1. No category

Chemistry (2007)
Sample composite work program 2
May 2013
Chemistry (2007)
Sample composite work program
Compiled by the Queensland Studies Authority
April 2013
A work program is the school’s plan of how the course will be delivered and assessed, based on the
school’s interpretation of the syllabus. The school’s work program must meet syllabus requirements,
and indicate that there will be sufficient scope and depth of student learning to reflect the general
objectives and meet the exit criteria and standards.
The minimum number of hours of timetabled school time, including assessment, for a course of study
developed from the Chemistry (2007) syllabus is 55 hours per semester. A course of study will usually
be completed over two years (220hours).
This sample demonstrates one approach to a year 11/12 composite work program, and should be used
as a guide only to help teachers plan and develop school work programs.
The cycle of units is based on a year A then year B cycle or vice versa
2 | Chemistry (2007) Sample composite work program 2
Course Organisation (Year A)
Length
(Hours)
Structure
Reactions
Key
concepts
Unit 1
Atoms and
materials
27
1
2
3
Unit 2 Periodicity
and chemical
bonding
28
1
2
Semesters 1 and 3
(55hrs)
Unit
0 | Chemistry (2007) Sample composite work program 2
Possible content
Periodicity (metals, non-metals, transitionary elements, periods, groups) and general structure of the
periodic table
Atomic structure — Bohr model, valencies, atomic number, mass number, element symbols, electronegativity, order of reactivity of metals
Isotopes, elements, compounds, mixtures, ionic and covalent bonding — ionic salts, covalent compounds,
sampling activity
Material Safety Data Sheet information
Solutions — concentration, dissolution, formation of ions, patterns and types of reactions, Law of
conservation of mass, coefficients, subscripts of state, formulas, balanced chemical equations for patterns
of reaction,
Concept of the mole — mass, particles, gases, solutions, dilution, (n = m/M, n=N/NA , n=V/molar V, n=CV),
molar volume, significant figures, scientific notation
Trends in the periodic table (atomic radius, ionic radius, ionisation energy, electronegativity, electron affinity,
oxides of elements, physical properties)
Metallic bonding, properties of metals (malleability, ductility, melting point and boiling point, electrical
conductivity)
Ionic bonding, properties of ionic substances (melting point and boiling point, solubility in water, electrical
conductivity in various states)
Covalent bonding, Lewis diagrams, single, double, triple bonds, coordinate bonds, shape, electronegativity,
symmetry, intermolecular forces (Van der Waals forces, dipole – dipole, hydrogen bonding), properties of
covalent substances (melting point and boiling point, solubility in polar and non-polar solvents, electrical
conductivity) .
Semesters 2 and 4
(55hrs)
Length
(Hours)
Unit 3
Household
substances
(context)
35
Unit 4
Organic
chemistry
20
2
Reactions
Unit
Structure
Key
concepts
Possible content
1
3
4
Molarity and conversions between volume of solution and moles of solute, concentrations (molarity, %
volume, % mass, ppm), dilution, concentrated, dilute, saturated, solubility, mole–mole ratio from balanced
equations, mass-mass from balanced equations, mass–volume from balanced equations
Quantitatively determining yield, balanced equations to determine product yields (which may occur with
limiting reagents or reagents in excess), verification of coefficients of balanced chemical equations
Titrations: acid and base, back, precipitation, excess and limiting reagents — including practical
identification of equipment, procedures and errors, volumetric and gravimetric analysis techniques
Equivalence and end-points, titre, aliquot, standard solution, primary standard, qualitative and quantitative
testing to determine the composition or type of material.
1
5
Fractional distillation of crude oil, homologous series, alkanes, alkenes, alkynes, alkanols, alkanoic acids,
esters, aromatic hydrocarbons, esters, nomenclature (IUPAC), geometrical/structural isomerism,
substitution reactions, addition and elimination reactions , functional groups, synthesis and reactions of
alkanols, alkanals, alkanones, alkanoic acids, polymers, addition and condensation polymerisation, use
and types of polymers, proteins, carbohydrates, lipids, enzymes.
Queensland Studies Authority Revised: May 2013 | 1
Course Organisation (Year B)
Key
concepts
Unit 5
Energy and
rates of reaction
25
2
3
4
5
Joules, enthalpy, exothermic and endothermic reactions, specific heat capacity, calorimetry and types of
calorimeters, thermochemical equations, H, entropy, heats of phase change, Hess’ Law and calculations
of heats of reaction, standard heat of formation, spontaneous reactions
Energy value of fuels and a comparison of fuels
Rate of reaction, collision theory, activation energy and curves, factors affecting rate of reaction, catalyst,
temperature, concentration, surface area, reversible reactions
Reaction mechanisms, enzymes, catalytic converters
Unit 6
Corrosion
(context)
30
1
2
3
4
5
Oxidation and reduction definitions, redox, half-equations, oxidising agents, reducing agents, equation
balancing, oxidation state and numbers, rules for assigning oxidation states, electrochemical series, d
