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Identifying sections of Conquering Chemistry Preliminary Course 3rd
edition |
Module 1: the Chemical Earth
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| Students learn to: | Section in C.C. | |||
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1.
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The living and non-living components of the Earth contain mixtures (physical properties used to identify substances 1.14 to1.18 )
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recall the
difference between elements, compounds
recall that compounds are classified into groups identify that the biosphere, lithosphere, hydrosphere . identify and describe uses of mixtures which are explain why the elemental composition of the Earth is identify and describe procedures that can be used to separate naturally occurring mixtures of assess separation techniques for their suitability describe situations in which gravimetric analysis apply systematic naming of inorganic compounds identify IUPAC names for carbon compounds as they |
1.1, 1.2, 2.2 1.27? 1.4 1.5 1.23 1.6 to 1.13 1.14 1.20 3.7 to 3.12 see Module 4 |
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2.
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Although most elements are found in combinations on Earth, some elements are found uncombined |
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identify the five
most abundant (by weight) elements
recall the atom as the smallest unit of an element and explain the relationship between the reactivity of classify elements as metals, non-metals and account for the uses of metals and non-metals in recall some relationships between elements using |
1.21, 1.22, 1.24 2.2, 2.3 1.24, 1.25 1.26 1.26 1.27 |
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3.
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Elements in Earth materials are present as compounds because of interactions at the atomic level
( symbols and formulae 2.3 to 2.6 )
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recall that matter
is made of particles that are
recall the model for atomic structure and the describe qualitatively the energy levels of electrons describe the formation of ions in terms of atoms apply the Periodic Table to predict the ions formed apply Lewis electron dot structures to visualise: the formation of ions the electron sharing in some simple molecules recall that particles with opposite charges will attract explain why the formula for an ionic compound is describe molecules as particles which can move distinguish between molecules containing one atom describe the formation of covalent molecules in construct formulae for compounds formed from ions atoms sharing electrons recall the construction of word equations from |
2.1 2.7 to 2.9 2.10 to 2.13 (2.14), 2.15 2.16 2.19 2.17 2.15 2.15 2.17 2.6, 2.17 2.17 2.15, 2.16 2.17, 2.18 (also 3.7 to 3.12) 3.6 |
| 4. | Energy is required to extract some elements from their naturally occurring sources | · · · · · · · |
identify the
differences between physical and chemical change
summarise the differences between the boiling and recall qualitative descriptions of reactants and identify light, heat and electricity as the common forms explain that the amount of energy needed to separate recall a range of common compounds using their recall that a new compound is formed by rearranging |
3.1 3.2 3.1 3.2, 3.3, 3.5 3.4 3.7 to 3.12 3.1 |
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5. |
The properties of Earths natural resources are determined by their bonding and structure | · · · · · · · · · · |
identify
differences between physical and chemical
compare some physical and chemical properties of identify and describe some uses of the ores or describe the physical properties used to classify distinguish between metallic, ionic and covalent bonds describe metals as three-dimensional lattices of describe ionic compounds in terms of repeating describe covalent compounds as molecules or as identify common elements that exist as molecules or explain the relationship between the properties of |
3.1 1.2 Module 2 2.20 2.20 to 2.23 2.22 2.15 2.17 2.21 2.20, 2.21, 2.23 |
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Identifying sections of Conquering Chemistry Preliminary
Course 3rd edition |
Module 2: Metals
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Students learn to: |
Section in C.C. |
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1. |
Metals have been extracted and used for many thousands of years |
· · · · · · |
outline and trace some uses of different metals describe the use of common alloys including steel, describe an ancient metal extraction process and explain why energy input is necessary to extract a recall how to construct word equations from construct word and balanced formulae equations of |
4.4, 4.1 |
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2. |
Metals differ in their reactivity with other chemicals and this influences their uses |
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recall qualitative descriptions of reactants and
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3. |
As metals and other elements were discovered, scientists recognised that patterns in their physical and chemical properties could be used to organise the elements into a Periodic Table |
· · · · |
recall descriptions of some relationships between
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1.27 |
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4. |
Energy is required to extract metals from their ores |
· · · |
define the terms mineral and ore with reference to
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4.6 |
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5. |
For efficient resource use, industrial chemical reactions must use measured amounts of each reactant |
· · · · · · · |
recall distinctions between elements, using
define the mole as the number of atoms in exactly (massmass calculations) compare mass changes in samples of metals when describe the contribution of Gay Lussac to the recount Avogadros law and describe its importance discuss the importance of predicting yield in the distinguish between empirical formulae and |
2.8, 2.9, 5.1 5.11, 5.12 5.12 5.13 5.8 |
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6. |
The relative abundance and ease of extraction of metals influences their value and breadth of use in the community |
· · · |
d escribe the relationship between the commercialexplain why ores are non-renewable resources recount the steps taken to recycle a named metal such as aluminium |
4.17 |
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Identifying sections of Conquering Chemistry
Preliminary Course 3rd
edition |
Module 3: Water
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Students learn to: |
Section in C.C. |
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1. |
Water is distributed on Earth as a solid, liquid and gas |
· · · · |
recall the terms, solute, solvent and solution |
7.8 |
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2. |
The wide distribution and importance of water on Earth is a consequence of its molecular structure
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construct Lewis electron dot structures of water,
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7.3 |
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3. |
Water is an important solvent in biological systems, transporting materials into and out of cells. It is the medium through which aquatic organisms obtain gases as well as other nutrients |
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explain changes, if any, to particles and give reason for those changes
when the following types of chemicals interact with water a soluble molecular compound such as sucrose a soluble or partially soluble molecular element or a covalent network structure substance such as a substance with large molecules, such as summarise the relationships between the bonding analyse the relationship between the solubility of explain the relationship between the ionisation of distinguish between diffusion and osmosis involved |
