WORK PROGRAM - John Wiley & Sonscatalogimages.johnwiley.com.au/Attachment/07314/... · Web viewThirty years ago, the ceramics industry in the US was worth US$20 million; today its

QUEENSLAND CHEMISTRY COLLEGE

SAMPLE WORK PROGRAM

INSENIOR CHEMISTRY

for the2007 QSA syllabus

The textbook referenced in this sample work program is Queensland Chemistry: Context to concept

by Mark Ash and Mary Hill, John Wiley and Sons Australia Ltd, Milton, 2008

1

Contents

Page1. Course Organisation and Assessment Plan ............... 3-10

2. Outline of Intended Student Learning:Unit 5 Fuels forever? (Year 12)…………………………….. 11-16

Unit 3 Water for Us (Year 11) ………………………………. 17-21

3. Student Profile ………………………………………………… 22

4. Statement regarding the method for making decisions within each criterion for interim and exit LOAs………….. 22

2

Course Organisation and Assessment PlanUnit titles and descriptions Key concepts and key ideas Assessment

Sem

1

55hr

s

Unit 1: Our Chemical Universe (28 hrs)Reference: Queensland Chemistry, Context 1, Chapters 1 and 2

We will learn about the very beginning of matter. An overview of the chemistry of the Big Bang will help us understand how many scientists think atoms came into being and introduce us to nuclear reactions and the equations used to represent them. We will then take a quick trip down through the ages to see how humankind interpreted the world around us. The history of science is filled with questions and answers — attempts by scientists to use their observations of the visible world to explain what could be happening on a sub-microscopic scale. In chapter 2, we look at ways of classifying matter. While particle theory can explain the behaviour of the different states of matter, it is the combination and arrangement of atoms in a material that enable us to classify a given material as a mixture or pure substance, an element or a compound. The language of chemistry is both international and unique. Scientists from around the world understand the meaning of formulas like H2O, CO2 and CH4, but they can only do this because of the strict rules associated with chemical symbols, formulas and nomenclature — the rules for naming substances. Although the language may seem strange to you at first, you should soon find that it is a useful and logical shorthand method that allows clear communication between both experienced and budding chemists. The development of our modern theory of the structure of the atom is one of the great achievements of science in the past 100 years. Just as radiation from outer space helped us develop our theories about the beginning of the universe and its composition, studies of the emission of radiation from gaseous elements has helped us build workable models of atoms and the arrangement of electrons outside their nuclei. This, in turn, enables us to explain the properties we observe for different materials and the atoms, elements and compounds around us.

S1 All matter is composed of atoms.S1.1 Matter is composed of atoms which, in turn, contain protons and neutrons in a nucleus, and electrons outside the nucleus.S1.2 The number of positively charged protons is equal to the number of negatively charged electrons in a neutral atom, and determines all the chemical properties of an atom.S1.3 An element is a substance in which all atoms have the same number of protons.S1.4 Atoms of an element may contain different numbers of neutrons, and are known as isotopes.S1.5 Every element is assigned a unique chemical symbol.S1.7 In modern theories of atomic structure, electrons are viewed as occupying orbitals which are grouped in electron shells.S2 Materials can be categorised and represented symbolically and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.1 From theory of electronic structure it is predicted that elements will display periodic variations in their chemical and physical properties.R2 Chemical reactions involve energy changes.R2.1 All chemical reactions involve energy transformations.R2.2 The spontaneous directions of chemical reactions are towards lower energy and greater randomness.R4 Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type.R4.2 Specialised techniques and instrumentation are used in chemical analysis.R4.3 Qualitative and quantitative testing may be used to determine the composition or type of material.

General Objectives:

KCU, IP, EC

Task Type: ERT

Extended response

task. Non-

experimental research

(teachers will decide

from year to year the

type of written

response -report,

assignment or article)

Teacher monitored

Four weeks, individual

work

Two weeks’ class time

allocated for research

3

Unit titles and descriptions Key concepts and key ideas AssessmentSe

m 1

55

hrs

Unit 2: The Air We Breathe (27 hours)Reference: Queensland Chemistry, Context 2, Chapters 3, 4 and 5

Although the atmosphere is a relatively thin layer of gas extending about 150 km above Earth’s surface, it is crucial to the existence of all life on Earth. It exerts an enormous influence on Earth and the organisms that inhabit it. The atmosphere consists of several layers, each with different properties. The troposphere and the stratosphere are the layers most significant to humans. We will learn about the major gases that make up the air we breathe — why they exist as molecules and their separation, properties and preparation. Since they are intimately involved in the changes occurring on Earth, we find ways to represent these changes with balanced chemical equations. We find that a range of processes, which includes nitrification, denitrification, photosynthesis, respiration and combustion, drive the movement of the atmosphere’s main components into, out of and through the atmosphere. The combined effects of the Sun’s radiant energy and Earth’s atmosphere act to provide an environment that can sustain life on our planet. Along with its vital role as a reservoir for nitrogen, oxygen and carbon dioxide, we find that the atmosphere provides protection from the Sun’s ultraviolet rays. We begin by building an understanding of the types of radiant energy from the Sun that illuminate and warm our planet and how they interact with the atmosphere. We find that naturally occurring ozone in the stratosphere protects life on Earth from the damaging effects of ultraviolet light. We learn about the chemistry of the ozone layer’s formation and its destruction by human activities. The ‘protective blanket’ analogy helps us understand the role of the atmosphere in regulating global temperatures by balancing the quantities of energy retained and emitted from Earth. We find out about the greenhouse properties of atmospheric gases and the potential impact of changing the concentrations of these gases on global climate. We examine how the blanket is being dirtied by environmental pollutants and understand the chemistry associated with acid rain, smog and photochemical smog. We review our understanding of the properties of gases and how the kinetic particle theory explains them. Their properties are explained by the weakness of their intermolecular forces and factors such as molecular mass, size and shape, which affect the strength of these forces. Particles in gases move quite independently of each other, and their movement is dependent on temperature, pressure and volume. These are key properties that describe the behaviour of gases and each requires a clear definition and its own standard units.

S2 Materials can be categorised and represented symbolically and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.2 The macroscopic properties are related to their microscopic properties.S2.3 Pairs of atoms may be bound together by the sharing of electrons between them in a covalent bond.S2.4 Two or more atoms bound together by one or more covalent bonds form a molecule, with definite size, shape and arrangement of bonds.S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained. This compound can be represented by a chemical formula.S2.8 Forces weaker than covalent bonding exist between molecules.S2.10 Materials may be elements, compounds or mixtures.R3 The mole concept and stoichiometry enable the determination of quantities in chemical processes.R3.2 Every chemical reaction can be represented by a balanced equation, whose coefficients indicate both the number of reacting particles and the reacting quantities in moles.

