zilongwang/ReadingBank huggingface dataset:
Chemistry Pathway Courses Amherst Boston Dartmouth Lowell Chemistry I (with lab) CHEM 121# General Chemistry Science CHEM 115* Chemical Principles I CHEM 117 Chemical Principles I Lab CHM 155 Mod. Chemical Principles I CHM 163* Intro. To Chemistry Lab I 84.121 Chemistry I 84.123 Chemistry I Laboratory Chemistry II (with lab) CHEM 122 General Chemistry CHEM 116 Chemical Principles II CHEM 118 Chemical Principles II Lab CHM 156 Mod. Chemical Principles II CHM 164 Intro. To Chemistry Lab II 84.122 Chemistry II 84.124 Chemistry II Laboratory Organic Chemistry I (with lab) CHEM 265 Organic Chemistry-Major CHEM 267 Organic Lab-Major CHEM 251 Organic Chemistry I CHEM 255 Organic Chemistry I Lab CHM 251 Organic Chemistry I CHM 265 Organic Chemistry Lab I 84.221 Organic Chemistry IA 84.227 Organic Chemistry Lab I Organic Chemistry II (with lab) CHEM 266 Organic Chemistry-Major CHEM 268 Organic Lab-Major CHEM 252 Organic Chemistry II CHEM 256 Organic Chemistry II Lab CHM 252 Organic Chemistry II CHM 266 Organic Chemistry Lab II 84.222 Organic Chemistry IIA 84.228 Organic Chemistry Lab II Calculus I MATH 131^ Calculus I MATH 140^ Calculus I MTH 111^ Analytic Geometry and Calculus I 92.131^ Calculus I Calculus II MATH 132 Calculus II MATH 141 Calculus II MTH 112 Analytic Geometry and Calculus II 92.132 Calculus II Calculus III (multivariate) MATH 233 Multivariate Calculus MTH 211 Analytic Geometry and Calculus II 92.231 Calculus III Physics I (with lab) PHYSIC 151# General Physics I PHYSIC 113 Fundamentals of Physics I PHYSIC 181# Physics Laboratory I PHY 113# Classical Physics I 95.141# Physics I 96.141 Physics I Lab Physics II (with lab) PHYSIC 152 General Physics II PHYSIC 114 Fundamentals of Physics II PHYSIC 182 Physics Laboratory II PHY 114 Classical Physics II 95.144 Physics II 96.144 Physics II Lab
Rubric for Chemistry Research Papers: Name:_____________ Title:_________________________ Date:_________________ *** Turnitin.com similarity index – _________(must be ≤ 20% to be accepted) Category Exceeds Standard 4 Meets Standard 3 Nearly Meets Standard 2 Does Not Meet Standard 1 No Evidence 0 Title Page Title, Your Name, Teacher’s Name, Course Period, Date, Neatly finished-no errors Evidence of four Evidence of 3 Evidence of 2 or less Absent Introduction The introduction is engaging, states the main and previews the structure of the paper. The introduction states the main topic and previews the structure of the paper. The introduction states the main topic but does not adequately preview the structure of the paper. There is no clear introduction or main topic and the structure of the paper is missing. Absent, no evidence Body- Length & Content 5 or more typed pages; Each paragraph has thoughtful supporting detail sentences that develop the main idea; factual & thorough 4 pages; Each paragraph has sufficient supporting detail sentences that develop the main idea; Factual & somewhat thorough 3 pages; Each paragraph lacks supporting detail sentences. Needs more factual info. 2 Each paragraph fails to develop the main idea. Lacking enough factual info. 1 or less! Not applicable Organization- Not applicable spaced
PCl3 Sulfur dioxide Iron III Sulfide NBr3 Chromium (III) acetate H2SO3 SnSe Zinc nitrite HI Manganese (II) carbide SCl8 ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________
The use of quaternary ammonium as cationic surfactants. The nucleophilic addition–elimination reactions of ammonia and primary amines with acyl chlorides and acid anhydrides. Students should be able to outline the mechanisms of: • these nucleophilic substitution reactions • the nucleophilic addition–elimination reactions of ammonia and primary amines with acyl chlorides. CHAPTER 10 Polymers 3.3.12.1 Condensation polymers Condensation polymers are formed by reactions between: • dicarboxylic acids and diols • dicarboxylic acids and diamines • acids. The repeating units in polyesters (eg Terylene) and polyamides (eg nylon 6,6 and Kevlar) and the linkages between these repeating units. Typical uses of these polymers. Students should be able to: • draw the repeating unit from monomer structure(s) • draw the repeating unit from a section of the polymer chain • draw the structure(s) of the monomer(s) from a section of the polymer
DEPARTMENT OF CHEMISTRY TEACHING STAFF MEMBERS S.NO. NAME PHOTO DESIGNATION CONTACT DETAILS 1. Dr.R.Thiruneelakandan Associate Professor & Head +91 9443092608 2. Dr.K.Jothivenkatachalam Associate Professor +91 9443215423 3. Assistant Professor +91 94873 66871 4. Mrs.N.Devika Assistant Professor +91 26374 5. Dr.V.K.Senthurpandian Assistant Professor +91 94870 20226
13. Dr.M.Sivakumar Visiting Professor +91 13534 14 Mr.S.Vadivel Teaching Fellow +91 9788765603 NON-TEACHING MEMBERS S.NO. NAME PHOTO DESIGNATION CONTACT DETAILS 1. Mrs.M.Shanthi B.Sc., MBA. Professional Assistant-II +91 9965705370 2. Mrs.S.Anjaladevi BSC., MCA. Professional Assistant-II +91 9543646323 nallu.anjali@yahoo.com 3. Mrs.G.Kayalvizhi M.Com., M.Phil.DCP., Professional Assistant-II +91 9791944374 anushkaashankar@gmail.com
4.a Acids and alkalis in terms of ions formed, pH and the effects on indicators Learners should describe acids and alkalis in terms of ions formed, pH and the effects on indicators The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log or reflective journal This list is not exhaustive and other appropriate assessment methods may be used. 4.b The reactions of dilute acids with metals, alkalis and carbonates Learners should describe the reactions of dilute acids with metals, alkalis and carbonates 5 The learner will use symbols to represent molecules and equations to represent chemical reactions The learner must know: Assessment Requirements Evidence Location
5.a Simple formulae for molecules. Learners should construct simple formulae for molecules. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log or reflective journal This list is not exhaustive and other appropriate assessment methods may be used. 5.b A balanced equation for types of chemical reaction Learners should construct a balanced equation for types of chemical reaction Final Tutor Feedback (Strengths and Areas for Improvement): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced.