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4. |
The concentration of salts in water will vary according to their solubility, and precipitation will occur when the ions of an insoluble salt are in solution together |
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recall qualitative descriptions of reactants and
describe a model that traces the movement of ions identify the dynamic nature of ion movement in a describe an example of a reversible reaction, not describe the molarity of a solution as the number of explain why different measurements of concentration recall the relationship between pollution and explain why the concentrations of mercury and other |
8.1 |
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5. |
Water has a higher heat capacity than many other liquids |
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explain what is meant by the specific heat of a
explain how waters ability to absorb heat is used to describe dissolutions which release heat as exo- describe dissolutions which absorb heat as endo- explain endothermic and exothermic dissolutions in explain why waters ability to absorb heat is important explain what is meant by thermal pollution and |
8.13 |
Identifying
sections of Conquering Chemistry Preliminary Course 3rd
edition
with items in the 1999 syllabus for
Module 4: Energy
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Students learn to: |
Section in C.C. |
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1. |
Living organisms make high energy compounds
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· · · · · |
recall the role of photosynthesis in ecosystems |
9.2 |
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2. |
There is a wide variety of carbon compounds |
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identify the position of carbon in the Periodic Table
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9.4 |
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3. |
A variety of carbon compounds are extracted from organic sources |
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describe the use of fractional distillation to separate
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9.8 |
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4. |
Combustion provides another opportunity to examine the conditions under which chemical reactions occur |
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describe the indicators of chemical reactions outline the changes in molecules during chemical explain that energy is required to break bonds and describe the energy needed to begin a chemical describe the energy profile diagram for both endo- explain the relationship between ignition temperature identify the sources of pollution which accompany the describe chemical reactions by using full balanced |
3.1 |
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5. |
The extent and rate of energy release are affected by factors such as size of particles, and types of reactants |
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describe combustion in terms of slow, spontaneous
explain the importance of collisions between reacting explain the relationship between temperature and the describe the role of catalysts in chemical reactions, explain a model of the role of catalysts in changing |
10.10 |
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Identifying sections of Conquering Chemistry HSC Course
3rd edition
with items in the 1999 syllabus for
Module 1: The Identification and Production of Materials
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Students learn to: |
Section in C.C. |
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1. |
Fossil fuels provide both energy and raw materials such as ethene, for the production of other substances |
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identify the industrial source of ethene
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1.1 |
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2. |
Some scientists continue to research the extraction of materials and energy from biomass to reduce our dependence on fossil fuels |
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discuss the need for alternative sources of
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1.9 1.12, 1.13 |
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3. |
Other resources, such as ethanol, are readily available from plants. Such renewable resources will be of increasing importance as fossil fuel reserves are depleted |
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describe the dehydration of ethanol to ethene and
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1.14 |
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4. |
Electrochemical methods are important in producing materials and making energy available (Cell diagrams, , 2.7 |
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explain the displacement of metals from solution
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2.1 |
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5. |
Nuclear chemistry provides a range of materials to assist in tracing and thus better understanding complex chemical reactions |
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distinguish between stable and radioactive isotopes
Half life, 3.10) |
3.1, 3.2, 3.3 |
Identifying sections of Conquering Chemistry HSC Course
3rd edition
with items in the 1999 syllabus for
Module 2: The Acidic Environment
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Students learn to: |
Section in C.C. |
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1. |
Indicators were first identified with the observation that the colour of some flowers depends on soil composition |
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classify common substances as acidic, basic or neutral |
4.2 |
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2. |
While we usually think of the air around us as neutral, the atmosphere naturally contains acidic oxides of carbon, nitrogen and sulfur. The concentrations of these acidic oxides have been increasing since the Industrial Revolution |
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identify oxides of non-metals which act as acids and
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4.5 |
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3. |
Acids occur in many foods, drinks and even within our stomachs (
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define acids as proton donors and describe identify acids such as as naturally occurring acids, and acids such as as manufactured acids describe the use of the pH scale in comparing describe acids and their solutions with the appropriate use of the terms strong, weak, concentrated and dilute identify pH as log10[H+] and explain that a change compare the relative strengths of equal concentrations describe the difference between a strong and a weak |
4.1, 4.15, 5.2 |
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4. |
Because of the prevalence and importance of acids, they have been used and studied for hundreds of years. Over time, the definitions of acid and base have been refined (
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outline the historical development of ideas about acids
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5.1 |
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5. |
Esterification is a naturally occurring process which can be modelled in the laboratory |
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describe the differences between the alkanol and alkanoic acid functional groups
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5.19 |
Identifying sections of Conquering Chemistry HSC Course
3rd edition
with items in the1999 syllabus for
Module 3: Chemical Monitoring and Management
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Students learn to: |
Section in C.C. |
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1. |
