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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
Research Investigation Skills
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
Research Investigation
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
□ Student Experiment
□ Student Experiment
□ Student Experiment
T1
Wk6
□ Student Experiment
□ Student Experiment
□ Student Experiment
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.
Biology Coursework Planner
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
Week Subject matter Guidance
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
Biology Coursework Planner
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
Week Subject matter Guidance
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
□ Student Experiment
□ 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
□ Student Experiment
□ Student Experiment
T4
Wk5
□ explain how environmental factors limit the distribution and abundance of species in an ecosystem Chap. 2
Checkpoint 1
□ Student Experiment
□ Student Experiment
T4
Wk6
□ Student Experiment
Checkpoint 2
Chap. 2
□ Student Experiment
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
Biology Coursework Planner
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
Week Subject matter Guidance
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
□ 4 Research Investigation
□ 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
□ 6 Research Investigation
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
□ 7 Research Investigation
□ 8 Research Investigation
□ 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
□ 9 Research Investigation
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.
Diagnostic quiz and feedback.
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
Trends, Patterns and Relationships
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
Suggested Improvements and Extensions.
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
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
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.
Diagnostic quiz and feedback.
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
Diagnostic quiz and feedback.
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.
• Notional time: 3 hours
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
• Notional time: 4 hours
• 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
• Notional time: 4 hours
• 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
• Notional time: 3 hours
• 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
• Notional time: 2 hours
• 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
□ Notional time: 6 hours
□ 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
• Notional time: 5 hours
• 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
• Notional time: 8 hours
• 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
Chemistry Coursework Planner
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
Week Subject matter Guidance
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.
• Notional time: 6 hours
• 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
• Notional time: 6 hours
• 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
• Notional time: 3 hours
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
□ Notional time: 4 hours
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
• Notional time: 10 hours
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.
Chemistry Coursework Planner
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
Week Subject matter Guidance
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
Notional time: 2 hours
• 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
Notional time: 4 hours
• 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
Notional time: 5 hours
• 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.
• Notional time: 4 hours
• 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
• Notional time: 3 hours
• 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
• Notional time: 2 hours
• 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
• Notional time: 8 hours
• 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
• Notional time: 5 hours
• 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
• Notional time: 2 hours
• 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
• Notional time: 4 hours
• 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.
Chemistry Coursework Planner
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
Week Subject matter Guidance
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
• Notional time: 8 hours
• 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
School holiday break
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.
• Notional time: 2 hours
• 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
• Notional time: 7 hours
• 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.
Suggested practicals:
• 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
• Notional time: 5 hours
• 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
• Chapter review p 411
T2
Wk
9
□ Consolidation (bonus non-RI lesson)
□ 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
• Chapter review p 522
School holiday break
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
□ Consolidation (bonus non-RI lesson)
• Notional time: 7 hours
• The common names, symbol, structural formula and pH of isoelectric point for amino acids are given in the Chemistry data booklet.
• Qs p 362 amino acids
• Qs p 366 polypeptides
• Qs p 409 carbohydrates
• Chapter review p 411
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
• The common names, symbol, structural formula and pH of isoelectric point for amino acids are given in the Chemistry data booklet.
• Qs p 538 polymers
• Qs p 554 polymer structures
• Chapter review p 555
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
• Notional time: 6 hours
Suggested practicals:
• 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
• Notional time: 6 hours
Suggested practicals:
• 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
• Notional time: 3 hours
• 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
School holiday break
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
T4 Wk5 □ External Assessments
T4 Wk6 □ External Assessments
T4 Wk7 □ External Assessments
SENIOR PHYSICS
COURSES
YEARS 10 to 12
Year 10 Physics Term A
Motion (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
Research Investigation Skills
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.
ELABORATIONS Supporting resources, guidance,
experiences and activities.
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
Physics Coursework Planner
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.
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
Week Subject matter and textbook work Guidance
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
STUDENT EXPERIMENT (3)
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
Suggested practicals:
□ 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
STUDENT EXPERIMENT (1)
□ 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
Physics Coursework Planner
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.
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
Week Subject matter and textbook work Guidance
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
T1 Wk4 Student Experiment (3)
T1 Wk5 Student Experiment (2)
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.
Physics Coursework Planner
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.
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
Week Subject matter and textbook work Guidance
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.
ELABORATIONS Supporting resources, guidance,
experiences and activities.