Chemistry Test I Topics and Corresponding Materials Matter and Properties - How do we classify matter [Classwork-Handout-Diamond Chart] - - Identifying matter [Classwork-Handout] - Chemical building blocks pp. 14-16 [Homework] - Chemistry vocabulary review [Classwork-Handout] - Matter crossword [Homework] - Matter quiz Mixtures and Pure Substances - How do we classify matter [Classwork-Handout-Diamond Chart] - Notes - Types of matter: Pure substances [Classwork-Handout] - Types of matter: Mixtures [Classwork-Handout] - Chemical building blocks pp. 18-19 (Stop at “Elements”) [Homework] - Pure substances vs. mixtures [Classwork-Handout] - Types of matter review [Classwork-Handout] - Matter crossword [Homework] - Matter quiz Heterogeneous and Homogeneous Mixtures - How do we classify matter [Classwork-Handout-Diamond Chart] - - Heterogeneous and homogeneous mixtures [Classwork-Handout] - Mixture review [Classwork-Handout] - Matter crossword [Homework] - Types of matter review [Classwork-Handout] - Matter quiz Solutions - How do we classify matter [Classwork-Handout-Diamond Chart] - Notes - Chemistry for kids: Solutions and dissolving [Homework] - Fruit punch solutions [Lab] - Comparing properties of solvents and solutes in a solution [Classwork-Handout] - Solutions: Solvents and solutes [Classwork-Handout]
Name:_______________________________________________ “Think-Tac-Toe” Select and complete activities from the choice board in a tic-tac-toe design. When you complete the activities in arrow you may decide to be finished. Or you may decide to keep going and complete more activities. 1. Explain how the periodic table is designed. Who came up with the design? How are the elements arranged? 2. Explain the Law of Conservation of Mass. Give an equation that illustrates the law. (Use books, handouts, and computers as resources) 3. Fill out “Elements and their Symbols” paper. 4. Explain the difference between a mixture and a compound. Give an example of each. Use the books and computers as resources. 5. Go to my teacher webpage and complete the Balancing Equations activity. When finished raise your hand. 6. List 5 different physical and chemical changes and explain why they are physical and chemical changes. (5 of each) 7. Copy the formulas from the “Formula” cards and list all the elements present in each formula. List how many atoms are present for each element in each formula. 8. Complete the “Classify It” handout from the table. 9. Explain the difference between physical and chemical changes. What evidence can be used as proof of a chemical change?
9. The number of moles of an element can be derived from knowing the number of atoms of the element or the mass and molar mass of the element. 10. Determining the number of moles of an element is used to derive the empirical and molecular formulas compounds. (sign in) (Grades 612) Oil and natural gas can be bad for the planet, but it's not so easy to give them up. dissolving chemicals. Students will poll class members for products used in their homes. Writing in Chemistry – Lighting Up the Night: Bioluminescence – Students will identify different life forms that use bioluminescence and create a pamphlet showing how bioluminescence is effective in each of these organisms.
molecule Definition: Example/Picture from Website Sentence (use the word in a content based sentence) _____________________________________________________________________________________ Web Link: valence electrons Definition: Example/Picture from Website Sentence (use the word in a content based sentence) _____________________________________________________________________________________ Web Link: 3. halogens Definition: Example/Picture from Website Sentence (use the word in a content based sentence) _____________________________________________________________________________________ Web Link:
4. covalent bond Definition: Example/Picture from Website Sentence (use the word in a content based sentence) _____________________________________________________________________________________ Web Link: 5. ionic bond Definition: Example/Picture from Website Sentence (use the word in a content based sentence) _____________________________________________________________________________________ Web Link: 6. law of conservation of mass Definition: Example/Picture from Website Sentence (use the word in a content based sentence) _____________________________________________________________________________________ Web Link:
Chemistry vs. Honors Chemistry Unit Overview All Chemistry classes must focus on student mastery of the Performance Expectations listed below. The Units and Topic Overviews are provided solely as guidelines. If time permits, additional units and extensions to the topics listed may be introduced. The following Engineering, Technology and Applications of Science Standards will be integrated throughout the year: HS-ETS1-1, HS-ETS1-2, and HS-ETS1-3. These topics will be covered and reviewed throughout the year as needed: Laboratory procedures Safety Equipment Measurement Problem Solving and Dimensional Analysis Chemistry Semester 1 Honors Chemistry Semester 1 Performance Expectations Covered Topic Overview Performance Expectations Covered Topic Overview Unit Title: Classification of Matter Unit Title: Classification of Matter HS-PS1-7 Chemical Properties and Analysis Classification of Matter KMT (Kinetic Molecular Theory) Conservation of Mass HS-PS1-7 Chemical Properties and Analysis Classification of Matter KMT (Kinetic Molecular Theory) Unit Title: Atomic Structure Unit Title: Atomic Structure HS-PS1-8 History Subatomic particles Atomic mass unit (amu) qualitative only Isotopes Radioactive decay Quantum levels Electromagnetic spectrum (qualitative) Fission and fusion HS-PS1-8 History Subatomic particles AMU calculations Isotopes Radioactive decay Quantum levels Electron configuration Electromagnetic spectrum (quantitative) Fission and fusion Unit Title: Periodic Table Unit Title: Periodic Table HS-PS1-1 HS-PS1-2 Groups Families Ions Valence electrons Patterns HS-PS1-1 HS-PS1-2 Groups Families Ions Valence electrons Patterns Periodic trends and laws Unit Title: Nomenclature & Formulas Unit Title: Nomenclature & Formulas