General Objectives: KCU, EC

Task Type: SA

Supervised assessment11/2 hour written testUnseen questions-short items and practical exercisesExamination conditions

4

Unit titles and descriptions Key concepts and key ideas AssessmentS

em 2

55

hrs

Unit 3: Water for Life (28 hours)Reference: Queensland Chemistry, Context 3, Chapters 6,7 and 8

Water is both a common and a unique material. In developed countries we tend to take it for granted. We expect to have water not only available, but also available in a form that is suitable for human consumption. Many countries do not have this luxury. According to Sir William Deane, writing as Chairman of CARE Australia in a November 2003 fund raising letter, ‘contaminated water is killing more than five million men, women and children every year. Often, the contamination is caused by something as simple as an uncapped well, or the lack of adequate toilet facilities.’The severe droughts of the late twentieth century and early twentyfirst century have made Australians more aware of the importance of this special resource to our quality of life and more appreciative of its abundance. So what exactly is this material we call water? and why is it so important to so many aspects of life?

Chapter 6 investigates the sources of water, the roles that it plays in life on Earth, its structure and its properties. We learn about a special form of inter-molecular bonding called hydrogen bonding. It is this force, combined with water’s intra-molecular polar covalent bonding, which gives us a truly unique chemical.

Chapter 7 begins with a discussion on water quality and the treatment necessary to produce potable (drinkable) water. Much of our water comes from river systems throughout Australia. However, increasing salt levels in many of those rivers is becoming such an important problem that salinity and its effects can no longer be ignored. A critical analysis of salinity requires a knowledge of the chemicals involved: salts. Chapter 7 focuses on the chemistry of salts (ionic compounds) — their formation and their properties. Since it is important that every chemist speaks the same chemical language, this chapter also provides rules for unambiguously naming various types of ionic compounds.

Chapter 8 looks at some methods used to measure how much of a substance is dissolved in an aqueous solution, and how to report that concentration. It also investigates the solubility of salts in water. These solubility concepts can be used in qualitative analysis schemes to help us find out what elements are present in a particular water sample and to help us predict the location of possible mineral deposits.

S1 All matter is composed of atoms.S1.1 Matter is composed of atoms which, in turn, contain protons and neutrons in a nucleus, and electrons outside the nucleus.S1.2 The number of positively charged protons is equal to the number of negatively charged electrons in a neutral atom, and this determines all the chemical properties of an atom.S1.3 An element is a substance in which all atoms have the same number of protons.S1.4 Atoms of an element may contain different numbers of neutrons, and are known as isotopes.S1.5 Every element is assigned a unique chemical symbol.S1.7 In modern theories of atomic structure, electrons are viewed as occupying orbitals, which are grouped in electron shells.S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.1 From theory of electronic structure it is predicted that elements will display periodic variations in their chemical and physical properties.S2.5 An atom or group of atoms covalently bound together may gain or lose one or more electrons to form ions.S2.6 Ionic bonding occurs when positive and negative ions are held together in a crystal lattice by electrostatic forces.S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained which can be represented by a chemical formula.R1 Specific criteria can be used to classify chemical reactions.R1.2 Precipitation reactions result in the appearance of a solid from reactants in aqueous solution.R2 Chemical reactions involve energy changes.R2.1 All chemical reactions involve energy transformations.R2.2 The spontaneous directions of chemical reactions are towards lower energy and greater randomness.R4 Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type.R4.2 Specialised techniques and instrumentation are used in chemical analysis.R4.3 Qualitative and quantitative testing may be used to determine the composition or type of material.

General Objectives: KCU, IP, EC

Task Type: EEI

Extended experimental investigation.

Five weeks’ class time; teacher-monitored

Group practical workIndividual write-up of scientific report

5

Unit titles and descriptions Key concepts and key ideas AssessmentSe

m 2

55

hrs

Unit 4: Our Mineral Resources (27 hours)Reference: Queensland Chemistry, Context 4, Chapters 9, 10, 11 and 12

Metals are a group of materials that have played an important part in the history of humankind, so much so that some periods of time have been named according to the discovery and use of a particular metal. We find that metals possess a range of physical and chemical properties, from strength to lightness, lustre to reactivity, that make them of unique value to our society.Chapter 9 begins by looking at how metals have been used over the centuries and at the physical and chemical properties behind those uses. Over time, chemists have drawn inferences from those properties, from which they developed a model of metallic structure and bonding. The current model not only accounts for the observed properties of metals, but also is consistent with what we already know about the arrangement of electrons in metal atoms.

Although platinum, gold and silver are sufficiently unreactive to be found in their elemental state, all other metals need to be extracted from mineral deposits found in ore bodies. In chapter 10, we examine some of the ways in which metals are extracted from their ores. All of these extractions involve the decomposition of metal-containing compounds to produce the elemental form of the metal. Early chemists called this type of process reduction because the compound was being ‘reduced’ to something simpler. Scientists now know that these and many other chemical changes involve the transfer of electrons between reactants. We will learn to how to interpret these oxidation–reduction (redox) reactions to identify what has been oxidised and reduced and to balance the sometimes complex equations.For mining an ore body to be profitable, it must contain a certain minimum concentration of the desired metal. To determine the proportion of metal in a mineral (its per cent composition), we need to know the mass of an atom of the metal in relation to the masses of the other elements in the compound. This leads us to a study of atomic mass. The mass of an atom is extremely small and is therefore measured in an extremely small unit — the atomic mass unit. However, in the laboratory and in industry, reagents and products are measured in grams, kilograms and tonnes and not in atomic mass units. We therefore need to find a way to convert from the tiny atomic mass unit to the more common unit of mass, the gram. In turn, this leads us to the extremely useful measure of the amount of a substance — the mole.Chemists in the mining industry analyse ore samples to determine if the desired elements are present in sufficient concentration to make the expense of the extraction process worthwhile. They also need to analyse the finished product to ensure that it is of the required purity. These analyses are based on equations that relate amounts of reactants to amounts of products. In chapter 11 we learn how the power of knowing the relationships between the coefficients in an equation, and the masses, molar masses and numbers of particles involved, enables us to calculate the masses of reactants needed, consumed and left over and the masses of products made. This calculation of quantities involved in chemical reactions is called stoichiometry. To close the chapter, we investigate gravimetric analysis, which is an analytical method based on mass, that is used by chemists in the mining industry to determine both the composition of an ore body and the purity of a metal at various stages in the extraction process.

S1 All matter is composed of atoms.S1.1 Matter is composed of atoms which, in turn, contain protons and neutrons in a nucleus, and electrons outside the nucleus.S1.6 The atomic mass of an atom is arbitrarily defined relative to the mass of the isotope carbon-12.S1.7 In modern theories of atomic structure, electrons are viewed as occupying orbitals which are grouped in electron shells.S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.1 From theory of electronic structure it is predicted that elements will display periodic variations in their chemical and physical properties.S2.2 The macroscopic properties are related to their microscopic properties.S2.9 The structure of a metal involves positive ions embedded in a sea of electrons.S2.10 Materials may be elements, compounds or mixtures.R1 Specific criteria can be used to classify chemical reactions.R1.1 Redox reactions involve a transfer of electrons and a change in oxidation number.R1.2 Precipitation reactions result in the appearance of a solid from reactants in aqueous solution.R3 The mole concept and stoichiometry enable the determination of quantities in chemical processes.R3.1 The mole, defined arbitrarily using the isotope carbon-12, is the basic quantity in stoichiometric calculations.R3.2 Every chemical reaction can be represented by a balanced equation, whose coefficients indicate both the number of reacting particles and the reacting quantities in moles.R3.3 A balanced equation can be used when determining whether reagents are limiting or in excess.R4 Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type.R4.1 Techniques such as volumetric and gravimetric analysis are used to determine amounts of reactants and products.R4.2 Specialised techniques and instrumentation are used in chemical analysis.R4.3 Qualitative and quantitative testing may be used to determine the composition or type of material.


