Year 10 ACARA – Science B Unit 2: ENERGY AND SUSTAINABLE SYSTEMS

The program includes the SCSA (School Curriculum and Standards Authority) content, 21CLD elements (self-regulation,
knowledge construction, ICT and skillful communication), study skills and ‘Habits of Mind’ skills
Science Content Descriptions
Science Understanding
Earth and Space Sciences/Biological Sciences
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
1. Investigating how human activity affects global systems
2. Modelling a cycle, such as the water, carbon, nitrogen or phosphorus cycle within the biosphere
3. Explaining the causes and effects of the greenhouse effect
4. Investigating the effect of climate change on sea levels and biodiversity
5. Considering the long-term effects of loss of biodiversity
6. Investigating currently occurring changes to permafrost and sea ice and the impacts of these changes
7. Examining the factors that drive the deep ocean currents, their role in regulating global climate, and their effects on marine life
Chemical Sciences
Different types of chemical reactions are used to produce a range of products and can occur at different rates (ACSSU187)
1. investigating how chemistry can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals
2. predicting the products of different types of simple chemical reactions
3. using word or symbol equations to represent chemical reactions
4. investigating the effect of a range of factors, such as temperature and catalysts, on the rate of chemical reactions
Physical Sciences
Energy conservation in a system can be explained by describing energy transfers and transformations (ACSSU190)
1. Recognising that the Law of Conservation of Energy explains that total energy is maintained in energy transfer and transformation
2. Recognising that in energy transfer and transformation, a variety of processes can occur, so that the usable energy is reduced and the system is not
100% efficient
3. Using models to describe how energy is transferred and transformed within systems

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Science as a Human Endeavour
The nature and development of Science
Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community
(ACSHE191)
1. Considering the role of science in identifying and explaining the causes of climate change
Use and influence of science
People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)
1. Describing how science is used in the media to explain a natural event or justify people’s actions.
2. Considering the scientific knowledge used in discussions relating to climate change.
3. Evaluating claims relating to environmental footprints.
Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities (ACSHE195)
1. Recognising that scientific developments in areas such as sustainable transport and low-emissions electrical generation require people working in a
range of fields of science, engineering and technology.
The values and needs of contemporary society can influence the focus of scientific research (ACSHE230)
1. Investigating technologies associated with the reduction of carbon pollution, such as carbon capture.
2. Considering innovative energy transfer devices, including those used in transport and communication.
3. Investigating the use and control of CFCs based on scientific studies of atmospheric ozone.
4. Recognising that financial backing from governments or commercial organisations is required for scientific developments and that this can determine
what research is carried out.

Science Inquiry Skills

Questioning and predicting
Formulate questions or hypotheses that can be investigated scientifically (ACSIS198)
1. Developing hypotheses based on well-developed models and theories.
2. Using internet research to identify problems that can be investigated.
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 3. Formulating questions that can be investigated within the scope of the classroom or field with available resources.
4. Developing ideas from students own or others' investigations and experiences to investigate further.
5. Evaluating information from secondary sources as part of the research process
Planning and conducting
Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address
ethical issues associated with these methods (ACSIS199)
1. Using modelling and simulations, including using digital technology, to investigate situations and events.
2. Deciding how much data are needed to produce reliable measurements.
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data (ACSIS200)
1. Identifying where human error can influence the reliability of data.
Processing and analysing data and information
Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS203)
1. Using spreadsheets to present data in tables and graphical forms and to carry out mathematical analyses on data.
2. Describing sample properties (such as mean, median, range, large gaps visible on a graph) to predict characteristics of the larger population,
acknowledging uncertainties and the effects of outliers.
3. Exploring relationships between variables using spreadsheets, databases, tables, charts, graphs and statistics
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
1. Constructing a scientific argument showing how their evidence supports their claim.
Evaluating
Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of
the data (ACSIS205)
1. Identifying alternative explanations that are also consistent with the evidence.

