chemistry - scheme of works (3 years program)

8/14/2019 Chemistry - Scheme of Works (3 Years Program)

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CHEMISTRY

SCHEME OFWORKS

SPN 21SPN 21

CHEMISTRY

SCHEME OFWORKS3 Years Program


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SPN 21CHEMISTRY 5070

SCHEME OF WORKS

YEAR 9

TOPIC TITLENO. OFWEEKS

1 Introduction to Chemistry 1

2 Kinetic Particle Theory 2

3 Atomic Structure 3

4 Chemical Bonding 4

5 Chemical Formulae 2

6 Types of Common Chemical Reactions 6

7 Stoichiometry and Mole Concept 7

8 Experimental Chemistry 3

9 Acids, Bases and Neutralisation 6

10 Salts 4

Total 38


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TOPIC 1: INTRODUCTION TO CHEMISTRY

Duration: 1 weeks

Learning outcomes:Students should be able to:

define chemistry. explain that chemists investigate (i.e. learn about) substances. describe the scientific method used in chemistry. reason out why study chemistry.

Topic / Sub-topic Lesson ObjectivesNo. ofWeeks

Suggested Activities Resources

TOPIC 1Introduction to Chemistry

Importance of chemistry

Introduction of the first 20 elements

Students should be able to:

(a) Understand chemistry and its importance.

(b) Name and recognise the symbols of the first 20elements in the Periodic Table.

1

Activity 1.1Short briefing on chemistry related career.

Activity 1.2Safety in the lab and hazard symbols.

Activity 1.3Chemistry in our life.

Activity 1.4Use mnemonics to familiarize with names andsymbols of first row of the common transitionmetals.

http://www.chymist.com/Measurement.pdf

http://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.html

http://www.physics.nist.gov/Genint/Time/time.html
http://www.chymist.com/Measurement.pdfhttp://www.chymist.com/Measurement.pdfhttp://www.chymist.com/Measurement.pdfhttp://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.htmlhttp://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.htmlhttp://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.htmlhttp://www.physics.nist.gov/Genint/Time/time.htmlhttp://www.physics.nist.gov/Genint/Time/time.htmlhttp://www.physics.nist.gov/Genint/Time/time.htmlhttp://www.physics.nist.gov/Genint/Time/time.htmlhttp://www.physics.nist.gov/Genint/Time/time.htmlhttp://www.physics.nist.gov/Genint/Time/time.htmlhttp://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.htmlhttp://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.htmlhttp://ucdsb.on.ca/tiss/stretton/CHEM1/ametricx.htmlhttp://www.chymist.com/Measurement.pdfhttp://www.chymist.com/Measurement.pdfhttp://www.chymist.com/Measurement.pdf


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TOPIC 2: KINETIC PARTICLE THEORY

Duration: 2 weeks

Prior Knowledge: States of Matter (Solid, liquid and gas)

Links to: LSS Matter, Topic 17 Speed of React ions

Keywords: boiling, condensation, evaporation, freezing, melting, sublimation, boiling point, melting point, freezing point, diffusion, change of state, kinetictheory, element, mixture, compound.

Misconception: 1. Diagrammatic representation of liquid must show particles to be loosely arranged but in contact with one another.2. Gas must be randomly arranged, must show no pattern.3. Liquid cannot be compressed as there are small spaces between the particles.4. Particles in solid are not moving.5. Movement does not mean moving from one place to another.


draw the arrangement of particles in solid, liquid and gas. give the explanation of melting, freezing, evaporation, condensation, boiling

and sublimation. state that particles in a solid vibrate at their fixed positions. state that particles in a liquid can move freely within the container. state that particles in gas move freely at a high speed . give the reason why solid and liquid cannot be compressed, liquid can flow

and gas can exert pressure. state why as the temperature is increased, the movement of the particles

becomes faster and the pressure becomes greater.

state the evidences for the movement of particles in liquids and gases. define diffusion and state the effects of diffusion in terms of kinetic particle

theory. give examples of diffusion in everyday life. state qualitatively the effect of molecular mass on the rate of diffusion and

the effect of temperature on the rate of diffusion. Define elements, mixtures and compounds and give their diagrammatic

representation.


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TOPIC 2Kinetic Particle Theory

States of matter A theory of matter Particulate models of matter

Changes in states

Heating / cooling curves

Elements, mixtures, and compounds


(a) Describe the solid, liquid and gaseous states of matterand explain their interconversion in terms of the kineticparticle theory and of the energy changes involved.

(b) Describe and explain the evidence for the movement ofparticles in liquids and gases.

(c) Explain everyday effects of diffusion in terms ofparticles, e.g. the spread of perfumes and cookingaromas; tea and coffee grains in water.

(d) State qualitatively the effect of molecular mass on therate of diffusion and explain the dependence of rate ofdiffusion on temperature.

(e) Describe the heating / cooling curves of a substance.

(f) Describe the differences between elements,compounds and mixtures.

2

Activity 2.1Demonstration: Using kinetic particles theorymodel.

Activity 2.2

Using role play to demonstrate the movement ofparticles in solid, liquid and gas.

Activity 2.3Experiment: To determine the melting point ofnaphthalene using cooling curve.

Activity 2.4Demonstration: To determine the purity ofethanol by determining its boiling point.

Activity 2.5Diagrammatic representation of elements,mixtures, and compounds.

http://youth.net/nsrc/sci/sci023.html#anchor1265203

http://www.uky.edu/Projects/Chemcomics/

http://www.science.co.il/PTelements.asp?s=Discovery

http://www.levity.com/alchemy/egyption_symbols.html

http://www.levity.com/alchemy/val_symb,html

http://www.levity.com/alchemy/daltin

_s.html
http://youth.net/nsrc/sci/sci023.html#anchor1265203http://youth.net/nsrc/sci/sci023.html#anchor1265203http://youth.net/nsrc/sci/sci023.html#anchor1265203http://www.uky.edu/Projects/Chemcomics/http://www.uky.edu/Projects/Chemcomics/http://www.uky.edu/Projects/Chemcomics/http://www.science.co.il/PTelements.asp?s=Discoveryhttp://www.science.co.il/PTelements.asp?s=Discoveryhttp://www.science.co.il/PTelements.asp?s=Discoveryhttp://www.levity.com/alchemy/egyption_symbols.htmlhttp://www.levity.com/alchemy/egyption_symbols.htmlhttp://www.levity.com/alchemy/egyption_symbols.htmlhttp://www.levity.com/alchemy/val_symb,htmlhttp://www.levity.com/alchemy/val_symb,htmlhttp://www.levity.com/alchemy/val_symb,htmlhttp://www.levity.com/alchemy/daltin_s.htmlhttp://www.levity.com/alchemy/daltin_s.htmlhttp://www.levity.com/alchemy/daltin_s.htmlhttp://www.levity.com/alchemy/daltin_s.htmlhttp://www.levity.com/alchemy/daltin_s.htmlhttp://www.levity.com/alchemy/daltin_s.htmlhttp://www.levity.com/alchemy/val_symb,htmlhttp://www.levity.com/alchemy/val_symb,htmlhttp://www.levity.com/alchemy/val_symb,htmlhttp://www.levity.com/alchemy/egyption_symbols.htmlhttp://www.levity.com/alchemy/egyption_symbols.htmlhttp://www.levity.com/alchemy/egyption_symbols.htmlhttp://www.science.co.il/PTelements.asp?s=Discoveryhttp://www.science.co.il/PTelements.asp?s=Discoveryhttp://www.science.co.il/PTelements.asp?s=Discoveryhttp://www.uky.edu/Projects/Chemcomics/http://www.uky.edu/Projects/Chemcomics/http://www.uky.edu/Projects/Chemcomics/http://youth.net/nsrc/sci/sci023.html#anchor1265203http://youth.net/nsrc/sci/sci023.html#anchor1265203http://youth.net/nsrc/sci/sci023.html#anchor1265203


