Assignment Cover Sheet

Student name: Ethan Green

Student number: 18498514

Unit name and number: 102090

Unit Coordinator: Erin Mackenzie

Title of assignment: Unit of Work

Length: 28 pages (Rationale word length: 1089 words)

Date due: 21/08/2019

Date submitted: 20/08/2019

Campus enrolment: Kingswood

Chemistry Module 1- Properties and Structure of Matter
Content Focus
Students analyse trends and patterns in relation to the properties of pure substances and use these to predict the properties of other pure substances. This knowledge is used to
determine the ways in which substances can be separated from each other and those that allow them to remain together.

Working Scientifically
In this module, students focus on: designing, evaluating and conducting investigations; obtaining and processing data in the most appropriate manner; and communicating ideas about
the structural, physical and chemical aspects of matter. Students should be provided with opportunities to engage with all Working Scientifically skills throughout the course.
Outcomes
• designs and evaluates investigations in order to obtain primary and secondary data and information CH11/12-2
• conducts investigations to collect valid and reliable primary and secondary data and information CH11/12-3
• selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media CH11/12-4
• communicates scientific understanding using suitable language and terminology for a specific audience or purpose CH11/12-7
• explores the properties and trends in the physical, structural and chemical aspects of matter CH11-8
Inquiry Question: Properties of Matter: How do the properties of substances help us to classify and separate them?
Knowledge and Working Scientifically Teaching and Learning Strategies Extension or Adjustment Resources
Understanding Content Outcome Descriptor
Descriptor
Diagnostic Assessment (Nearpod) Have a backup activity in Nearpod activity
Students play an online quiz game to assess case of ICT issues, such as
knowledge carried over from Stages 4 and 5. printing off the questions to
Some open forum styled questions are be used as a boardgame.
provided to get to know students.

Exit slips where students write what they

remembered, what they had forgotten and
what they want to know.

• explore CH11/12-3 employ and Review elements, compounds and mixtures Provide extra resources Separation videos (in place of or
homogeneous evaluate safe work Draw upon knowledge of the terms from based on pre-assessed complimenting teacher demonstration)
mixtures and previous activity. Students highlight a knowledge, such as videos Distillation
 heterogeneous practices and manage textbook passage to assess their ability to explaining the differences https://www.youtube.com/watch?v=0IWy_hd
mixtures through risks. pick key information. Students are asked to between elements, gKJM
practical CH11/12-4 select explain what they think the most important compounds and mixtures. Industrial waste separation (including
investigations: qualitative and points are and why. Demonstrate techniques for magnetism)
• using separation quantitative data and class during practicals or play https://www.youtube.com/watch?v=8gE93Q_
techniques based information and Students perform a guided first-hand a video for them. Keep video 5DY4
on physical represent them using a investigation in groups of 3-4 to develop up so it can be replayed at Separating funnel
properties range of formats. separation technique skills and safe lab the request of students. https://www.youtube.com/watch?v=vcwfhDh
(ACSCH026) CH11/12-7 select and practices, including filtration, separation of LiQU
• calculating apply appropriate liquids and chromatography. Teacher Practical equipment and handout.
percentage scientific notations, demonstration of distillation technique.
composition by nomenclature and
weight of scientific language to Opportunities to think, pair and share
component communicate in a experiment results are provided, regarding
elements and/or variety of contexts. differences between mixtures and
compounds compounds, examples of each and how to
(ACSCH007) separate a variety of mixtures. Students
create a Y chart.

Towards the end, students are introduced to

the terms heterogenous and homogenous.
When introducing new terms, students are
encouraged to contribute possible meanings
while the teacher strategically questions to
break down the metalanguage.

Gravimetric Analysis
CH11/12-2 assess risks, Teacher centred explanation of gravimetric If needed, consult with Gravimetric analysis
consider ethical issues analysis with a video demonstration, while teachers who have https://www.youtube.com/watch?v=-
and select appropriate students are provided with worked examples previously had the students HpRdpk1aXU
materials and of calculating %w/w, etc. Practical equipment and handout.
 technologies when to determine effective group
designing and planning Students prepare for a flipped classroom by combinations to assign.
an investigation. transferring a method into a flowchart,
CH11/12-3 employ and preparing a risk assessment and experiment
evaluate safe work diagram. Correct flowchart construction
practices and manage should be modelled in the previous lesson, or Provide an opportunity at
risks a resource detailing correct construction the end of the previous
CH11/12-4 apply should be provided. Experiment follows a lesson to allow students
quantitative processes guided first-hand investigation in groups of 3- some time to work
where appropriate and 4, ending with a review of separation cooperatively on a method.
evaluate. Evaluate and techniques. Discussion of the procedure is
improve the quality of provided through strategic questioning.
data.
CH11/12-5 assess Second flipped classroom but students are
error, uncertainty and instead given a mixture that they must
limitations in data. develop a method to separate. Students can
Assess the relevance, show evaluation of the previous experiments
accuracy, validity and method by incorporating changes in this one.
reliability of primary Method write up needs to follow a scientific
and secondary data scaffold. Methods are reviewed before
and suggest starting the experiment.
improvements to
investigations.

