch 11 Chapter 11 Review.

Easter Break

T2 Wk1

□ Describe group social influence, with reference to compliance, identification and

internalisation.

□ Deduce how status and power operate in groups, with reference to the Stanford Prison experiment (Haney, Banks & Zimbardo 1973).

□ Revision Lesson


• Obedience and the authority gradient (e.g. the ‘Hospital’ experiment in Holfing et al. 1966).

• The influence of social media in adolescent–peer (e.g. identity formation, behaviours and relationships in Wood, Bukowski & Lis 2016).

• Forced compliance (Festinger & Carlsmith 1959).

• Decision-making (Brehm & Cohen 1956).

• The significance of effort (Aronson & Mills 1959).

Check your Learning Ch 12

Chapter 12 Review.

T2 Wk2

□ Predict how obedience, conformity and social norms (Robert Cialdini et al. 2006)

lead to behaviour change.

□ Evaluate historical social psychological research, with reference to studies conducted by Stanley Milgram (1963) and Solomon Asch (1951).

□ U4 T1 Review

Review research investigating social identity theory in

• Discrimination (e.g.‘A Class Divided’ 1968 experiment by Jane Elliott in A Class Divided: Introduction 2003).

• Group prejudice (e.g. ‘The Robbers Cave’ 1954, 1958 and 1961 experiments by Muzafer Sherif).

T2 Wk3

Interpersonal Processes

□ Analyse Bibb Darley and John Latane’s (1968) model of bystander intervention.

□ Describe social factors that influence prosocial behaviour, with reference to the reciprocity principle and social responsibility.

□ Formative Assessment.

Notional Time: 10 hours. Review the case study of Kitty Genovese (Gainsburg 1964) demonstrating Darley and Latane’s (1968) model of bystander intervention. Check your Learning Ch 13

Chapter 13 Review.

Research Investigation Handed out.

T2 Wk4

□ Describe personal characteristics that influence prosocial behaviour, with reference

to empathy, mood, competence and altruism.

□ Consider factors that influence antisocial behaviour, including groupthink, diffusion of responsibility, audience inhibition, social influence and cost–benefit analysis.


Review research investigating relationships in:

• Cross-cultural altruism (e.g. kin selection in UK and South African students in Madsen, Tunney, Fieldman et al. 2007).

• temperature and aggression (e.g. hot temperatures, hostile affect, and hostile cognition, and arousal in Anderson, Deuser & DeNeve 1995).

• Biological attraction theories (e.g. partner selection based on genes expressed through body odour in Wedekind et al. 1995).

• Social and cognitive origins of attraction (e.g. the similarity-attraction hypothesis in Markey & Markey 2007).

• Relationship dissolution and media influence (e.g. navigating romantic relationships in social media in LeFebve, Blackburn & Brody 2014).

T2 Wk5 □ Discuss the general aggression model (GAM).

□ Explain how media can influence aggression, with reference to advertising, video games and social media.


Review research investigating relationships in attraction, relationship satisfaction and relationship dissolution (e.g. correlation between heterosexual and homosexual relationship satisfaction and stability in Gottman, Levenson, Gross, Fredrickson, McCoy, Rosenthal, Ruef & Yoshimoto 2003). Check your Learning Ch 14

Chapter 14 Review.

T2 Wk6 □ Describe biological theories of attraction (Buss, Abbott, Angleitner, Asherian, Biaggio et al. 1990).

□ T4 U2 Review


Notional Time: 10 hours. Review research investigating cognitive dissonance in forced compliance (Festinger & Carlsmith 1959).

T2 Wk7 □ Recognise social and cognitive origins of attraction, including proximity, reciprocity and similarity.



Check your Learning Ch 15

Review research investigating cognitive dissonance in the significance of effort (Aronson & Mills 1959).

T2 Wk8 □ Assignment Lesson 6


□ Suggested practical: Conduct a quasi-experimental investigation into conversational distance and one other variable.

Review research investigating cognitive dissonance

in Decision-making (Brehm & Cohen 1956).

T2 Wk9

□ Predict why relationships change and end, with reference to Duck’s stages of

dissolution (i.e. intrapsychic stage, dyadic stage, social stage, grave-dressing stage and resurrection stage) (Stephanie Rollie and Steve Duck 2006).


□ Unit 4 Topic 2 Review

Draft Research Investigation Due.

Chapter 15 Review.

T2 Wk10

Attitudes

□ Describe implicit and explicit attitudes.

□ Mandatory practical: Use a correlational research design to investigate the relationship between stereotypes and behaviour by replicating the 1996 investigation by John Bargh, Mark Chen and Lara Burrows (Experiment 2).