HS-PS3-4 Law of conservation of energy Calorimetry Thermochemical equations Enthalpy Exothermic & Endothermic Equilibrium rates of reactions HS-PS3-4 Law of conservation of energy Calorimetry Thermochemical equations Enthalpy Exothermic & Endothermic Hess’s Law Rates of reactions Unit Title: Gas Laws (Optional Unit for Chemistry) Unit Title: Gas Laws (Recommended to prepare students for AP Chemistry) P, V, T Combined gas law gas law P, V, T Boyle’s law Charles Law Gay-Lussac’s law Combined gas law Ideal gas law Dalton’s partial pressure Graham’s law Unit Title: Solutions, Acids and Bases Unit Title: Solutions, extension of Acids and Bases HS-PS1-5 HS-PS1-6 Mixtures Molarity Solvation Property of acids & bases pH calculations Titration Equilibrium Le Chatelier’s Principle HS-PS1-5 HS-PS1-6 Mixtures Molarity Colligative properties Solvation Property of acids & bases pH calculations Titration Acid-base strength Equilibrium Le Chatelier’s Principle
(10) Present Position : Full Name & Address of the Employer where Employed Designation Work Done Grant-in Aid/ Self Finance/ Private Full time/ Part time/ Ad hoc Basic Pay or Pay Band & A.G.P. OR Fixed Pay Date of appointment Encl at page No. Area of Specialization (11) Number of Research Papers/ Articles/ Seminar/ Conference/ Workshop/ Winter School/ Symposium/ Summer camp, attended. Total Publications Total Number attended Sr. No. Research Papers Articles Books Manuscript Ready for press Seminar Conference Workshop Winter School Symposium Summer camp 1 Local 2 State/Regional Level 3 National Level 4 International Level Total No. (13) Any other relevant information (Special experience/merits) not included above (Participation in curricular and co-curricular activities, NCC / NSS / Sports / Cultural Activities etc. enclose all Certificates) Sr. No. Activities Institution From To No. of Days Encl. at page No. 1 N.C.C. 2 N.S.S. 3 Sports 4 Cultural activities (14) Languages Known Tick mark () appropriately : Sr. No. Language Read Write Speak 1 English
Rubric for Product (4 marks for each section) Criteria 1 2 3 4 Description for use of product - Descriptions are not complete and not accurate - Sources not used - Use of product and who invented it is described - Content is not accurate, comprehensive or well supported - Sources not used - Use of product and who invented it is described - Content is accurate but not comprehensive - Sources are used - Use of product and who invented it is described - Content is accurate, comprehensive and well supported - Sources are used Explanation of product formation - Explanations are not complete and not accurate - Sources not used - Includes explanation of how product is made - Includes chemical equation - Content is not accurate, comprehensive or well supported - Sources not used - Includes explanation of how product is made - Includes chemical equation - Content is accurate but not comprehensive - Sources are used - In-depth explanation of how product is made - Chemical equation is written out - Content is accurate, comprehensive and well supported - Sources are used Calculations for product formation - Calculations are incomplete or incorrect - Calculations are included but are incomplete and hard to follow - Calculations are complete but hard to follow - Calculations use the chemical equation - Correct calculations are included, easy to follow and understand - Calculations use the chemical equation Organization of presentation - Clutter, no definitive sections, disorganized - Not all sections present - Definitive sections - Hard to follow, requires assistance - Missing parts - All data is present in sections - Must reread for clarity - All data present - Sections are defined and clear - Flows nicely without need of assistance Creativity of presentation - No variability - No use of visual creativity - Does not your attention - Signs of interest, motivation, effort and time are lacking - Little use of visual creativity - Able to engage and hold attention - Some aspects of visual creativity - Will engage others but not stimulate - Interesting, engaging, and visually stimulating - Aesthetically appealing and unique - Interest, motivation, effort and time are obviously present
RISK ASSESSMENT AND EVENT PLAN EVENT TITLE: CHEMISTRY IN ACTION EVENT HOST: THE TRAINING PARTNERSHIP ACTIVITY: CONFERENCE VENUE: Maxwell Upper Hall DATE OF ASSESSMENT: 28/10/2016 AUDIENCE: KS5 PUPILS HAZARD DESCRIPTION EXISTING CONTROLS RISK LEVEL PRECAUTIONS AND CONSEQUENCES PEOPLE IN CHARGE Crowding Ticketed audience of 500 students and their teachers plus 7 speakers Audience to remain in the Foyer prior to being allowed in the hall TTP programme manager (Anna Webb) and team of ushers to be familiar with housekeeping and fire Ticketed audience to be registered at the ticketing/registration desk in the Foyer to maintain audience capacity. Ushers present in the Foyer and in front of the hall doors. Ushers to guide audience to their seats. Prior to formal start of show the host to announce housekeeping rules. Low Ushers to make sure that all school pupils entering the venue are accompanied by their teachers. People needing wheelchair access and/or with disabilities to be given priority during entry and exit. The TTP Programme Manager Ushers in the foyer before the start and during breaks Ushers in the hall during the sessions. Food handling Packed lunches consumed in the hall during breaks Possible spillage of food and drinks during breaks No hot food to be allowed inside the hall. Food to be brought as “packed lunch” Strick instructions from chair person as to designated eating areas. Teachers and pupils aware of their responsibility to clear away mess. No food to be consumed except during the lunch and break times Ushers to be present to direct audience at lunch and break times Low Ushers to be present in the food area to handle spillage and free movement of audience in and out of the food area. Ushers inside the hall Demonstrations All demonstrations are risk assessed with appropriate protective equipment used. EVENT PLAN