accumulator, standard reduction potential –definition and table, use of standard half-cell reduction
potentials
Corrosion, corrosion conditions including marine environments, shipwrecks across the globe, corrosion
protection and prevention, sacrificial anodes, corrosion in everyday life, every day examples — galvanised
roofs, tin plating for tinned foods, anodising aluminium.
Unit 7
Equilibrium and
acids and bases
28
1
2
3
4
5
Steady state reactions, reversible reactions, dynamic equilibrium, saturated, unsaturated, electrolyte, nonelectrolyte, general equilibrium constant (Keq), Le Chatelier’s Principle, concentration, pressure,
temperature, volume, calculations involving general equilibrium, solubility equilibrium constant (Ksp),
determining solubility, calculations involving Ksp.
Examples of equilibrium e.g. swimming pool chemistry, transport of oxygen in the blood, acid/base
equilibrium (Ka / Kb), dissociation of water (Kw), acid base indicators, reactions with metals, carbonates
and bases, pH, definitions of acids and bases, Arrhenius definition of a base, Brǿnsted-Lowry concept of
acids and bases, calculations involving Kw, Ka, Kb, pH, pOH.
Structure
Reactions
Semesters 1 and 3
(55hrs)
Semesters
2 and 3
(55hrs)
Length
(Hours)
Possible content
Unit
1
2
2 | Chemistry (2007) Sample composite work program 2
Unit 8
Gas laws
Length
(Hours)
27
Reactions
Semesters
2 and 3
(55hrs)
Unit
Structure
Key
concepts
2
2
3
4
5
Possible content
Kinetic theory of gases, unit conversions (temperature, pressure, force, area, volume, Universal Gas
Constant), definition of the Kelvin temperature scale. determination of absolute zero, gas laws (Boyle’s
Law, Charles’ Law, Gay-Lussac’s Law, Combined Gas Equation, Ideal Gas Equation, Dalton’s Law of
Partial Pressure, Graham’s Law of Diffusion), comparison of real versus ideal gases and underlying
assumptions of the kinetic theory of gases, extrapolation of data using linear regression and lines of
prediction.
Queensland Studies Authority Revised: May 2013 | 3
Course Assessment Plan Year A
Unit
(Hours)
Semesters 1 and 3
(55hrs)
Assessment
Length
Category
Unit 1
Atoms and materials
27
1
Supervised
assessment
Unit 2
Periodicity and chemical
bonding
28
2
Supervised
assessment
Semesters 2 and 4
(55hrs)
3
Extended
experimental
investigation
Unit 3
Household substances
(context)
Criteria
assessed
KCU, IP, EC
KCU, IP, EC
KCU, IP, EC
35
4 | Chemistry (2007) Sample composite work program 2
4
Supervised
assessment
KCU, IP, EC
Description
Time allowed: Year 11 and Year 12 — 90 minutes
Techniques: Short items, practical exercises, paragraph responses, short
responses to unseen stimulus materials.
Access to resources: Closed
Conditions: Supervised
Time allowed: Year 11 90 minutes and Year 12 — 120 minutes
Techniques: Short items, practical exercises, paragraph responses.
Access to resources: Closed
Conditions: Supervised
Time allowed: 6 weeks
Year 11 (800–1000 words) for discussion, conclusion, evaluation,
recommendation
Year 12 (1000–1500 words) for discussion, conclusion, evaluation,
recommendation
Access to resources: Open
Collaboration: Group or individual data collection, individual written scientific
report
Authentication: Teacher observation, journal (if used), declaration
Time allowed: Year 11 — 90 minutes and Year 12 — 120 minutes
Techniques: Practical exercises, paragraph responses, responses to seen
stimulus materials
Access to resources: Closed, stimulus given one week prior
Conditions: Supervised
Unit
(Hours)
Unit 4
Organic chemistry
Assessment
Length
20
Category
5
Supervised
assessment
Criteria
assessed
KCU, IP, EC
Description
Time allowed: Year 11 — 90 minutes and Year 12 — 120 minutes
Techniques: Practical exercises, paragraph responses, responses to seen
stimulus materials
Access to resources: Closed, stimulus given one week prior
Conditions: Supervised
Queensland Studies Authority Revised: May 2013 | 5
Course Assessment Plan Year B
Unit
Length
(Hours)
(55 hrs)
Semester 1/3
Unit 5
Energy and rates of
reaction
Unit 6
25
30
Corrosion
(context)
Unit 7
6
Supervised
assessment
KCU, IP, EC
7
Supervised
assessment
KCU, IP, EC
8
Extended
experimental
investigation
KCU, IP, EC
(55 hrs)
9
Supervised
assessment
Unit 8
Criteria
assessed
28
Equilibrium and acids and
bases
Semester 2/4
Category
27
Gas laws
6 | Chemistry (2007) Sample composite work program 2
10
Supervised
assessment
KCU, IP, EC
KCU, IP, EC
Description
Time allowed: Year 11 and Year 12 90 minutes
Techniques: Practical exercises, short responses to unseen stimulus
materials
Access to resources: Closed
Conditions: supervised
Time allowed: Year 11 90 minutes and Year 12 120 minutes
Techniques: Short items, paragraph responses, practical exercises,
short responses to unseen stimulus materials
Access to resources: Closed
Conditions: supervised
Time allowed: 6 weeks
Year 11 (800 – 1000 words) for
Discussion/conclusion/evaluation/recommendation
Year 12 (1000 – 1500 words) for
Discussion/conclusion/evaluation/recommendation
Access to resources: Open
Collaboration: Group or individual data collection, individual written
scientific report
Authentication: Teacher observation, Journal (if used), declaration
Time allowed: Year 11 90 minutes and Year 12 120 minutes
Techniques: Practical exercises, paragraph responses
Access to resources: Closed
Conditions: supervised