T3 Wk1 □ Predict how discrepancies between attitudes and behaviours can lead to cognitive dissonance (Leon Festinger 1957).

□ Evaluate social identity theory (Henry Tajfel 1970), with reference to social categorisation, social identification and social comparison.

□ Revision Lesson

Research Investigation Due.

T3 Wk2 □ Describe attributions, and recognise how attributions are used to explain behaviour, with reference to situational and dispositional attributions, and the fundamental attribution error (Lee Ross et al. 1977).

□ Contrast self-serving and confirmation biases.

□ Revision Lesson

T3 Wk 4 □ Unit 3 Review

□ Unit 4 Topic 1& 2 Review

□ Describe stereotypes using the tri-component model of attitudes.

T3 Wk 5 □ Distinguish between prejudice and discrimination.

□ Describe scapegoating, direct experience, personal and group prejudice and the prejudiced personality.

□ Revision Lesson

Review research investigating social identity

theory in group prejudice (e.g. ‘The Robbers Cave’

1954, 1958 and 1961 experiments by Muzafer

Sherif).

T3 W6 □ Prejudice can be on the basis of social differences; describe prejudice expressed as sexism and ageism.

□ T4 U3 Review

□ Revision Lesson

T3 W7 □ Unit 3 Review

□ Unit 4 Review

□ Formative Quiz.

T3 W8 Cross- Cultural Psychology

□ Describe how membership, influence, integration and the fulfilment of needs, and shared emotional connection lead to a sense of community (David McMillan and David Chavis 1986).

□ Consider what is meant by culture.

□ Revision Lesson

T3 W9 □ Distinguish between multiculturalism and pluralism.

□ Revision Lesson

Review research investigating prejudice reduction through intergroup contact (e.g. racial bias in neural response to others’ pain in Cao, Contreras-Huerta, McFadyen & Cunnington 2015).

T3 W10 □ Examine the psychological challenges of immigration, including culture shock, acculturation and assimilation.

□ Consider how cultural diversity can sometimes be a source of conflict, with reference to prejudice expressed as racism (implicit and explicit).

□ Revision Lesson.

Review research investigating cultural diversity and implicit instructions (e.g. emotional display rules in Matsumoto 2007).

T4 W1 □ Describe ways to reduce prejudice, with reference to intergroup contact, sustained contact, superordinate goals, mutual interdependence and equality (equal-status contact).

□ T4 U2 Review.

□ Revision Lesson.

Review research investigating prejudice displayed as racism (e.g. racism in Australia in Dunn 2004).

T3 W9 □ Revision

T3 W10 □ Revision

T3 W9 □ Mock Exams

T3 W10 □ Mock exams

Spring holidays

□ Revision

□ Revision

□ Revision

□ Revision

□ Revision

□ Revision

SENIOR

EARTH AND

ENVIRONMENTAL

COURSES

YEAR 10

Year 10 Earth Science Term A

Earth Systems and Student Experiment (10 weeks)

WEEK


master.


and activities.

ASSESSMENT

Assessment x 3

Feedback x 3

1

Earth Systems

Describe each of the four systems: geosphere, atmosphere, hydrosphere, and biosphere.

Explain the composition of the hydrosphere – recall the water cycle and the distribution of Earth’s water throughout the four systems.

Explain how water quality factors are monitored to minimise environmental impacts.

Explain common water quality tests including temperature, pH, dissolved oxygen, turbidity.

Coursework Planner

2

Conduct a given experiment on water quality.

Evaluate the validity and reliability of experimental methods.

Write a Rationale for a modified experiment.

Justify the modifications of an experiment.

Modify the previous experiment to refine, redirect and / or extend it.

Carry out a variety of water quality tests including temperature, pH, dissolved oxygen.

A exemplar

Guide to the Student

Experiment

3

Analyse water quality data and practise the following sections of your report:

Raw Data

Processing of Data

Use Excel to display and analyse the experimental data.

Trends, Patterns and Relationships.

Analyse historical data from a local waterway

Diagnostic Quiz and feedback

4

Explain how the quality of water at a local scale is influenced by human activities and natural processes.

Write the following sections of the report, based on the field trip:

Research question

Safety

Limitations of Evidence, Reliability and Validity of Experimental Process

Conclusions


Conduct an analysis of local water samples using standard water quality testing.

Assessment Student

experiment handed out

5

Student Experiment

Conduct a given experiment.

Modify the previous experiment to refine, redirect and / or extend it.

Complete and submit a prac. request form

Write the following sections of the report:

Rationale

Research Question

Modifications

Safety

Carry out your experiment and complete the Raw Data section of your report.