A (a)What physical changes are taking place at point X……………………………………………………………………………………………… (1 mks) Z…………………………………………………………………………………………… (1 mks) (b) Whatis the physical status of the substance at points? W………………………………………………………………………………………. (1 mks) Y………………………………………………………………………………………. (1 mks) (c) What happens to the temperature between point A and C (2 mks) (d)Using the simple kinetic theory of matter, explain what happens to the substances between A-B (2 MKS) B-C (2 MKS) (e)The substance under test is definitely not water. Give a reason for your answer (2 mks)
Sample assessment outline Chemistry – General Year 11 Unit 1 and Unit 2 Assessment type (from syllabus) Assessment type weighting (from syllabus) Assessment task weighting Week Assessment task Science inquiry/ Practical/ Investigation 50% 2% Week 3 Task 1: Practical – Laboratory report on chromatography experiment to separate the food colours in Smarties 5% Week 3 Task 2: Investigation – Design and conduct an investigation assessing seaweed for chlorophyll using chromatography 2% Week 4 Task 3: Practical – Laboratory mini-test on physical and chemical changes 2% Week 5 Task 5: Practical – Laboratory mini-test on phase changes 2% Week 6 Task 6: Practical – Laboratory report on factors that affect solubility 5% Week 7 Task 7: Practical test – Solubility measurements 2% Week 9 Task 9: Practical – Laboratory mini-test on Conservation of mass 2% Week 12 Task 11: Practical – Laboratory report on measuring rates of reaction 5% Week 14 Task 12: Investigation – Design and conduct an investigation to assess factors affecting rates of food decay 2% Week 17 Task 14: Practical – Laboratory mini-test on measuring and comparing soil pH 2% Week 20 Task 17: Practical – Laboratory mini-test on solubility 2% Week 21 Task 18: Practical – Laboratory mini-test on acid-base and acid-carbonate reactions 5% Week 22 Task 19: Practical test – Identifying properties of solutions (pH, electrolyte solution, ions in solution) and identity any ions in solution 6% Week 25 Task 21: Investigation – Design and conduct an investigation to compare cleaning power of soaps and detergents 6% Week 29 Task 24: Investigation – Design and conduct an investigation to measure nitrate, phosphate and biological oxygen demand in local water sources in relation to potential for eutrophication
Description Possible mark Planning individual planning questions refined planning questions from group discussion 2 2 Carrying out of experiment safely conducted use of repeat trials chromatograms drawn/photographed and labelled (data recording) equipment cleaned and returned appropriately 1 1 2 1 Sighting of individual processing and data analysis, and evaluation before group refinement 2 Processing and analysis of data Rf values correctly calculated Rf values averaged for repeat trials patterns in data identified 2 1 1 Evaluation makes a valid statement relating hypothesis to results states a conclusion related to aim and hypothesis identifies possible limitations in the experimental design suggests possible improvements or justifies lack of need for changes to experimental design statement confidence in conclusion with supporting reasons 2 1 1 1 2 Total /22 Sample assessment task Chemistry – General Year 11 Task 10 – Unit 1 Assessment type: Test Conditions Time for the task: 50 minutes Task weighting 5% of the school mark for this pair of units _____________________________________________________________________________________________________ TEST The Atomic Structure, Language of Chemistry and Chemical reactions Recommended time: 50 minutes Structure of the test:
13–15 Biofuels vegetable oils can be used to make biofuels ethanol is an alcohol with the formula CH3CH2OH ethanol can be used as a biofuel ethanol can be produced by fermentation Task 7: Investigation – Energy content of biofuels Task 8: Externally set task Semester 2 – Context – Materials Chemistry Week Syllabus content 1–4 Metal properties and structure metals can be distinguished from non-metals by physical and chemical properties metals and non-metals can be identified by position on the periodic table metals consist of giant structures of atoms arranged in a regular pattern the layers of atoms in metals are able to slide over each other, so metals can be bent and shaped metals have a of melting points and relatively high boiling points different metals have different abilities to conduct heat and electricity conductivity depends on the ability of electrons to move throughout the electrical conductivity can be measured using a simple circuit or one which could include an ammeter or a multimeter the properties of metals determine how they are used; for example, copper is useful for electrical wiring and plumbing flame tests can be used to identify metals transition metals form coloured compounds; this enables them to be used for many purposes; for example, paint pigments, coloured glass and ceramics Task 9: Investigation – Comparing heat conduction of different metals Task 10: Practical test – Identifying metal ion solutions using flame tests 5–6 Alloys metals can form mixtures with other metals and substances like carbon to make alloys; for example, stainless steel alloys have different physical properties when compared to pure metals; this can increase the range of purposes that an alloy is suitable for Task 11: Test – Metal properties and structure and Alloys 7–9 Metal reactions observations, word equations and simple chemical equations for the following chemical reaction types acid-metal metal carbonate decomposition simple metal displacement metal/metal ion displacement reactions can be used to investigate differences in metal reactivity Task 12: Practical – Common types of metal reactions Task 13: Practical – Metal/metal ion investigation Task 14: Test – Metal reactions