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TOPIC 3: ATOMIC STRUCTURE

Duration: 3 weeks

Links to: Physics Atomic Physics, Topic 4 Chemical bonding

Keywords: anion, atom, atomic number, atomic structure, cation, electron, electron shell, electronic structure, electronic configuration, ion, isotopes, massnumber, neutral, neutron, nucleon number, nucleus, period, Periodic Table, proton, proton number, symbol, valence electron, valency.


draw the atomic structure of an atom showing the shells, the electronsorbiting the nucleus and the protons and neutrons inside the nucleus.

define proton, neutron and electron. state the relative charges and approximate relative masses of a proton, a

neutron and an electron.

draw the atomic structures of the first 20 elements in the Periodic Table. define proton number and nucleon number. use the Periodic Table to obtain the proton number and nucleon number of

an element. calculate the number of neutron of an atom or an ion using the formula;

Nucleon number = number of proton + number of neutron.

define isotopes. state radioactive isotopes, give some common examples and their uses. state the stable electron configuration (electron configuration of Group O). describe the formation of positive ions by loss of electrons in metal atoms (Li,

Be, Na, Mg, Al, K and Ca) to achieve stable electron configuration.

describe the formation of negative ions by gain of electron in non-metalatoms (F, Cl and O) to achieve stable electron configuration.

work out the number of sub-atomic particles present in positive ions (cations)and negative ions (anions).


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TOPIC 3Atomic Structure

Introduction to Periodic Table Protons, neutrons and electrons The structure of an atom.

Isotopes

Ions


(a) State the relative charges and approximate relativemasses of a proton, a neutron, and an electron.

(b) Describe with the aid of diagrams, the structure of anatom as containing protons and neutrons (nucleons) inthe nucleus and electrons arranged in shell (energylevels) (no knowledge of s, p, d, f classification will beexpected).

(c) Define proton number and nucleon number.

(d) Interpret and use the symbols such as C126

.

(e) Deduce the number of protons, neutrons, and electronsin atoms and ions from protons and nucleon numbers.

(f) Define the term isotopes.

(g) State that some isotopes are radioactive.

(h) Describe the formation of ions by electron loss/gain inorder to obtain the electronic configuration of an inertgas.

3

Activity 3.1Demonstration: Using optic chart viewer to showthe structure of an atoms (if available).

http://molaire1.club.fr/e_histoire.html

http://www.aip.org/history/electron/jjhome.htm

http://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtml

http://www.chem4kids.com/files/atom_isotopes.html

http://www.chem4kids.com/files/atom_structure.html

http://www.chem4k

ids.com/files/elements/index.html
http://molaire1.club.fr/e_histoire.htmlhttp://molaire1.club.fr/e_histoire.htmlhttp://www.aip.org/history/electron/jjhome.htmhttp://www.aip.org/history/electron/jjhome.htmhttp://www.aip.org/history/electron/jjhome.htmhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://www.chem4kids.com/files/atom_isotopes.htmlhttp://www.chem4kids.com/files/atom_isotopes.htmlhttp://www.chem4kids.com/files/atom_isotopes.htmlhttp://www.chem4kids.com/files/atom_structure.htmlhttp://www.chem4kids.com/files/atom_structure.htmlhttp://www.chem4kids.com/files/atom_structure.htmlhttp://www.chem4kids.com/files/elements/index.htmlhttp://www.chem4kids.com/files/elements/index.htmlhttp://www.chem4kids.com/files/elements/index.htmlhttp://www.chem4kids.com/files/elements/index.htmlhttp://www.chem4kids.com/files/elements/index.htmlhttp://www.chem4kids.com/files/elements/index.htmlhttp://www.chem4kids.com/files/atom_structure.htmlhttp://www.chem4kids.com/files/atom_structure.htmlhttp://www.chem4kids.com/files/atom_structure.htmlhttp://www.chem4kids.com/files/atom_isotopes.htmlhttp://www.chem4kids.com/files/atom_isotopes.htmlhttp://www.chem4kids.com/files/atom_isotopes.htmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://web.visionlearning.com/custom/chemistry/animations/CHE1.2-an-atoms.shtmlhttp://www.aip.org/history/electron/jjhome.htmhttp://www.aip.org/history/electron/jjhome.htmhttp://www.aip.org/history/electron/jjhome.htmhttp://molaire1.club.fr/e_histoire.htmlhttp://molaire1.club.fr/e_histoire.html


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TOPIC 4: CHEMICAL BONDING

Duration: 4 weeks

Prior Knowledge: Topic 3 Atomic Structure

Links to: Topic 5 Chemical Formulae

Keywords: electron transfer, covalent bond, covalent compound, dot and cross diagrams, double bond, ionic bond, ionic compound, binary compound.


define ionic bonding, ionic bonds and ionic compounds. state the formation of ions by electron loss/gain in order to obtain the

electron configuration of a noble gas. state that ionic bonds are formed between metals and non-metals.

draw dot and cross diagram to show the bonding in ionic compounds. state the bonding in sodium chloride which contains a giant lattice in which

the ions are held by electrostatic attraction. deduce the formulae of other binary ionic compounds from diagrams of their

lattice structures. state the physical properties of ionic compounds and relate the properties to

their lattice structures. define covalent bonding, covalent bonds, covalently bonded elements and

covalent compounds. state the formation of covalent bond by the sharing of a pair of electrons in

order to gain the electron configuration of a noble gas. draw dot and cross diagrams to show the covalent bonding in molecules.

state that covalent bonds are formed between non-metallic elements such as

in 242422222 CO;HC;CH;OH;N;HCl;O;Cl;H and other molecules.

state the physical properties of covalent molecules and relate the propertiesto their structures and bonding.

define molecular substances and giant molecular substances. give examples of molecular substances and giant molecular substances. state the structures and bonding of molecular substances and giant

molecular substances and relate to their physical and chemical properties. draw the structure of metals by showing the lattice of positive ions in a sea

of electrons. state the physical properties of metals. relate the physical properties of metallic elements such as malleability to

their structures and the electrical conductivity to the mobility of the electronsin the structure.


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TOPIC 4Chemical Bonding

Ionic bonding

Covalent bonding


(a) Describe the formation of ionic bonds between metals

and non-metals, e.g. 2MgCl;NaCl .

(b) State that ionic materials contain a giants lattice inwhich the ions are held by electrostatic attraction, e.g.

NaCl (students will not be required to draw diagram

of ionic lattice).

(c) Deduce the formula of the other ionic compoundsfrom diagrams of their lattice structures, limited tobinary compounds.

(d) Relate the physical properties (including electricalproperty) of ionic compound to their lattice structure.

(e) Describe the formation of a covalent bond by thesharing of a pair of electrons in order to gain theelectronic configuration of an inert gas.

(f) Describing, using dot and cross diagrams, theformation of covalent bonds between non-metallic

elements, e.g.24242

2222

CO;HC;CH;OH

;N;HCl;O;Cl;H

(g) Deduce the arrangement of electrons in othercovalent molecules.

(h) Relate the physical properties (including electrical

properties) of covalent compounds to their structureand bonding.

4

Activity 4.1Demonstration: To show the ionic bonding byburning magnesium in air (oxygen).

Activity 4.2

Practice on drawing diagrams of ionic and covalentcompounds.

http://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htm

http://www.dac.neu.edu/physics/b.mah

eswaran/phy1121/data/ch09/anim/anim0904.htm

http://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtml

http://www.bbc.co.uk/schools/gcsebitsize/chemistry/clas

sifyingmaterials/covalent_bondingrev3.shtml

http://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htm

http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/

http://www.sucessli

nk.org/colearn/cl_lesson.asp?offset=-1&lid=4378
http://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htmhttp://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htmhttp://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.sucesslink.org/colearn/cl_lesson.asp?offset=-1&lid=4378http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://www.acdlabs.com/products/chem_dsn_lab/chemsketch/http://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://ithacasciencezone.com/chemzone/lessons/03bonding/mleebonding/metallicbonding.htmhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/covalent_bondingrev3.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.bbc.co.uk/schools/gcsebitsize/chemistry/classifyingmaterials/ionic_bondingrev5.shtmlhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://www.dac.neu.edu/physics/b.maheswaran/phy1121/data/ch09/anim/anim0904.htmhttp://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htmhttp://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htmhttp://web.jjay.cuny.edu/~acrpi/NSC/5-bonds.htm


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Metallic bonding

Structure and properties of materials

(i) Describe metals as a lattice of positive ions in a sea ofelectrons

(j) Relate the malleability of metals to their structure andthe electrical conductivity of metals to the mobility of

the electrons in the structure.

