Chemistry Stage 6

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Chemistry Stage 6 Syllabus

9 Content: Chemistry Stage 6 HSC Course

9.1 Chemistry Skills

During the HSC course it is expected that students will further develop skills in planning and

conducting investigations, communicating information and understanding, scientific thinking and

problem-solving and working individually and in teams. ach module specifies content throughwhich skill outcomes can be achieved. !eachers should develop activities based on that content to

provide students with opportunities to develop the full range of skills.

HSC Course Outcomes Content

A student:

H"". #ustifies the appropriatenessof a particular investigationplan

Students:

""." identify data sources to:

a$ analyse complex problems to determine appropriate ways in which each

aspect may be researched

b$ determine the type of data which needs to be collected and explain the

%ualitative or %uantitative analysis that will be re%uired for this data to beuseful

c$ identify the orders of magnitude that will be appropriate and the uncertainty

that may be present in the measurement of data

d$ identify and use correct units for data that will be collected

e$ recommend the use of an appropriate technology or strategy for data

collection or gathering information that will assist efficient future analysis

"".& plan first-hand investigations to:

a$ demonstrate the use of the terms 'dependent( and 'independent( to describe

variables involved in the investigation

b$ identify variables that need to be kept constant, develop strategies to ensure

that these variables are kept constant, and demonstrate the use of a control

c$ design investigations that allow valid and reliable data and information to becollected

d$ design and trial procedures to undertake investigations and explain why a

procedure, a se%uence of procedures or repetition of procedures is appropriate

e$ predict possible issues that may arise during the course of an investigation

and identify strategies to address these issues if necessary

"".) choose equipment or resources by:

a$ identifying and*or setting up the most appropriate e%uipment or combination

of e%uipment needed to undertake the investigation

b$ carrying out a risk assessment of intended experimental procedures and

identifying and addressing potential ha+ards

c$ identifying technology that could be used during investigations and

determining its suitability and effectiveness for its potential role in theprocedure or investigations

d$ recognising the difference between destructive and non-destructive testing of

material and analysing potentially different results of these two procedures

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H"&. evaluates ways in which

accuracy and reliability couldbe improved in investigations

"&." perform first-hand investigations by:

a$ carrying out the planned procedure, recognising where and when

modifications are needed and analysing the effect of these ad#ustments

b$ efficiently undertaking the planned procedure to minimise ha+ards and

wastage of resources

c$ disposing carefully and safely of any waste materials produced during the

investigation

d$ identifying and using safe work practices during investigations

"&.& gather first-hand information by:

a$ using appropriate data collection techni%ues, employing appropriate

technologies including data loggers and sensors

b$ measuring, observing and recording results in accessible and recognisable

forms, carrying out repeat trials as appropriate

"&.) gather information from secondary sources by:

a$ accessing information from a range of resources including popular scientific

#ournals, digital technologies and the nternet

b$ practising efficient data collection techni%ues to identify useful information insecondary sources

c$ extracting information from numerical data in graphs and tables as well as

from written and spoken material in all its forms

d$ summarising and collating information from a range of resources

e$ identifying practising male and female ustralian scientists, the areas in

which they are currently working and information about their research

"&. process information to:

a$ assess the accuracy of any measurements and calculations and the relative

importance of the data and information gathered

b$ identify and apply appropriate mathematical formulae and concepts

c$ best illustrate trends and patterns by selecting and using appropriate methods,

including computer-assisted analysisd$ evaluate the relevance of first-hand and secondary information and data in

relation to the area of investigation

e$ assess the reliability of first-hand and secondary information and data by

considering information from various sources

f$ assess the accuracy of scientific information presented in mass media by

comparison with similar information presented in scientific #ournals

H"). uses terminology andreporting styles appropriatelyand successfully tocommunicate information and

understanding

")." present information by:

a$ selecting and using appropriate text types or combinations thereof, for oral

and written presentations

b$ selecting and using appropriate media to present data and information

c$ selecting and using appropriate methods to acknowledge sources of

informationd$ using symbols and formulae to express relationships and using appropriate