Task Type: SA


6


em 3

55

hrs

Unit 5 Fuels Forever? (28 hoursReference: Queensland Chemistry, Context 5, Chapters 13, 14 and 15

What are fuels? Why is our society so dependent on them? Over time, people discovered that different fuels were available in their environment. A range of factors determines which fuel is the best choice for a given purpose. These factors include the energy content, combustion properties, effects on the environment, costs, availability and safety factors. As our world’s reliance on petroleum grows, we have become increasingly concerned because these fuels are not renewable. Is it wasteful to burn petroleum in light of it being a starting material for many other products of the petrochemical industry? Does the uneven distribution of petroleum around the countries of the world present political and economic problems?

We’ll discover in chapter 13 how petroleum was formed and the complex nature of its composition. Petroleum is a mixture of diverse hydro carbons whose molecules vary greatly in size. Patterns exist in the hydrocarbons’ formulas and physical and chemical properties, and these enable us to understand their structure and behaviour. Although there are thousands of different hydrocarbons, a system for naming them has been developed to help make sense of the diversity. Hydrocarbons are classified as alkanes, alkenes and alkynes.

In chapter 14 we find out how the fractions (such as petrol and diesel) are separated from petroleum (crude oil). The size of the molecules in petroleum determines the strength of forces of attraction between them and, therefore, each compound’s boiling point. The difference in boiling points enables petroleum to be separated into fractions by fractional distillation.

Petrol has several properties that make it highly suitable as a fuel for the internal combustion engine. Problems, such as its tendency to auto-ignite, can be overcome with additives, refining and blending. New compounds for blending with petrol are made by processes of isomerisation and cracking. The wide-scale use of petrol presents environmental problems, such as the emission of pollutants. The low efficiency of the internal combustion engine results in a lot of energy being wasted as heat. The power in petrol comes from energy stored in the bonds between atoms in the molecules. This energy is released as new bonds, particularly those between carbon and oxygen, are formed during combustion. We find out why some reactions release heat but others absorb heat, and we measure the energy released by fuels. Finally, we learn how energy changes in chemical reactions are represented by chemical equations. In chapter 15 we examine why concerns over the level and type of emissions from vehicles have driven a desire to improve engine performance. The use of catalysts and catalytic converters has helped to reduce emissions. We find out why some reactions are slow and how catalysts increase the rate of reactions. Changing and blending fuels with oxygenated compounds also improves performance. To compare energy content of fuels, we use calorimetry to measure the amount of heat released from the different fuels.

S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.2 The macroscopic properties are related to their microscopic properties.S2.3 Pairs of atoms may be bound together by the sharing of electrons between them in a covalent bond.S2.4 Two or more atoms bound together by one or more covalent bonds form a molecule, with definite size, shape and arrangement of bonds.S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained, which can be represented by a chemical formula.S2.8 Forces weaker than covalent bonding exist between molecules.S2.10 Materials may be elements, compounds or mixtures.S2.11 In compounds containing carbon–hydrogen bonds (known as organic compounds), the carbon atoms bind to one another through single, double or triple covalent bonds to form chains or rings.R2 Chemical reactions involve energy changes.R2.1 All chemical reactions involve energy transformations.R3 The mole concept and stoichiometry enable the determination of quantities in chemical processes.R3.2 Every chemical reaction can be represented by a balanced equation, whose coefficients indicate both the number of reacting particles and the reacting quantities in moles.R5 Chemical reactions are influenced by the conditions under which they take place and, being reversible, may reach a state of equilibrium.R5.1 Chemical reactions occur at different rates and changing the nature of the reactants, temperature or concentration, or introducing a catalyst, may alter these.R5.3 Chemical reactions may be reversible.


Task Type: ERT

Extended response task. Non-experimental research (teachers will decide from year to year the type of written response -report, assignment or article)Teacher monitoredFour weeks, individual work. Two weeks’ class time allocated for research

7


em 3

55

hrs

Unit 6 The materials ( r )evolutionReference: Queensland Chemistry, Context 6, Chapters 16, 17, 18 and 19

This context focuses on some materials that play immensely important roles in our lives. These materials are the result of a long process of discovery involving trial and error, serendipity, an open mind, and a readiness to observe, to interpret and to improve. In many ways, this closely resembles your learning of chemistry — although your discovery process will be much faster because you can benefit from the past experiences of others. The types of materials studied in this context are divided into two types: ceramics (pottery and glass) and polymers (many of which are also called ‘plastics’). These materials are different from the others we have discussed because they are made up of many atoms, and sometimes ions. To appreciate the large molecules that make up these materials we need to understand the intra-molecular forces of covalent and ionic bonding and the inter-molecular attractions of van der Waals forces (both covered in previous contexts). Also, we need to learn about another type of bonding called network covalent bonding. Because this bonding is basic to understanding ceramics and polymers, in chapter 16 we start by looking at what network covalent bonds involve and investigate the structures and properties of simple elements and compounds that have this type of bond.

In chapter 17 we trace the history and chemistry of pottery and glass, from their earliest beginnings to some of their most recent advanced applications. As we will see, gradual developmental changes in technology brought about improvements in the properties of pottery and glass. Another dimension is added as art blends with chemistry to produce coloured glazes and glasses. The development of ceramics over a long period of time has had a significant impact on society as we know it. Imagine a world without ceramics. There would be no bricks, no floor or wall tiles, no sewer pipes, no glass windows, no light bulbs, no optical fibres, no space shuttles, no ceramic fillings or implants for teeth, to mention just a few. We can only introduce you to this broad field of chemistry, but further research into specific areas can be a fascinating study of the interaction between people, chemistry, technology and materials.

Thirty years ago, the ceramics industry in the US was worth US$20 million; today its value is over US$35 billion. And enough glass is produced in the US each year to make the equivalent of a 5 m–wide highway stretching from New York on the east coast to Los Angeles on the west coast.

Chapter 18 introduces us to polymers, both natural and synthetic. Because most polymers have a carbon backbone, we will look at organic chemistry and study the properties and some of the reactions of alkenes, carboxylic acids, alcohols, amines and amides. Chapter 19 investigates the rapidly developing field of polymer chemistry. An immense range of compounds can be produced simply by varying constituents in the base unit (the monomer) or by mixing different monomers. This field of ‘designer chemistry’ can produce everything from the thinnest film for food wrap to heavy-duty car tyres, and from the water-retaining gel used in nappies to water-repellent surfboards. After investigating the formation and properties of some of the most common polymers, we turn to the difficult problem of the disposal of plastic waste and examine some of the solutions made possible by chemistry.