Given experiment: examining dissolved oxygen content of water at different temperatures.

You will have 10 hours of class time for your experiment and report.

6

Finish carrying out your experiment if necessary.


Processing of Data


Limitations of Evidence, Reliability and Validity of Experimental Process.

Draft due this week.

7


Conclusions


Use the feedback on your draft to improve your Student Experiment report.

Feedback on draft

8

Describe the layered structure of the atmosphere: troposphere, stratosphere, mesosphere, and thermosphere.

Explain the location and role of the ozone layer in the atmosphere.

Assessment Student

Experiment due

9

Describe the origin and development of the biosphere including fossil and geological evidence.

Describe the influencing factors on habitats and biodiversity.

Explain how the global systems are interconnected.

Explain the Greenhouse Effect;

Define global warming and climate change.

Conduct a survey on animal and plant diversity of a local community.

Feedback on student

experiment and ladder.

10 Year 10 Work Experience.

Year 10 Earth Science Term B

Geosphere (10 weeks)

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected to learn

and master.



ASSESSMENT

Assessment x 3

Feedback x 3

1

Stratigraphy and Fossil Records

Explain how the principles of stratigraphy are used to determine the relative age of structures and sequence the fossil record including:

superposition

cross-cutting relationships

inclusions

horizontality and fossil record

correlation.

Use secondary data to interpret stratigraphic sequences and infer relative age relationships of fossils.

Coursework Planner

2

Describe how geological processes may involve:

slow transitions (subduction and erosion)

fast transitions (earthquakes and volcanic eruptions). Summarise the role of fossils and stratigraphic evidence in the construction of the fossil record and geological timescale.

Examine and date fossil samples.

3

Radioactive Dating

Explain how precise dates can be assigned to points on the relative geological timescale using data derived from the decay of radioisotopes in rocks and minerals.

Describe the layered structure of the Earth’s interior.

Evaluate how seismic waves and meteorites provide evidence for Earth’s interior structure.

Interpret graphical representation of half-life to show how radioisotopes can date rocks and minerals.

Formative test

4

Rocks and Minerals

Describe the chemical composition of a variety of minerals present in rocks including felsic and mafic minerals.

Explain how rocks are composed of characteristic assemblages of mineral crystals or grains.

Recall the rock cycle and explain how rocks are formed through specific processes.

Identify examples of minerals using mineral identification charts and tests

5

Explain the formation of igneous rocks – plutonic and volcanic.

Explain the formation of sedimentary rocks – clastic, chemical and organic.

Explain the formation of metamorphic rocks – contact, regional, dynamic.

Identify examples of igneous, sedimentary, and metamorphic rocks using key-based classification.

6

Soil Formation and Classification

Explain how soils are formed from the interaction of geologic, hydrologic, atmospheric and biotic processes.

Describe the processes of physical and chemical weathering.

Describe and compare the composition of soils (rock and mineral particles, organic material, water, gases, living organisms).

Formative test

7 Classify different soil types using percentage composition of sand, silt and clay (soil ternary diagram).

Explain the correlation between soil type and native vegetation.

Use local soil samples to measure soil properties to assess quality (pH, moisture content, soil texture and structure).

8 Revision

9 Block exams Exams

10 Feedback on exams

Feedback on exam and ladders.

SENIOR

AQUATIC

PRACTICES

YEAR 10

Year 10 Aquatic Practices Term A 2020

TOPIC TERM A – Oceanography & Boating (10 weeks)

WEEK





ASSESSMENT

Assessment x 3

Feedback x 3

1

Boating

Identify a range of aquatic activities and employment opportunities (boating, fishing, crabbing, snorkelling, surfing, canoeing, aquariums, aquaculture, diving, skipper, fishkeeping, scuba diver, lifeguard etc.)

describe the environmental factors which can have an effect on different aquatic activities (weather, tides, currents, protected zones, experience/licencing)

identify specialised boating equipment (compass, CB radio, GPS, GPS fish finder, depth sounder, EPIRB) and describe their function

Brainstorm aquatic

activities &

employment

opportunities

Boating safety

introduction

BOM website – Check

the weather before you

go!”

Cairns Map 5- zones

Coursework planners

2

Weather

define weather specific terms and their meaning

comprehend and interpret weather forecasts

recall marine wind and distance measurements (knots, km/hour, nautical miles)

predict and make decisions about weather suitability for a boat trip

Reading the weather and

weather warnings -

navigating the BOM website

Navigate the Sea breeze

website

3

Coastal and marine ecosystems

define ecosystems and habitats and describe and compare different local, aquatic habitats (freshwater, marine, intertidal (Mangroves), beach, benthic, oceanic, reef zones)

Identify common target species that can be found in each habitat and know restrictions and bag limits etc.