• investigate the From this point on, lessons may start with 1-
nomenclature of 5 revision questions from previous content
inorganic descriptors. E.g. randomly ask students to
substances using describe separating techniques or calculate
International Union percentage composition. These may be
of Pure and Applied written up on the board, provided on
Chemistry (IUPAC) worksheets or played as a Kahoot or
naming conventions Nearpod.
 CH11/12-7 Select and Student Created Cheat Sheet
use suitable forms of Beginning with a teacher led review of
digital, visual, written valency and ionic bonding relating to groups
and/or oral of the periodic table, students get to create
communication. their own cheat sheet to use in class
activities. This may include writing dot points
or transcribing a periodic table. Students are
called upon to showcase how they’ve
constructed their personal resource.
How to name simple ionic compounds is
provided with the students then completing
some online quizzes. Students may use their
created resource to help them and use quiz
results to help refine it.
A similar learning process can then be
followed for the naming of covalent
compounds.
• classify the CH11/12-3 Select and Filling in the Periodic Table
elements based on extract information Using secondary data sources, students
their properties and from a wide range of research the physical state of each element
position in the reliable secondary at room temperature and colour code a
periodic table sources and periodic table. Students can discuss the
through their: acknowledge them usefulness of this before moving on to
• physical properties using an accepted indicate the metals, metalloids and non-
• chemical properties referencing style. metals. Students should consider the
CH11/12-4 select reliability of secondary sources by seeing if
qualitative and information is shared between sources.
quantitative data and
information and Metal or Non-Metal Practical
represent them using a
Challenge students to Khan academy quizzes
complete quizzes using the Covalent compound name quizzes
cheat sheet as little as https://www.thoughtco.com/covalent-
possible. compound-names-quiz-4092631
Provide extra scaffolding of https://www.sciencegeek.net/Chemistry/Quiz
suitable note construction. zes/BinaryCovalent/
Have students check each
other’s work to allow for
peer mentoring or increased
communication.
Students can test each other
by choosing compounds for
the class to name.
If students begin by looking Periodic table printout.
up each element
individually, model effective
searching skills. If some
students looked up trends
and others individual
elements, allow the students
to talk each other through
searching strategies.
 range of formats, Students conduct a guided first-hand Scaffold or model suitable Practical equipment and handout.
digital technologies investigation in groups of 3-4 to investigate table. construction based on
and appropriate the properties of metals and non-metals in class ability.
media. terms of appearance, hardness, malleability Encourage verbal peer
CH11/12-5 derive and conductivity. communication of concepts.
trends, patterns and
relationships in data Periodicity of Chemical Properties Can provide video Worksheet handouts that allow students to
and information. Beginning with a teacher led discussion of demonstrations of chemical work through different trends in chemical
CH11/12-7 select and the properties of table groups, students then properties that may not be properties and identification of elements
use suitable forms of move on to perform a secondary research shown in the lab (such as based on properties.
digital, visual, written task to outline the chemical properties of reactivity of alkali metals)
and/or oral each group. How the properties relate to
communication. their uses and handling can be part of the
activity or discussed with the students (e.g.
how alkali metals are stored due to their
CH11/12-6 make reactivity).
predictions and solve
problems using Once completed, additional tasks are Provide clues as students
evidence from primary provided to make use of other secondary solve additional problems.
and secondary sources. sources and previous notes. Students will be
provided with information about an element
and be tasked with classifying and eventually
determining what it is. Students are called
upon to work through questions for the class.

