Chemistry Curriculum and Methodology A

Formative Task: Resource Analysis

Select an appropriate resource which may be incorporated into your teaching practice for SACE Stage 1 or
Stage 2 Chemistry.
Analyse the resource, according to the criteria outlined in the following table.
Prepare a multimedia presentation of the Resource Analysis (5 7 minutes) to share in the following
Tutorial.

Assessment
The Analysis Table and Multimedia Presentation are to be submitted in digital and hard copy. The digital
resource will be shared with the group to extend the resources repository provided on myuni.

Learning Outcomes

Knowledge and understanding of the Year 11 and Year 12 SACE curricula for Chemistry [AITSL 1.1,
1.2,1.5]
Proficiency in gathering, selecting, sharing and using a variety of teaching resources in SACE
Chemistry [AITSL 3.2, 3.4, 3.6, 7.4

Assessment Rubric
Assessment Design
Criteria
Selection of
resource

Fail
0 < F < 49%
Identifies and
selects a resource
of limited
relevance

Pass
50 < P < 64%
Identifies and
selects a resource
which
demonstrates
some relevance
Analysis of some
aspects of
relevance and
suitability

Credit
65 < C < 74%
Identifies and
selects a mostly
relevant resource

Distinction
75 < D < 84%
Identifies and
selects a relevant
resource

High Distinction
85 < HD < 100%
Discernibly
identifies and
selects a highly
relevant resource

Weighting

Analysis of
relevance and
suitability

Clear analysis of
relevance and
suitability

Comprehensive,
clear and
insightful analysis
of relevance and
suitability
Constructs clear
and perceptive
connections to
curriculum and
methodology
Communicates a
range of findings
highly effectively
with highly
appropriate use of
ICT.

5%

Analysis of
accessibility,
relevance and
suitability

Limited analysis

Connection to
curriculum &
methodology

Constructs limited
connection to
curriculum and
methodology

Constructs some
connections to
curriculum and
methodology

Constructs
connections to
curriculum and
methodology

Constructs clear
connections to
curriculum and
methodology

Communication

Limited
communication of
findings

Communicates
findings

Communicates a
range of findings
with the use of ICT

Communicates a
range of findings
effectively with
appropriate use of
ICT.

Result:
Comments:

2.5%

5%

2.5%

15%

Analysis Table
Edmodo is a leaning platform which is multi-functional and a great teaching
Resource resource. It is set up like a social network site that students can post comments on,
collaborate and create a dialog.
Teachers can create classes and invite students, then lock admittance and monitor
the student's activity creating a safe online teaching environment.
Edmodo allows for resource sharing from teacher communities as well as the ability
to compile your own resources and share as needed. This makes teaching resources
readily accessible in and out of class and allows for classroom ICT integration in a
easy to use system. Edmodo also has a range of its own resources in the form of
apps, links, polls and quizzes.
Using Edmodo, a teacher can monitor student understanding (posts/quizzes) and
award students for their work with electronic badges.

Among many others, Edmodo won the 2012-2013 ESchool News Reader's Choice
Award Presented by eSchool News.
http://www.eschoolnews.com/2012/07/23/fifty-of-the-best-ed-tech-products-for-schools/3/

Link https://www.edmodo.com
Register as a teacher

Accessibility Determine whether the resource is readily available to students and/or teachers.
Identify any costs or institutional requirements to access the resource, including
equitable access to ICT.
Edmodo is free to use for Teachers and Students and only requires internet access,
registration and a class code to invite students to join. It is also available as an
iPhone App and on Google play.
There are potential limitations to access for households that do not have the
internet and school suitability would have to be assessed if access to computers is
limited.
The use of Edmodo also assumes a level of IT skills.

Relevance Explain how the resource is relevant to curriculum, content or methodology in

Chemistry.
As Edmodo can be used to share class materials it allows for the collection of
relevant ICT recourses for any SACE Stage 1 or 2 topic and hence be relevant to the
key ideas and intended learning.
While there are some apps and resources not related to chemistry or stage 1-2, the
platform allows for directed learning.