S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained andpredicted from understandings about electronic structure and bonding.S2.2 The macroscopic properties are related to their microscopic properties.S2.3 Pairs of atoms may be bound together by the sharing of electrons between them in a covalent bond.S2.4 Two or more atoms bound together by one or more covalent bonds form a molecule, with definite size, shapeand arrangement of bonds.S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound isobtained, which can be represented by a chemical formula.S2.8 Forces weaker than covalent bonding exist between molecules.S2.10 Materials may be elements, compounds or mixtures.S2.11 In compounds containing carbon–hydrogen bonds (known as organic compounds) the carbon atoms bind to oneanother through single, double or triple covalent bonds to form chains or rings.R1 Specific criteria can be used to classify chemical reactions.R1.4 Polymerisation reactions produce large molecules with repeating units.R5 Chemical reactions are influenced by the conditions under which they take place and, being reversible, may reach astate of equilibrium.R5.1 Chemical reactions occur at different rates and changing the nature of the reactants, temperature orconcentration, or introducing a catalyst, may alter these.


Task Type: ERT


8


em 4

55

hrs

Unit 7: Consumer Chemistry (28 hours)Reference: Queensland Chemistry, Context 7, Chapters 20, 21, 22 and 23

What in the world isn’t dependent on chemistry? Whether we like it or not, we are products of chemistry. Our bodies are made up of chemicals, and the many and varied functions of each human body depend upon a diverse range of chemical reactions. We are also consumers of chemistry.

Not only do we eat and drink, physically consuming chemicals, but everything we use — including the clothing we wear, the houses we live in, the books we read and the computers we use — are made of chemicals. Some may be natural while others are synthetically produced, and some may undergo one or more steps in the production of the finished article while others may be completely unprocessed. Before we use any of them, we need to know that they are fit for human use.

Quality control is the key to safe consumer products. We depend on manufacturers following approved industry guidelines during the manufacturing process and labelling their products clearly and honestly. In chapter 20 we investigate some cases where this has not been the case. We also look at how volumetric chemical analysis can be used to determine how much of a particular chemical is present in a product. Although industry uses sophisticated analytical instrumentation, the examples used in this chapter are simple ones that you can carry out in the laboratory using relatively inexpensive equipment.

In chapter 21 we remind you that chemicals must not only be manufactured properly, but must also be stored and used properly by sellers and consumers. Water-treatment chemicals, such as those used in swimming pools and fish tanks, are used as prime examples of materials that are in relatively common use for quality control around the home but which can be dangerous if treated or used improperly. The chemistry behind these reactions is complex, so in chapter 22 we focus on the some of the chemical principles behind water purification chemistry and quality control techniques. Ways of influencing the rate of reaction are investigated, and equilibrium principles and calculations are discussed and demonstrated.

In chapter 23 we apply some of the equilibrium concepts learned in chapter 22 to acids, bases and water. The study of pH, buffers, indicators and titrations helps us understand what we are doing as we add chemicals to our swimming pool or fish tank. This understanding should help make us knowledgeable and responsible consumers of chemistry.

S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.2 The macroscopic properties are related to their microscopic properties.S2.3 Pairs of atoms may be bound together by the sharing of electrons between them in a covalent bond.S2.5 An atom or group of atoms covalently bound together may gain or lose one or more electrons to form ions.S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained which can be represented by a chemical formula.R1 Specific criteria can be used to classify chemical reactions.R1.2 Precipitation reactions result in the appearance of a solid from reactants in aqueous solution.R1.3 Acid-base reactions involve a transfer of protons from donors to acceptors.R2 Chemical reactions involve energy changes.R2.1 All chemical reactions involve energy transformations.R3 The mole concept and stoichiometry enable the determination of quantities in chemical processes.R3.2 Every chemical reaction can be represented by a balanced equation, whose coefficients indicate both the number of reacting particles and the reacting quantities in moles.R3.3 A balanced equation can be used when determining whether reagents are limiting or in excess.R3.4 The use of molarity for expressing concentration allows easy interconversions between volume of solution and moles of solute.R4 Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type.R4.1 Techniques such as volumetric and gravimetric analysis are used to determine amounts of reactants and products.R4.2 Specialised techniques and instrumentation are used in chemical analysis.R4.3 Qualitative and quantitative testing may be used to determine the composition or type of material.R5 Chemical reactions are influenced by the conditions under which they take place and, being reversible, may reach a state of equilibrium.R5.1 Chemical reactions occur at different rates and changing the nature of the reactants, temperature or concentration, or introducing a catalyst, may alter these.R5.2 Life is maintained by chemical reactions, especially those catalysed by large molecules called enzymes.R5.3 Chemical reactions may be reversible.R5.4 Reversible chemical reactions may reach a state of dynamic balance known as equilibrium which, when disturbed, may be re-established.


Task Type: EEI Extended experimental investigation.

Five weeks’ class time; teacher-monitored

Group practical workIndividual write-up of scientific report

9


em 4

55

hrs

Unit 8: The Oceans – Potential and Problems (27 hours)Reference: Queensland Chemistry, Context 8, Chapters 24 and 25

The continental shelves that rim the ocean basins can be regarded as a new continent with an area about the size of Africa. The potential of these ocean regions to be a rich source of mineral deposits, similar to those under dry land, is one of the primary reasons for the surge of activity directed toward living under the sea. The development of diving techniques and methods of underwater salvage and submarine rescue have also driven interest and investment in the oceans.

However, it is one thing to glimpse a new world and quite another to establish permanent outposts in it, to explore it and to work and live in it. Humans are beginning to try to live, breathe and work underwater — to remain on the bottom under the ocean’s pressure for long periods and to work there as divers. We begin by learning of the elements of scuba science and the effects that pressure has on breathing and moving at significant depth underwater.

We explore, in turn, the relationships that exist between pressure and volume, temperature and volume, temperature and pressure, and, finally, volume and amount. We find that they are consistent with what we might expect intuitively. More importantly, we find that each relationship can be explained by the kinetic particle theory and that mathematics can be used to describe and represent the relationships. Combining the individual relationships between gaseous quantities enables us to calculate unknown quantities from given known quantities. As expected from the kinetic particle theory, these relationships are independent of the type of gas involved. Finally, we develop the General Gas Equation — a comprehensive relationship between quantities of gases — and integrate our newly found understandings into our knowledge and use of stoichiometry.

Aside from the difficulties with visibility, pressure and breathing, working beneath the sea involves dealing with an environment that has a high concentration of salt. The salinity of ocean water means that redox reactions, like corrosion, are always present; there are associated structural dangers, due to rust not having the strength of steel, with resultant high maintenance costs.