(k) Compare the structure of molecular substances, e.g.methane, iodine, with those of giant molecularsubstances, e.g. poly(ethene); sand; diamond; graphitein order to deduce their properties.

(l) Compare the bonding and structure of diamond andgraphite in order to deduce properties such aselectrical conductivity, lubricating or cutting action(students will not be required to draw the structure).

(m) Deduce the physical and chemical properties of

substances from their structures and bonding and viceversa.

Activity 4.3

Build crystal lattice of NaCl and 2MgCl

Activity 4.4Show models of diamond and graphite.

http://www.rdg.ac.uk/~scsharip/tube.htm

http://www.pa.msu.edu/cmp/csc/nanot

ube.html
http://www.rdg.ac.uk/~scsharip/tube.htmhttp://www.rdg.ac.uk/~scsharip/tube.htmhttp://www.pa.msu.edu/cmp/csc/nanotube.htmlhttp://www.pa.msu.edu/cmp/csc/nanotube.htmlhttp://www.pa.msu.edu/cmp/csc/nanotube.htmlhttp://www.pa.msu.edu/cmp/csc/nanotube.htmlhttp://www.pa.msu.edu/cmp/csc/nanotube.htmlhttp://www.pa.msu.edu/cmp/csc/nanotube.htmlhttp://www.rdg.ac.uk/~scsharip/tube.htmhttp://www.rdg.ac.uk/~scsharip/tube.htmhttp://www.rdg.ac.uk/~scsharip/tube.htm


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TOPIC 5: CHEMICAL FORMULAE

Duration: 2 weeks

Prior Knowledge: Topic 3 Atomic Structure, Topic 4 Chemical Bonding

Links to: Topic 6 Types of Common Chemical Reactions, Topic 7 Stoichiometry and Mole Concept, Topic 9 Acids, Bases and Neutralisation,Topic 10 Salts

Keywords: binary compounds, covalent compound, diatomic molecule, valency, monovalent ion, divalent ion, trivalent ion.


state the formulae of common positive ions. state the formulae of common negative ions. state that the ionic compounds are made up of positive and negative ions.

use valency to write the formula of a compound. state that metallic element precedes the non-metallic element in writing the

formula of ionic compound. state that the total sum of charges in an ionic compound must equal to zero. apply cross method using valency to derive the formulae of ionic compounds.

write the number of atoms as subscript on the right. ignore subscript 1 if the number of atom is 1.

use bracket for polyatomic ions, e.g. 2OHCa . count the number of atoms of each element in a compound. state the valency of elements from the structural formula of covalent

compound.


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TOPIC 5Chemical Formulae

Formula of ionic and covalentcompounds


(a) State the symbols of the elements and formulae of thecompounds mentioned in the syllabus.

(b) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa.

(c) Deduce the formula of simple ionic compounds from thecharges on the ions present and vice versa.

2

Activity 5.1To work out the formula of ionic compound usingcard games.


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TOPIC 6: TYPES OF COMMON CHEMICAL REACTIONS

Duration: 6 weeks

Prior Knowledge: Topic 5 Chemical Formula

Links to: Topic 8 Experimental Chemistry, Topic 9 Acids, Bases and Neutralisation, Topic 10 Salts, Topic 12 Metals and Extraction,Topic 13 The Periodic Table

Keywords: reactivity series of metals, direct combination reaction, solubility of salt, neutralization, metal, acid, carbonate, precipitation reaction,displacement reaction, thermal decomposition, direct reaction, chemical equation, ionic equation, word equation.


state whether a salt is soluble or insoluble by referring to the general rules ofsolubility.

write word equation for a given reaction. state the products formed from various types of chemical reactions relate that thermal decomposition of carbonate leads to the production of

gas and an oxide. test gas produced and observe colour change of solid in the thermal

decomposition of carbonate. observe the difference in physical and chemical properties between binary

compound from its constituents.

write formulae of simple covalent and ionic compounds including formulae ofnon-metallic elements.

balance a chemical equation for a given reaction. recognize that only soluble ionic substances will be able to dissociate for

ionic equations. eliminate spectator ions in the chemical equation to obtain the ionic

equation. balance total charges of reactants and products in an ionic equation.


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TOPIC 6Types of Common Chemical Reactions

Introduction to Reactivity Series ofMetals.

Solubility of salt

Neutralization Metal + water Metal + acid Acid + carbonate reaction


(a) Describe the general rules of solubility of common saltsinclude nitrates, chlorides (including silver and lead),sulphates (including barium, calcium and lead),

carbonates, hydroxides, Group I cations and ammoniumsalts.

(b) Describe and give examples of different types ofcommon chemical reactions.

6

Activity 6.1Practical: To show neutralisation between dilutehydrochloric acid and dilute sodium hydroxide (usingvarious indicators including phenolphthalein).

Activity 6.2Practical: To show relative reactivity of metals withwater.Safety: A very small amount of potassium andsodium to be used in this reaction. Safety screen orgoggles are advised.Practical Skill: Be able to describe and observeaccurately and compare the degree of reactivityamong the different metals.

Activity 6.3Practical: To show reaction between metals anddilute hydrochloric acid.

Safety: Do not use potassium or sodium.

Activity 6.4Practical: To show reaction of carbonates withdilute hydrochloric acid.


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Precipitation reaction

Displacement reaction

Thermal decomposition

Direct reaction

Chemical equation Ionic equation

(d) Interpret and construct chemical equations, with statesymbols, including ionic equation.

Activity 6.5Practical: To show precipitation reactions.Practical Skill: Observe precipitation from addingtwo solutions.

Activity 6.6Practical: To show displacement reactions betweenmetals.Practical Skill: observe colour change of solutionand deposit formed on the surface of the originalmetal.

Activity 6.7Practical: To show displacement reaction betweenhalogens.

Activity 6.8Practical: To show thermal decomposition of

carbonates.

Activity 6.9Practical: To show direct reaction by heating.


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TOPIC 7: STOICHIOMETRY AND MOLE CONCEPT

Duration: 7 weeks

Prior Knowledge: Identify Atomic Mass from Periodic Table, deduce Chemical Formula (ionic and covalent), balancing chemical equation.

Links to: Topic 6 Types of Common Chemical Reactions

Keywords: relative molecular mass, (Mr), empirical formula, molecular formula, moles, mole ratio, molar mass, molar volume, molar concentration,Avogadros number (though not in syllabus, important concept), limiting reagent, excess reagent, % yield, % purity.

Misconception: In stoichiometry the ratio for reacting substances is moles to moles instead of mass to mass, molar volume of gas (24 3dm per mole at r.t.p) isoften used even for solution.


calculate empirical formula, given % by mass or mass itself, work out the molecular formula given the molecular mass and empirical

formula which was deduced. calculate the number of moles given either mass, volume of gas, or

concentration and volume of solution. use mole ratio to answer the question asked. deduce the limiting reagent and hence the yield expected given the amount

of both reactants. calculate number of moles given the concentration and volume of solution.

relate titration results to calculations. Convert concentration 3dmmol to

3dmg and vice versa.

deduce mass of theoretical yield in question and mass of impurity inquestion.

apply xVM

VM

bb

aa , where x is the mole ratio of the reacting solutions.


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TOPIC 7Stoichiometry and Mole Concepts

Relative atomic mass Relative molecular (or formula)

mass

Avogadros number **(** although not in syllabus but it isan important chemistry concept)

Molar mass Molar volume Molar concentration

Empirical formula Limiting reactants

Percentage yield and percentagepurity


(a) Deduce the formula of simple compound from therelative numbers of atoms present and vice versa.