-calcium, lead and barium sulphates Aqueous cations: Test Ion Result Add a few drops of dilute sodium hydroxide solution. A precipitate will form. Cu2+ Pale blue precipitate Fe2+ Green precipitate Fe3+ Red-Brown precipitate Al3+, Zn2+, Ca2+ White precipitate Divide the solutions into two equal volumes. To one, add double the volume of sodium hydroxide solution. To the other, add double the volume of ammonium hydroxide. Al3+ The precipitate dissolves again in sodium hydroxide solution giving a colourless solution. Zn2+ Precipitate dissolves in both solutions, giving a colourless solution. Ca2+ Dissolves in neither. Take a small amount of the solid or solution. Add a little dilute sodium hydroxide solution and heat gently. NH4+ Ammonia gas given off (it has a strong sharp smell and turns red litmus blue) Anions: Test Ion Result Take a small amount of the solid/solution. Add a little dilute hydrochloric acid. Carbonate Carbon dioxide gas is produced so there are bubbles and limewater goes milky Take a small amount of the solution. Add an equal volume of dilute nitric acid. Then add silver nitrate solution. Silver halides are insoluble, so a precipitate forms. Chloride White precipitate Iodide Yellow Take a small amount of the solution. Add a little sodium hydroxide solution. Add aluminium foil and heat gently. Nitrate Ammonia gas given off Take a small amount of the solution. Add an equal Sulphate White precipitate (barium sulphate)
8.4 Identification of ions and gases Aqueous cations: Test Ion Result Add a few of dilute sodium hydroxide solution. A precipitate will form. Cu2+ Pale blue precipitate Fe2+ precipitate Fe3+ Red-Brown precipitate Al3+, Zn2+, Ca2+ White precipitate Divide the solutions into two equal volumes. To one, add double the volume of sodium hydroxide solution. To the other, add double the volume of aqueous ammonia. Al3+ The precipitate dissolves again in sodium hydroxide solution giving a colourless solution but not in excess ammonia solution Zn2+ Precipitate dissolves in both solutions, giving a colourless solution. Ca2+ Dissolves in neither. Take a small amount of the solid or solution. Add a little dilute sodium hydroxide solution and heat gently. NH4+ Ammonia gas given off (it has a strong sharp smell and turns red litmus blue) Anions: Test Ion Result Take a small amount of the solid/solution. Add a little dilute hydrochloric acid. Carbonate Carbon dioxide gas is produced so there are bubbles and limewater goes milky Take a small amount of the solution. Add an equal volume of dilute nitric acid. Then add silver nitrate solution. Silver halides are insoluble, so a precipitate forms. Chloride precipitate Iodide Yellow Take a small amount of the solution. Add a little sodium hydroxide solution. Add aluminium foil and heat gently. Nitrate Ammonia gas off Take a small amount of the solution. Add an equal volume of dilute hydrochloric acid. Then add barium nitrate solution. Sulphate White precipitate (barium sulphate)
This is what is on the syllabus only, but I have made more concise notes which cover all of organic chemistry in the book chapters 17 and 18 BASICS (stuff that isn’t in the syllabus but is important): Alkane – general formula CnH2n+2 Alkene - functional C=C bond, general formula: CnH2n Alcohol - the OH functional group and have the general formula: CnH2n+1OH Carboxylic acid - COOH functional group, and have the general formula: CnH2n+1COOH Addition polymerisation – all atoms in the monomer are used to form the polymer, double bonds in molecules break in order to form a new bond Condensation polymerisation – 2 different monomers join, double bonds are not broken, in order form the monomers to join a small molecule has to be expulsed like water or HCl Esters are produced when carboxylic react with alcohols, the functional group is the ester link ( a carbon with a double bond to an oxygen and a single bond to another oxygen, I don’t think there is a general formula but if there was it would be something like this: CnH2n+1COOCtH2t+1 (note I used “t” and “n) since you can have several different combinations with one alcohol or one carboxylic acid 14.1 of compounds Name and draw the structure of the following compounds: Name Chemical formula Structure methane CH4 ethane C2H6 ethene C2H4 ethanol C2H5OH
(b) (i) B/negative 1 (b) (ii) As per data booklet, ignore state symbols. 1 Marks St Gr Q 19 In Australia flow cells are used to store the energy from solar cells. (a) The reaction taking at electrode A when the cell is providing electricity is: 1 2
Marks StGr 2013 Q14 Zinc displaces copper from copper(II) sulphate solution. The equation for the reaction is: (a) Circle the spectator ion in the above equation. 1 (b) the ion-electron equation for the oxidation step in this reaction. You may wish to use the data booklet to help you. 1 (c) The reaction can also be carried out in a cell. (i) Complete the three labels on the diagram. 1 (ii) What is the purpose of the ion bridge? 1 Answers Sample Answers and Mark Allocation Notes (a) Can be circled on either side or both sides or identified in some other way 1
The results are shown. (a) Which of the metals used is highest in the electrochemical series? 1 (b) Which two of the metals used would produce the highest voltage when connected in a cell? 1 (c) What would be the reading on the voltmeter if both strips of metal were copper? 1 Answers Sample Answers and Mark Allocation (a) (metal) 3 0·9 1 Not acceptable: (Metal) C (b) (metal) 2 and (metal) 3 0·2 and 0·9 for follow through for incorrect answer in (a) (metal) 3 and students answer in (a) 1 Not acceptable: any other combination (c) 0/ 0·0 / zero 1 Not acceptable: No voltage Marks Int 2 B Q1(b) Strontium can be extracted from the compound strontium chloride electrolysis. Label the diagram to show the charge on each electrode. 1