Review of Inquiry Question

Students and teachers create a mind map
together to cover the content descriptors of
the inquiry question.
Inquiry Question: Why are atoms of elements different from one another?
Knowledge and Working Scientifically Teaching and Learning Strategies Extension or Adjustment Resources
Understanding Content Outcome Descriptor
Descriptor
• investigate the Structure of the Atom Skip video parts or pause Structure of the atom
basic structure of Teacher draws out student knowledge of an periodically to summarise https://www.youtube.com/watch?v=EOHYT5
stable and unstable atom’s structure in a mind map. Introduce key points rather than just q5lhQ
isotopes by the concept of the electron cloud and play a relating back to syllabus
examining: video on the structure of an atom. Teacher content at the end.
• their position in the should indicate which parts of the video are
periodic table pertinent to the course and end with a
• the distribution of summary of the video’s key points. Lastly,
electrons, protons atomic number and mass number should be
and neutrons in the explained.
atom
• representation of Isotopes Summary worksheet which should have
the symbol, atomic CH11/12-6 use Teacher defines what an isotope is and Provide think, pair share activities such as close passages, open ended
number and mass modelling to explain explains that they have similar physical opportunities before questions and definition matching activities.
number (nucleon phenomena, make properties and the same chemical properties. answering questions or https://phet.colorado.edu/sims/html/isotopes
number) predictions and solve Relative abundance is explained with some sharing answers with the -and-atomic-mass/latest/isotopes-and-
problems using examples given. A Phet simulation is used to class. atomic-mass_en.html
evidence from primary help explain and visualise the concepts.
and secondary sources. Students are encouraged to access the
simulation themselves during activities. To
facilitate effective note taking, a worksheet is
provided for students to fill in throughout the
lesson. The worksheet will also have sample
questions to answer. Students will be called
on to go through how they answered each
question for the whole class.

• investigate the CH11/12-6 use Unstable Isotopes Provide materials for Radioactive isotopes
properties of modelling to explain Teacher introduces the concept of unstable students to build models if https://www.youtube.com/watch?v=UYvx0O8
unstable isotopes phenomena, make isotopes and radiation. Sample they want to make a 3D one. itMA
using natural and predictions and solve radiochemistry equations are provided, with Half-lives
human-made problems using teacher modelling how to answer them
 radioisotopes as evidence from primary before allowing students to solve some. Provide analogies to help https://www.youtube.com/watch?v=opjJ-
examples, including and secondary sources. Students are called upon to explain their step reconceptualise thinking 3Tkfyg
but not limited to: CH11/12-7 select and by step solutions. when creating models.
• types of radiation use suitable forms of Allow students to model
• types of balanced digital, visual, written An explanation of why some isotopes are atoms first if easier.
nuclear reactions and/or oral unstable should be given by the teacher or
communication. Select via a video. Students then can create their
and apply appropriate own model to explain why some isotopes are
scientific notations, unstable. Students may create a diagram,
nomenclature and animation, analogy or other model type of
scientific language to their choosing.
communicate in a In a new activity, students learn about half-
variety of contexts. lives through teacher instruction and videos.
Example questions are provided for students
to either solve individually or in groups.

These radiochemistry questions can then be

included in the review content at start of
lessons.

CH11/12-3 select and Secondary Research Task

extract information Teacher first shows students the ANSTO ASNTO website
from a wide range of website to give an idea of how radioisotopes Guide investigation by https://www.ansto.gov.au/education/nuclear-
reliable secondary are utilised. suggesting aspects to look facts/what-are-radioisotopes
sources and up or suggesting isotopes to
acknowledge them Students choose one of radioisotopes listed research. Review assessment
using an accepted (e.g. Technetium-99m) and research aspects of secondary sources or if
referencing style. such as half-life, production and application. students pick it up easily,
CH11/12-4 select Discussion regarding how half-life and allow independence while
qualitative and radiation type effects transport and use periodically conversing with
quantitative data and should be given. students about the
information and Choice of how to represent information is up information they are finding.
represent them using a to the students but it is expected that they
 range of formats, share their findings with the class in a Lead discussion of how a
digital technologies subsequent lesson. Students are also to radioisotope’s properties
and appropriate reference their sources. determines its use.
media. Assign isotopes if students
CH11/12-5 assess the take too long deciding.
relevance, accuracy,
validity and reliability
of primary and
secondary data and
suggest improvements
to investigations.
CH11/12-7 select and
use suitable forms of
digital, visual, written
and/or oral
communication. Select
and apply appropriate
scientific notations,
nomenclature and
scientific language to
communicate in a
variety of contexts.