(b) Define relative atomic mass, rA .

(c) Define relative molecular mass, rM , and calculate

relative molecular mass (relative formula mass) as thesum of relative atomic masses.

(d) Calculate the percentage mass of an element in acompound when given appropriate information.

(e) Calculate empirical and molecular formulae fromrelevant data.

(f) Calculate stoichiometric reacting masses and volumesof gases (one mole of gas occupies 24 3dm at room

temperature and pressure); calculating involving theidea of limiting reactants may be set (questions on thegas laws and the calculation of gaseous volumes atdifferent temperatures and pressures will not be set).

(g) Apply the concept of solution concentration (in3mol/dm or 3g/dm ) to process the results of

volumetric experiments and to solve simple problems(appropriate guidance will be provided where unfamiliarreactions are involved)

(h) Calculate % yield and % purity.

7

Activity 7.1Practical: To prepare standard solution ofcopper(II) sulphate.

Activity 7.2

Experiment: To determine the percentage purity ofsodium carbonate in a mixture of sodium carbonateand ammonium carbonate.

http://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htm

http://www.carlton.

paschools.pa.sk.ca/chemical/Molemass/moles6.htm
http://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/moles6.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htmhttp://www.carlton.paschools.pa.sk.ca/chemical/Molemass/default.htm


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TOPIC 8: EXPERIMENTAL CHEMISTRY

Duration: 3 weeks

Prior Knowledge: Topic 6 Types of Common Chemical Reactions

Links to: Topic 9 Acids, Bases and Neutralisation, Topic 10 - Salt

Keywords: solute, solvent, solution, filtration, filtrate, residue, crystallisation, simple distillation, fractional distillation, chromatography, chromatogram,decantation.

Misconception: 1. The common misconception is that all salts are soluble in water. This could be due to mistaking the word salt to mean table salt, which is soluble.2. Air is not necessarily in the gaseous form all the time. It can be liquefied and fractionally distilled.

Safety: Take care while separating ethanol by fractional distillation. It catches fire easily.

Learning outcomes:


state the method of separating soluble and insoluble substances by filtration. state the method of separating solvent from solution by simple distillation. state the method of separating miscible liquids by fractional distillation. state the method of separating immiscible liquids by using separating funnel.

suggest a suitable method of separation given the information about thesubstances involved.

describe the separation of petroleum fractions by fractional distillation. describe the method of separating substances by chromatography and

calculate the R value.


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TOPIC 8Experimental Chemistry

Separation techniques

Tests of purity


(a) Name appropriate apparatus for the measurement oftime, temperature, mass and volume, including burettes,pipettes, measuring cylinders and gas syringes.

(b) Suggest suitable apparatus, given relevant information,for a variety of simple experiments, including collectionof gases and measurement of rates of reaction.

(c) Describe methods of purification by the use of a suitablesolvent, filtration and crystallisation, distillation andfractional distillation, with particular references to thefractional distillation of crude oil, liquid air and fermentedliquor.

(d) Suggest suitable methods of purification, giveninformation about the substances involved.

(e) Describe paper chromatography and interpretchromatograms including comparison with known

samples and the use of fR values.

(f) Explain the need to use locating agents in thechromatography of colourless compounds.

(g) Deduce from the given melting point and boiling pointthe identities of substances and their purity.

(h) Explain that the measurement of purity in substances

used in everyday life, e.g. foodstuffs and drugs, isimportant.

3

Activity 8.1Practical: To obtain copper(II) sulphate crystalsfrom a mixture of copper(II) sulphate and sand.

Activity 8.2

Demonstration on decanting and using separatingfunnel.

Activity 8.3Demonstration on simple distillation (using saltsolution).

Activity 8.4Demonstration on fractional distillation (usingethanol and water).

Activity 8.5Experiment: To separate various dyes in food

colouring and measure the fR values.


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TOPIC 9: ACIDS, BASES AND NEUTRALIZATION

Duration: 6 weeks

Links to: LSS Acid and Alkali, Topic 5 Chemical Formulae, Topic 6 Types of Common Chemical Reaction

Keywords: strong acid, weak acid, complete dissociation, partial dissociation, hydrogen ions, hydroxide ions, neutralization, acidity, alkalinity, neutral oxide,acidic oxide, basic oxides, amphoteric oxides, acidic soil, lime

Misconception: Not necessary the reaction between an acid and an alkali will end up neutral. The amounts of the reacting substances need to be considered.

Safety: 1 Wash hand thoroughly when in contact with alkalis or acids.2 Do not fill the pipette by sucking with the mouth, use pipette filler.3 Be careful not to suck the solution into the pipette filler, this will spoil the filler.4 Use goggles during heating.

Learning outcomes:


define acid. state the formula of common ion present in all acid. give some examples of acids. state the physical properties of acid; its taste, pH values, effects on litmus

paper and universal indicator paper. define base and alkali and give examples. describe the reaction of acids and metals. describe the reaction of acids and bases. describe the reaction of acids and carbonates.

state the difference between a strong and a weak acid.

construct and write ionic equation for neutralisation reaction. explain why soil becomes acidic. describe how to treat acidic soil. give some uses of acid. state the physical properties of alkali; its taste, pH values, effect on litmus

paper and universal indicator paper. describe the reaction of alkali with ammonium salts. give some uses of alkali. classify oxides as acidic, basic, amphoteric and neutral.


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TOPIC 9Acids, Bases, and Neutralization

The characteristics properties ofacids and bases

Acid base titration

Types of oxides


(a) Describe the meaning of the terms acid and alkali interm of the ions they contain or produce in aqueoussolution and their effect on universal indicator paper.

(b) Describe how to test hydrogen ion concentration andhence relative acidity using universal indicator paper

and the pH scale.

(c) Describe the characteristics properties of acids as inreactions with metals, bases and carbonates.

(d) Describe qualitatively the difference between strongand weak acids in term of the extent ionisation.

(e) Describe neutralisation as a reaction betweenhydrogen ions and hydroxide ions to produce water.

OHOHH 2-

(f) Describe the importance of controlling the pH in soils

and how excess acidity can be treated using calciumhydroxide.

(g) Describe the characteristics properties of bases inreaction with acid and with ammonium salts.

(h) Classify oxides as acidic, basic and amphoteric,based on metallic/non-metallic character.

6

Activity 9.1Practical: To neutralise hydrochloric acid bytitrating with sodium hydroxide solution.

Activity 9.2

Practical: To titrate sodium carbonate andhydrochloric acid and to find percentage purity ofsodium carbonate

Activity 9.3Experiment: To show reaction between sodiumhydroxide and ammonium chloride.

http://www.levity.com/alchemy/symacids.html/
http://www.levity.com/alchemy/symacids.html/http://www.levity.com/alchemy/symacids.html/http://www.levity.com/alchemy/symacids.html/http://www.levity.com/alchemy/symacids.html/http://www.levity.com/alchemy/symacids.html/http://www.levity.com/alchemy/symacids.html/


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TOPIC 10: SALTS

Duration: 4 weeks

Links to: Topic 8 Experimental Chemistry, Topic 5 Chemical Formulae, Topic 6 Types of Chemical, Topic 9 Acids, Bases and Neutralisation

Keywords: soluble salt, insoluble salts, crystals, saturated solution, precipitates, solubility, dissolving, filtration, evaporation, crystallisation, filtrate, residue

Misconception: The common misconception is that all salts are soluble in water. This could be due to mistaking the word salt to mean table salt, which is soluble.


describe how to prepare copper(II) sulphate crystals by reacting an acid with insoluble base / carbonate. describe how to prepare insoluble salt of silver chloride by precipitation. describe how to prepare soluble salt of sodium chloride by reaction of alkali and acid (titration) use the table of solubility of salts.

write a balanced chemical equation for preparation of a named salt.