(i) Name catalyst Y. 1 (ii) Why is it not necessary to continue to supply heat once the reaction has started? 1 Answers Sample Answers and Mark Allocation Notes (a) Arrows drawn from unreacted gases to hydrogen and nitrogen box or catalyst box or between these two 1 (b) (i) Platinum, Pt 1 (b) (ii) It is an exothermic reaction The reaction produces heat 1 St Gr 2012 (c) Ammonia is produced in the process. Temperature is another factor which affects the percentage yield of ammonia. 1
Suggest a reason why 500 °C is the temperature chosen to operate an industrial ammonia plant rather than 200 °C. Answer Sample Answers and Mark Allocation Speed up reaction, too slow at 200ºC 1 Not acceptable: Any mention of decomposition Cost Negates: Faster & produces more ammonia St Gr 2012 Q 15 (c) Potassium hydroxide reacts with sulphuric acid to form potassium sulphate, which can be used as a fertiliser. Calculate the percentage, by mass, of potassium in potassium sulphate, K2SO4. Show your working clearly. 1
c) In an experiment to determine the percentage purity of the sample of sodium carbonate produced in the solvay process , 2.15g of the sample reacted completely with 40.0cm3 of 0.5M sulphuric (VI) acid. Calculate the number of moles of sodium carbonate that reacted. (2mks) Determine the percentage of sodium carbonate in the sample. (Na=23.0, C=12.0, O=16.0) (2mks) d) Name one industrialuses of sodium carbonate. (1mks) e) (i) Starting with calcium describe how solid sample of calcium carbonate can be prepared. (2mks) 4. (a) Describe the process by which Nitrogen is obtained from air on a large scale.(4 mks)
Proteins No. Learning Outcome Understanding? 1 Proteins are the major structural materials of animal tissue. 2 Proteins are involved in the maintenance and regulation of life processes. 3 Enzymes are biological catalysts made from protein. 4 Amino acids, the building blocks from which all proteins are formed, are relatively small molecules which all contain an amino group (NH2) and a carboxyl group (COOH). 5 The body cannot make all the acids required for body proteins and is dependent on dietary proteins for supply of certain amino acids known as essential amino acids. 6 Proteins are made of many amino acid molecules linked together by condensation reactions. 7 In these condensation reactions, the amino group on one amino acid and the carboxyl group of a neighbouring amino acid join together, with the elimination of water. 8 The link which forms between two amino acids can be recognised as an amide link (CONH) also known as the peptide link. 9 Proteins which fulfil different roles in the body are formed by linking differing sequences of amino acids together. 10 During digestion, enzyme hydrolysis of dietary proteins can produces acids. 11 The structural formulae of amino acids obtained from the hydrolysis of proteins can be identified from the structure of a section of the protein. Oxidation of Food and Chemistry of Cooking No. Learning Outcome Understanding? 1 alcohols with no more than 8 carbon atoms in the longest chain can be named from structural formulae. 2 Given the names of branched-chain alcohols, structural formulae can be drawn and molecular formulae written.
Antioxidants can be natural or synthetic. Natural antioxidants tend to be and therefore synthetic antioxidants are used when a longer shelf-life is preferred. In reality, several antioxidants are often added in combination to foodstuffs to give the most effective action. Examples of antioxidants are shown in the following table; Antioxidant Natural/synthetic E number Types of food Vitamin C (ascorbic acid) Natural E300 Fruits, jams, vegetables Vitamin E (tocopherols) Natural E306 Oils, meat pies, soya beans Butylated hydroxyanisole (BHA) Synthetic E320 Margarine, cheese, crisps Oxidation of edible fats and oils
C Dehydration D Condensation 2. of the following reactions can be classified as reduction? A CH3CH2OH → CH3COOH B CH3 CH(OH)CH3 → CH3COCH3 C CH3CH2COCH3 → CH3CH2CH(OH)CH3 D CH3CH2CHO → CH3CH2COOH 3. of the following compounds is an alkanone? 4. of the following is an aldehyde? 5. Which of the following compounds would react with sodium hydroxide solution to form a salt? A CH3CHO B CH3COOH C CH3COCH3 D CH3CH2OH 6. Which line in the table shows the correct functional group for each homologous series? 7. Which of the following organic compounds is an isomer of hexanal? A 2-Methylbutanal B 3-Methylpentan-2-one C 2,2-Dimethylbutan-1-ol D 3-Ethylpentanal 8. The name of this compound is A methanol B methanal C methanoic acid D methanone
2-methylpropan-1-ol. (1) (b) Triethanol amine and triisopropyl amine are bases used to neutralise acidic compounds in the hairspray to prevent damage to the hair. In terms of the intermolecular bonding present, explain clearly why triethanol amine has a much higher boiling point than triisopropyl amine. (2) 23. Chocolate contains various compounds. (a) Many of the flavour and aroma molecules found in chocolate are aldehydes and ketones. Two examples are shown below. Phenylethanal can be easily oxidised but 1,3-diphenylpropan-2-one cannot. (i) Name a chemical that could be used to distinguish between these two compounds. (1) (ii) Name the type of organic compound formed when phenylethanal is oxidised. (1) (b) Glycerol monostearate is an emulsifier used in chocolate. (i) Why is glycerol monostearate added to chocolate? (1) (ii) Draw a structural formula for glycerol. (1) (c) Theobromine, a compound present in chocolate, can cause illness in dogs and cats. To decide if treatment is necessary, vets must calculate the mass of theobromine consumed. 1·0 g of chocolate contains 1·4 mg of theobromine. Calculate the mass, in mg, of theobromine in a 17 g biscuit of which 28% is chocolate. Show your working clearly. (2) (d) The flavour and texture of chocolate comes from a blend of compounds. your knowledge of chemistry, describe how you could show that there are ionic compounds and covalent compounds present in chocolate. (3) 24. Ethanol has many uses. (a) Ethanol is found at relatively low concentrations in wine.
