HSC CHEMISTRY PROGRAM

MODULE: 3. CHEMICAL MONITORING AND MANAGEMENT
WEEK / SYLLABUS OUTCOMES / TEACHING STRATEGIES & ACTIVITIES / Jacaranda Chemistry 2 Page Reference / Sign
1 / The Work of an Industrial Chemist
1. Outline the role of a chemist employed in a named industry or enterprise, identifying the branch of chemistry undertaken by the chemist and explaining a chemical principle that the chemist uses.
2. Identify the need for collaboration between chemists as they collect and analyse data.
3. Describe an example of a chemical reaction such as combustion, where reactants form different products under different conditions and thus would need monitoring
4. Gather, process and present information from secondary sources about the work of practising scientists identifying:(a) the variety of chemical occupations (b) a specific chemical occupation for a more detailed study.
The Haber Process
5. Identify and describe the industrial uses of ammonia.
6. Identify that ammonia can be synthesised from its component gases, nitrogen and hydrogen.
7. Describe that synthesis of ammonia occurs as a reversible reaction that will reach equilibrium. / The Work of an Industrial Chemist
1. Gather data and summarise information abut the work of chemists in industry
DATA ANALYSIS. 11.1 Case Studies
2. Discuss the varying roles of developmental chemists, production chemists and research chemists and explain why cooperation is vital in such a team.
3. Gather data about the types of pollution generated by the combustion of different types of fuels. Identify technologies that can be used to monitor these emissions.
4. Examine the variety of chemical occupations such as environmental and metallurgical chemists. Then, select the work of a polymer chemist (for example) for more detailed study. (See Data Analysis 11.1)
Revision Questions - Jacaranda Chemistry 2.
Set 11.1
The Haber Process
5. Gather and summarise information about the uses of ammonia.
6. Identify the feedstocks required for the Haber Process and explain how they are prepared.
7. Revise the concept of reversible reactions and write the equilibrium equation for the synthesis of ammonia. / Chapter 11
1. 235-237
253-256
397-398
2. 235
3. 237-240
4. 235-237
253-256
Revision 11.1
Page 241
5. 242
6. 242-245
7. 246
2 / The Haber Process
8. Identify the reaction of hydrogen with nitrogen as exothermic.
9. Explain why the rate of reaction is increased by higher temperatures.
10. Explain why the yield of product in the Haber process is reduced at higher temperatures using Le Chatelier’s principle.
11. Explain why the Haber process is based on a delicate balancing act involving reaction energy, reaction rate and equilibrium.
12. Explain that the use of a catalyst will lower the reaction temperature required and identify the catalyst(s) used in the Haber process.
13. Analyse the impact of increased pressure on the system involved in the Haber process.
14. Explain why monitoring of the reaction vessel used in the Haber process is crucial and discuss the monitoring required.
15. Gather and process information from secondary sources to describe the conditions under which Haber developed the industrial synthesis of ammonia and evaluate its significance at that time in world history. / The Haber Process
8. Recall that heat is released in an exothermic reaction such as the Haber process.
9. Examine the kinetic factors that influence the speed at which the nitrogen and hydrogen combine
10. Examine the factors that affect the position of the equilibrium and therefore the yield. Explain that an increase in temperature will reverse the equilibrium in an exothermic reaction.
11. Show that the Haber Process conditions are often a compromise between competing factors.
12. Identify the type of catalyst used and explain why the use of a catalyst will help to reduce the temperature required for the reaction. Use an activation energy diagram to summarise these ideas.
13. Use graphs to summarise the effect of increasing pressure on the yield of ammonia.
14. Discuss the types of monitoring and management processes that occur in a Haber plant, noting that much of this process is automated today.
15. Gather and summarise information about the history of the Haber process and evaluate its importance in the development of synthetic fertilisers for a growing world population
DATA ANALYSIS 11.2 The History of the Haber Process
Revision Questions - Jacaranda Chemistry 2.
Set 11.2 / 8. 246
9. 246-247
10. 245-247
11. 248-249
CD Animation: The Haber Process
12. 248
13. 248
14. 250
15. 257-258
Revision 11.2
Page 250-251
3 / Identification of Ions
16. Deduce the ions present in a sample from the results of tests.
17. Perform first-hand investigations to carry out a range of tests, including flame tests, to identify the following ions:
phosphate ;sulfate ;carbonate; chloride
barium; calcium; lead; copper ;iron
18. Identify data, plan, select equipment and perform first-hand investigations to measure the sulfate content of lawn fertiliser and explain the chemistry involved.