• calculate the CH11/12-6 make Relative Atomic Mass Mixed ability groupings Atomic mass
relative atomic predictions and solve Teacher explains relative atomic mass before https://www.youtube.com/watch?v=SdhLTfm
mass from isotopic problems using strategically questioning to lead students to a_Eg
composition evidence from primary understand the importance of isotopes in
(ACSCH024) and secondary sources. atomic mass. Students watch a video with
worked examples before attempting more
questions, either individually or as pairs.
• model the atom’s CH11/12-6 use Orbital Energy Levels and Notation Recommend textbook
discrete energy modelling to explain Content here can be quite complex and so resources and internet
levels, including phenomena, make explicit teacher communication, diagrams, videos (e.g. Khan Academy)
electronic predictions and solve worked examples and practice questions for students to revise in their
configuration and problems using should have a heavy focus. own time.
spdf notation evidence from primary Model effective note taking
(ACSCH017, and secondary sources. Teacher should over sequenced lessons, for this content statement.
ACSCH018, CH11/12-7 select and explain energy levels, electron Allow use of devices when
ACSCH020, use suitable forms of configurations, filling order, energy principles answering questions but
ACSCH022) digital, visual, written and orbital notation. ensure there is time for
and/or oral students to explain the
communication. Students partake in lecture and collaborative answer at end of activity
tutorial style activities. Students are time.
periodically called upon to summarise Showcase class submitted
content and strategic questioning forms part links in lessons for students
of the teacher presentations. Creation of an who may have limited
orbital notation cheat sheet is also modelled internet access outside of
for student’s own use, both for in lesson school.
activities and for at home revision. In tutorial
style activities, students are encouraged to If students do not have the
use whatever sources they need to answer internet at home, put up a
questions and matching style activities. Time poster on the wall that
is provided afterwards for students to work students can freely write on,
through solving questions for the class or print resources during
without resources, to ensure they are class and attach to.
learning how to get to the answer without
having to search for it.

At end of lessons, students fill out exit slips

asking what the most confusing point is.
Provide opportunities for the class to answer
each other’s questions. A student message
board (e.g. Google Classroom) is created for
peers to provide useful links or explain
concepts to each other.
• investigate energy Atomic Emission Spectroscopy Flame test and AES
levels in atoms and Students learn about ground and excited https://www.youtube.com/watch?v=L5jEePY
ions through: states, emission spectra and the flame test QfCM
• collecting primary through explicit teacher communication and
data from a flame web resources.
test using different
ionic solutions of
metals (ACSCH019) CH11/12-3 employ and Flame Test Change which solutions are
• examining spectral evaluate safe work Students perform a guided first-hand used to suit the needs of
evidence for the practices and manage investigation to investigate the colours colour-blind students.
Bohr model and risks. Select and released when burning elements. After Review suitable table
introducing the extract information reading through the method with the class, construction.
Schrödinger model from a wide range of students put forward WHS considerations.
reliable secondary Students record observations in a table of
sources. their consturction and then use secondary
CH11/12-4 select sources to compare results and explain any
qualitative and discrepancies. If discrepancies are concluded
quantitative data and to be from experimental error, students
information and contribute ways to improve the experiment.
represent them using a Teacher uses strategic questioning to allow
range of formats, class to discuss the effectiveness of using the
digital technologies flame test to identify ions.
and appropriate
media. Bohr and Schrodinger Model Ask students to work on Textbook sample or online resource detailing
CH11/12-5 assess the Building off flame test practical, students use explaining the model in their the Bohr model.
relevance, accuracy, the Bohr model to explain what is happening. own words if they keep Summary questions, either printed or
validity and reliability Students learn about the limitations of the relying on rote learning. provided in an ICT activity, such as Nearpod.
of primary and model via a textbook passage or video,
secondary data and before relaying back what they think the
suggest improvements most important points are. Students are
to investigations. provided with summary questions to think,
CH11/12-6 use pair and share.
modelling to explain
 phenomena, make Students then choose a method of
predictions and solve presentation (poster, powerpoint, etc.) to
problems using compare the models and use of them to
evidence from primary explain phenomena. Students are
and secondary sources. encouraged to share analogies to explain the
CH11/12-7 select and model.
use suitable forms of
digital, visual, written
and/or oral
communication.
Evaluation- Questions to ask during the unit
1. How well are students answering the revision questions at the start of unit (diagnostic assessment) or during (formative assessment)? Are they responding to each question or
are there questions that are commonly skipped? Can collect this by checking student work or going through questions with class and gauging who is responding and how.
2. How responsibly do students use the ICT resources, such as the open forum style prompts on Nearpod or the student support board/document during the orbitals and energy
level activities? Moderate these activities and keep records of student conduct.
3. How well do students follow instructions in first hand investigations? Keep note of what students do and reflect on where instructions and class management can be
improved.
4. How did the student created resources go? Gather student opinions on whether they were useful by talking to them or providing a poll via Nearpod or other online service.
Can also check student resources and see whether students have synthesised information or just written things verbatim.
5. What ways are students choosing to present and create? Keep note of the presentation methods chosen to see if activities lend themselves to choice.
6. Can more opportunities be provided for cooperative and collaborative learning? Keep note of when think-pair-share and similar activities come up, even when not necessarily
planned.
7. What skills are the students demonstrating or learning to perform? Is there room for more or can the ones present be developed further within the unit?
8. How well did students perform in flipped classroom activities? Were students completing the work? Is more time in class beforehand needed?