units for physical %uantities

e$ using a variety of pictorial representations to show relationships and

presenting information clearly and succinctly

f$ selecting and drawing appropriate graphs to convey information and

relationships clearly and accurately

g$ identifying situations where use of a curve of best fit is appropriate to present

graphical information

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H". assesses the validity of

conclusions from gathered

data and information

"." analyse information to:

a$ identify trends, patterns and relationships as well as contradictions in data and

information

b$ #ustify inferences and conclusions

c$ identify and explain how data supports or refutes an hypothesis, a prediction

or a proposed solution to a problem

d$ predict outcomes and generate plausible explanations related to the

observations

e$ make and #ustify generalisations

f$ use models, including mathematical ones, to explain phenomena and*or make

predictions

g$ use cause and effect relationships to explain phenomena

h$ identify examples of the interconnectedness of ideas or scientific principles

".& solve problems by:

a$ identifying and explaining the nature of a problem

b$ describing and selecting from different strategies those which could be used

to solve a problem

c$ using identified strategies to develop a range of possible solutions to a

particular problem

d$ evaluating the appropriateness of different strategies for solving an identified

problem

".) use available evidence to:

a$ design and produce creative solutions to problems

b$ propose ideas that demonstrate coherence and logical progression and include

correct use of scientific principles and ideas

c$ apply critical thinking in the consideration of predictions, hypotheses and the

results of investigations

d$ formulate cause and effect relationships

H"/. explains why an investigationis best undertaken

individually or by a team

The HSC course builds on the Preliminary course and further increases thestudents skills in working individually and in teams. Refer to the content

overview on page 14.

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9.2 Production of Materials

Contextual Outline

Humans have always exploited their natural environment for all their needs including food, clothing

and shelter. s the cultural development of humans continued, they looked for a greater variety of

materials to cater for their needs.

!he twentieth century saw an explosion in both the use of traditional materials and in the research for

development of a wider range of materials to satisfy technological developments. dded to this was a

reduction in availability of the traditional resources to supply the increasing world population.

Chemists and chemical engineers continue to play a pivotal role in the search for new sources of

traditional materials such as those from the petrochemical industry. s the fossil organic reserves

dwindle, new sources of the organic chemicals presently used have to be found. n addition, chemists

are continually searching for compounds to be used in the design and production of new materials to

replace those that have been deemed no longer satisfactory for needs.

!his module increases students( understanding of the implications of chemistry for society and the

environment and the current issues, research and developments in chemistry.

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Students learn to: Students:

1. ossil fuels provideboth energy andra! materials suchas ethylene" for the

production ofother substances

construct word and balancedformulae e%uations of chemicalreactions as they are encountered

identify the industrial source of

ethylene from the cracking of someof the fractions from the refining of

petroleum

gather and present informationfrom first-hand or secondarysources to write e%uations torepresent all chemical reactions

encountered in the HSC course identify data, plan and perform a

first-hand investigation to comparethe reactivities of appropriatealkenes with the correspondingalkanes in bromine water

analyse information from

secondary sources such as computer

simulations, molecular model kits

or multimedia resources to model

the polymerisation process

identify that ethylene, because ofthe high reactivity of its double

bond, is readily transformed intomany useful products

identify that ethylene serves as amonomer from which polymers aremade

identify polyethylene as an additionpolymer and explain the meaning ofthis term

outline the steps in the production

of polyethylene as an example of a

commercially and industrially

important polymer

identify the following ascommercially significant

monomers0 vinyl chloride

styrene

by both their systematic andcommon names

describe the uses of the polymersmade from the above monomers interms of their properties