Communicating
Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific
language, conventions and representations (ACSIS208)
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 1. Constructing evidence based arguments and engaging in debate about scientific ideas.
2. constructing evidence based arguments and engaging in debate about scientific ideas
3. presenting results and ideas using formal experimental reports, oral presentations, slide shows, poster presentations and contributing to group
discussions
4. Using a range of representations, including mathematical and symbolic forms, to communicate science ideas

LINKS TO SENIOR EARTH AND ENVIRONMENTAL SCIENCE /BIOLOGICAL / CHEMICAL /PHYSICAL SCIENCE
COURSES
Earth and Environmental Science
1. Understand how theories and models have developed based on evidence from multiple disciplines; and the uses and limitations of Earth and
environmental science knowledge in a range of contexts
2. Use science inquiry skills to collect, analyse and communicate primary and secondary data on Earth and environmental phenomena; and use these as
analogues to deduce and analyse events that occurred in the past.
3. Communicate Earth and environmental understanding using qualitative and quantitative representations in appropriate modes and genres.
4. Understand how energy is transferred and transformed in Earth systems, the factors that influence these processes, and the dynamics of energy loss
and gain.
5. Understand how energy transfers and transformations influence oceanic, atmospheric and biogeochemical cycling.
6. Understand how theories and models have developed based on evidence from multiple disciplines; and the uses and limitations of Earth and
environmental science knowledge in a range of contexts.
7. Evaluate, with reference to empirical evidence, claims about energy transfers and transformations between and within Earth systems.
8. Understand the difference between renewable and non-renewable Earth resources and how their extraction, use, consumption and disposal impact
Earth systems.
9. Understand how renewable resources can be sustainably extracted, used and consumed at local, regional and global scales.
10. Understand how models and theories have developed over time; and the ways in which Earth and environmental science knowledge interacts with
social, economic, cultural and ethical considerations in a range of contexts.
11. Understand the causes of Earth hazards and the ways in which they impact, and are impacted by, Earth systems
12. Understand how environmental change is modelled, and how the reliability of these models influences predictions of future events and changes

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 13. Understand how models and theories have developed over time; and the ways in which Earth and environmental science knowledge interacts with
social, economic, cultural and ethical considerations in a range of contexts
14. Evaluate, with reference to empirical evidence, claims about Earth hazards and related impacts on Earth systems and justify evaluations
15. Communicate Earth and environmental understanding using qualitative and quantitative representations in appropriate modes and genres.
Biology
1. Understand that the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate
environment
2. Understand that multicellular organisms consist of multiple interdependent and hierarchically-organised systems that enable exchange of matter and
energy with their immediate environment
3. Understand how the structure and function of the human body maintain homoeostasis.
Chemistry
1. Understand the concept of enthalpy, and apply this to qualitatively and quantitatively describe and explain energy changes in chemical reactions
2. Understand how the presence of functional groups and the molecular structure of organic compounds are related to their properties
3. Understand addition, condensation and oxidation reactions, and predict the products of these reactions
4. Understand how knowledge of chemical systems is used to design synthesis processes, and how data from analytical techniques provides information
about chemical structure
Physics
1. Understand how the nuclear model of the atom explains radioactivity, fission, fusion and the properties of radioactive nuclides
2. Use algebraic and graphical representations to calculate, analyse and predict measurable quantities associated with heating processes, nuclear
reactions and electrical circuits
3. Evaluate, with reference to empirical evidence, claims about heating processes, nuclear reactions and electrical technologies
4. Communicate physics understanding using qualitative and quantitative representations in appropriate modes and genres.

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2020 Year 10 ACARA Science B: Sustainable Systems of Energy Module Two: Chemistry (Part One), Physics (Part Two), Earth and Space Science / Biology
(Part Three)
Big Picture:
Modern Humans have been on the planet for a significant amount of time. They have learnt how to use energy and they have modified their environment to sustain their
increasingly complex lives. The need and use of energy brings its own complexities, so an understanding is needed to formulate reasoned positions for the production and
consumption of energy. Students need to understand how energy is used in everyday life, how it is consumed both directly and indirectly. They will explore how energy flows
through a system and how the resources are recycled and the processes involved. They will assess and evaluate the impact of chemical weathering and deposition, as well as
ocean acidification. How sustainable are the systems we use to harness energy? What are the alternatives?