We learn that there are certain factors necessary for iron to corrode but that not all metals are as susceptible to corrosion. We find that there are factors that slow and accelerate corrosion of iron and that there is a range of methods to prevent and minimise it. Findings from the RMS Titanic provide both a context and a challenge because conditions in the deep sea were thought to prevent corrosion. However, the conditions are such that it still occurs, though for reasons different from those on land or in surface waters.

We close with using principles of electrolysis to restore corroded metal artifacts retrieved from shipwrecks.

S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.

S2.2 The macroscopic properties are related to their microscopic properties.

S2.5 An atom or group of atoms covalently bound together may gain or lose one or more electrons to form ions.

S2.6 Ionic bonding occurs when positive and negative ions are held together in a crystal lattice by electrostatic forces.

S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained, which can be represented by a chemical formula.

S2.9 The structure of a metal involves positive ions embedded in a sea of electrons.

S2.10 Materials may be elements, compounds or mixtures.

R1 Specific criteria can be used to classify chemical reactions.

R1.1 Redox reactions involve a transfer of electrons and a change in oxidation number.

R3 The mole concept and stoichiometry enable the determination of quantities in chemical processes.

R3.2 Every chemical reaction can be represented by a balanced equation, whose coefficients indicate both the number of reacting particles and the reacting quantities in moles.

R3.5 The ideal gas equation may be used to relate the volume of a gas at defined temperature and pressure to its quantity in moles.

R5 Chemical reactions are influenced by the conditions under which they take place and, being reversible, may reach a state of equilibrium.

R5.1 Chemical reactions occur at different rates and changing the nature of the reactants, temperature or concentration, or introducing a catalyst, may alter these.

R5.3 Chemical reactions may be reversible.


Task Type: SA

Supervised assessment

11/2 hour written test

Unseen questions-short items and practical exercises

Examination conditions

10

Outline of Intended Student Learning for sample units

Unit 5: Fuels Forever? – Contextualised unit from Year 12Time: 28 hours

FUELS FOREVER? OVERVIEWFuels power our bodies and the machines we use. A study of rates of reactions and thermochemistry provides a chemical perspective on various energy producing molecules – so easily taken for granted. This unit deals with the energy content of food, alkanes (including petrol) and alcohol – and what happens on a molecular level when a chemical reaction occurs. The concepts of bond energy and activation energy enable us to calculate the energy changes associated with combustion and factors affecting the rates of reactions. Alternative fuels are researched by the students, and is assessed by an ERT written as under controlled conditions in response to stimulus.

RATIONALEWith the pressure on us to find an alternative to oil as a transport fuel, and to reduce greenhouse gases, we need to understand what makes a material a fuel, where its energy comes from and the criteria that make one fuel preferred over others.

KEY CONCEPTS AND IDEASKey concept S1 All matter is composed of atoms.Key ideasS1.1 Matter is composed of atoms which, in turn, contain protons and neutrons in a nucleus, and electrons outside the nucleus.S1.2 The number of positively charged protons is equal to the number of negatively charged electrons in a neutral atom, and determines all the chemical properties of an atom.S1.3 An element is a substance in which all atoms have the same number of protons.S1.4 Atoms of an element may contain different numbers of neutrons, and are known as isotopes.S1.5 Every element is assigned a unique chemical symbol.S1.6 The atomic mass of an atom is arbitrarily defined relative to the mass of the isotope carbon-12.

Key concept S2 Materials can be categorised and represented symbolically and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.2 The macroscopic properties are related to their microscopic properties.S2.10 Materials may be elements, compounds or mixtures.S2.11 In compounds containing carbon-hydrogen bonds (known as organic compounds) the carbon atoms bind to one another through single, double or triple covalent

bonds to form chains or rings.

Key concept R2 Chemical reactions involve energy changes.Key ideasR2.1 All chemical reactions involve energy transformations

Key concept R3 The mole concept and stoichiometry enable the determination of quantities in chemical processes.Key ideasR3.1 The mole, defined arbitrarily using the isotope carbon-12, is the basic quantity in stoichiometric calculations.R3.2 Every chemical reaction can be represented by a balanced equation, whose coefficients indicate both the number of reacting particles and the reacting quantities in moles.

Key concept R5Chemical reactions are influenced by the conditions under which they take place and, being reversible, may reach a state of equilibrium.Key ideasR5.1 Chemical reactions occur at different rates and changing the nature of the reactants, temperature, or concentration or introducing a catalyst may alter these.R5.3 Chemical reactions may be reversible.

PRIOR KNOWLEDGE AND UNDERSTANDING THAT STUDENTS SHOULD BRING WITH THEM TO THIS UNIT1. Classification of matter as

solids/liquids/gases and Elements/Compounds/Mixtures

2. The meaning of, and relationship between the terms: atoms, molecules, elements, compounds

3. Representation of elements and compounds with symbols and formulae

4. Representation of chemical changes with word and symbolic equations

5. The mole concept, stoichiometry and quantities in solution

RESOURCES

Queensland Chemistry

Chapters 21, 25 & 26

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Title Key concepts Learning Experiences Resources

Q1. What is a fuel?, why are we so reliant on them, what are our common fuel materials & how can they be classified & named?1 Introduction Crude oil – its

nature and our reliance on it

PresentationStudents view a presentation of images and are orientated to our reliance on fuelsa) Jammed freeway view from air, b) large truck, c) large container ships, d) airliner, e) battlefield scene of US soldiers in Iraq, f) Space shuttle taking off g) person filling up a car with petrol h) coal stockpile, i) electric power station,DVDStudents view program 1 of “Crude” to understand its origins, nature and our reliance on it

Powerpoint

DVD

2 WDWKTA We already know, think and believe significant things about the topic

What do we know, think and believe about fuels?Students engage in 2 sets of a circuit of 6 stations.A Fuels for what?What forms of transport rely on fuels. Which rely on electricity?What environmental problems do you believe are related to the use of petroleum based fuels?B What is a fuel?Students complete the KW of a KWL of what they know and they apply a 5Ws and How strategy to generate questions they want to know about fuels.C What do you know already?You probably have a lot of general knowledge about fuels. Can you answer the following?(a) Which is the more explosive when thrown on a fire: petrol, metho or kero?(b) What is the colour of unleaded petrol: grey-blue or red.(c) Do they use butane or metho in disposable cigarette lighters?(d) The chemical name for petrol is octane. True or false?(e) Does the Space Shuttle burn hydrogen or ‘aviation-gas’ with oxygen for fuel?(f) Racing cars often use ‘nitro’ for fuel. Is this most likely to be nitroglycerine, nitromethane or nitrogen?D What do you predict?Students suggest reasons for, and then justify, answers to the following novel questions:(a) A lit candle is placed in a tin can that has one end removed. Then, it is then dropped from shoulder height. Predict whether it will go out or not? Try it(b) A candle is lit aboard a space station where things are weightless. Will it burn? Why? Why not?E Differences in burningStudents place about 10 drops of metho, hexane, and cyclohexane in separate evaporating basins (on an insulating mat) and light each. They note differences in the flames. Given their formulae, students suggest reasons for the differences.F What is a fuel anyway?Students read a script and discuss a definition of “fuel”

Circuit of activities 2 sets of 6 pens

of different colours

2 sets of A3 sheets

Gear guide

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Title Key concepts Learning Experiences Resources3 Petroleum, its

hydrocarbons and alcohols

Petroleum is a mixture of hydrocarbons. The many types of hydrocarbons and alcohols can be classified into groups and named.