Time allowed: Year 11 90 minutes and Year 12 120 minutes
Techniques: Practical exercises, paragraph responses, responses to
seen stimulus materials
Access to resources: Closed, stimulus given one week prior
Conditions: supervised
Context Unit Year A
Unit 3: Household substances
Time:
35 hours
Overview: This unit focuses on the active ingredients in household solids and solutions and how they react with substances, how substances dissolve and
what they dissolve in. Qualitative and quantitative analysis of substances will be performed. Students will work to determine or verify the amount or quantity of
active ingredient in a range of household chemical substances based on the stoichiometric relationships of their common reactions. Additional Year 12
learning experiences are in red.
Reactions
Structure
Key
concepts
and key
ideas
1
3
4
Possible content
Molarity and conversions between volume of
solution and moles of solute, concentrations
(molarity, % volume, % mass, ppm), dilution,
concentrated, dilute, saturated, solubility
Mole-mole ratio from balanced equations, massmass from balanced equations, mass-volume
from balanced equations
Quantitatively determining yield, balanced
equations to determine product yields (which may
occur with limiting reagents or reagents in
excess)verification of coefficients of balanced
chemical equations
Possible learning experiences
Recall and interpret the terms : molarity, moles, dilute, concentrated, saturated, solubility
Compare and explain the terms: molarity, % volume, % mass, ppm
The amounts of materials will be investigated e.g. compounds in antacid powders,
phosphates in detergents
Link and apply algorithms, principles and schema to find solutions in complex and
challenging situations regarding concentrations
Link and apply concepts to use balanced equations and ratios of numbers of moles,
particles of reactants and/or products to determine unknown amounts in complex and
challenging situations
Link and apply algorithms for calculating limiting reagent from calculation of reacting
quantities or from titration curve; students will analyse and evaluate the complex
scientific interrelationships involved (Year 12s will perform experiments to show limiting
reagents)
Queensland Studies Authority Revised: May 2013 | 7
Key
concepts
and key
ideas
Possible content
Titrations: acid/base, back, precipitation,
excess/limiting reagents, including practical
identification of equipment, procedures and errors
Volumetric and gravimetric analysis techniques
8 | Chemistry (2007) Sample composite work program 2
Possible learning experiences
Link and apply algorithms to solve complex and challenging problems involving limiting
reagents (Year 12s will attempt more complex and challenging problems)
Link and apply algorithms to solve complex and challenging problems involving
percentage yield in synthetic reaction processes and evaluate the cost–benefit of a process
for producing a consumer product
The selection and adaptation of equipment in order to perform volumetric and gravimetric
analysis techniques
Evaluate various analytical techniques with respect to particular situations/requirements
Recall and interpret the terms: Equivalence and end-points, titre, aliquot, standard
solution, primary standard (Year 12s will standardise solutions e.g. HCl)
Perform investigations such as acid/base titrations on typical household substances to
identify concentrations of active ingredients e.g. acetic acid in vinegars, sulfate in lawn food,
and choose appropriate indicators for titration e.g.phenolphthalein
Gather, record and process valid data from volumetric analysis and compare to
nutritional information stated on food labels (this may be incorporated in the EEI for some
students)
Identify sources of error in analytical procedures
Select, use and present data from titrations (strong acid/base) graphically using titration
curves (Year 12s will do a variety of these)
Selection, use and presentation of data from graphs by interpolation, extrapolation and
calculation of slope
Systematically analyse back titration data from primary and secondary sources to
evaluate the safety of given products (Year 12s will perform a back titration)
Select and manage investigations for volumetric and gravimetric analyses
Investigate and formulate a hypothesis to test, and design a procedure to test hypotheses
Conduct an investigation including analyses of common household substances e.g.
vinegar, detergents
Link and apply algorithms, concepts, principles, theories and schema in order to solve
complex and challenging back titration problems
Translate a multi-step extraction/separation process from text to diagram and vice versa
Identify the formula of an unknown compound from complex analytical data (Year 12s will
work with more complex and challenging information)
Unit 3 Assessment:
Unit 3 Extended experimental investigation (EEI)
Time allowed: 6 weeks
Year 11 (800–1000 words) for discussion, conclusion, evaluation, recommendation
Year 12 (1000–1500 words) for discussion, conclusion, evaluation, recommendation
Access to resources: Open
Collaboration: Group or Individual data collection, individual written scientific report
Authentication: Teacher observation, journal (if used), declaration
Criteria assessed: KCU, IP, EC
Some suggested topics for the EEI:
• Stability of vitamin C in solution
• Reaction rate and surface area
• Effect of catalyst concentration on reaction rate.
Queensland Studies Authority Revised: May 2013 | 9
Context Unit Year B
Unit 6: Corrosion Time:
30 hours
Overview: This unit focuses on the redox reaction, corrosion of metals, spontaneity of reactions, and the operation of cells. Metals are used for many types of
items because they are strong, easily shaped and cost effective compared with the alternatives. The prevention of corrosion is explored in different situations.
In particular, shipwrecks and salvaging material will be looked at. Additional Year 12 learning experiences are in red.
Reactions
Structure
Key
concepts
and key
ideas
1
2
3
4
5
Possible content
Possible learning experiences
Redox terms: oxidation number,
oxidation, reduction, electron transfer,
oxidising agent (oxidant), reducing
agent (reductant)
Electron transfer
Oxidation numbers
Balancing redox equations
Recall and interpret the terms :oxidation number, oxidation, reduction, electron transfer,
oxidising agent (oxidant), reducing agent (reductant)
Recall and interpret the rules for assigning oxidation numbers and link and apply these
principles to calculate the oxidation numbers of elements in molecules and ions (Year 12s will
investigate the oxidation states of the transition elements)
Determine balanced half and net equations for reactions that take place in the solid state and in
aqueous solution.
Recall and interpret the composition/formula of common metals, i.e. Fe, Mg, Al, Cu
Link and apply schema in order to write the appropriate balanced equations for redox systems
Compare and explain how different metals corrode and explain the implementations to industrial
environments e.g. iron roofs, ship hulls,
Perform investigations on corrosion of various metals in order to gather, record and process
valid data e.g. displacement reactions
Systematically analyse data on corrosion to identify relationships within the data
Analyse and evaluate the complex interrelationships between substances in the corrosion
process in terms of reduction and oxidation
Causes and conditions of corrosion
Prevention of corrosion
Inhibitors
Activity series of metals
Galvanic cells e.g. Daniell cell
Standard electrode potentials
Standard hydrogen half-cell
Cells and batteries
10 | Chemistry (2007) Sample composite work program 2
Explore various scenarios of the influence of environmental and chemical processes on the rate
of corrosion e.g. wreck of the Titanic , wrecks off Fraser Island, wrecks in deep oceans, Statue of
Liberty
Reactions
Structure
Key
concepts
and key
ideas
Possible content
Possible learning experiences
The metals used in the manufacture of ships will be compared e.g. aluminium and steel
Explore scenarios of salvaging objects from shipwrecks e.g. removing concretions from artefacts
using acid
Explore various scenarios of corrosion protection to evaluate the effectiveness of each with
justification of conclusions e.g. surface protection, alloying, electrochemical protection,
anodising aluminium
Conduct experiments on corrosion and inhibitors of corrosion and compare, analyse and
evaluate data obtained from the experiments
Analyse and evaluate the complex interrelationships in the transfer of electrons in oxidation
and reduction that leads to corrosion in order to prevent corrosion
Analyse and evaluate the effects of corrosion on the industrial environment
Apply the principles of research ethics in order to critically justify the current methods used in
corrosion prevention
Apply principles to every day examples e.g. useful corrosion — ready to eat meals using
‘flameless ration heater’ in army food packs
Determine the possibility of simple electrochemical reactions occurring using the reactivity series
of common metals
Select, adapt, operate and apply scientific equipment safely when conducting and experiment
on corrosion
Use scientific equipment e.g. a data logger to collect valid primary data on water quality to
analyse and extrapolate from this data to give corrosion conditions i.e. pH, temperature and
conductivity
Compare and explain the notation for half and whole electrochemical cells
Recall and interpret the terms: electrochemical, galvanic, electrolytic, cell, anode, cathode,
electrode, salt bridge
Write balanced half and net equation for reactions that take place in the solid state and in
aqueous solution
Link and apply concepts to calculate standard reduction potentials using a table
Predict the electrochemical reaction of unknown cells (Year 12s will consider more complex and
challenging examples)
Queensland Studies Authority Revised: May 2013 | 11
Unit 6: Assessment:
Category 7 Supervised assessment:
Time allowed: Year 11 — 90 minutes and Year 12 — 120 minutes
Techniques: Short items, paragraph responses, practical exercises, short responses to unseen stimulus materials
Access to resources: Closed
Conditions: Supervised
Criteria assessed: KCU, IP, EC
12 | Chemistry (2007) Sample composite work program 2
Coverage of key concepts and ideas
This table shows the focus for each unit i.e. where the key idea will be taught initially. Many of the key ideas will be revisited throughout the course,
particularly S1 and S2.
KEY CONCEPTS
Year
Unit
STRUCTURE
REACTION
1
2
1
2
3
4
5
KEY IDEAS
1
2
3
4
5
6
7
1
2
11
1
2