Wk Theme Concepts / Content Student objectives Skills RESOURCES / ASSESSMENT/

T = taught for 1st time PRACTICALS
R = reinforced
iSc10 = iScience Book 3, Ch 6 & 8

1. Introduction to 1. State what energy is. Study skills: RESOURCES

1-2 Term 3
the use of energy 2. Describe what is meant by energy consumption. Research and  Notes in Energy Consumption folder
Weeks 1 & 2
in everyday life. 3. Explain how energy is used in everyday life. referencing. on Connect.
Energy 2. Use of energy 4. Describe the direct use of energy in everyday life, e.g. (Using APA style)  Watch the documentary Crude:
Consumption directly. lighting heating, fuel for transport etc. (R) https://www.youtube.com/watch?
& Fossil Fuels 3. Use of energy 5. Describe how energy is consumed indirectly. v=e44ydPIQGSc (1:29:30).
indirectly. 6. Explain how indirect consumption of energy is If low on time, use as homework task.
4. Fossil fuels associated with the production of consumer goods, 21CLD: Self- ALSO FOUND in M drive!
5. Combustion of oil, energy required to build homes and infrastructure, regulation  iSci10, Chapt. 6
gas and coal. energy for transporting goods and growing food etc. (component for  http://needtoknow.nas.edu/energy/
6. Changes in energy 7. Compare direct and indirect use of energy in everyday this is under energy-use/
release. life. construction and  http://needtoknow.nas.edu/energy/
7. Changing carbon 8. Review what is meant by a fossil fuel (coal, crude oil, may include energy-use/home-work/
concentrations. natural gas). knowledge  http://www.energykids.eu/
8. Atmospheric 9. Explain what happens to the concentration of CO2 in the construction as  Simulator to show interaction of
changes leading to atmosphere with the burning of fossil fuels. well.) radiation and different molecules:
global warming. 10. Describe the greenhouse effect using ideas about energy https://phet.colorado.edu/sims/html
and radiation: ICT Simulation /molecules-and-light/latest/molecule
o Earth’s surface absorbs visible light from sun, Greenhouse effect s-and-light_en.html
temp increases, emits infrared radiation. https://
o Greenhouse gases (including CO2) absorb phet.colorado.ed ASSESSMENT
infrared and gain vibrational energy which u/sims/cheerpj/  Worksheets and homework as part of
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 increases kinetic energy therefore temp of greenhouse/ teacher mark. (5%)
atmosphere. latest/
11. Name common greenhouse gases (CO2, CH4, N2O, CFCs & greenhouse.html? PRACTICALS
HFCs) simulation=green  https://fuse.education.vic.gov.au/
12. Describe some effects of the greenhouse effect (local house pages/View.aspx?id=694b44cb-955f-
and global). 4da0-9d31-359310622bea
(Interactive energy game with tasks)
Extension
13. Reflect on the efficiency of energy use directly and
indirectly.
14. Theorise about some of the problems we face in the
future if we don’t use energy more efficiently.
15. Study the graphs on this site:
http://www.skepticalscience.com/global-cooling-
january-2007-to-january-2008-intermediate.htm
o What do you think the graphs mean?
o DO they present evidence of climate change? If
so, how? What other conclusions could be
drawn. 21CLD/ICT:
Students use an
Enrichment online game
16. Describe what carbon capture is and how it could reduce resource for
atmospheric carbon dioxide. construction of
17. Conduct an energy survey to identify how much energy knowledge.
you or your household use.
18. Reflect on some of the practices you could do to use less
energy.
19. Construct a consequences wheel for global warming. Put
the phrase “global warming” in the centre of the middle
circle of the wheel. In the next circle out, write “rise in
average world temperature.” Consider the impact of this
and write them down in the second layer of circles. Fill in
other ideas that result from “global warming” in the
inner circles leading to the outer circles.