Getting students to help evaluate can involve them filling out a like, dislike, challenging table regarding learning activities. This can be done as a Nearpod poll or as comments on a
Google classroom.
Original Resources

Nearpod
Table 1: Nearpod question bank for review of stages 4 and 5.

Question Option 1 Option 2 Option 3 Option 4

What is density? The amount of space an The degree of compactness The amount of matter an Water displacement
object takes up object has
Which of these is not a state Solid Gas Liquid Water
of matter?
When a substance is heated, Faster Slower
the particles that make it up
move _____
Changes in states of matter Changes in particle energy Changes in particle space Changes in particle energy None of the options
are related to: and space only only
Electrons have what kind of Positive Negative Neutral
charge?
Noble gases are: The most royal gases The least reactive elements The most reactive elements Human made elements
Hydrogen, Carbon, Oxygen Compounds Elements Mixtures Children of celebrities
and Platinum are all
examples of what?
Water, Carbon Dioxide and Mixtures Elements Compounds
Sodium Chloride are all
examples of what?
What is not a sign of a Effervescence Temperature increase Physical change Colour change
chemical reaction?
Are all molecules No Yes
compounds?
The nucleus of an atom is Electrons Protons Neutrons and protons Neutrons and electrons
comprised of what?
Columns of the periodic Groups Periods Categories Elements
table are called what?
The second group of the Noble gases Alkali metals Transition metals Alkaline earth metals
periodic table are the what?
Are atoms constantly Yes No
moving?
The kinetic energy of Potential energy Thermal energy Chemical energy Nuclear energy
particles is also called:
Impurities do what to Nothing Increase freezing points Completely prevent freezing Lower freezing points
freezing points?
Impurities do what to Increase melting points Nothing Decrease melting points Completely prevent melting
melting points
Are liquids generally less No Yes, ice is an exception
dense then solids?
Hot air balloons make use of Thermal expansion Thermal contraction Convection currents Boiling
what phenomenon?
Metals are good conductors Heat Electricity Nothing Heat and electricity
of:
In a solution, what Solvent Solute
component is dissolved?
Which is not a separation Distillation Filtration Evaporation Refluxing
technique?
Which of the following is not Photosynthesis Freezing Respiration Chemical weathering
a chemical reaction?
Are chemical changes easily Yes No
reversible?
Is mass conserved in a Yes No
chemical reaction?
What is the role of a Take part in a reaction Speed up a reaction Prevent a reaction Cause a physical change
catalyst?
A reaction that requires Exothermic Insular Entropy Endothermic
energy to be transferred
into the system is what type
of reaction?
The amount of energy Yes No
transferred out during a
reaction relates to the
speed of the reaction?
Table headings go where? At the bottom of the table At the top of the table Inside the table
Graphs, images and Tables Figurines Results Figures
diagrams are all examples of
what?
Figure headings go where? On top of the figure Left of the figure Right of the figure Below the figure
Reliable experiments have Precise True Valid Repeatable
what kind of results?
Accuracy relates most Closeness to true value Controlling of variables Repeated results amongst Personal bias
closely to what? peers
Name: ____________________ Date:__________

Gravimetric Analysis How much sand and salt are in a provided mixture?

Gravimetric analysis is analysis of a mixture by mass. It allows the determination Aim: Write your own aim based on the background information and above title.
of the mass of each substance or percentage composition. One reasons to
undertake such an analysis would be checking mineral deposits for percentage
composition of a desired material to determine economic viability of extraction.

To perform a gravimetric analysis, separation techniques often need to be used Method: Read the following method. Highlight the equipment and amounts to be
to weigh each component. measured.