Much of the work of chemists involves monitoring the reactants and products of reactions and managing reaction conditions |
· · |
outline the role of a chemist employed in a named
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6.1, 6.2 |
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2. |
Chemical processes in industry require monitoring and management to maximise production and ensure quality control |
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identify and describe the industrial uses of ammonia |
6.4 |
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3. |
Manufactured products, including food, drugs and household chemicals, are analysed to determine or ensure their chemical composition and/or energy content |
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describe chemical tests to identify the following: |
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4. |
Human activity has caused changes in the composition and the structure of the atmosphere. Chemists monitor these changes so that further damage can be limited |
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describe the composition and layered structure of
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7.1, 7.2 |
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5. |
Human activity also impacts on waterways. Chemical monitoring and management assists in providing safe water for human use and to protect the habitats of other organisms (
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identify and describe tests that can be used to determine the quality of water samples as: |
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Identifying sections of Conquering Chemistry HSC Course
3rd edition
with items in the 1999 syllabus for
Option: Industrial Chemistry
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Students learn to: |
Section in C.C. |
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1. |
Industrial chemistry processes have enabled scientists to develop replacements for natural products |
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discuss the issues associated with shrinking world resources |
9.1 |
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2. |
Many industrial processes consist of equilibrium reactions |
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explain the effect of changing the following factors on identified equilibrium reactions
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9.2 |
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3. |
Sulfuric acid is one of the most important industrial chemicals |
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outline three uses of sulfuric acid in industry |
9.9 |
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4. |
The industrial production of sodium hydroxide requires the use of electrical energy |
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explain the difference between galvanic cells and
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10.2 |
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5. |
Saponification is an important organic industrial process |
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describe saponification as the hydrolysis in
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10.9 |
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6. |
The Solvay process has been in use since the 1860s |
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identify the raw materials used in the Solvay process and name the products |
10.16 |
Identifying sections of Conquering Chemistry HSC Course
3rd edition
with items in the 1999 syllabus for
Option: Shipwrecks and Salvage
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Students learn to: |
Section in C.C. |
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1. |
The chemical composition of the ocean infers its potential role as an electrolyte |
· · · · |
identify the origins of the minerals in oceans as
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11.1 |
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2. |
Ships have been made |
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account for the differences in corrosion of active and
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12.5 |
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3. |
Electrochemical cells involve oxidation-reduction reactions |
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define the terms galvanic cell and electrolytic cell |
11.5 |
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4. |
Iron and steel corrode quickly in a marine environment and must be protected |
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identify the ways in which a metal hull may be protected |
12.6 |
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5. |
When a ship sinks, the rate of decay and corrosion may be dependent on the final depth of the wreck |
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outline the effect of: |
12.10 |
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6. |
Predictions of slow corrosion at great depths were apparently incorrect |
· · |
explain that ship wrecks at great depths are not
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12.12 |
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7. |
Salvage of objects from wrecks requires careful planning and understanding of the behaviour of chemicals |
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explain that artefacts from long submerged wrecks
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12.13 |
Identifying sections of Conquering Chemistry HSC Course
3rd edition
with items in the 1999 syllabus for
Option: Forensic Chemistry
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Students learn to: |
Section in C.C. |
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1. |
The job of the forensic chemist is to identify materials and trace their origins |
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outline precautions that may be necessary to ensure
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13.1, 13.2 |
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2. |
Analysis of organic material can distinguish plant and animal material |
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identify that carbohydrates are composed of
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13.7 |
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3. |
The range and types of lipids in organic samples can assist identification of the evidence and trace its origins |
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identify that fats are [made from] alkanoic acids with
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13.14 (and 10.10) |
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4. |
Because proteins are a major structural and metabolic component of all living organisms, the analysis of protein samples can be useful in forensic chemistry |
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distinguish between protein used for structural
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14.1 |
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5. |
DNA is an important compound found in all living things but is a most useful identification molecule |
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outline the structure and composition of DNA |
14.12, 14.13 |
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6. |
Much forensic evidence consists of very small samples and macroscopic analysis may not be appropriate |
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explain what is meant by the destructive testing of
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15 intro |
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7. |
All elements have identifiable emission spectra and this can be used to identify trace elements |
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describe the conditions under which atoms will emit light |
15.8 |
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