 Carbon bonding. 1. State what organic chemistry is. 21CLD/ICT – Use RESOURCES
3 Term 3

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  Alkanes, alkenes, 2. Explain how fractional distillation works and describe how an online  Notes in Organic Chemistry folder on
Weeks 3 & 4
alkynes, cyclic it is used to separate different substances within crude oil resource to Connect.
(part of week
hydrocarbons. based on their boiling points, using ideas about visualise organic  SPICE Organic Chemistry
4 only)
 Naming of evaporation and condensation. molecules in 3D.  SPICE molecule formation.
Organic hydrocarbons 3. Recognise homologous series of hydrocarbons: alkanes, molview.org  Fractional distillation video:
Chemistry using IUPAC alkenes, alkynes, cycloalkanes, cycloalkenes. http://splash.abc.net.au/home#!/me
 Isomerism 4. State what a functional group is and recognise functional dia/106300/?source=secondary-
 General equations groups of the homologous series listed above. science
for combustion. 5. Use general formulae to recognise members of
homologous series. ASSESSMENT
6. State what a saturated hydrocarbon is.  Worksheets and homework as part
7. State what an unsaturated hydrocarbon is. of teacher mark. (5%)
8. Write the names of hydrocarbons using the IUPAC
naming system for substances with up to 8 carbons in PRACTICALS
the parent chain (straight and branched alkanes and  Distillation DEMO:
alkenes, simple only (no branches): cycloalkanes, Distil mixture of coloured water and
cycloalkenes, alkynes) ethanol
9. Describe the molecular, condensed and structural (See technicians for support)
formulae of hydrocarbons with up to 8 carbons in the  Fractions from crude oil DEMO:
parent chain. Test properties of “fractions” –
10. Use given information to predict names of hydrocarbons colour, viscosity, ease of lighting,
and infer molecular, condensed and structural formulae. smokiness of flame
11. Draw and identify structural isomers for hydrocarbons, (See sheet in resources folder, and
including chain isomers and position isomers. technicians for support)
12. Use IUPAC naming system to write names for structural  Molymod to support understanding
isomers, using naming convention for alkyl groups and of hydrocarbons.
numbering system for position of substituents.
13. Define terms viscosity, volatility and flammability in
relation to hydrocarbons.
14. Describe the trends in physical properties of
hydrocarbons (melting point and boiling point, viscosity,
volatility, flammability).
15. Predict the outcome of combustion reactions of
hydrocarbons (complete and incomplete).
16. Write and balance molecular equations for complete
combustion reactions of hydrocarbons.

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 Extension
17. Describe and give examples of functional group isomers
as a category of structural isomers.
18. Describe geometric isomers and give examples of them.
How do they differ from structural isomers? How does
the geometry affect the properties of hydrocarbons?

Enrichment
19. Research the aromatic hydrocarbons and how they are
used in industry.

 Energy changes in 1. State what is meant by endothermic and exothermic Science skills: RESOURCES
4-5 Term 3
reactions. reactions. Observation skills  Notes in Energy Changes folder on
Weeks 4
 Energy profile 2. Describe the energy changes (ΔH) that occur during in practicals. Connect.
(part) & 5
diagrams. endothermic and exothermic reactions using +/-. Understand the
Energy  Catalysts. 3. Use the terms systems and surroundings to relate the difference ASSESSMENT
Changes energy transfer during a reaction. between theory,  Worksheets and homework as part
4. Contrast the differences between endothermic and inference & of teacher mark. (5%)
exothermic reactions, in terms of temperature change observation  Test on Organic Chemistry (80%)
and energy transfer. through practical
5. Define and describe activation energy (EA) as the energy work. PRACTICALS
required for reactants to be able to react. Graph skills  Exothermic and Endothermic
6. State the key features of a catalyst (increases rate of (A key Chemistry reactions
reaction, takes part in reaction but not consumed so can SIS skill, and the (See sheet in resources folder, and
be reused) other Sciences) technicians for support)
7. Describe how a catalyst speeds up a chemical reaction (R)  CAT: Energy released from fuels
(reduction of EA so greater proportion of reactants can (15%) – Term 3 Week 5 (approx.)
react). 2 periods
8. Draw and analyse energy profile diagrams, including use o Students work in groups to
of: reactants and products, ∆H positive or negative, Ea collect experimental data
forward and reverse, transition state, with and without a from combustion reaction
catalyst. of fuel
9. Write equations for reactions that involve energy o Students complete short
changes. validation test assessing
10. Identify exothermic and endothermic reactions from relevant SIS skills:
quantitative experimental data.  Hypothesis and
11. Use data from reactions to compare fuels. variables

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  Graphing
Extension  Use of data to draw
12. Describe and explain how catalytic cracking is used to conclusions
convert long chain alkanes into a range of useful  Identifying and
products. evaluating sources
13. Describe the difference between homogeneous and of error
heterogeneous catalysis.