3
4

5
6
7



8

4

10
11
1
2
3
4
1
2


3
9
1
2




3
4
5
1
2
3



1
2
3
4













5






































12

6
7
8



















Queensland Studies Authority Revised: May 2013 | 13
Sample Student Profile
Year A then Year B
Name:
CHEMISTRY
Sem
1
2
20__ – 20__
Task
no.
Assessment
category
1
SA
2
SA
3
EEI
4
SA
5
SA
Teacher: Year 11:
KCU
Year 12:
IP
Monitoring
Interim level of
achievement
3
4
6
SA
7
SA
8
EEI
9
SA
Verification
Interim level of
achievement
10
SA
Exit
Exit level of
achievement
Task no. 1–5 Monitoring Task no. 6–9 Verification, Task no. 6–10 Exit
14 | Chemistry (2007) Sample composite work program 2
EC
Sample Student Profile
Year B then Year A
Name:
CHEMISTRY
Sem
1
2
20__ – 20__
Task
No.
Assessment
Category
6
SA
7
SA
8
EEI
9
SA
10
SA
Teacher: Year 11:
KCU
Year 12:
IP
EC
Monitoring
Interim level of
achievement
3
4
1
SA
2
SA
3
EEI
4
SA
Verification
Interim level of
achievement
5
SA
Exit
Exit level of
achievement
Task no. 6–10 Monitoring, Task no. 1–4 Verification, Task no. 1–5 Exit
Queensland Studies Authority Revised: May 2013 | 15
Queensland Studies Authority
154 Melbourne Street South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au