HydrocarbonsStudents receive input to understand the nature of hydrocarbons, their types, structure and nomenclature, they write the general formulae for alkanes give simple examples of each. They use IUPAC rules to name alkanes and recall the combustion reactions for alkanes, they draw structures and assemble 3-D models of alkanes Practical – Building hydrocarbonsStudents name hydrocarbons given their structure and vice versa. They build molecular models of alkanes, alkenes, alkynes and from molecular formula and names.

Presentation

Molecular model kits

4 Petrol Petrol is a mixture of hydrocarbons

PetrolStudents receive input to understand that petrol is a mixture of hydrocarbons from C5 to C12 and of alkanes, alkenes and cyclics.Practical – Building and naming isomersStudents build and name various isomers of octane. They know that 2,2,4-Trimethylpentane is isomer whose combustion properties are assigned an octane rating of 100.

5 Alcohol fuels Alcohols are a group of compounds that can be used as a fuel.

Alcohol fuelsStudents receive input to understand that ethanol is a fuel derived from biomass and that it is often used as a blend. Students receive input to understand the nature of alcohols, structure and nomenclature, and give simple examples of each. They use IUPAC rules to name simple alcohols and their isomers,write their combustion reactions, draw structures, and assemble 3-D models). Practical – Building alcoholsStudents name alcohols given their structure and vice versa. They build molecular models of alcohols from molecular formula and names.Fermentation:Students understand the fermentation processes and write an equation for it. Students understand that the use of bio fuels returns CO2 to the atmosphere that has been recently removed by photosynthesis, as opposed to adding new CO2 from hydrocarbons fossil fuels.

6 What makes a good fuel

What makes a good fuel depends on its use, the criteria one believes to be important and relative value one puts on each

A fuel for a camping tripInitial activity (to be revisited towards the end of the unit):Given a list of fuels, students generate criteria for making a decision (stability, ease of ignition, energy per g, fluid so it can be contained and poured, little waste). They use data provided to them and a decision making matrix to determine the best fuel (from LPG, kerosene, petrol, wax, wood, methanol).

7 Problems with petroleum

There are problems with petroleum

InputStudents understand the various problems with petroleum.

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Q2 What energy changes occur when a fuel burns, where does the energy come, how can we represent it, measure and explain it?

1 Heat changesThe temperature change of a reaction vessel is used to identify exo and endo reactions

Energy Changes in reactions:Demo:Students observe 4 demos and review the energy changes taking place (eg Chemical potential energy -> Heat Energy)Practical:Students undertake Experiment 25.1, write the equations, record observations and record whether it is an exothermic or endothermic reaction

Ppt & Gear sheet

Gear sheet

2The origin of heat of reaction

Energy is stored in substances as KE and PE. Changes to this as products are formed gives rise to heat of reaction

Heat of ReactionInput: Students understand that the total energy content in a material is termed its Heat Content (Enthalpy) (H) and that the heat of reaction (H) is the difference between the Heat content of the reactants and products.Check Up: Students check their understanding by responding to questions related to Exp 25.1 about which substance has the greatest Heat Content, whether the Hp or Hr is greatest, whether H is positive or negative, and whether energy is released or absorbed

3 Thermochemical Equations

Heat can be built into equations

Thermochemical Equations Input: Students understand the ways that energy can be represented in equations and they use stoichiometric principles to solve quantitative problems

Queensland Chemistry 25.6Q2,3Q4-7

4 Calorimetry The principle of calorimetry involves measuring heat by monitoring the temperature through which a known mass of a known substance rises

Calorimetry:Demo and model Students understand how to measure the heat of combustion of ethanol by heating 200mL of water in a tin can with a wick burner. They understand how to extrapolate to deduce molar heat of combustion.

5 Heat content of fuels

Calorimetry is used to assess which of ethanol, methanol and kerosene has the greatest heat content.

Heat content of fuels:Practical: Pairs of students select two fuels to compare and they design and perform an experiment to deduce which has the greater energy content. They decide on variables that will be have to be controlled to ensure fair testing between pairs and perform the practical.

Gear sheet

6 Why are some reactions exo whilst others are endo?

Heat of reaction is the net result of energy absorbed and released from bond breaking and bond forming processes. Bond energies can be used to predict whether a reaction will be endo or exo.

Why are some reactions exo whilst others are endo?Input: Students are led to consider the bonds breaking and forming when hydrogen is burned in chlorine and use the concepts that energy is required to break bonds and energy is absorbed when bonds are formed to predict that it will be an exothermic reactionH2 + Cl2 --> 2HClBond energies: Students extend to use tables of BE and check their understanding with Q8,9 p408

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Q 3. What factors affect the rate of a reaction and how can these effects be explained?1 Improving

engine performance

Good fuels for engines need to react quickly. Catalysts can speed the reaction of dangerous gases into less dangerous ones.

Making sense of petrolMaking petrol work: Students understand that for a fuel to work, it has to be engineered so that it has appropriate combustion properties. They understand octane number and the role of isomerisation and lead additives to enable petrol to work.Reducing emissions: Students understand that to reduce emissions the catalytic converter was developed to speed the otherwise slow reaction between pollutant emissions and others.

Queensland Chemistry 14.2 Q1-5 p305

15.1 Improving engine performance -

2 Fast and slow reactions

Good fuels have to react quickly. Chemical changes range from being so fast as to be termed ‘instantaneous’ thru to very slow

Fast fuelsTeacher demonstration: Students observe demos of very fast changes and consider examples of a very slow change.Round Robin In groups of 4 armed with textbook, students try to list as many examples of fast and slow reactions (2min per turn). The teacher leads compilation of these and demo some typical fast changes seen over the past 18 months: Decomposition of touch powder, a ppt reaction. Students contrast these with some slower changes such as setting of paint, rotting, decomposition of PVC etc

3 Factors affecting the rate of reaction

Mixing, dissolving, subdivision, concentration of reactants & temperature can increase rate

How could you speed up the rate of reaction between…Hot potato brainstorm is used to suggest factors that could be used to speed up the rate of reaction between solid and gas, liquid and gas, 2 aqueous solutions, solid and aqueous solution, 2 gases. Ideas are collated and a general listing of factors is compiled that reveals mixing, dissolving, subdivision, concentration of reactants & temperature as likely ways of increasing rate. Teacher demos confirm these effects.Teacher input to build the central tenets of particle-collision theory and students 'Think, Write, Share' on how collision theory could explain the effects of mixing, dissolving, subdivision, concentration of reactants & temperature

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Title Key concepts Learning Experiences Resources4 Why are

some slow and some fast?