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#. Some scientistsresearch theextraction ofmaterials from

biomass to reduceour dependence onfossil fuels

discuss the need for alternativesources of the compounds presentlyobtained from the petrochemicalindustry

use available evidence to gatherand present data from secondarysources and analyse progress in therecent development and use of a

named biopolymer. !his analysisshould name the specific en+yme1s$used or organism used to synthesisethe material and an evaluation ofthe use or potential use of the

polymer produced related to itsproperties

explain what is meant by acondensation polymer

describe the reaction involved whena condensation polymer is formed

describe the structure of celluloseand identify it as an example of acondensation polymer found as ama#or component of biomass

identify that cellulose contains the

basic carbon-chain structures

needed to build petrochemicals and

discuss its potential as a raw

material

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$. Other resources"such as ethanol"are readilyavailable from

rene!ableresources such asplants

describe the dehydration of ethanolto ethylene and identify the need fora catalyst in this process and thecatalyst used

process information fromsecondary sources such asmolecular model kits, digitaltechnologies or computer

simulations to model0 the addition of water to

ethylene

the dehydration of ethanol

process information fromsecondary sources to summarise the

processes involved in the industrialproduction of ethanol from sugarcane

process information fromsecondary sources to summarise the

use of ethanol as an alternative carfuel, evaluating the success ofcurrent usage

solve problems, plan and perform afirst-hand investigation to carry outthe fermentation of glucose andmonitor mass changes

present information from secondarysources by writing a balancede%uation for the fermentation ofglucose to ethanol

identify data sources, chooseresources and perform a first-hand

investigation to determine and

compare heats of combustion of at

least three li%uid alkanols per gram

and per mole

describe the addition of water toethylene resulting in the productionof ethanol and identify the need fora catalyst in this process and thecatalyst used

describe and account for the manyuses of ethanol as a solvent for

polar and non-polar substances

outline the use of ethanol as a fueland explain why it can be called a

renewable resource

describe conditions under whichfermentation of sugars is promoted

summarise the chemistry of thefermentation process

define the molar heat ofcombustion of a compound andcalculate the value for ethanol fromfirst-hand data

assess the potential of ethanol as analternative fuel and discuss theadvantages and disadvantages of itsuse

identify the 23C nomenclaturefor straight-chained alkanols fromC" to C4

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%. Oxidation-reduction reactionsare increasinglyimportant as a

source of energy

explain the displacement of metalsfrom solution in terms of transfer ofelectrons

perform a first-hand investigationto identify the conditions underwhich a galvanic cell is produced

perform a first-hand investigation

and gather first-hand information tomeasure the difference in potentialof different combinations of metalsin an electrolyte solution

gather and present information onthe structure and chemistry of a drycell or lead-acid cell and evaluate itin comparison to one of thefollowing0

button cell

fuel cell

vanadium redox cell lithium cell

li%uid #unction photovoltaicdevice 1eg the 5rat+el cell$

in terms of0

chemistry

cost and practicality

impact on society

environmental impact

solve problems and analyse

information to calculate thepotential re%uirement of namedelectrochemical processes usingtables of standard potentials andhalf-e%uations

identify the relationship betweendisplacement of metal ions insolution by other metals to therelative activity of metals

account for changes in theoxidation state of species in termsof their loss or gain of electrons

describe and explain galvanic cellsin terms of oxidation*reductionreactions

outline the construction of galvaniccells and trace the direction ofelectron flow

define the terms anode, cathode,electrode and electrolyte to describegalvanic cells

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&. 'uclear chemistryprovides a range ofmaterials

distinguish between stable andradioactive isotopes and describethe conditions under which anucleus is unstable

process information fromsecondary sources to describerecent discoveries of elements

use available evidence to analyse

benefits and problems associatedwith the use of radioactive isotopesin identified industries andmedicine

describe how transuranic elementsare produced

describe how commercialradioisotopes are produced

identify instruments and processes

that can be used to detect radiation

identify one use of a namedradioisotope0

in industry

in medicine

describe the way in which theabove named industrial and medicalradioisotopes are used and explaintheir use in terms of their properties

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9.3 he !cidic "n#ironment

Contextual Outline

cidic and basic environments exist everywhere. !he human body has a slightly acidic skin surface

to assist in disease control and digestion occurs in both acidic and basic environments to assist the

breakdown of the biopolymers constituting food. ndeed, microorganisms found in the digestivesystem are well adapted to acidic or basic environments.