Identify aquatic activities that could be done in the different habitats and specific fishing equipment suitable for use in each Habitat

Freshwater/Marine Habitat

4


Understand that the recreational and

commercial use of aquatic environments is

managed through zoning, legislation, licensing

and enforcement to protect the aquatic

ecosystems.

Marine Zone maps -

GBRMPA Cairns Zone Map 5

apply understanding about aquatic protected areas when planning a boating trip

5

Tides , Waves & currents

explain how tides, waves and ocean currents are formed

apply understanding about tides, waves and ocean currents to predict and make decisions about safe timing of a boat trip

Ocean currents website https://science.howstuffworks.com/environmental/earth/oceanography/ocean-current1.htm Sea breeze website (tides, currents, swell)

Hand out assessment

6 In-class research for assessment

7 In-class research for assessment

Draft due Feedback

8 In-class research for assessment - group presentation

Final due

9 In-class research for assessment- group presentation

Group presentation

10 River Monsters DVD Assessment

feedback & feed forward

Web resources:

BOM Word index (http://www.bom.gov.au/info/wwords/index.shtml) BOM “Planning a boating trip? Check the weather before you go!”

(http://media.bom.gov.au/social/blog/19/planning-a-boating-trip-check-the-weather-before-you-go/

BOM education resources: http://www.bom.gov.au/climate/data-services/education.shtml

Marine Weather http://www.marineweather.net.au/marine/qld/north-tropical-waters

Seabreeze website https://www.seabreeze.com.au/weather/yesterday/qld-far-north

A Comprehensive List of Different Types of Sea Waves (website): https://www.marineinsight.com/environment/a-comprehensive-list-of-different-types-of-sea-waves/

Ocean currents website https://science.howstuffworks.com/environmental/earth/oceanography/ocean-current1.htm

Tide monitoring https://www.qld.gov.au/environment/coasts-waterways/beach

http://www.bom.gov.au/info/wwords/index.shtml

http://media.bom.gov.au/social/blog/19/planning-a-boating-trip-check-the-weather-before-you-go/

http://www.bom.gov.au/climate/data-services/education.shtml

http://www.marineweather.net.au/marine/qld/north-tropical-waters

https://www.seabreeze.com.au/weather/yesterday/qld-far-north

https://www.marineinsight.com/environment/a-comprehensive-list-of-different-types-of-sea-waves/


https://science.howstuffworks.com/environmental/earth/oceanography/ocean-current1.htm

https://www.qld.gov.au/environment/coasts-waterways/beach

Year 10 Aquatic Practices Term B

TOPIC TERM B – Fishing (10 weeks)

WEEK





ASSESSMENT

Assessment x 3

Feedback x 3

1

Fishing – a historical and Indigenous perspective Describe Indigenous-fishing techniques including

lures, rods, spears, fishnets and fish traps.

Appreciate the history of fishing (fishing originated as a means of providing food for survival a pre-historic practice dating back at least 40,000 years) and be able to sequence the development of fishing practices to the present time.

Historical indigenous fishing

techniques

Click view documentaries (One

Note)

Coursework planner handed out

2

Fishing – rods, rigs and lures Compare different types of fishing rods, what they are

used for, differences in casting distance and the types

of fish they catch (Bait Caster Rods, Spinning Rods, Fly

Rods, Surf Rods, Trolling Rods)

Explore the fishing equipment suitable for different

habitats

Compare the different types of fishing rigs, what they

are used for and the types of fish they catch (Nylon,

braided, different strengths fishing line; Bottom Rig,

Casting Rig, Floater Bait Rig, Offshore Rig, Quill Float

Rig, Ganged Hook Casting Rig, Bobby Cork Rig, General

Running Rig, Paternoster Rig)

Rod Rack- On the Oval practice casting a line with accuracy into a bucket. On the oval Guest speaker Tackle world

3

Fishing – rods, rigs and lures

Identify a range of lures, examine what they are used for and the types of fish they catch (Spinnerbait, Crankbait, Spoons, Jigs, Buzz bait, Trolling Lures)

Investigate the different types of lures and how they relate to natural prey (fly fishing flies look like different fly species; plastic lures look like bait fish; metal lures reflections look like silver bait fish)

Design a lure

Lure making. Prac- Use a template and balsa wood to make a lure.

4

Crabbing and other aquatic practices

Other equipment and techniques used for catching aquatic organisms (crab pots, trawling, spear fishing, cast netting, angling, trapping)

Identify how to obtaining live bait- Cast netting

techniques and additional equipment (bucket,

aerator).