Arrhenius’s theory of activation energy can explain why some are fast and others are slow and the effect of the factors that affect rate.

Sudents understand Arrhenius' theory of activation energy and the significance of the Arrhenius distribution. Students use the Ea concept to explain the effect of temperature.Students are asked to consider why an activation energy should exist. They find that it can be explained in terms of repulsion of electron clouds and the formation of the activated complex. They use PE vs course of reaction diagrams to explain why some reactions are slow and others fast and relate these plots to those of Arrhenius.Students check their understanding by considering the Ea of forward and back reactions and the relationship to H.

Chem study Video:Reaction kinetics

5 Explaining catalysis

The effect of catalysts can be explained by the effect on activation energy

Teacher input shows examples of the need to control the rate of reactions. Teacher demos help students see the effect of certain substances on rate. Teacher input reveals that catalysts alter the rate of reaction by providing a reaction mechanism with a lower activation energy. Students show their understanding by showing the effect of catalysts on PE vs Course of reaction and Arrhenius plots. They differentiate between the effect of temperature and the effect of catalyst with reference to Arrhenius plots.

Catalysis demos

Chem study Video: Catalysis

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Unit 3: Water for us – Contextualised unit from Year 11Time: 28 hours

WATER FOR US OVERVIEWThe aspects of water quality are researched and practical experiments are taught and practiced in the laboratory. Through an excursion, an attempt to measure the chemical health of the Brisbane River by taking samples of the water at selected sites and measuring various chemical and physical parameters. The unit encompasses the nature of ionic solutions and concentration of solutions which leads to the qualitative and quantitative analyses of solutions and, in particular, the water of the Brisbane River and Moreton Bay.

YEAR 11 TIME: Approx 8 weeks (30 lessons in 2007)

RATIONALETo be an informed citizen, we should know about the factors that determine the quality of our waterways, how they are measured, why they matter, their cause and how they can be minimised. Because it is both the presence and concentration of solutes that determine risk and the effects of the water, we need to know how to detect the presence and concentration of solutes in solution. This unit and excursion aims to give students opportunities to develop attitudes and values about the importance of the Brisbane River and bay and sensitise them to the need for management strategies.

S1 All matter is composed of atoms.S1.1 Matter is composed of atoms which, in turn, contain protons and neutrons in a nucleus, and electrons outside the nucleus.S1.2 The number of positively charged protons is equal to the number of negatively charged electrons in a neutral atom, and this determines all the chemical properties of an atom.S1.3 An element is a substance in which all atoms have the same number of protons.S1.4 Atoms of an element may contain different numbers of neutrons, and are known as isotopes.S1.5 Every element is assigned a unique chemical symbol.S1.7 In modern theories of atomic structure, electrons are viewed as occupying orbitals, which are grouped in electron shells.S2 Materials can be categorised and represented symbolically, and their macroscopic properties can be explained and predicted from understandings about electronic structure and bonding.S2.1 From theory of electronic structure it is predicted that elements will display periodic variations in their chemical and physical properties.S2.5 An atom or group of atoms covalently bound together may gain or lose one or more electrons to form ions.S2.6 Ionic bonding occurs when positive and negative ions are held together in a crystal lattice by electrostatic forces.S2.7 When chemical bonds, whether ionic or covalent, are formed between different elements, a chemical compound is obtained which can be represented by a chemical formula.R1 Specific criteria can be used to classify chemical reactions.R1.2 Precipitation reactions result in the appearance of a solid from reactants in aqueous solution.R2 Chemical reactions involve energy changes.R2.1 All chemical reactions involve energy transformations.R2.2 The spontaneous directions of chemical reactions are towards lower energy and greater randomness.R4 Specialised qualitative and quantitative techniques are used to determine the quantity, composition and type.R4.2 Specialised techniques and instrumentation are used in chemical analysis.R4.3 Qualitative and quantitative testing may be used to determine the composition or type of material.

PRIOR KNOWLEDGE AND UNDERSTANDING THAT STUDENTS SHOULD BRING WITH THEM TO THIS UNIT1. Classification of matter as

solids/liquids/gases and Elements/Compounds/Mixtures

2. The meaning of, and relationship between the terms: atoms, molecules, elements, compounds

3. Representation of elements and compounds with symbols and formulae

4. Representation of chemical changes with word and symbolic equations

5. The mole concept and stoichiometry.

6. The composition and structure of metallic, molecular and ionic substances.

RESOURCES

Queensland Chemistry Preciptation reactions p95, 99-100

Chapters 14 – 17 Quantities in solution and analysis

Chemistry in the community CHEM COM Unit 1

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1. What are the indicators of water quality and for each, why does each matter, how is each measured, what causes it and what can be done to reduce it?

1 WDWKTA We already know, think and believe significant things about the topic

A “Healthy river” – In and around - what would see, feel and hear?Students view images and maps of the Brisbane River and receive general input on it. They complete a Y-Chart on what they would see, feel and hear in and around a healthy river.What do we know and want to know about river health and water quality?Students complete a KWL (co-op version) of what they know, their group knows. They apply a 5Ws and How strategy to generate questions they would like answers to about river health and water quality.Factors affecting water qualityStudents complete a simple Semantic map to list the major factors affecting water quality

Images of the river earlier this century, map of catchment, current surrounds and pressures

Y-Chart / KWL

2 Factors affecting water quality

To be an informed citizen, we should know about the factors that determine the quality of our waterways, how they are measured, why they matter, their cause and how they can be minimised.

Water quality researchStudents use the following sites to gather information on the following indicators of water quality: ,Thermal pollution, Clarity / Turbidity, pH, Salinity, Dissolved Oxygen, Nitrates, Phosphate, Oxygen demand. For each, they find out What it is, How it is measured, Why it matters, What its cause/s is/are, What can be done to reduce it?

Students use a jigsaw strategy with Home groups of 4 (each collecting data on two indicators) and Expert groups of 4. Expert groups research, share data and clarify with other members and share it back to the Home group.

1. Qld Environmental Protection Agency:http://www.epa.qld.gov.au/environmental_management/water/water_quality_monitoring/assessing_water_quality/water_quality_indicators/

2. Waterwatch Technical Manual at:http://www.waterwatch.org.au/publications/module4/index.html

3. SEQWater - South East Queensland Waterhttp://www.seqwater.com.au/content/standard.asp?name=WaterQualityIssues

4. Wikipedia – Water qualityhttp://en.wikipedia.org/wiki/Water_quality

Website

Table for recording findings: health_river_research_table.doc

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http://en.wikipedia.org/wiki/Water_quality

http://www.seqwater.com.au/content/standard.asp?name=WaterQualityIssues

http://www.epa.qld.gov.au/environmental_management/water/water_quality_monitoring/assessing_water_quality/water_quality_indicators/

http://www.epa.qld.gov.au/environmental_management/water/water_quality_monitoring/assessing_water_quality/water_quality_indicators/

Q2. What are the key physical properties of ionic substances, how can we explain them, and how can we predict a substance will be ionic?