19. Analyse information to evaluate the reliability of the results of the above investigation and to propose solutions to problems encountered in the procedure. / Identification of Ions
16. Revise the solubility rules (Year 11). Distinguish between qualitative tests and quantitative tests. Demonstrate examples of tests that produce precipitates and/or gases.
17. Demonstrate flame tests and discuss the theory behind these tests.
PRACTICAL ACTIVITY 12.1 Identify anions and cations using elimination tests.
18. Discuss the principles of quantitative analysis.
PRACTICAL ACTIVITY 12.2 . Determine the sulfate content of a soluble fertiliser.
19. DATA ANALYSIS 12.3. Process data about the sulfate content of a fertiliser and evaluate issues related to reliability and accuracy.
Revision Questions - Jacaranda Chemistry 2.
Set 12.1 / Chapter 12
16. 260-266
CD Animation: Testing for chloride ions
17. 263
281-283
CD Animation: Testing for lead ions
18. 266-268
284-285
19. 269
286-287
Revision 12.1
Pages 269-270
4 / Instrumental Analysis
20. Describe the use of atomic absorption spectroscopy (AAS) in detecting concentrations of metal ions in solutions and assess its impact on scientific understanding of the effects of trace elements.
21. Gather, process and present information to interpret secondary data from AAS measurements and evaluate the effectiveness of this in pollution control.
22. Gather, process and present information to describe and explain evidence for the need to monitor levels of one of the above ions in substances used in society. / Instrumental Analysis
20. Examine examples of atomic absorption spectra and discuss how they can be used to identify metal ions. Summarise the principles of atomic absorption spectroscopy.
Explain how AAS can be used to monitor trace elements in the environment.
21. Gather and process data on the use of AAS in pollution control.
22. Process data on the need to monitor lead pollution in the environment
Revision Questions - Jacaranda Chemistry 2.
Set 12.2 / Chapter 12
20. 271- 274
275-277
21. 276
22. 288-290
Revision 12.2
Pages 278-280
CD - CHECKPOINT REVISION
Chapters 11 and 12
5 / Chemistry of atmospheric pollution and ozone depletion
23. Describe the composition and layered structure of the atmosphere.
24. Identify the main pollutants found in the lower atmosphere and their sources.
25. Describe ozone as a molecule able to act both as an upper atmosphere UV radiation shield and a lower atmosphere pollutant.
26. Describe the formation of a coordinate covalent bond.
27. Demonstrate the formation of coordinate covalent bonds using Lewis electron dot structures.
28. Compare the properties of the oxygen allotropes O2 and O3 and account for them on the basis of molecular structure and bonding.
29. Compare the properties of the gaseous forms of oxygen and the oxygen free radical. / Chemistry of atmospheric pollution and ozone depletion
23. Use diagrams to describe the composition and layered structure of the atmosphere.
24. Identify the lower atmospheric pollutants and draw up a table to summarise the issues related to this contamination.
25. Gather data on tropospheric ozone and how it is dangerous to health. Explain why stratospheric ozone is important to life on earth.
26. Define the term coordinate bond and model its formation.
27. Draw Lewis electron dot formulae to demonstrate coordinate bond formation.
28. Process data to compare the properties of dioxygen and ozone.
29. Draw Lewis diagrams of dioxygen and the oxygen free radical. Discuss the relative reactivity of these species. / Chapter 13
23. 292- 293
24. 294- 297
25. 296-297
301-302
26. 298-299
27. 298
28. 299-300
29. 300-301
CD Animation:
Formation and decomposition of ozone
6 / Chemistry of atmospheric pollution and ozone depletion
30. Identify the origins of chlorofluorocarbons (CFCs) and halons in the atmosphere.
31. Identify and name examples of isomers (excluding geometrical and optical) of haloalkanes up to eight carbon atoms.
32. Discuss the problems associated with the use of CFCs and assess the effectiveness of steps taken to alleviate these problems.
33. Analyse the information available that indicates changes in atmospheric ozone concentrations, describe the changes observed and explain how this information was obtained.
34. Present information from secondary sources to write the equations to show the reactions involving CFCs and ozone to demonstrate the removal of ozone from the atmosphere.
35. Gather, process and present information from secondary sources including simulations, molecular model kits or pictorial representations to model isomers of haloalkanes.