6any industries use acidic and basic compounds for a wide range of purposes and these compounds

are found in daily use within the home. 7ecause of this, an awareness of the properties of acids and

bases is important for safe handling of materials. Currently, concerns exist about the increased

release of acidic and basic substances into the environment and the impact of these substances on the

environment and the organisms within those environments.

!his module increases students( understanding of the history, nature and practice of chemistry, the

applications and uses of chemistry and implications of chemistry for society and the environment.


1. (ndicators !ereidentified !ith theobservation thatthe colour of someflo!ers depends onsoil composition

classify common substances asacidic, basic or neutral

perform a first-hand investigationto prepare and test a naturalindicator

identify data and choose resourcesto gather information about thecolour changes of a range ofindicators

solve problems by applyinginformation about the colourchanges of indicators to classifysome household substances asacidic, neutral or basic

identify that indicators such aslitmus, phenolphthalein, methylorange and bromothymol blue can

be used to determine the acidic orbasic nature of a material over arange, and that the range isidentified by change in indicatorcolour

identify and describe someeveryday uses of indicatorsincluding the testing of soilacidity*basicity

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#. )hile !e usuallythin* of the airaround us asneutral" the

atmospherenaturally containsacidic oxides ofcarbon" nitrogenand sulfur. +heconcentrations ofthese acidic oxideshave beenincreasing sincethe (ndustrial,evolution

identify oxides of non-metals whichact as acids and describe theconditions under which they act asacids

identify data, plan and perform afirst-hand investigation todecarbonate soft drink and gatherdata to measure the mass changes

involved and calculate the volumeof gas released at &/8C and "99k3a

analyse information fromsecondary sources to summarise theindustrial origins of sulfur dioxideand oxides of nitrogen and evaluatereasons for concern about theirrelease into the environment

analyse the position of these non-metals in the 3eriodic !able andoutline the relationship between

position of elements in the 3eriodic!able and acidity*basicity of oxides

define :e Chatelier(s principle

identify factors which can affect thee%uilibrium in a reversible reaction

describe the solubility of carbon

dioxide in water under various

conditions as an e%uilibrium process

and explain in terms of :e Chatelier(s

principle

identify natural and industrial sourcesof sulfur dioxide and oxides ofnitrogen

describe, using e%uations, examples

of chemical reactions which release

sulfur dioxide and chemical reactions

which release oxides of nitrogen

assess the evidence which indicatesincreases in atmosphericconcentration of oxides of sulfur andnitrogen

calculate volumes of gases given

masses of some substances in

reactions, and calculate masses of

substances given gaseous volumes,

in reactions involving gases at 98Cand "99k3a or &/8C and "99k3a

explain the formation and effects ofacid rain

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$. cids occur inmany foods" drin*sand even !ithinour stomachs

define acids as proton donors anddescribe the ionisation of acids inwater

solve problems and perform a first-hand investigation to use pHmeters*probes and indicators todistinguish between acidic, basic

and neutral chemicals plan and perform a first-hand

investigation to measure the pH ofidentical concentrations of strongand weak acids

gather and process informationfrom secondary sources to writeionic e%uations to represent theionisation of acids

use available evidence to model themolecular nature of acids and

simulate the ionisation of strongand weak acids

gather and process informationfrom secondary sources to explainthe use of acids as food additives

identify data, gather and processinformation from secondary sourcesto identify examples of naturallyoccurring acids and bases and theirchemical composition

process information from

secondary sources to calculate pHof strong acids given appropriatehydrogen ion concentrations

identify acids including acetic1ethanoic$, citric 1&-

hydroxypropane-",&,)-

tricarboxylic$, hydrochloric and

sulfuric acid

describe the use of the pH scale incomparing acids and bases

describe acids and their solutions

with the appropriate use of the

terms strong, weak, concentrated

and dilute

identify pH as -log"9;H


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%. ecause of theprevalence andimportance ofacids" they have

been used andstudied forhundreds of years.Over time" thedefinitions of acidand base have beenrefined

outline the historical developmentof ideas about acids including thoseof0

:avoisier

Davy rrhenius

gather and process informationfrom secondary sources to tracedevelopments in understanding anddescribing acid*base reactions