1 3 types of pure substances revisited

Materials can be classified as mixtures, ionic substances, metallic substances or covalent molecular substances

M, I and C-MPractical: Students classify the set of materials used in Practical 2.3 and reclassify them as mixtures, ionic substances, metallic substances or covalent molecular substances

Classifying substances gear sheet

2Ionic substances

A theory of the structure of ionic substances.

The structure of ionic substances Question and answer: Students recall the composition, melting point and electrical

conductivity and make inferences about their structure. Input: Students view and video and read about the theory of bonding in ionic

substances and they use electron structure to explain it. Input: Students understand how the formulae for binary and ternary ionic

compounds can be deduced. They recall key ions and apply their knowledge to write formulae.

Video 29 Chemical Bonding (metallic , ionic, covalent molecular)

Text 19.8

3 Ionic substances & the Periodic table

Ionic substances can be identified as compounds of metals (left) and non-metal elements (right) or ions of non-metals

Quiz: Spot the ionic substance using the principle that ionic substances can be identified as compounds of metals (left) and non-metal elements (right) or ions of non-metals

4Growing ionic substances

The crystallisation of ions onto a lattice can be observed over time

Crystallisation:Practical: Students perform Experiment 4.1 to observe evidence of ions packing progressively and upon seed crystal.

Gear sheet. Modified to take place in vials

5Properties related to structure

The theory of their structure can be used to explain their properties

Explaining the propertiesInput and text comprehension: Students use 4.4 to generate explanations the properties of ionic compoundsDemonstration & Input: Students understand that ionic substances that dissolve in water conduct electricity because they dissociate into ions. They understand that some ionic substances dissociate to a great extent while others do so to a small extent. They understand and write dissociation equations.

Text 4.4

Gear sheet

6 Making ionic substance

Ionic solids can be formed by precipitation

Demonstration & Input: Students observe a precipitation and a non-precipitation. They understand that it can be represented by word, formula and balanced ionic equations. They understand that whether an ionic substance is soluble can only be determined by observationPractical: Students perform a practical to deduce the solubility of a range of ionic substances. They write balanced equations for the formation of precipitates and generate a mini-solubility tableData interpretation: Students use a solubility table to predict whether a precipitate will form.

Gear sheet

Balancing chemical equation software

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Q3 Why do some substances dissolve, what happens when they do, how can we represent dissolving, what affects their solubility, and how is the presence of certain ions in solution detected?

4 DissolvingIonic and molecular substances dissolve if the forces between water molecules and particles of solute are stronger than those between the particles in the solute. Dissolving can be represented by equations

To dissolve or not to dissolveInput: Students understand that the polar nature of water enables it to form electrostatic forces with ions and with polar substances that are strong enough to pull the particles of solute apart from each other. Students write dissociation equations for ionic substances and molecular equations for dissolving of molecular substances.Practical: Students attempt to dissolve salt, calcium, carbonate, hexane, ethanol in water and find note that some substances dissolve in water while others do not. They explain the results of hexane, calcium carbonate and ethanol with reference to terms such as: electronegativity, polar molecules, dipole-dipole forces, ionic bonds, dispersion forces, hydrogen bonding, dissociation, separation

Powerpoint

Practical sheetGear sheet

5 What’s in there

Some ions can be detected through flame tests

Flame testsInput/ Demo: Students view a flame test and understand the nature of the test in terms of electronic structure.Practical:Students perform a circuit of stations to certain cations present in a range of solutions.

Workbook pageGear sheet

When some ions mix in solution, they form insoluble substances called precipitates.

Precipitation reactionsInput/ Demo: Students understand that the presence of anions can be detected by how they behave in the presence of other ions. They view some precipitations and their molecular simulations and write molecular and ionic equations to represent them.Solubility tablesThey understand and interpret and solubility table.

Gear sheet

Balancing Chemical Equations CD, laptop & DP

Some ions can be detected through the fact they form insoluble substances

Practical – Tests for anionsStudents:a) view demonstrations and construct diagrammatic representations of tets for carbonate,

sulfate and chlorideb) perform a practical to identify anions in 3 white compounds and anions present in 3

mixturesc) check their understanding with questions 1-3 in the practical and interpret reaction

schemas (Q Chem p214/5) to identify unknown compounds (Q 15 p218)

Workbook Gear sheet

20


Q4 What is a factor affecting the health of the river that can be investigated, how could this be achieved, and how can I effectively design, perform, record and communicate the research and experimental findings of my investigation?

1 Quantitative analysis

Colorimetry is a technique of quantitative analysis

A model investigationStudents understand the nature of the investigation as they receive input on a possible factor, possible manipulated variables, techniques, research questions and key questions to guide initial researchIn groups, they apply the model to 4 other factors and then, in pairs, select their preferred topic and generate a Research Proposal for feedback.

Teacher planning sheet

Student Planning sheet

Library researchStudents undertake library research into their key questions and develop their hypotheses

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Student Profile

Student’s Name Year of Exit

Chemistry profile for Monitoring folio.

Year Assessment instrumentTechnique category KCU IP EC

Year 11

1. Our Chemical Universe – Analytical Exposition ERT

2. Air – written test SA

3. Water – EEI EEI

4. Our Mineral Resources –Response to stimulus SA

Monitoring

Chemistry profile for Verification folio. Assessment below is summative.

Year 12 Assessment instrumentTechnique category KCU IP EC

1. Fuels Forever ERT

2. Consumer Chemistry EEI

3. Materials ( r ) evolution ERT

4 Oceans – Potential and problems SA

Verification (interim)

Exit

Method for making decisions within each criterion for interim and exit LOAs.

As shown in the Student Profile above, each assessment instrument assesses at least two of the three assessable exit criteria. When teachers are determining a standard for each criterion, both for an individual assessment instrument or at exit, ‘it is not necessary for the student to have met each descriptor for a particular standard’ (p 26, syllabus) but that ‘the standard awarded should be informed by how the qualities of the work match the descriptors overall’ (p 26, syllabus). To that end, the exit standards awarded to a student for each exit criterion will be based on the overall picture of that student’s achievement in her summative assessment folio and judged against the descriptors in the standards matrix ( p28 & 29, syllabus).

Decision making within each criterion for interim and exit LOA is to be based on an on-balanced judgement as to the final position of the majority of descriptors being met for each respective level of GO criteria. This is to be based on the teacher annotated criteria sheet for each task and would allow for mapping of student performance on the standards matrix.

When standards have been determined in each of the assessable exit criteria, exit levels of achievement will be awarded based on the minimum combination of standards across the criteria for each level, as outlined on page 26 of the syllabus.

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Documents

WORK PROGRAM - John Wiley & Sonscatalogimages.johnwiley.com.au/Attachment/07314/... · Web viewThirty years ago, the ceramics industry in the US was worth US$20 million; today its