Review of Separation Techniques 1. Add 50 mL of water and 5 g of sand/salt mixture to a 250 mL beaker.
2. Gently stir the mixture until the salt has fully dissolved.
Briefly describe each of the below terms:
3. Using a filter funnel and filter paper over a conical flask, filter the
Filtration: mixture.
4. Pour the filtrate (the solution in the flask) into a weighed evaporating
basin.
5. Set up the evaporating basin over a gauze mat, tripod and Bunsen
burner.
Separation based on solubility: 6. Heat the solution until it starts to spit. Avoid getting too close during
this time.
7. Turn off the Bunsen burner and allow it to cool down, while the salt
dries. Afterwards, reweigh the basin to determine the mass of the salt.
Experiment set up: Using similar techniques to the image below, draw a labelled
Evaporation to dryness: diagram of the filtration set up in the space provided.

Distillation:

Separating funnel:

Figure 1: Evaporation of solution set up. Figure 2: Filtration of mixture set up.
Source: Royal Society of Chemistry
Name: ____________________ Date:__________

To do in your books: Rewrite the method in your own words as a flowchart. You Results: Fill in the table below with your recorded masses.
will need to do this before you may start the practical.
Table 3: Mass of sample mixture used and components masses.
Risk Assessment: Outline the possible hazards, risks and precautions associated
with the experiment. One is done for you already. Component/Instrument Mass (g)
Mixture
Table 2: Risk assessment for gravimetric analysis of a salt and sand mixture.
Empty evaporating basin
Hazard Risk Precaution
“Spitting” hot salt Burns to skin and eyes. Wear protective Evaporating basin with salt
Moderate chance of equipment (safety
occurring. goggles and lab coats). Salt
Don’t stand too close to
evaporating basin and Sand (calculate from mass of mixture
turn off once salt begins minus mass of salt)
to spit.
Questions:

Calculate the %w/w for salt in the sample.

Why did we only determine the mass of the salt? Are the any problems with this
experimental design and what are they? How would you fix them?
Introduction to Orbital Energy Levels
Images sourced via Compound Interest (title slide background), WikiPremed (atom with electron orbits), Chemistry in Focus Year 11 (orbital and energy
level diagrams), Family Volley (dice), Microsoft Office Clipart, Police Station Reps (calculator) and Amen Clinics Photos (brain).

Non-original resources

Example textbook samples (Chemistry in Focus Year 11)

Something like the above can be useful for scaffolding the second gravimetric analysis. Seeing as the
first analysis also used sand and salt, it may be worth changing the mixture components.

Example worked solution of calculating percentage composition.

A similarly suitable scaffold for the flame test investigation. Depending on time and resources,
solutions could just include chloride as the anion as a controlled variable.
 Rationale

The unit of work developed covers the first two inquiry questions from Module 1 of the Stage 6
Chemistry syllabus. With the early timing, it can be expected that much of the teaching focuses on
surface knowledge, the essential foundation of extending learning (Frey, Fisher, & Hattie, 2017).
Effective teaching however, requires students to move beyond surface and even deep knowledge, to
achieve the transfer level (Hattie, 2012). As such, teaching strategies were designed to facilitate
transfers of knowledge, both in the early stages and in later inquiry questions.

Given the unit of work encompasses the start of the year 11 course, learning activities often feature
teacher guidance. Some syllabus dot points are heavy in theoretical content requirements, so
explicit teacher communication is planned as an effective tool for teaching content (Geoghegan,
O’Neill, & Petersen, 2013). Furthermore, for an early point in the Stage 6 course, investigations are
mostly guided to ensure physical skills and application of content knowledge can be developed
(Munck, 2007). Scaffolding practical activities at early stages of courses can increase student’s
appreciation of inquiry, with the expectation that they are gradually lessened and eventually
removed (Uum, Verhoeff, & Peeters, 2017). To begin incorporating inquiry-based science education,
students are given opportunities to discuss open-ended questions, both in worksheets and in the
middle of lecture-style presentations. Such a design was to prompt students to start asking
questions and talking through them, a skill that can then be transferred to student designed areas of
inquiry (Hofstein, Navon, Kipnis, & Mamlok‐Naaman, 2005).