choose e%uipment and perform afirst-hand investigation to identifythe pH of a range of salt solutions

perform a first-hand investigationand solve problems using titrationsand including the preparation ofstandard solutions, and useavailable evidence to %uantitativelyand %ualitatively describe thereaction between selected acids and

bases

perform a first-hand investigationto determine the concentration of adomestic acidic substance usingcomputer-based technologies

analyse information fromsecondary sources to assess the useof neutralisation reactions as asafety measure or to minimisedamage in accidents or chemicalspills

outline the 7r>nsted-:owry theoryof acids and bases

describe the relationship betweenan acid and its con#ugate base and a

base and its con#ugate acid

identify a range of salts which formacidic, basic or neutral solutions

and explain their acidic, neutral orbasic nature

identify con#ugate acid*base pairs

identify amphiprotic substances andconstruct e%uations to describe their

behaviour in acidic and basicsolutions

identify neutralisation as a protontransfer reaction which isexothermic

describe the correct techni%ue forconducting titrations and

preparation of standard solutions

%ualitatively describe the effect ofbuffers with reference to a specificexample in a natural system

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&. /sterification is anaturallyoccurring process!hich can be

performed in thelaboratory

describe the differences betweenthe alkanol and alkanoic acidfunctional groups in carboncompounds

identify data, plan, selecte%uipment and perform a first-handinvestigation to prepare an esterusing reflux

process information fromsecondary sources to identify anddescribe the uses of esters asflavours and perfumes in processedfoods and cosmetics

identify the 23C nomenclaturefor describing the esters produced

by reactions of straight-chainedalkanoic acids from C" to C4 andstraight-chained primary alkanolsfrom C" to C4

explain the difference in meltingpoint and boiling point caused bystraight-chained alkanoic acid andstraight-chained primary alkanolstructures

identify esterification as thereaction between an acid and analkanol and describe, usinge%uations, examples ofesterification

describe the purpose of using acidin esterification for catalysis

explain the need for refluxingduring esterification

outline some examples of the

occurrence, production and uses of

esters

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9.$ Chemical Monitoring and Management

Contextual Outline

!he state of our environment is an important issue for society. 3ollution of air, land and water in

urban, rural and wilderness areas is a phenomenon that affects the health and survival of all

organisms, including humans. n understanding of the chemical processes involved in interactions inthe full range of global environments, including atmosphere and hydrosphere, is indispensable to an

understanding of how environments behave and change. t is also vital in understanding how

technologies, which in part are the result of chemical research, have affected environments. !his

module encourages discussion of how chemists can assist in reversing or minimising the

environmental problems caused by technology and the human demand for products and services.

Some modern technologies can facilitate the gathering of information about the occurrence of

chemicals ? both those occurring in natural environments and those that are released as a result of

human technological activity. Such technologies include systems that have been developed to

%uantify and compare amounts of substances.

!his module increases students( understanding of the nature, practice, applications and uses ofchemistry and the implications of chemistry for society and the environment.


1. 0uch of the !or*of chemistsinvolvesmonitoring thereactants andproducts ofreactions and

managing reactionconditions

outline the role of a chemist employedin a named industry or enterprise,identifying the branch of chemistryundertaken by the chemist andexplaining a chemical principle that thechemist uses

gather, process and presentinformation from secondarysources about the work of

practising scientists identifying0

the variety of chemicaloccupations

a specific chemicaloccupation for a moredetailed study

identify the need for collaborationbetween chemists as they collect and

analyse data

describe an example of a chemicalreaction such as combustion, wherereactants form different products underdifferent conditions and thus wouldneed monitoring