Begin assessment

Select a student to demonstrate cast netting techniques Allow computer access for assessment

Hand out multimodal assessment Create a business name and choose three aquatic habitats

5

Sustainable fishing – What can we catch, when can we catch it?

Understanding aquatic biodiversity and identify

relationships and connectedness between organisms

and within food webs

Is my catch a protected species, am I allowed to keep

this sex and/or this size of this species? (Barra/Coral

Trout, minimum legal catch size, other rules)

DPI visiting expert on nets and sustainability

Work on assessment

6

Sustainable fishing – How much can we catch? Explain reasons for importance of conservation and

zoning of aquatic and marine habitats and organisms

Bag limits and fishing seasons/Impact of

overfishing/Fines

Visiting expert (DPI or commercial fishing expert) on zoning and/or bag limits/fishing seasons

Work on assessment

7

Water safety and safe working practices (Risks) Identify and describe dangerous aquatic/ marine

organisms(box jellyfish, Irukandji, blue-ringed octopus,

stone fish, lion fish, sharks, sting rays, cone snail)

Investigate the physiological response from different

Marine stings, envenomation’s and bites and how best

to treat it (stone fish - protein based, hot water;

jellyfish - vinegar to stop further stinging cells from

firing)

Being croc wise

Work on assessment Hand in a draft

8

Water safety and safe working practices Safe handling of fishing gear (hooks, knives, ropes)

Safe handling of fish and other organisms

General safety (sun smart, hydration, boat safety)

Safety gear checklist

Edit/ finalise work

9 Assessment due

Assessment due with presentations

10

Feedback

Web resources:

http://www.cairnsconnect.com/cairns/fishingbaglimits.php

BOM Word index (http://www.bom.gov.au/info/wwords/index.shtml)

BOM “Planning a boating trip? Check the weather before you go!” (http://media.bom.gov.au/social/blog/19/planning-a-boating-trip-check-the-weather-before-you-go/

BOM education resources: http://www.bom.gov.au/climate/data-services/education.shtml

Marine Weather http://www.marineweather.net.au/marine/qld/north-tropical-waters

Seabreeze website https://www.seabreeze.com.au/weather/yesterday/qld-far-north

A Comprehensive List of Different Types of Sea Waves (website): https://www.marineinsight.com/environment/a-comprehensive-list-of-different-types-of-sea-waves/

Ocean currents website https://science.howstuffworks.com/environmental/earth/oceanography/ocean-current1.htm

Tide monitoring https://www.qld.gov.au/environment/coasts-waterways/beach

Fishing – an Indigenous Perspective

identify

http://www.cairnsconnect.com/cairns/fishingbaglimits.php

http://www.bom.gov.au/info/wwords/index.shtml

http://media.bom.gov.au/social/blog/19/planning-a-boating-trip-check-the-weather-before-you-go/

http://www.bom.gov.au/climate/data-services/education.shtml

http://www.marineweather.net.au/marine/qld/north-tropical-waters

https://www.seabreeze.com.au/weather/yesterday/qld-far-north



https://science.howstuffworks.com/environmental/earth/oceanography/ocean-current1.htm

https://www.qld.gov.au/environment/coasts-waterways/beach

describe identify

Sustainable fishing, incl. biodiversity and conservation

define comprehend appreciate recall apply understanding about

o

Lures, rigs & fishing rods

explain compare compare apply understanding about

Water safety and safe working practices

explain define and describe and compare


understand

appreciate

apply understanding

SCIENCE DEPARTMENT – YEAR 11 Aquatic Practice COURSEWORK

PLANNER

TERM 1 – Reef Ecology

(10 weeks)

WEEK SUBJECT MATTER

Knowledge, concepts, skills and processes that students are expected to learn and master. :



Assessment x 3 Feedback

x 3

Wk 1 Coral Reefs

Analyse Environmental conditions that form coral reefs

Classify Coral reef organisms

Identify citizen science programs, introduction to coral watch.

www.coralwatch.org Coursework planner

Wk 2 Coral watch training

Classify Hard and soft coral, coral anatomy

Investigate causes of coral bleaching

www.coralwatch.org

Wk 3 Coral watch training

Classify Hard and soft coral, coral anatomy

Investigate causes of coral bleaching

www.coralwatch.org

Wk 4 Biotic and abiotic relationships

Identify what biotic and abiotic components. o Abiotic components, including

temperature, light, ph, dissolved oxygen and salinity.

Explain Relationship between biotic and abiotic components.