Scaffolded investigations and strategic questioning also allow for timely development of working
scientifically skills. While different levels of inquiry based learning exist in terms of teacher
involvement, it is recognised that the appropriate level of openness depends on the student
(Blanchard et al., 2010). Opportunities to assess student prior knowledge and experience are instead
the focus early on to assist in creating an inclusive classroom that works towards greater
independence for students (Abels, 2015). Although a first hand investigation did involve students
planning their own method, it utilised a faded scaffold technique where support is reduced with
student’s increasing use of established systems, in this case gravimetric analysis and separation
techniques (Martin, Dornfeld Tissenbaum, Gnesdilow, & Puntambekar, 2019). The sequencing of
support like this can allow for the transfer of inquiry practices within similar contexts and eventually
different contexts that may be experienced long after the initial learning (Li, Gobert, & Dickler,
2019). Hence, by allowing some opportunities to work the syllabus skill of planning investigations
early on, there may be tangible benefits to students later in the chemistry course when even more
open levels of inquiry can be provided.
 Further development of inquiry skills featured in activities designed to allow for student use of
secondary sources. These inclusions came from inquiry-based learning often being interpreted to
mean hands-on activities, missing the also essential commitment to a procedural domain of learning,
where students engage with data they have collected (Furtak, Seidel, Iverson, & Briggs, 2012). In
providing chances to paraphrase key points of a learning activity, formative assessment of a
student’s ability to synthesise information becomes possible. The extra autonomy to create personal
resources follows suggestions from adolescent developmental research, suggesting teachers not
only model content learning but teach effective study skills (Arnett, 2010). By enhancing procedural
skills, student note taking becomes a more conscious task with greater epistemic value (Castelló &
Monereo, 2005). In addition, summary making activities are complimented with model creation.
Although students may recite definitions correctly, model construction has been an effective tool to
assess student understanding, often revealing misconceptions (Luxford & Bretz, 2013). Thus, by
extending student created resources to include models and analogies, teacher explanations become
assessable (Geoghegan et al., 2013). Moreover, classroom sessions can become true learning
activities that focus on transforming skills, such as communicating in various forms (Castelló &
Monereo, 2005).

Use of ICT was frequent throughout, both for the teacher presenting and students researching. A
core aspect of its inclusion was to encourage students to not only find resources but showcase them
with their peers. This provided for several syllabus requirements beyond ICT capabilities, such as the
working scientifically skills, analysing and processing data, and the general personal and social
capability. Reasoning for this, is that learning has become intertwined with both technology and
socialisation (Siemens, 2005). Consequently, it has been argued that education views of
intrapersonal knowledge actuation are limited because learning truly begins when students form a
community (Goldie, 2016). Similar views have been expressed by Callow and Orlando (2015), who
suggest effective ICT implementation for literacy development involves creating a nurturing learning
community. To incorporate these recommendations, an opportunity for students to collaborate in
sharing useful resources was provided. Enabling students to support each other not only enhances
achievement but also social competence (Johnson & Johnson, 2009). Subsequently, further peer
interactions are facilitated, opening avenues of transfer level thinking, as students essentially
become each-other’s teachers through critical thinking of resource selection (Frey et al., 2017).

Peer support activities such as contributing ICT resources were not the only ways scientific literacy
was addressed. With the syllabus recognising literacy being more than understanding and acquiring
technical skills, opportunities to reach the higher order abilities of creating and communicating were
provided. Researching and presenting on radioisotopes not only targeted working scientifically skills
but also contemporary understandings of scientific literacy where an appreciation of applications in
various contexts comes forth (Bybee, 2015; Hicks, MacDonald, & Martin, 2017). The choice of
presentation style and research topic here can allow the activity to remain personally relevant to
each student, while also maintaining engagement with the subject (Buchanan, Harlan, Bruce, &
Edwards, 2016). Subsequent development of literacy, incorporating aspects of choice, involved
allowing students to share analogies and use them as a form of model. Analogies have been
recognised as the most powerful forms of figurative language in science (Gilbert & Justi, 2016),
becoming especially useful as students become able to explain concepts in their own words (Brown,
Cooks, & Cross, 2016) while also demonstrating transfers of prior knowledge (Resing, Bakker, Pronk,
& Elliott, 2016).

In developing this unit of work, facilitating transfer levels of knowledge have been the focus.
Guided investigations and sequenced use of scaffolds allow for the transfer of skills throughout the
course. Summary activities allow for formative assessment of essential skills for use in later inquiries.
ICT use allows students to move on from selecting resources for themselves, to choosing them for
others. Lastly, analogies allow prior knowledge to be transferred to new situations to enhance
literacy.

References:

Abels, S. (2015). Scaffolding inquiry-based science and chemistry education in inclusive classrooms.

In N. L. Yates (Ed.), New developments in science education research. Retrieved from

https://www.researchgate.net/profile/Simone_Abels/publication/296976238_Scaffolding_i

nquiry-

based_science_and_chemistry_education_in_inclusive_classrooms/links/5706808d08aec66

8ed95d22f.pdf

Arnett, J. J. (2010). Adolescence and emerging adulthood: A cultural approach (4th ed). Upper Saddle

River, NJ: Pearson Prentice Hall.

Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M.

(2010). Is inquiry possible in light of accountability?: A quantitative comparison of the

 relative effectiveness of guided inquiry and verification laboratory instruction. Science

Education, 94(4), 577–616. https://doi.org/10.1002/sce.20390

Brown, B. A., Cooks, J., & Cross, K. (2016). Lyricism, identity, and the power of lyricism as the third

space. Science Education, 100(3), 437–458. https://doi.org/10.1002/sce.21212

Buchanan, S., Harlan, M. A., Bruce, C. S., & Edwards, S. L. (2016). Inquiry based learning models,

information literacy, and student engagement: A literature review. School Libraries

Worldwide, 22, 23–39.

Bybee, R. (2015). Scientific literacy. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 944–

947). https://doi.org/10.1007/978-94-007-2150-0_178

Callow, J., & Orlando, J. (2015). Enabling exemplary teaching: A framework of student engagement

for students from low socio-economic backgrounds with implications for technology and

literacy practices. Pedagogies: An International Journal, 10(4), 349–371.

https://doi.org/10.1080/1554480X.2015.1066678

Castelló, M., & Monereo, C. (2005). Students’ note-taking as a knowledge-construction tool.

Educational Studies in Language and Literature, 5(3), 265–285.

https://doi.org/10.1007/s10674-005-8557-4

Frey, N., Fisher, D., & Hattie, J. (2017). Surface, deep, and transfer? Considering the role of content

literacy instructional strategies. Journal of Adolescent & Adult Literacy, 60(5), 567–575.

https://doi.org/10.1002/jaal.576

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental

studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research,

82(3), 300–329. https://doi.org/10.3102/0034654312457206

Geoghegan, D., O’Neill, S., & Petersen, S. (2013). Metalanguage: The ‘teacher talk’ of explicit literacy

teaching in practice. Improving Schools, 16(2), 119–129.

https://doi.org/10.1177/1365480213493707
Gilbert, J. K., & Justi, R. (2016). Analogies in modelling-based teaching and learning. In Modelling-

based teaching in science education (pp. 149–169). https://doi.org/10.1007/978-3-319-

29039-3_8

Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical

Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.

https://doi.org/10.4324/9780203181522

Hicks, S., MacDonald, S., & Martin, E. (2017). Enhancing scientific literacy by targeting specific

scientific skills. Teaching Science, 63(3), 26.

Hofstein, A., Navon, O., Kipnis, M., & Mamlok‐Naaman, R. (2005). Developing students’ ability to ask

more and better questions resulting from inquiry‐type chemistry laboratories. Journal of

Research in Science Teaching, 42(7), 791–806. https://doi.org/10.1002/tea.20072

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social

interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.

https://doi.org/10.3102/0013189X09339057

Li, H., Gobert, J., & Dickler, R. (2019). Scaffolding during science inquiry. Proceedings of the Sixth

(2019) ACM Conference on Learning @ Scale, 10:1–10:10.

https://doi.org/10.1145/3330430.3333628

Luxford, C. J., & Bretz, S. L. (2013). Moving beyond definitions: What student-generated models

reveal about their understanding of covalent bonding and ionic bonding. Chemistry

Education Research and Practice, 14(2), 214–222. https://doi.org/10.1039/C3RP20154F

Martin, N. D., Dornfeld Tissenbaum, C., Gnesdilow, D., & Puntambekar, S. (2019). Fading distributed

scaffolds: The importance of complementarity between teacher and material scaffolds.

Instructional Science, 47(1), 69–98. https://doi.org/10.1007/s11251-018-9474-0

Munck, M. (2007). Science pedagogy, teacher attitudes, and student success. Journal of Elementary

Science Education, 19(2), 13–24. https://doi.org/10.1007/BF03173660

Resing, W. C. M., Bakker, M., Pronk, C. M. E., & Elliott, J. G. (2016). Dynamic testing and transfer: An

examination of children’s problem-solving strategies. Learning and Individual Differences,

49, 110–119. https://doi.org/10.1016/j.lindif.2016.05.011

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of

Instructional Technology and Distance Learning.

Uum, M. S. J. van, Verhoeff, R. P., & Peeters, M. (2017). Inquiry-based science education: Scaffolding

pupils’ self-directed learning in open inquiry. International Journal of Science Education,

39(18), 2461–2481. https://doi.org/10.1080/09500693.2017.1388940