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
SUBJECT MATTER Knowledge, concepts, skills and processes that students are expected to learn and
master.
ELABORATIONS Supporting resources, guidance, experiences
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
Diagnostic quiz and feedback.
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)
Week Subject matter Guidance
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
research Investigation: Research and planning
research Investigation: Research and planning
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
research Investigation: Research and planning
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
Marine Science Coursework Planner
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
Week Subject matter Guidance
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
Marine Science Coursework Planner
Unit 3: Marine Systems Connections and change
Term 4
Trinity Bay Science
Assessment
Topic 1: Student Experiment
Topic 2: Data test
Term
Week Subject matter Guidance
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
Student experiment work
Student experiment work
Student experiment work
T4
Week4
Student experiment work
Student experiment work
Student experiment work
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
Marine Science Coursework Planner
Unit 3: Marine Systems Connections and change
Term 5
Trinity Bay Science
Assessment
Topic 2: Data test
Term
Week Subject matter Guidance
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
Marine Science Coursework Planner
Unit 3: Marine Systems Connections and change
Unit 4: Ocean issues and resource managment
Trinity Bay Science
Assessment: Research Investigation
Topic 2: Changes to the Reef
Term
Week Subject matter Guidance
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 Investigation
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
Describe hysteresis and how this applies to the concept of reef resilience
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
Marine Science Coursework Planner
Unit 4: Ocean issues and resources
Trinity Bay Science
Assessment: Practice exam
Topic 2: Managing fisheries
Term
Week Subject matter Guidance
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
Revision or covering missed topics
Revision or covering missed topics
Marine Science Coursework Planner
Unit 3: Marine Systems Connections and change
Unit 4: Ocean issues and resource managment
Trinity Bay Science
Assessment: Research Investigation
Topic 2: Changes to the Reef
Term
Week Subject matter Guidance
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 Investigation
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
Describe hysteresis and how this applies to the concept of reef resilience
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)
Trends, Patterns and Relationships
6
Individual work on Student Experiment (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
Individual work on Student Experiment (9)
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
Knowledge, concepts, skills and processes that students are expected to learn and master.
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.
Notional time: 9 hours
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.
Notional time: 10 hours
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.
Notional time: 14 hours
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
Psychology Coursework Planner
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
Week Subject matter Guidance
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.
Review research investigating
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).
Check your Learning: Chapter 5 Chapter Review: 5
T4 Wk 6
□ Review Unit 3, Topic 2.
T4 Wk7
□ Exam Block
School holiday break
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.
Review research investigating:
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.
Check your Learning: Chapter 9 Chapter Review: 9
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).
□ Assignment Lesson 2.
□ Assignment Lesson 3.
T1 Wk6
Learning
□ Assignment Lesson 4.
□ 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.
Review research investigating:
Instances of conditioned immune responses in humans.
Check your Learning: Chapter 10 Chapter Review: 10
T1 W7 □ For operant conditioning:
• Distinguish between negative and positive reinforcement and punishment.
• Describe stimulus generalisation and discrimination.
• Describe extinction and spontaneous recovery.
Review research investigating:
The impact of role models (music, film, television) on teenage behaviour.
□ Assignment Lesson 5
□ Assignment Lesson 6
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.
Psychology Coursework Planner
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
Week Subject matter Guidance
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
Review research investigating
• 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.
□ Assignment lesson 1
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.
□ Assignment lesson 2
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
□ Assignment Lesson 3
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.
□ Assignment Lesson 4
□ Assignment Lesson 5
Check your Learning Ch 15
Review research investigating cognitive dissonance in the significance of effort (Aronson & Mills 1959).
T2 Wk8 □ Assignment Lesson 6
□ Assignment Lesson 7
□ 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).
□ Assignment Lesson 8
□ 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).
□ Assignment Lesson 9
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
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
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
Suggested Improvements and Extensions.
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.
Write the following sections of your report:
Processing of Data
Trends, Patterns and Relationships
Limitations of Evidence, Reliability and Validity of Experimental Process.
Draft due this week.
7
Write the following sections of your report:
Conclusions
Suggested Improvements and Extensions.
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.
ELABORATIONS Supporting resources, guidance,
experiences and activities.