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TOPIC 10Salts

Preparation and purification of salts

Precipitation


(a) Describe the technique used in the preparation,separation and purification of salts (method ofpreparation should include precipitation and titration

together with reactions of acid with metals, insolublebases and insoluble carbonates).

(b) Suggest a method of preparing a given salt fromsuitable starting materials, given appropriateinformation.

4

Activity 10.1Practical: To prepare copper(II) sulphate crystal byreacting sulphuric acid with copper(II) oxide orcopper(II) carbonate.

Activity 10.2Practical: To prepare insoluble salt.

Activity 10.3Experiment: To investigate solubility of salts inwater.

Activity 10.4Experiment: To determine the solubility of salts

in 3cmg .


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SPN 21CHEMISTRY 5070

SCHEME OF WORKSYEAR 10

TOPIC TITLENO. OFWEEKS

11 Qualitative Analysis 5

12 Metals and Extraction 6

13 The Periodic Table 4

14 Energy from Chemicals 4

15 Electrolysis 6

16 Speed of Reaction 6

17 Reversible Reactions 4

Total 35


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TOPIC 11: QUALITATIVE ANALYSIS

Duration: 5 weeks

Prior Knowledge: Topic 5 Chemical Formula, Topic 10 Salts

Links to: Topic 6 Types of Common Chemical Reactions

Keywords: cations, anions, gases, precipitate, soluble, insoluble, in excess, coloured / colourless solution, effervescence, no visible change, gelatinous,powdery

Misconception: Clear is always misconceived as colourless. In fact any coloured solution is clear as long as it allows light to pass through.


read and follow the procedures and instructions closely.

carry out tests to identify the presence of cations using aqueous sodium hydroxide and aqueous ammonia. describe what is observed when aqueous sodium hydroxide and aqueous ammonia are added to the cations. carry out test to identify the presence of anions (carbonate, chloride, iodide, sulphate and nitrate). name each precipitate formed by the reaction of anions with the respective reagents. describe what is observed during the test, together with the equations for the reactions. describe the test for the common gases and water vapour.


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TOPIC 11Qualitative Analysis

Identification of ions

Identification of gases


(a) Describe the use of aqueous sodium hydroxide andaqueous ammonia to identify the following aqueous cations:aluminium, ammonium, calcium, copper(II), iron(II), iron(III)

and zinc (formula of complex ions are not required).

(b) Describe test to identify the following anions: carbonates (byaddition of dilute acid and subsequent use of limewater);chloride (by reaction of aqueous solution with nitric acid andaqueous silver nitrate); iodide (by reaction of aqueoussolution with nitric acid and aqueous lead(II) nitrate); nitrate(by reduction with aluminium and aqueous sodiumhydroxide to ammonia and subsequent use of litmus paper)and sulphate (by reaction of an aqueous solution with nitricacid and aqueous barium nitrate).

(c) Describe test to identify the following gases: ammonia

(using damp red litmus paper); carbon dioxide (usinglimewater); chlorine (using damp litmus paper); hydrogen(using burning splint); oxygen (using a glowing splint) andsulphur dioxide (using acidified potassium dichromate (VI)).

(d) Describe a chemical test for water.

5

Activity 11.1Practical: To identify the following cations:

232224

3 Znand,Fe,Fe,Cu,Ca,NH,Al

Activity 11.2Practical: To identify the following anions: 2

4323

SOand,NO,I,Cl,CO

Activity 11.3Practical: To test for gases: ammonia, carbondioxide, chlorine, hydrogen, oxygen and sulphurdioxide.


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TOPIC 12: METALS AND EXTRACTION

Duration: 6 weeks

Prior Knowledge: Topic 6 Types of Common Chemical Reactions

Links to: Topic 13 The Periodic Table

Keywords: alloys, reactivity series, thermal stability, displacement reaction, metal ores, sacrificial protection, recycling, galvanizing, corrode preferentially.


list out the general physical properties of metals in term of their structure. define alloys. give examples of alloys. draw diagrams to show the representation of pure metals and alloys.

state the differences between physical properties of metals and alloys. write the equations for the reactions of metals with water and metals with

dilute acids. write equations for the reduction reactions of the metal oxides by carbon or

hydrogen. arrange metals in order of their reactivity, most reactive to least reactive. relate reactivity series to the tendency of a metal to form its positive ion. compare the reactivity of metals by displacement reaction. write equations for the action of heat on the carbonates of the metals in the

reactivity series. relate thermal stability to the reactivity series.

name the methods by which metals are obtained from their ores and relatethese to their positions in the reactivity series.

define recycling. list out the social, economic and environmental advantages and

disadvantages of recycling metals.

give examples of common metals that can be recycled. outline the reactions taking place in the blast furnace for the extraction of

iron from haematite. state the raw materials needed for the extraction of iron in the blast furnace.

sketch the diagram of the blast furnace and label the raw materials input intothe furnace and the products collected.

state the uses of the pig iron obtained from the extraction and give the usesof the different types of steel made from the iron.

relate the uses of the high carbon steel, low carbon steel and mild steel totheir physical properties.

define rusting. state the conditions needed for corrosion(rusting) to occur. give ways to prevent rusting from taking place (painting, greasing, plastic

coating, galvanizing and sacrificial protection) define sacrificial protection.

relate how sacrificial protection work to the positions of metals in thereactivity series.

state the reason why underwater pipes have a piece of magnesium attachedto them.

outline the extraction of aluminium (refer to electrolysis).


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TOPIC 12Metals and Extraction

Properties of metals Alloys and uses

Metal + water Metal + acid

Displacement reaction

Thermal decomposition


(a) Describe the general physical properties of metals (as solidshaving high melting point and boiling points; good conductorof heat and electricity) in term of their structure.

(b) Describe alloys as a mixture of a metal with anotherelement, e.g. brass; stainless steel.

(c) Identify representation of metals and alloys from diagramsof structures.

(d) Explain why alloys have different physical properties to theirconstituent elements.

(e) Place in order of reactivity calcium, copper, (hydrogen), iron,lead, magnesium, potassium, silver, sodium and zinc byreference to

(i) The reactions, if any, of the metals with water, steamand dilute hydrochloric acid.

(ii) The reduction, if any, of their oxides by carbon and/orby hydrogen.

(f) Describe the reactivity series as related to the tendency of ametal to form its positive ion, illustrated by its reaction

(i) The aqueous ions of the other listed metals

(ii) The oxides of the other listed metals

(g) Deduce the other of reactivity from a given set ofexperimental results.

(h) Describe the action of heat on the carbonates of the listedmetals and relate thermal stability to the reactivity series.

6

Activity 12.1Experiment: To compare the reactivity of metals bydisplacement reaction.

Activity 12.2

Demonstration: To show Thermit reaction (reductionof metal oxide).

Activity 12.3Experiment: To show action of heat on thecarbonates.

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

http://jchemied.chem.wisc.edu/JCE

Soft/CCA/samples/cca7thermite.html

http://davidavery.co.uk/thermite/

http://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtml

http://www.howsturffworks.com.iron.htm
http://en.wikipedia.org/wiki/Thermitehttp://en.wikipedia.org/wiki/Thermitehttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://davidavery.co.uk/thermite/http://davidavery.co.uk/thermite/http://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.howsturffworks.com.iron.htm/http://www.howsturffworks.com.iron.htm/http://www.howsturffworks.com.iron.htm/http://www.howsturffworks.com.iron.htm/http://www.howsturffworks.com.iron.htm/http://www.howsturffworks.com.iron.htm/http://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://www.bbc.co.uk/history/british/victorians/launch_ani_blast_furnace.shtmlhttp://davidavery.co.uk/thermite/http://davidavery.co.uk/thermite/http://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://jchemied.chem.wisc.edu/JCESoft/CCA/samples/cca7thermite.htmlhttp://en.wikipedia.org/wiki/Thermitehttp://en.wikipedia.org/wiki/Thermitehttp://en.wikipedia.org/wiki/Thermite


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Extraction of metals

Recycling of metals

Iron

Aluminium

(i) Describe the ease of obtaining metals from their ores byrelating the elements to their positions in the reactivityseries.