Explore Water testing employment pathways.

Ipads,

Revision Quiz

Wk 5 Coral reef organisms

Identify common coral reef organisms

Identify (Draw, label and describe) external features

Describe basic relationships between organisms

DVD Blue Planet

Wk 6 Indigenous perspectives

Explore Indigenous uses of reef and Indigenous language, names and terms of reef organisms.

Explore Indigenous ranger pathways

Excursion to reef (probably Tuesday) Guest speaker

Wk 7 Marine dangers

Identify and describe dangerous marine organisms

Identify Management procedures to avoid or handle injury.

Examine Irukandji and box jellyfish through case study.

Identify first aid Treatment of jellyfish stings.

www.daf.gov.qld.au Revision Quiz

Wk 8 Threats to Coral Reefs

Explore Threats to coral reefs, human and environmental threats.

Examine case study on crown of thorns.

Revision and Exam

Wk 9 Revision

Examination Exam (Tuesday)

Wk 10 Semester 2 introduction Ladders

SCIENCE DEPARTMENT YEAR 11 Aquatic Practice - COURSEWORK PLANNER

Topic: Employment in the Marine Industry

Term 2: 10 weeks Assessment: Podcast

WEEK

SUBJECT MATTER

Knowledge, concepts, skills and processes that students are expected to

learn and master.

ELABORATIONS

Supporting resources, guidance,


ASSESSMENT

AND

FEEDBACK

Wk 1 Fish Farming and Aquaculture

Define what this marine industry field does and why

Compare and contrast the pros and cons of this field

Identify local businesses and their contribution to this field in the Cairns Region

Identify pathways into this field

Investigate skills and qualifications required for this field

Investigate ATSI specific careers and pathways in this field

Complete homework worksheet and

save it in your One Note Classroom

Homework section for week 1

Coursework

planner issued

Wk 2 Wild Fishing and Trawling










Wk 3 Protection and Conservation of Marine Resources










Homework weeks

1 and 2 checked,

feedback given

Wk 4 Seafood Processing and Restaurant Industry










Wk 5 Tourism and Aquarium Industry








Homework weeks

3 and 4 checked,

feedback given



Wk 6 Introduction to podcasts

Research on how to make a podcast

Example of a podcast:

https://www.australiancurriculum.

edu.au/resources/work-samples/

samples/digital-project-podcast-

above/?compare=46212

Wk 7 Assessment - Investigation

Investigate careers in the marine industry

Create podcast based on investigation

Using the information you have

researched on particular topic, you

now need to start creating a

podcast. Topics include:

- Fish farming/aquaculture (growing)

- Wild fishing/trawling (catching)

- Protection/conservation/rangers

- Seafood processing

- Restaurant

- Tourism/aquarium/tours

Wk 8 Assessment - Investigation

Investigate careers in the marine industry

Create podcast based on investigation

SUBMIT DRAFT SCRIPT Draft Scrip Due:

WEDNESDAY

Feedback given

back by: FRIDAY

Wk 9 Assessment – Investigation

Incorporate feedback to complete assessment

SUBMIT FINAL PODCAST Final Due: FRIDAY

Wk

10

Submit Podcast and Peer Review

Present/upload your podcast assessment

Prepare a peer review

Review one of your peers’ Podcasts

by writing a short (150 word) review

about:

- what they did well,

- where they can improve, and

- what you enjoyed about their

podcast.

Peer Review Due:

FRIDAY

https://www.australiancurriculum.edu.au/resources/work-samples/samples/digital-project-podcast-above/?compare=46212





PLANNER

TERM 3 – Fishing Rod Building

(10 weeks)

WEEK SUBJECT MATTER




Assessment x 3

Feedback x 3

Wk 1 Types of Rods

Analyse Types of fishing rod, what they are used for and the types of fish they catch.

Identify the types of fishing rod the students want to make.

Rod Rationale Booklet Coursework planner

Wk 2 Planning assembly

Identify Planning grip assembly and binding positions and calculate binding positions

Investigate Difference between the three types of binding and how to do them.

Identify plan for binds and styles

Rod building basics videos

Wk 3 Rod assembly – Blanks and handle

Identify proper procedures for locating the spine on a blank

Explain proper handle and guide orientation to spine depending upon whether building conventional or spinning.