36. Present information from secondary sources to identify alternative chemicals used to replace CFCs and evaluate the effectiveness of their use as a replacement for CFCs / Chemistry of atmospheric pollution and ozone depletion
30. Distinguish between CFCs and halons and use model kits to construct them. Identify the origins of these molecules.
31. Construct models of isomers of various haloalkanes including CFCs and halons. Use nomenclature rules to name these molecules.
32. Gather and process data to discuss the problems caused by CFC and halon use.
33. Gather data from various sources including the internet about the ozone hole and investigate the types of instruments that are used to collect this data.
34. Write equations to describe the removal of ozone from the stratosphere due to reactions involving CFCs.
35. PRACTICAL ACTIVITY 13.1 Use model kits and computer simulations to construct various haloalkanes.
36. DATA ANALYSIS 13.2
Process data on the Montreal protocol and evaluate the effectiveness of the use of CFC replacements.
Revision Questions - Jacaranda Chemistry 2.
Set 13.1 / Chapter 13
30. 303-305
31. 303- 305
32. 305
308-311
33. 306 - 308
34. 308-311
35. 314
36. 315-316
Revision 13.1
Pages 312-313
7 / Testing for Water Quality
37. Identify that water quality can be determined by considering:
(a) concentrations of common ions (b) total dissolved solids (c)hardness (d) turbidity (e) acidity (f) dissolved oxygen and biochemical oxygen demand
38. Identify factors that affect the concentrations of a range of ions in solution in natural bodies of water such as rivers and oceans.
39. Perform first-hand investigations to use qualitative and quantitative tests to analyse and compare the quality of water samples
40.Gather, process and present information on the range and chemistry of the tests used to:(a) identify heavy metal pollution of water (b) monitor possible eutrophication of waterways. / Testing for Water Quality
37. Discuss the factors that effect water quality and summarise this information in a table.
Describe each of the tests that can be performed on water and write equations for each test.
(a) Common ion testing (b) TDS
(c) Hardness (d) Turbidity (e) Acidity
(f) DO (g) BOD
Solve problems related to these water quality tests.
38. Use a table to summarise the factors that lead to changes in ion concentration in natural waters.
39. PRACTICAL ACTIVITY 14.1 Use qualitative and quantitative tests to investigate various water samples.
40. DATA ANALYSIS 14.2
Process and analyse data on (a) Heavy metal pollution (b) Eutrophication of waterways
Revision Questions - Jacaranda Chemistry 2.
Set 14.1 / Chapter 14
37.
(a) 318- 321
(b) 322- 323
(c) 323- 326
(d) 326- 328
(e) 328
(f) 328-331
(g) 331- 334
38. 335- 337
39. 346-349
40. (a) 349-351
(b) 351- 352
Revision 14.1
Pages 337- 338
8 / Water Purification
41. Describe and assess the effectiveness of methods used to purify and sanitise mass water supplies.
42. Describe the design and composition of microscopic membrane filters and explain how they purify contaminated water.
43. Gather, process and present information on the features of the local town water supply in terms of:(a) catchment area (b) possible sources of contamination in this catchment (c) chemical tests available to determine levels and types of contaminants (d) physical and chemical processes used to purify water (e) chemical additives in the water and the reasons for the presence of these additives / Water Purification
41. Define the term potable water and discuss the various methods used to purify water. Construct a flow chart or interpret a flow chart of the various steps. Solve problems related to water purification.
42. Examine a used filter from a water purifier. Use diagrams and data obtained from various sources to compare the design of membrane filters and describe how they purify water.
43. Students can undertake an assignment to gather, process and present information on their local water supply.
DATA ANALYSIS 14.3 Process data on the methods used to collect and purify water in the Sydney Catchment.
Revision Questions - Jacaranda Chemistry 2.
Set 14.2 / Chapter 14
41. 338- 342
42. 342-344
43. 353-356
Revision 14.2
Pages 344- 345
8-9 / GENERAL REVISION / CD- MODULE 3 - REVISION QUESTIONS - Chapters 11,12,13,14
Use the supplied set of questions to revise all of Module 2.
20 Multiple Choice and 20 open-ended questions in the style of the HSC are available.
Model answers are available on the CD.
CD- MODULE 3 REVISION SET
Ten short and long answer questions based on Module 3.
Model answers are supplied
CD- MODULE 3 PROBLEM SETS
Four problem-solving worksheets are available.
Set 1- Gravimetric analysis for sulfate
Set 2- AAS analysis for calcium ions
Set 3- ASS analysis of lead pollution
Set 4- Water analysis
Worked answers are supplied. / CD MODULE 3
REVISION QUESTIONS
REVISION SET
PROBLEM SETS

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