(j) Describe metal ores as a finite resource and hence the need

to recycle metals.

(k) Discuss the social, economic and environmentaladvantages and disadvantages of recycling metals, e.g.aluminium and copper.

(l) Describe and explain the essential reactions in the reactionof iron using haematite, limestone and coke in the blastfurnace.

(m) Describe steels as alloys which are a mixture of iron withcarbon or other metals and how controlled use theseadditive changes the properties of the iron, e.g. high carbon

steels are strong but brittle whereas low carbon steels aresofter and more easily shaped.

(n) State the uses of mild steel (e.g. car bodies; machinery) andstainless steel (e.g. chemical plant; cutlery; surgicalinstruments)

(o) Describe the essential condition for the corrosion (rusting) ofiron as the presence of oxygen and water; prevention ofrusting can be achieved by placing a barrier around themetal (e.g. painting; greasing; plastic coating; galvanising)

(p) Describe the sacrificial protection of iron by a more reactive

metal in terms of the reactivity series where the morereactive metal corrode preferentially (e.g underwater pipeshave a piece of magnesium attached to them).

(refer to electrolysis)

Activity 12.4Experiment: To determine conditions for rusting.

Activity 12.5Experiment: To show sacrificial protection of metal.

Activity 12.6Experiment: To reduce lead(II) oxide by carbon.


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TOPIC 13: THE PERIODIC TABLE

Duration: 2 weeks

Links to: Topic 3 Atomic Structure

Keywords: period, group, group property, periodic trend, Metallic/non-metallic character, alkali metal, transition metal, halogen, monatomic, diatomic,variable valency.


describe how the elements are arranged in the Periodic Table. describe how the position of an element in the Periodic Table is related to

the proton number and electronic structure. identify the metals and non-metals from the Periodic Table. describe the relationship between group number to the number of valence

electrons in an element. describe the relationship between period number to the number of shell in an

element. describe the change from metal to non-metal across the Periods from left to

right.

describe the relationship between group number to the ionic charge for anelement (especially for metals in Group I, II and III; non-metals in Group VII,VI).

describe the main physical properties of alkali metals, halogens and noblegases.

describe the trend in physical properties down the groups for alkali metalsand halogens.

describe the trend in chemical properties of Group I and Group VII. describe the main properties of the transition metals. describe the unreactivity of the noble gases. state the main uses of the noble gases.


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TOPIC 13The Periodic Table

Periodic trends

Group I

Group VII


(a) Describe the Periodic Table as an arrangement of theelements in the order of increasing proton (atomic) number.

(b) Describe how the position of an element in the PeriodicTable is related to proton number and electronic structure.

(c) Describe the relationship between Group number and theionic charge of an element.

(d) Explain the similarities between the elements in the sameGroup of the Periodic Table in terms of their electronicstructure.

(e) Describe the change from metallic to non-metallic characterfrom left to right across a period in the Periodic Table.

(f) Describe the relationship between Group number, numberof valency electrons and metallic/non-metallic character.

(g) Predict the properties of elements in Group I, VII and thetransition elements using the Periodic Table.

(h) Describe lithium, sodium and potassium in Group I (thealkali metals) as a collection of relatively soft, low densitymetal showing a trend in melting point and in their reactionwith water.

(i) Describe chlorine, bromine and iodine in Group VII (the

halogens) as a collection of diatomic non-metal showing atrend in colour, state and their displacement reaction withsolution of other halide ions.

2

Activity 13.1Experiment: To show the reactivity of group I metalswith water.

http://www.chemistry.co.nz/mandeleev.htm

http://www.periodictable.com/page

s/AAE_History.html

http://www.upei.ca/~physics/p221/pro00/periodicTble/page2.html

http://chemlab.pc.maricopa.edu/periodic/foldedtable.html

http://webelements.com

www.chemicalele

ments.com http://pearl1.lanl.

gov/periodic

http://www.wou.edu/las/physci/ch412/alttable.htm

http://upei.ca/~physics/p221/pro00/periodicTble/page4.html

http://chemicalelements.com/group

s/alkali.html
http://www.chemistry.co.nz/mandeleev.htmhttp://www.chemistry.co.nz/mandeleev.htmhttp://www.chemistry.co.nz/mandeleev.htmhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://webelements.com/http://webelements.com/http://www.chemicalelements.com/http://www.chemicalelements.com/http://pearl1.lanl.gov/periodichttp://pearl1.lanl.gov/periodichttp://www.wou.edu/las/physci/ch412/alttable.htmhttp://www.wou.edu/las/physci/ch412/alttable.htmhttp://www.wou.edu/las/physci/ch412/alttable.htmhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://chemicalelements.com/groups/alkali.htmlhttp://chemicalelements.com/groups/alkali.htmlhttp://chemicalelements.com/groups/alkali.htmlhttp://chemicalelements.com/groups/alkali.htmlhttp://chemicalelements.com/groups/alkali.htmlhttp://chemicalelements.com/groups/alkali.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://upei.ca/~physics/p221/pro00/periodicTble/page4.htmlhttp://www.wou.edu/las/physci/ch412/alttable.htmhttp://www.wou.edu/las/physci/ch412/alttable.htmhttp://www.wou.edu/las/physci/ch412/alttable.htmhttp://pearl1.lanl.gov/periodichttp://pearl1.lanl.gov/periodichttp://www.chemicalelements.com/http://www.chemicalelements.com/http://webelements.com/http://webelements.com/http://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://chemlab.pc.maricopa.edu/periodic/foldedtable.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.upei.ca/~physics/p221/pro00/periodicTble/page2.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.periodictable.com/pages/AAE_History.htmlhttp://www.chemistry.co.nz/mandeleev.htmhttp://www.chemistry.co.nz/mandeleev.htmhttp://www.chemistry.co.nz/mandeleev.htm


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Group O Noble gases

Transition elements

(j) Describe the elements in Group 0 (the noble gases) as acollection of monatomic elements that are chemicallyunreactive and hence important in providing an inertatmosphere, e.g. argon and neon in light bulb, helium inballoons; argon in the manufacture of steel.

(k) Describe the lack of reactivity of the noble gases in term oftheir electronic structure.

(l) Describe the central block of elements (transition metals)are metal having high melting points, high density, variableoxidation state and forming coloured compounds.

(m) State the use of these elements and /or their compounds ascatalyst, e.g. iron in the Haber process; vanadium(V) oxidein the Contact process; nickel in the hydrogenation ofalkenes, and how catalyst are used in industry to lowerenergy demands and hence are economically

advantageous and help to conserve energy sources.

Activity 13.3Demonstration: To show coloured solution oftransition metals.

http://www.chemicalelements.com/groups/halogens.html

http://www.warpoetry.co.uk/owen1.html

http://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.html
http://www.chemicalelements.com/groups/halogens.htmlhttp://www.chemicalelements.com/groups/halogens.htmlhttp://www.chemicalelements.com/groups/halogens.htmlhttp://www.warpoetry.co.uk/owen1.htmlhttp://www.warpoetry.co.uk/owen1.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://barney.gonzaga.edu/~bpiermat/poem/DulceetDecorumEst.htmlhttp://www.warpoetry.co.uk/owen1.htmlhttp://www.warpoetry.co.uk/owen1.htmlhttp://www.chemicalelements.com/groups/halogens.htmlhttp://www.chemicalelements.com/groups/halogens.htmlhttp://www.chemicalelements.com/groups/halogens.html


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TOPIC 14: ENERGY FROM CHEMICALS

Duration: 4 weeks

Prior Knowledge: Topic 4 Chemical Bonding, Topic 5 Chemical Formulae, Topic 7 Stoichiometry and Mole Concepts

Links to: Topic 15 Electrolysis, Topic 20 Organic Chemistry, Biology Plant Nutrition

Keywords: exothermic, endothermic, energy profile diagram, enthalpy changes, activation energy, bond breaking, bond making, fuel, Photosynthesis,heat of combustion, heat of neutralisation, heat of solution.


describe the meaning of the terms exothermic and endothermic. draw the energy profile diagram for exothermic reaction. draw the energy profile diagram for endothermic reaction.

state what is meant by H in a reaction use the formulae below (also by referring to the energy profile diagrams) to

determine whether a reaction is exothermic or endothermic:

outin E-EH , where

Ein is energy taken in (absorbed) in the reaction which is endothermic.

outE is energy given out (released) in the reaction which is exothermic.

determine that the reaction is endothermic if E in is bigger than outE ,

(H positive), and exothermic if E in is smaller than outE , ( H negative).

