Chemistry (2007) Sample composite work program 2 May 2013
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
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