commercial electrolytic cells; use of electrochemical series in making predictions; application of Faraday’s laws) Research: infographic related to a commercial electrolytic cell Experiment: electroplating and Faraday’s laws Graphic organiser: comparison of electrolytic and galvanic 17 Rechargeable batteries (discharging/recharging of batteries; redox principles; factors affecting battery life) Quiz: rechargeable batteries/redox principles Experiment: construction and testing of a lead-acid battery Research: annotated diagram of a contemporary rechargeable including redox reactions 18 Unit revision 19
Content Energy Changes in Chemical Reactions Inquiry question: What energy changes occur in chemical reactions? Students: conduct practical investigations to measure temperature changes in examples of endothermic and exothermic reactions, including: combustion dissociation of ionic substances in aqueous solution (ACSCH018, ACSCH037) investigate enthalpy changes in reactions using calorimetry and (heat capacity formula) to calculate, analyse and compare experimental results with reliable secondary-sourced data, and to explain any differences construct energy profile diagrams to represent and analyse the enthalpy changes and activation energy associated with a chemical reaction (ACSCH072) model and analyse the role of catalysts in reactions (ACSCH073) Enthalpy and Hess’s Law Inquiry question: How much energy does it take to break bonds, and how much is released when bonds are formed? Students: explain the enthalpy changes in a reaction in terms of breaking and reforming bonds, and relate this to: the law of conservation of energy investigate Hess’s Law in quantifying the enthalpy change for a stepped reaction standard enthalpy change data and bond energy data, for example: (ACSCH037) carbon reacting with oxygen to form carbon dioxide via carbon monoxide Hess’s Law to simple energy cycles and solve problems to quantify enthalpy changes within reactions, including but not limited to: heat of combustion enthalpy changes involved in photosynthesis enthalpy changes involved in respiration (ACSCH037) Entropy and Free Energy Inquiry question: How can enthalpy and entropy be used to explain reaction spontaneity? Students: analyse the differences between entropy and enthalpy use modelling to illustrate entropy changes in reactions predict entropy changes from balanced chemical reactions to classify as increasing or decreasing entropy explain reaction spontaneity using terminology, including: (ACSCH072) Gibbs free energy enthalpy entropy solve problems using standard references and (Gibbs free energy formula) to classify reactions as spontaneous or nonspontaneous predict the effect of temperature changes on spontaneity (ACSCH070)
Assessment Schedule Chemistry – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Depth Study Modelling Task Module 1 Properties and Structure of Matter Depth Study Research/Practical Task incorporating elements of a depth study Module 2 Quantitative Chemistry Module 3 Reactive Chemistry Yearly Examination Term 1, Week 8 Term 2, Week 8 Term 3, Week 10 Outcomes assessed CH11/12-1 CH11/12-2 CH11/12-3 CH11/12-4 CH11/12-7 CH11-8 Outcomes assessed CH11/12-1 CH11/12-2 CH11/12-3 CH11/12-4 CH11/12-7 CH11-9 Outcomes assessed CH11/12-1 to CH11/12-7 and CH11-8 to CH11-11 Skills in Working Scientifically 15 25 20 60 Knowledge and Understanding 10 10 20 40 Total % 25 35 40 100
Sample Assessment Schedule Chemistry – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Practical Test Module 1 Properties and Structure of Matter Depth Study Report Module 2 Quantitative Chemistry Module 3 Reactive Chemistry Yearly Examination Term 1, Week 8 Term 2, Week 8 Term 3, Week 10 Outcomes assessed CH11/12-1 CH11/12-2 CH11/12-4 CH11/12-7 CH11-8 Outcomes assessed CH11/12-1 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7 CH11-9 Outcomes assessed CH11/12-1 to CH11/12-7 and CH11-8 to CH11-11 Skills in Working Scientifically 20 30 10 60 Knowledge and Understanding 10 10 20 40 Total % 30 40 30 100
Sample Assessment Schedule Chemistry – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Depth Study Modelling task Module 1 Properties and Structure of Matter Practical Test and Analysis of Data Modules 1–2 Practical Task and Application of Knowledge Modules 3–4 Term 1, Week 8 Term 2, Week 8 Term 3, Week 10 Outcomes assessed CH11/12-1 CH11/12-2 CH11/12-3 CH11/12-4 CH11/12-7 CH11-8 Outcomes assessed CH11/12-3 CH11/12-4 CH11/12-6 CH11/12-7 CH11-8 CH11-9 Outcomes assessed CH11/12-1 CH11/12-3 CH11/12-4 CH11/12-6 CH11/12-7 CH11-10 CH11-11 Skills in Working Scientifically 15 20 25 60 Knowledge and Understanding 10 15 15 40 Total % 25 35 40 100
Sample Assessment Schedule Chemistry – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Make and present a model Module 1 Properties and Structure of Matter Practical task Module 2 Quantitative Chemistry and Module 3 Reactive Chemistry Depth Study Report and Presentation Module 3 Reactive Chemistry and Module 4 Drivers of Reactions Term 1, Week 8 Term 2, Week 8 Term 3, Week 10 Outcomes assessed CH11/12-1 CH11/12-2 CH11/12-3 CH11/12-4 CH11/12-7 CH11-8 Outcomes assessed CH11/12-3 CH11/12-4 CH11/12-5 CH11/12-6 CH11-9 CH11-10 Outcomes assessed CH11/12-1 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7 CH11-10 CH11-11 Skills in Working Scientifically 20 30 10 60 Knowledge and Understanding 15 10 15 40 Total % 35 40 25 100