OR

iE-EH , where

E is the final energy level (products)

iE is the initial energy level (reactants)

determine that the reaction is endothermic if E bigger than iE , and

exothermic is E is smaller than iE .

state that bond breaking is endothermic because heat energy is absorbed. state that bond forming/making is exothermic because heat energy is

released. explain in term of change in heat energy of bond breaking and bond

forming/making exothermic or endothermic reactions. calculate heat of reaction for a given reaction with bond energies.

state that combustion is an example of exothermic reaction. state that hydrogen is needed to generate electricity in a fuel cell, together

with oxygen. discuss the production of electrical energy from simple cell, with respect to

reactivity series.


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TOPIC 14Energy From Chemicals

Exothermic reaction Endothermic reaction Energy profile diagram

Bond energy Enthalpy change

Simple cell


(a) Describe the meaning of enthalpy change in term of

exothermic ( H negative) and endothermic ( H positive)reactions.

(b) Represent energy changes by energy profile diagrams,including reaction enthalpy changes and activation energies.

(c) Describe bond breaking as an endothermic process and bonmaking as an exothermic process.

(d) Explain overall enthalpy changes in term of the energychanges associated with the breaking and making covalentbonds.

(e) Describe combustion of fuels as exothermic, e.g. wood; coal;oil; natural gas; hydrogen.

(f) Describe hydrogen, derived from water or hydrocarbons, as apotential fuel for use in future, reacting with oxygen togenerate electricity directly in a fuel cell (details of theconstruction and operation of a fuel cell are not required) anddiscuss the advantages and disadvantages of this.

(g) Name natural gas, mainly methane, and petroleum as asources of energy.

(h) Describe photosynthesis as the reaction between carbondioxide and water in the presence of chlorophyll, usingsunlight (energy) to produce glucose and explain how this

can provide a renewable energy source.

(i) Describe the production of electrical energy from simple cell(i.e. two electrodes in an electrolyte) linked to the reactivityseries.

4

Activity 14.1

Practical: To find H using 0.1M HCl and 0.1MNaOHsolutions.

Activity 14.2

Demonstration: To investigate heat of solution ofsalts.

Activity 14.3Experiment: To set up Daniel cell.


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TOPIC 15: ELECTROLYSIS

Duration: 6 weeks

Prior Knowledge: Topic 4 Chemical bonding, ionic equations

Links to: Topic 5 Chemical formulae, Topic 18 - Redox

Keywords: electrode, anode, cathode, discharged, electrochemical series, electrolytic cell, anion, anode, cation, electrochemical series, electrolyticcell, dry cell, electrolytes, electroplating, electrode reaction, inert electrode, non-electrolyte, reactive electrode, refine, selective discharged, molten,aqueous, concentrated.

Misconception: There is a tendency that students are not really able to distinguish between electrolytic cell from simple cell (chemical cell).


define electrolysis, electrodes and electrolytes. draw and label diagram of an electrolytic cell. give examples of some electrolytes and states the ions for each. state the movement and direction of anions, cations and electrons in

electrolytic cell. describe the observations and write electrode reactions that occur at the

anode and cathode during electrolysis. describe the change (if any) in the electrolyte during electrolysis. state that aqueous electrolytes are the mixture of an ionic solid dissolved in

water. state that the selective discharged of ions is based on the following factors:

Position of ions in the electrochemical series. Concentration of ions Nature of electrode

predict the ions to be discharged and the products formed in electrolysis ofgiven electrolytes.

state that some ions in aqueous solution are not easily discharged eventhough they are present in high concentration.example:

Anions: 2-3

-3

2-4

- COand,NO,SO,F

Cations: 322 Aland,Mg,Ca,Na,K

describe the extraction of reactive metals by electrolytic process, exampleextraction of aluminium.

explain the production of chemical during electrolysis such as chlorine andsodium chloride from concentrated sodium chloride solution.

describe electroplating of metals such as copper using aqueous copper(II)

suphate. state the importance of electroplating of metal.


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TOPIC 15Electrolysis

Introduction to electrolysis

Electrolysis of molten electrolytes

Electrolysis of aqueous electrolytes


(a) Describe electrolysis as the conduction of electricity byan ionic compound (an electrolyte, when molten ordissolved in water, leading to the decomposition of theelectrolyte.

(b) Describe electrolysis as evidence for the existence ofions which are held in a lattice when solid but which arefree to move when molten or in solution.

(c) Describe the mobility of ions present and the electrodeproducts, the electrolysis of molten lead bromide, usinginert electrodes.

(d) Predict the likely product of the electrolysis of a moltenbinary compound.

(e) Apply idea of selective discharge (linked to the reactivityseries for cations) to deduce the electrolysis ofconcentrated aqueous sodium chloride, aqueouscopper(II) sulphate and dilute sulphuric acid using inertelectrodes.

(f) Predict the likely products of the electrolysis of anaqueous electrolyte, given relevant information.

(g) Construct ionic equations for the reactions occurring atthe electrodes during the electrolysis of the substancesmentioned in the syllabus.

6

Activity 15.1Demonstration on electrolysis of molten lead(II)bromide.

Activity 15.2Demonstration on electrolysis of dilute sodiumchloride solution.

Activity 15.3Demonstration on electrolysis of concentratedsodium chloride solution.

http://www.corrosion-doctors.org/Electrowinning/Copper.htm

http://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htm

http://www.extremetech.com/article2/0,1697,1155265,00.asp

http://www.ce.org/Press/CEA_Pubs/942.asp

http://.www.energize

r.com/learning/historyofbatteries.asp

http://www.buchmann.ca/chap1-page3.asp

http://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htm

http://www.howstuffworks.com/battery2.htm
http://www.corrosion-doctors.org/Electrowinning/Copper.htmhttp://www.corrosion-doctors.org/Electrowinning/Copper.htmhttp://www.corrosion-doctors.org/Electrowinning/Copper.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.ce.org/Press/CEA_Pubs/942.asphttp://www.ce.org/Press/CEA_Pubs/942.asphttp://www.ce.org/Press/CEA_Pubs/942.asphttp://.www.energizer.com/learning/historyofbatteries.asphttp://.www.energizer.com/learning/historyofbatteries.asphttp://.www.energizer.com/learning/historyofbatteries.asphttp://www.buchmann.ca/chap1-page3.asphttp://www.buchmann.ca/chap1-page3.asphttp://www.buchmann.ca/chap1-page3.asphttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.howstuffworks.com/battery2.htmhttp://www.howstuffworks.com/battery2.htmhttp://www.howstuffworks.com/battery2.htmhttp://www.howstuffworks.com/battery2.htmhttp://www.howstuffworks.com/battery2.htmhttp://www.howstuffworks.com/battery2.htmhttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.corrosion-doctors.org/Biogrpahies/VoltaBio.htmhttp://www.buchmann.ca/chap1-page3.asphttp://www.buchmann.ca/chap1-page3.asphttp://www.buchmann.ca/chap1-page3.asphttp://.www.energizer.com/learning/historyofbatteries.asphttp://.www.energizer.com/learning/historyofbatteries.asphttp://.www.energizer.com/learning/historyofbatteries.asphttp://www.ce.org/Press/CEA_Pubs/942.asphttp://www.ce.org/Press/CEA_Pubs/942.asphttp://www.ce.org/Press/CEA_Pubs/942.asphttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.extremetech.com/article2/0,1697,1155265,00.asphttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.chs.edu.sg/~limth/lessons/2002/Electrolysis/reactive_electrodes.htmhttp://www.corrosion-doctors.org/Electrowinning/Copper.htmhttp://www.corrosion-doctors.org/Electrowinning/Copper.htmhttp://www.corrosion-doctors.org/Electrowinning/Copper.htmhttp://www.corrosion-doctors.org/Electrowinning/Copper.htm


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Electrolysis in industry (h) Describe the electrolysis of aqueous copper(II) sulphatewith copper electrodes as means of purifying copper.