Enrichment
14. Research how catalysts are used to reduce emissions
from vehicle engines.
15. Research what a catalyst inhibitor is, and how it effects a
catalysed reaction.

 Bohr model. 1. Recall Bohr’s model of the atom with a focus on the Study skills: RESOURCES
6–7 Term 3
 Strong nuclear nucleus (Year 9). Learning  SPICE UWA: Year 11-12 : The
Weeks 6 - 10
force vs. 2. Recall what is meant by atomic number, atomic mass, definitions University of Western Australia
Nuclear electromagnetic protons, neutrons (Year 9) (specific, not (uwa.edu.au)
Energy repulsion. 3. State definitions of nucleons, strong nuclear force, vague) (T)  Notes in Nuclear Physics folder on
 Stability of electromagnetic force, radioactive decay Connect.
nucleus, binding 4. Relate knowledge of strong nuclear force and (counters)  http://www.bozemanscience.com/
energy and electromagnetic force to the stability of nucleus. Relate ap-phys-003-the-nucleus
BE/nucleon. binding energy to stability of a nucleus and relate to  http://www.bozemanscience.com/
 Radioactive decay nuclei becoming radioactive. ap-phys-136-radioactive-decay
5. Describe the different types of radiation (alpha, beta,  https://www.youtube.com/watch?
gamma) and explain the differences between them in v=KWAsz59F8gA (Crash Course
terms of mass, charge, speed, ionising ability and Nuclear Chemistry)
penetrating power.
6. Identify specific materials that stop the different types of Study skill: ASSESSMENT
radiation. Communication  Worksheets and homework as part of
7. Write and balance nuclear reactions for radioactive in different ways teacher mark. (5%)
decay (T)  CAT: Report on nuclear issue (15%)
8. State what a half-life is and explain that different Can be peer marked in small groups
isotopes have different levels of stability. to save time
9. Interpret half-life graphs that measure mass, number of  Test on nuclear physics (80%)
nuclei, percentage and activity (counts per
sec/becquerels)

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 10. Draw decay graphs given data and use the graph to
calculate half-life.
 Fission and fusion 11. Describe what fission and fusion are and explain the PRACTICALS
8
reactions using differences between them.  SPICE Building Atoms (Worksheet 2.2
conservation of 12. Predict energy changes as a result of fission and fusion in Nuclear Energy folder)
nucleons and reactions.  SPICE Decay Chain Builder
charge. 13. Write and balance nuclear reactions for fission and (Worksheets 4.1-5.3)
 Mass defect and fusion reactions  SPICE Fission and Fusion Learning
binding energy 14. State what is meant by mass defect in a fission/fusion Objects (Worksheets 6.1-6.3)
reaction and how it relates to the energy released in the
reaction
15. Describe the relationship between mass and energy
using E = mc2.
16. Describe mass defect and binding energy and their
relationship.