Marking guidelines Dilution Marks Correctly states appropriate use of glassware and that dilution is made with deionized or distilled water States that pipette must be rinsed with vinegar prior to use 2 States appropriate use of glassware and dilution made with deionized or distilled water OR States that pipette must be rinsed with vinegar prior to use 1 Titration - method States correct outlining the indicator used. Includes the rinsing of the burette with standard solution, the correct volumes and terms for glassware. Explains that the experiment is repeated until consistent titres are achieved. Ensures steps are in logical sequence. 3 One of the above is omitted. 2 Two of the above are omitted. 1 Titration - indicator States that the titration is between strong base and weak acid therefore end point is in basic region. ID phenolphthalein as an indicator that changes in Basic solution pH >8. 2 States that the titration is between strong base and weak acid therefore end point is in basic region. OR ID phenolphthalein as an indicator that changes in Basic solution pH >8. 1 Results has appropriate headings, all data in the table, units are in the headings of each column, more than two titres, two concordant titres, average of concordant titres shown, organised and well set out allowing easy access of data. 3- 4 Some data in table, data organised with some missing, at least two sets of results shown. 1-2 Calculations – a) Answer shows correct calculations, consistent use of significant figures, uses the average of the concordant titres and has consistent and correct units. 2 One of the above is omitted. 1 Calculations – b) Answer shows correct calculations, consistent use of significant figures, uses the average of the concordant titres and has consistent and correct units. 2 One of the above is omitted. 1 Analysis - errors Identifies two appropriate errors such as inaccuracy in transferring aliquots, parallax error in reading burette, not rinsing burette with NaOH solution before filling, not washing drops of NaOH solution off side of conical flask or end of burette, not rinsing conical flask with distilled water. 2
investigate the production of alcohols, including: substitution reactions of halogenated organic compounds fermentation investigate the products of the oxidation of primary and secondary alcohols compare and contrast fuels from inorganic sources to biofuels, including ethanol Production of alcohols Students research secondary sources to investigate the production of alcohols in substitution reactions of halogenated organic compounds CH11/12-5 Students write equations to show the substitution CH11/12-6, CH11/12-7 Investigating fermentation In groups, students follow a procedure to investigate the production of ethanol by fermentation Students evaluate and manage risks, ensure and evaluate accuracy, apply quantitative processes and evaluate the quality of the data collected Students write an equation to represent the reaction CH11/12-6, CH11/12-7 Students write a conclusion and engage in peer feedback to evaluate the argument for the conclusion CH11/12-7 Oxidation reactions Students revise oxidation reactions and half equations Students revise definitions and examples of primary and secondary alcohols Students use secondary sources to investigate the oxidation of primary and secondary alcohols using acidified sodium or potassium dichromate(VI) solution Students write the half equations for the products of reduction and oxidation CH11/12-6 Fuels Depth Study: Hydrocarbons – their applications and/or uses Students update their process diary by responding to the following – 1 hour Students use secondary sources to research fuels from inorganic sources and biofuels from organic sources, including ethanol Students use a Venn diagram to compare and contrast the production and uses of these fuels. CH11/12-6 Students include balanced equations CH11/12-6 Student’s update their process diaries adding information and resources as they are found Reactions of organic acids and bases Inquiry question: What are the properties of organic acids and bases?
Students: calculate pH, pOH, hydrogen ion concentration ([H+]) and hydroxide ion concentration ([OH–]) for a range of solutions (ACSCH102) 2. The meaning of pH Teacher demonstration showing the effect of dilution on pH of a strong acid, such as HCl. Use a data logger to record the pH of 0.1M, 0.01M, 0.001M and 0.0001M HCl, to demonstrate that a ten-fold change in concentration corresponds to a change of one pH unit. Discuss the self-ionisation of water, reviewing the equilibrium constant Kw Students process information to calculate pH, pOH, hydrogen ion concentration ([H+]) and hydroxide ion concentration ([OH–]) for a range of solutions, using the following: pH = -log[H+] pOH = -log[OH-] pH + pOH = 14 Calculating pH, pOH, [H+], [H3O+], [OH-] of Acids and Bases Ensure that students are familiar with the use of calculators and digital technologies and consider significant figures in presenting final answers. View the Students: conduct an investigation to demonstrate the use of pH to indicate the differences between the strength of acids and bases (ACSCH102) 3. Strong and weak acids Students plan an investigation to measure the pH of identical concentrations of strong and weak acids. W/S – Questioning and Predicting – CH11/12-1 W/S – Planning Investigations – CH11/12-2 W/S – Conducting Investigations – CH11/12-3 W/S – Analysing Data and Information – CH11/12-5 Students describe the difference between a strong and weak acid in terms of an equilibrium between the intact model and its ions. Students analyse the pH of equimolar solutions of a variety of common acids and identify common acids as strong or weak according to the equilibrium model. Students: construct models and/or animations to communicate the differences between strong, weak, concentrated and dilute acids and bases (ACSCH099) Students use diagrams, ionic equations and molecular model kits to explain the terms ‘ionisation’, ‘strong’, ‘weak’, ‘concentrated’ and ‘dissociation’ as applied to acids and bases. Students identify conjugate acid-base for a variety of strong and weak acids. Students: 4. Amphiprotism