Identify spine on blank to use for handle setup and complete handle and grip assembly


Wk 4 Rod assembly - guides

Investigate guide preparation and spacing and complete wrapping of guides

Rod building basics videos Revision Quiz








Investigate guide preparation and spacing and complete wrapping of guides, checking guides for alignment

Explore benefits of gel coats and complete first coats

Rod building basics videos Revision Quiz


Investigate guide preparation and spacing and complete wrapping of guides, checking guides for alignment and trimming thread ends

Explore benefits of gel coats and complete second coats


Wk 9 Rod assembly - finalising

Investigate how to inspect rods for completion as well as weak or stress points and test

Rod building basics videos Project

Wk

10

Rod assembly - finalising

Investigate how to test rods and test

Rod building basics videos Feed forward by end of Wk1 T4

Year 11 Aquatic Practices

Recreational Fishing (10 weeks)

WEEK SUBJECT MATTER




ASSESSMENT

Assessment x 3

Feedback x 3

1 General Knot techniques

Identify and Demonstrate common general knots o Instructions to tie, common uses, common errors,

advantages and disadvantages

BCF Knot tying booklet

http://www.animatedknots.com

2 Practical techniques – General and boating knots

Identify and Demonstrate common boating knots o Instructions to tie, common uses, common errors,

advantages and disadvantages

BCF Knot tying booklet http://www.animatedknots.com

Practical

Demonstration -

Knots

3 Practical techniques – Fishing knots and rigs

Identify and Demonstrate common fishing knots o Instructions to tie, common uses, common errors,

advantages and disadvantages, bait, hooks and sinkers

BCF Knot tying booklet http://www.animatedknots.com

Practical

Demonstration -

Knots

4 Practical techniques – Fishing knots and rigs

Identify and Demonstrate common fishing knots Instructions to tie, common uses, common errors, advantages and disadvantages, bait, hooks and sinkers

BCF Knot tying booklet http://getfishing.com.au/how-to/knots-rigs/

5 Fishing lure designs and purposes

Investigate types of lures and their uses

o Colours, types, target species, rigs

BCF Knot tying booklet http://getfishing.com.au/how-to/knots-rigs/

6 Project – Aquatic Knots and Fishing Rigs

Construct knot board as per assessment task

Project



Explain knots using diagrams and explanations

o How to tie, uses, advantages and disadvantages,

common errors

Project



Explain knots using diagrams and explanations

o How to tie, uses, advantages and disadvantages,

common errors

Project


Explain target species information using diagrams and

explanations

o Habitat, catch methods, eating quality, catch and size

limits

Project


Explain target species information using diagrams and

explanations

Habitat, catch methods, eating quality, catch and size limits

Project

Year 12 Aquatic Practices

Aquariums (10 weeks)

WEEK

SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected

to learn and master.



ASSESSMENT

Assessment x 3

Feedback x 3

1

Global Aquariums

Identify and describe different aquariums from across the globe

o Locations, features, popularity

Contrast views on ethics of Aquariums o Case study eg Seaworld o Profit vs preservation

Course Planner

2

Aquaculture and Aquaponics

Define and explore global and Australian aquaculture industries

o Types, profits, job opportunities, aquarium related

Define and explore aquaponics industries o pros and cons, job opportunities, backyard vs

industrial

Huon aquaculture investigation

2 week quiz

3

Aquarium technical elements

Identify and analyse features of a basic aquarium o Design and Composition, Filtration, Heating,

Lighting, extras

Fish Tank Kings – TV show

4

Aquarium technical elements

Identify and analyse aquarium health and maintenance o Water chemistry, testing, nutrition and disease

control

2 week quiz

5 Investigation

Examine an investigative report Exemplar o Deconstruction, joint construction

Excursion – Cairns Aquarium

6 Investigation

Public Aquariums Report (600-

1000 words)

7 Investigation


1000 words)

8 Investigation


1000 words)

9 Investigation


1000 words)

10 Aquarium Construction

Design your ideal aquarium using knowledge gained

SCIENCE DEPARTMENT – YEAR 12 Aquatic Practice

TERM 2 – Aquarium, Aquaponics and aquaculture

(10 weeks)

WEEK SUBJECT MATTER




Assessment x 3

Feedback x 3

Wk 1 Aquatic animals and plants

Identify aquatic animals and plant species through defining features

Construct Aquaponics systems

Aquaponics systems Coursework planner

Wk 2 Aquatic animals and plants

Identify aquatic animals and plant species through defining features

Examine aquatic food webs

Construct Aquaponics systems

Analyse water quality features and testing

DVD - Blue Planet

Wk 3 Animal anatomy

Identify specific anatomy features of fish, sharks and crustaceans

Examine Red Claw dynamics through case

study

Test and Analyse water quality features and testing

Test and Collect aquaponics data

Quiz

Wk 4 Animal anatomy

Examine Red Claw dynamics through case study and dissection



dissection

Wk 5 Aquaponics sustainability

Examine case study of aquaponics systems



Wk 6 Assessment data collection and processing

Deconstructing and report writing


report writing

Quiz


report writing

Aquarium excursion


report writing

Scientific report

Wk

10 Rod self-assessment Feedback on rod


PLANNER

TERM 3 – Boating

(10 weeks)