 Nuclear power 17. Describe the main components of nuclear power  SPICE Nuclear Reactor (Extension
9-10
stations. Basic stations. In particular, reactor vessel (encases and work and worksheets)
structure and prevents radiation from escaping), the control rods  iScience10, Unit 8, pages 1275
operation. (function in controlling nuclear reactions), fuel rods,  Nuclear Power station parts
steam generator (heat exchanger + turbine + generator), https://chem.libretexts.org/Courses/
moderator (slows neutrons eg graphite or heavy water). Los_Angeles_Trade_Technical_Colleg
18. Explain, in simple terms, how nuclear power stations e/
work to generate electricity. A nuclear reactor is a device Foundations_of_Introductory_Chemi
in which nuclear reactions are generated, and the chain stry-
reaction is controlled to release large amount of steady 1/1.14%3A_Nuclear_Chemistry/
heat, thereby producing energy. 19.08%3A_Nuclear_Reactors
19. Describe an uncontrolled reaction in terms of neutrons  Nuclear Power stations steps
escaping too quickly to maintain a chain reaction, https://energyeducation.ca/
resulting in the rapid release of nuclear energy, causing encyclopedia/Nuclear_power_plant
an explosion. Contrast this with a controlled reaction.
20. Analyse some advantages and disadvantages of using Practical: Model a controlled nuclear
nuclear energy to generate electricity. reaction with dominoes in straight line.
Model an uncontrolled nuclear reaction
with dominoes in a spreading fan shape.
 Extension
 Discuss how radioisotopes are used in medicine.

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  Perform quantitative analysis of mass defect and
binding energy
 Evaluate, with reference to empirical evidence,
claims about heating processes, nuclear reactions
and electrical technologies

Enrichment
 Research the work of Niels Bohr.
 Theorise about the impact of different sources of
radiation used in everyday life.
 Reflect on nuclear power as an alternative energy
source. What considerations would need to be
made?

Human Biology & Biology: Health & Disease Topic – See separate program
Term 4 Weeks 1 - 5

Exam covers all content before this point, none of the later
Term 4
material.
Weeks 6 & 7
EXAMS

 Photosynthesis 1. Define biogeochemical cycle as a concept describing Science study RESOURCES

8 Term 4 Weeks
o Where it how chemical elements (e.g., nitrogen, carbon) or skills: Compare  https://www.youtube.com/watch?
8 & 10
occurs in molecules (e.g. water) are transformed and stored by and contrast v=Bn41lXKyVWQ
The Carbon plants. both biological and geological components in the Earth’s questions are Bozeman science- Biogeochemical
Cycle o The word and biosphere. common in cycles
chemical 2. State the main forms of carbon in carbon cycle. extended
equations. 3. Describe the main processes in the carbon cycle response ACTIVITY
 Respiration. (respiration, photosynthesis, weathering, erosion, questions in POSTER
o The transfer of dissolving, deposition, fossilisation, extraction, volcanic Biology and
chemical eruptions, carbon fixation into carbon sinks). Human Biology.
potential 4. Explain how solar energy is transformed into chemical Students need to
energy in food potential energy through the process of photosynthesis. know how to
to ATP (the 5. Explain how the structure of plants is adapted to the answer these

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 energy process of photosynthesis. styles of
currency of 6. Explain how the structure of leaves are adapted to the questions. (T)
the cell) process of photosynthesis.
o The word and 7. State the word and chemical equation for
chemical photosynthesis.
equations. 8. State what respiration is.
o ATP/ADP and 9. Compare and contrast the similarities and differences
the roll this between aerobic respiration and photosynthesis.
plays in energy 10. Organise the carbon cycle into a poster (electronic or
transfer and paper). Emphasise the biological, chemical, geological or
ultimate all three components of the carbon cycle.
release of this
energy within Extension
the cell. 11. Explain the process light dependent and light
independent stages of photosynthesis.
12. Hypothesise as to why intermittent light produces a
greater rate of photosynthesis than continuous light.
13. Describe what photorespiration is and compare the
differences between C3 and C4 plants.
14. Explain the processes of glycolysis, the Krebs Cycle and
the electron transport chain in the generation of ATP
during aerobic respiration.

Enrichment Science skills:

15. Reflect on the importance of plants for the survival of Observation v
animals. theory.
16. Hypothesise what will happen if plants are not Practical skills and
managed well in Australia. Consider what may be done safety in the lab.
to preserve plants or increase productivity. (Reinforced)
Graphing
(Reinforced)

Reflection questions:

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 (a) Where would scaffolding be helpful for poor performing students?
(b) During which parts of the topic did students require more extension work?
(c) Could students benefit from more diagnostic or formative testing (particularly for carbon cycle which is not tested or in exam)?
(d) Based on cohort performance data, was the test degree of difficulty too high or too low?
(e) DO we need to shorten or lengthen the topic?

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