The use of Edmodo's resources enhances SACE'S Capabilities for 'Communication'

'Personal Development' and 'Learning' as they can use the technology to
communicate and gather data, gain skills in reflection and acquire chemical
knowledge. It enhances Chemistry teaching methodology by engaging the students
and providing a fun and interactive platform.

Suitability Identify if the resource is suitable for Stage 1 and/or 2 Chemistry. Describe where
the resource could be applied in terms of topics, key ideas and intended student
learning.
Edmodo is suitable for stage 1 or 2 Chemistry for reasons sated above and can be
applied to the SACE topics, key ideas and intended student learning.
The key learning for Atomic Spectroscopy are:
Key Ideas

Intended Student Learning

Electrons move to a higher or lower

energy level when atoms or ions
absorb or emit radiation.

State the effect of the absorption or

emission of radiation on the energy
levels of electrons in atoms or ions.

The wavelengths of radiation emitted

and absorbed by an element are
unique to that element.

State that the wavelengths of radiation

emitted and absorbed by an element
are unique to that element.

The wavelengths of radiation

absorbed by an element can be used
to identify its presence in a sample.

Explain the principles of atomic

absorption spectroscopy in identifying
elements in a sample.

Atomic absorption spectroscopy is

used for quantitative analysis.

Describe the construction and use of

calibration graphs in determining the
concentration of an element in a
sample.

During a lesson about atomic spectra theory, the animation of Bohr's model can be
opened using Edmodo. This helps to demonstrate the first and second key ideas of
electron excitation and spectral 'fingerprinting' and provides differentiated
teaching for the students who are visual learners.
Bohr's model in silicon solar cells.

http://science.sbcc.edu/physics/flash/siliconsolarcell/bohratom.swf
(This resource was taken from an explanation on solar cells and some slides at the
end are irrelevant. Although students should be encouraged to continue if they
wish)

'Flip class' homework can be posted/linked for students to view the video AAS
Qualitative analysis which demonstrates how a specific ion can be detected in a
sample and its concentration determined. This supports the third and fourth key
idea of this topic's criteria.
Atomic Adsorption Spectroscopy Qualitative analysis

https://www.youtube.com/watch?v=Yzan11nP6Ls
(This video could be used with or without commentary. It gives a good
generalisation of AAS and demonstrates the relationship of absorbance with
concentration to plot a calibration curve and then calculate the concentration of an
unknown).
Quizzes can be created intuitively using Edmodo using past SACE exam questions to
determine the students understanding or post a poll and ask for the students
confidence levels for the topic. The student's posts would also give a level of
understanding or frustration.

In the SACE stage 2 Exam for 2012, the students had to demonstrate their
understanding by answering the following statement. "Explain why the presence of
calcium ions in the sauce would not affect the measurement of the concentration of
sodium ions by AAS." and according to 2012 Chemistry Chief Assessor's Report P.9
"Very few students gained full marks....". Hence having a simple platform to
assess understanding is very important as the students must meet the specific key
learning's as stated in the table above.
Outline an example of a lesson context, learning activity, or assessment task
Application which would effectively utilise the resource.
As stated above, Edmodo can be used inside a classroom to help demonstrate
concepts visually, post flip class homework and assess understanding.
Another example could be setting up an assignment, using Edmodo, to research in
groups other spectroscopy instrumentation (such as Mass Spectroscopy and ICPMS). The students can be grouped into separate "classes" in Edmodo so they can
share resources within their group and discuss the assignment outside of class.

References

Fifty of the best ed-tech products for schools | eSchool News | [ONLINE] Available at:
http://www.eschoolnews.com/2012/07/23/fifty-of-the-best-ed-tech-products-for-schools/3/.
[Accessed 15 March 2014]

Chief Assessor 2012, 2012 Chemistry Chief Assessor's Report, SACE Board of SA, Australian Government,

Canberra

Atomic Absorption Spectroscopy Quantitative Analysis - YouTube. 2014. Atomic Absorption

Spectroscopy Quantitative Analysis - YouTube. [ONLINE] Available at:
https://www.youtube.com/watch?v=Yzan11nP6Ls. [Accessed 15 March 2014].

Flash Physics. 2014. Flash Physics. [ONLINE] Available at: http://science.sbcc.edu/physics/flash/.

[Accessed 15 March 2014].