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
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
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
Coastal and marine ecosystems
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
Year 10 Aquatic Practices Term B
TOPIC TERM B – Fishing (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
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
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
Coastal and marine ecosystems
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. :
ELABORATIONS Supporting resources, guidance,
experiences and activities.
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,
experiences and activities.
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
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 2
Wk 3 Protection and Conservation of Marine Resources
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 3
Homework weeks
1 and 2 checked,
feedback given
Wk 4 Seafood Processing and Restaurant Industry
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 4
Wk 5 Tourism and Aquarium Industry
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
Complete homework worksheet and
save it in your One Note Classroom
Homework section for week 5
Homework weeks
3 and 4 checked,
feedback given
Investigate skills and qualifications required for this field
Investigate ATSI specific careers and pathways in this field
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
SCIENCE DEPARTMENT – YEAR 11 Aquatic Practice COURSEWORK
PLANNER
TERM 3 – Fishing Rod Building
(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 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
Rod building basics videos
Wk 4 Rod assembly - guides
Investigate guide preparation and spacing and complete wrapping of guides
Rod building basics videos Revision Quiz
Wk 5 Rod assembly - guides
Investigate guide preparation and spacing and complete wrapping of guides
Rod building basics videos
Wk 6 Rod assembly - guides
Investigate guide preparation and spacing and complete wrapping of guides
Rod building basics videos
Wk 7 Rod assembly - guides
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
Wk 8 Rod assembly - guides
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
Rod building basics videos
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
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 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
7 Project – Aquatic Knots and Fishing Rigs
Construct knot board as per assessment task
Explain knots using diagrams and explanations
o How to tie, uses, advantages and disadvantages,
common errors
Project
8 Project – Aquatic Knots and Fishing Rigs
Construct knot board as per assessment task
Explain knots using diagrams and explanations
o How to tie, uses, advantages and disadvantages,
common errors
Project
9 Project – Aquatic Knots and Fishing Rigs
Explain target species information using diagrams and
explanations
o Habitat, catch methods, eating quality, catch and size
limits
Project
10 Project – Aquatic Knots and Fishing Rigs
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.
ELABORATIONS Supporting resources, guidance,
experiences and activities.
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
Public Aquariums Report (600-
1000 words)
8 Investigation
Public Aquariums Report (600-
1000 words)
9 Investigation
Public Aquariums Report (600-
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
Knowledge, concepts, skills and processes that students are expected to learn and master.
ELABORATIONS Supporting resources, guidance,
experiences and activities.
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
Test and Analyse water quality features and testing
Test and Collect aquaponics data
dissection
Wk 5 Aquaponics sustainability
Examine case study of aquaponics systems
Test and Analyse water quality features and testing
Test and Collect aquaponics data
Wk 6 Assessment data collection and processing
Deconstructing and report writing
Wk 7 Assessment data collection and processing
report writing
Quiz
Wk 8 Assessment data collection and processing
report writing
Aquarium excursion
Wk 9 Assessment data collection and processing
report writing
Scientific report
Wk
10 Rod self-assessment Feedback on rod
SCIENCE DEPARTMENT – YEAR 12 Aquatic Practice COURSEWORK
PLANNER
TERM 3 – Boating
(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 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
Learning place course QLD Gov Boatsafe booklet
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
Learning place course QLD Gov Boatsafe booklet
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
Learning place course QLD Gov Boatsafe booklet
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
Learning place course QLD Gov Boatsafe booklet
Boat license
practice quiz
Wk 7 Assessment – Boat Trip
Learning place course
Wk 8 Assessment – Boat Trip
Learning place course
Wk 9 Assessment – Boat Trip
Learning place course Project
Wk
10
Assessment – Boat Trip
Learning place course Ladders and
feed forward by end of Wk1 T4
SCIENCE DEPARTMENT – YEAR 12 Aquatic Practice COURSEWORK
PLANNER
TERM 4 – Boating
(6 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 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
Learning place course
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
Learning place course QLD Gov Boatsafe booklet
Boat license
practice quiz
Wk 3 Revision - On the water and manoeuvring
Analyse safe and efficient procedures for berthing, anchoring and launch/retrieval
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
Learning place course QLD Gov Boatsafe booklet
Boat license
practice quiz
Wk 4 Revision - On the water and manoeuvring
Analyse safe and efficient procedures for berthing, anchoring and launch/retrieval
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
Learning place course QLD Gov Boatsafe booklet
Boat license
practice quiz
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
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