WEEK SUBJECT MATTER




Assessment x 3

Feedback x 3

Wk 1 Types of Boats

Analyse types of boats, boat materials, and their purpose

Identify basic parts of a boat what they are used for

Explain displacement and planning hulls

Analyse different propulsion methods and the benefits or each

Explain buoyancy principles in boating

Identify registration, seaworthy and safety requirements and obligations

Learning place course

QLD Gov Boatsafe booklet

Coursework Planner

Prior

knowledge

quiz

Wk 2 Pre departure checks

Identify and explain trip plans and requirements for boat checks

Analyse boat maintenance requirements and procedures

Identify and explain post trip checks

Analyse requirements for smooth, partially smooth and beyond smooth and partially smooth waters

Explain water limits and be able to identify these on charts/maps, especially common and local waterways

Identify purpose, procedures and benefits of Coastguard trip sheets

Learning place course QLD Gov Boatsafe booklet

Wk 3 Safety equipment and processes

Identify safety requirements depending on size variables eg size of boat, water limits

Identify appropriate life jackets depending on situation and correctly fit

Explain purpose and procedure for EPIRB use

Explain purpose and procedures for all safety gear such as flares, V sheet, mirrors, whistles, dye,

Explain purpose and procedures for other equipment such as bailing bucket, oars, first aid kits

Explain purpose and procedures for correct marine radio operations


Wk 4 Weather and tides

Investigate sources of weather information

Analyse and explain weather chart and describe different weather systems

Explain terminology such as knots and wave height to describe wind/weather

Explain the causes of tides

Analyse tide tables and explain the terminology

Explain how tides direction and flow affect water and other factors such as fuel consumption


Wk 5 On the water and manoeuvring

Analyse safe and efficient procedures for berthing, anchoring and launch/retrieval

Identify common signal flags and phonetic alphabet

Identify lateral marks and their purpose, especially direction of buoyage

Identify cardinal marks and their purpose, including special marks, danger marks and other navigation aids

Analyse charts with navigation and buoyage

Identify and explain boating manoeuvring rules such as giving way and speed

Identify and explain navigation light and sound systems

Analyse and apply variations navigation systems such as GPS and compass


Wk 6 Safe Boating

Indeitfy marine incidents and reporting processes

Explain various pollution sources from boating

Explore marine radio distress calls

Analyse GBRMPA zoning maps and explain what each area represents


Boat license

practice quiz

Wk 7 Assessment – Boat Trip





Learning place course Project

Wk

10

Assessment – Boat Trip

Learning place course Ladders and

feed forward by end of Wk1 T4


PLANNER

TERM 4 – Boating

(6 weeks)

WEEK SUBJECT MATTER




Assessment x 3

Feedback x 3

Wk 1 Revision - Types of Boats

Analyse types of boats, boat materials, and their purpose

Identify basic parts of a boat what they are used for

Identify registration, seaworthy and safety requirements and obligations

Revision - Pre departure checks

Identify and explain trip plans and requirements for boat checks

Analyse boat maintenance requirements and procedures

Identify and explain post trip checks

Analyse requirements for smooth, partially smooth and beyond smooth and partially smooth waters


QLD Gov Boatsafe booklet

Coursework Planner

Prior

knowledge

quiz

Wk 2 Revision - Safety equipment and processes

Identify safety requirements depending on size variables eg size of boat, water limits

Explain purpose and procedures for all safety gear such as flares, V sheet, mirrors, whistles, dye,

Revision - Weather and tides

Analyse and explain weather chart and describe different weather systems

Explain terminology such as knots and wave height to describe wind/weather

Analyse tide tables and explain the terminology


Boat license

practice quiz

Wk 3 Revision - On the water and manoeuvring








Boat license

practice quiz

Wk 4 Revision - On the water and manoeuvring





Boat license

practice quiz




Revision - Safe Boating

Identify marine incidents and reporting processes

Explore marine radio distress calls

Analyse GBRMPA zoning maps and explain what each area represents

Wk 5 Exam

Wk 6 Review of assessment and course of study

Documents

SENIOR BIOLOGY COURSES YEARS 10 to 12 · 2020. 7. 16. · SENIOR BIOLOGY COURSES YEARS 10 to 12. Year 10 Biology Term A Infectious Disease (10 weeks) WEEK ... Analysis of the spread