(i) Describe the electroplating of metals, e.g. copperplating, and recall one use of electroplating.

(j) Describe the electrolysis of purified aluminium oxidedissolved in molten cryolite as the method of extractionof aluminium (starting materials and essentialconditions, including identity of electrodes should begiven together with equation for the electrode reactionsbut no technical details or diagrams are required).

(k) Explain the apparent lack of reactivity of aluminium.

(l) State the uses of aluminium and relate the uses to theproperties of this metal and its alloys, e.g. themanufacture of aircraft; food containers; electrical

cables.

Activity 15.4Demonstration on electrolysis of copper(II)sulphate using carbon electrodes.

Activity 15.5

Demonstration on electrolysis of copper(II)sulphate using copper electrodes.

Activity 15.6Demonstration on electroplating of spatula withcopper.


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TOPIC 16: SPEED OF REACTION

Duration: 6 weeks

Prior Knowledge: Relate gradient from graph (volume against time) to speed, interpret graphs given (from physics and maths)

Links to: Topic 2 Kinetic Particle Theory, Topic 6 Types of Common Chemical Reactions, Topic 7 Stoichiometry and Mole Concept,Topic 14 Energy from Chemicals

Keywords: speed of reaction, gradient, catalyst, temperature, particle size, concentration, pressure, activation energy, measurable speed,non-measurable speed.

Misconception: Substances having bigger particle size are misconceived as having larger total surface area. Volumes of solutions are misconceived to be afactor of rate of reaction.


explain how pathways with lower activation energies account for theincrease in speeds of reactions.

relate the height of the Activation Energy to the speed of reaction. state that transition elements and their compounds act as catalyst in a range

of industrial processes and that the enzymes are biological catalyst. give examples of catalysts and their related industrial uses. relate the speed of reaction to changes in temperature, concentration,

particle size and pressure. suggest suitable method for investigating the effect of a given variable on the

speed of a reaction.

describe with the aid of diagrams how to measure the speed of reactionbetween:(a) hydrochloric acid and sodium thiosulphate based on the speed of

formation of sulphur.(b) calcium carbonate and hydrochloric acid based on the rate of formation

of carbon dioxide interpret data obtained from experiments concerned with speed of reaction. interpret the speed from the data and the graph profile. Relate the gradient

to the speed of the reaction. When the gradient becomes zero means thatthe reaction has completed.


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TOPIC 16Speed of Reactions


(a) Describe the effect of concentration, pressure, particlesize and temperature on the speeds of reactions andexplain the effect in term of collisions between reacting

particles.

(b) Define the term catalyst and describe the effect ofcatalyst (including enzymes) on the speeds of reactions.

(c) Explain how pathways with lower activation energiesaccount for the increase in speeds of reactions.

(d) State that transition elements and their compounds actas catalyst in a range of industrial processes and thatenzymes are biological catalyst.

(e) Suggest suitable method for investigating the effect of a

given variable on the speed of a reaction.

(f) Interpret data obtained from experiments concernedwith speed of reaction

6

Activity 16.1Experiment: To show the effect of concentrationon the speed of reaction.

Activity 16.2

Experiment: To show the effect of temperature onthe speed of reaction.

Activity 16.3Experiment: To show the effect of particle sizeusing calcium carbonate (lump and powder) withhydrochloric acid.

Activity 16.4Experiment: To show the decomposition ofhydrogen peroxide using manganese(IV) oxide.

http://www.chem4kids.com/files/react_rates.html

http://www.sci-journal.org/index.ph

p?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.php

http://youth.net/nsrc/sci/sci035.html#anchor1124013
http://www.chem4kids.com/files/react_rates.htmlhttp://www.chem4kids.com/files/react_rates.htmlhttp://www.chem4kids.com/files/react_rates.htmlhttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://youth.net/nsrc/sci/sci035.html#anchor1124013http://youth.net/nsrc/sci/sci035.html#anchor1124013http://youth.net/nsrc/sci/sci035.html#anchor1124013http://youth.net/nsrc/sci/sci035.html#anchor1124013http://youth.net/nsrc/sci/sci035.html#anchor1124013http://youth.net/nsrc/sci/sci035.html#anchor1124013http://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.sci-journal.org/index.php?template_type=report&id=46&htm=reports/vol1no1/v1n1k44.htm&link=reports/home.phphttp://www.chem4kids.com/files/react_rates.htmlhttp://www.chem4kids.com/files/react_rates.htmlhttp://www.chem4kids.com/files/react_rates.html


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TOPIC 17: REVERSIBLE REACTIONS

Duration: 4 weeks

Prior Knowledge: Topic 16 Speed of Reaction, Topic 14 Energy from Chemicals.

Links to: Topic 6 Types of Common Chemical Reactions, Topic 7 Stoichiometry and Mole Concept, Topic 9 Acids, Bases and Neutralisation,Topic 10 - Salt

Keywords: Le Chateliers principle, dynamic equilibrium, backward reaction, forward reaction, (variables affecting shift in reaction- pressure, concentration,temperature), speed of reaction, Haber process, Contact process.

Misconception: Increase in temperature is misconceived to shift the equilibrium forward irrespective of whether it is exothermic or endothermic; Increase in pressurefor gaseous reactants is misconceived as shift in the forward direction irrespective whether there is a difference in the volume of the products.Equilibrium in reversible reaction must be seen as dynamic not static.

Learning outcomes:


state that interconversion of state of water is a reversible process. state some reversible reactions in the lab, for example heating hydrated

copper (II) sulphate, converting potassium chromate (VI) to potassiumdichromate (VI) and vice versa by the addition of acid and alkali.

apply Le Chateliers Principle to predict the equilibrium shift when variablesare changed.

state what is meant by dynamic equilibrium. Relate the equilibrium shift to changes in temperature, concentration and

pressure.

state the conditions for Haber process.

predict what will happen to the speed of reaction and shift of equilibriumwhen any of the variables (temperature, concentration and pressure) arechanged.

state the reversible reactions involved in Contact process state the uses of sulphur dioxide and sulphuric acid. state the functions of the essential N, P, K elements for plants. calculate % content of N, P, K in fertilizers. describe the effects of eutrophication to the eco-system. relate how adding ammonium fertilizers and liming can lead to unwanted

loss of ammonia.


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TOPIC 17Reversible Reaction

Le Chateliers principle

Haber process


(a) State that some chemical reactions are reversible.

(b) Understand Le Chateliers principle.

(c) Describe the idea that some chemical reactions can bereversed by changing the reaction conditions.

(d) Describe the idea that some reversible reactions canreach dynamic equilibrium and predict the effect ofchanging the conditions.

(e) Describe the use of nitrogen, from air, and hydrogen,from cracking oil, in the manufacture of ammonia.

(f) Describe the essential conditions for the manufacture ofammonia by the Haber process.

(g) Describe the use of nitrogenous fertilisers in promotingplant growth and crop yield.

(h) Compare nitrogen content of salts used for fertilisers bycalculating percentage masses.

(i) Describe eutrophication and water pollution problemscaused by nitrates leaching from farm land and explainwhy the high solubility of nitrates increases theseproblems.

(j) Describe the displacement of ammonia from its salts

and explain why adding calcium hydroxide to soil cancause the loss of nitrogen from added nitrogenousfertiliser.

4

Activity 17.1Practical: To show reversible reactions.


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Contact process (k) Describe the manufacture of sulphuric acid from the rawmaterial sulphur, air and water in the Contact process.

chemistry - scheme of works (3 years program)

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