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#. Chemicalprocesses inindustry requiremonitoring and

management tomaximiseproduction

identify and describe the industrial usesof ammonia

gather and process informationfrom secondary sources todescribe the conditions underwhich Haber developed the

industrial synthesis of ammoniaand evaluate its significance atthat time in world history

identify that ammonia can be

synthesised from its component gases,nitrogen and hydrogen

describe that synthesis of ammoniaoccurs as a reversible reaction that willreach e%uilibrium

identify the reaction of hydrogen with

nitrogen as exothermic

explain why the rate of reaction isincreased by higher temperatures

explain why the yield of product in the

Haber process is reduced at higher

temperatures using :e Chatelier(s

principle

explain why the Haber process is basedon a delicate balancing act involvingreaction energy, reaction rate ande%uilibrium

explain that the use of a catalyst will

lower the reaction temperature re%uiredand identify the catalyst1s$ used in the

Haber process

analyse the impact of increased

pressure on the system involved in the

Haber process

explain why monitoring of the reactionvessel used in the Haber process iscrucial and discuss the monitoringre%uired

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$. 0anufacturedproducts" includingfood" drugs andhousehold

chemicals" areanalysed todetermine orensure theirchemicalcomposition

deduce the ions present in a samplefrom the results of tests

perform first-handinvestigations to carry out arange of tests, including flametests, to identify the following

ions0 phosphate

sulfate

carbonate

chloride

barium

calcium

lead

copper

iron

gather, process andpresent information to describeand explain evidence for theneed to monitor levels of one ofthe above ions in substancesused in society

identify data, plan,select e%uipment and performfirst-hand investigations tomeasure the sulfate content oflawn fertiliser and explain thechemistry involved

analyseinformation to evaluate thereliability of the results of theabove investigation and to

propose solutions to problemsencountered in the procedure

gather, process andpresent information to interpretsecondary data from Smeasurements and evaluate theeffectiveness of this in pollution

control

describe the use of atomic absorption

spectroscopy 1S$ in detectingconcentrations of metal ions in

solutions and assess its impact on

scientific understanding of the effects

of trace elements

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%. Human activityhas caused changesin the compositionand the structure

of the atmosphere.Chemists monitorthese changes sothat furtherdamage can belimited

describe the composition and layeredstructure of the atmosphere

present information fromsecondary sources to write thee%uations to show the reactionsinvolving C@Cs and o+one to

demonstrate the removal ofo+one from the atmosphere

gather, process and presentinformation from secondarysources including simulations,molecular model kits or

pictorial representations tomodel isomers of haloalkanes

present information fromsecondary sources to identifyalternative chemicals used toreplace C@Cs and evaluate the

effectiveness of their use as areplacement for C@Cs

identify the main pollutants found in

the lower atmosphere and their sources

describe o+one as a molecule able to

act both as an upper atmosphere 2A

radiation shield and a lower atmosphere

pollutant

describe the formation of a coordinatecovalent bond

demonstrate the formation ofcoordinate covalent bonds using :ewis

electron dot structures

compare the properties of the oxygen

allotropes B&and B)and account for

them on the basis of molecular

structure and bonding

compare the properties of the gaseousforms of oxygen and the oxygen freeradical

identify the origins of

chlorofluorocarbons 1C@Cs$ and halonsin the atmosphere

identify and name examples of isomers1excluding geometrical and optical$ ofhaloalkanes up to eight carbon atoms

discuss the problems associated with

the use of C@Cs and assess the

effectiveness of steps taken to alleviate

these problems

analyse the information available thatindicates changes in atmospheric o+oneconcentrations, describe the changesobserved and explain how thisinformation was obtained

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&. Human activityalso impacts on!ater!ays.Chemical

monitoring andmanagementassists in providingsafe !ater forhuman use and toprotect thehabitats of otherorganisms

identify that water %uality can bedetermined by considering0

concentrations of common ions

total dissolved solids

hardness

turbidity

acidity

dissolved oxygen and biochemicaloxygen demand

perform first-handinvestigations to use %ualitativeand %uantitative tests to analyseand compare the %uality of

water samples gather, process and present

information on the range andchemistry of the tests used to0

identify heavy metalpollution of water

monitor possibleeutrophication ofwaterways

gather,process and present information

on the features of the local townwater supply in terms of0

catchment area

possible sources ofcontamination in thiscatchment

chemical tests available todetermine levels and typesof contaminants

physical and chemicalprocesses used to purifywater

chemical additives in thewater and the reasons forthe presence of theseadditives

identify factors that affect theconcentrations of a range of ions insolution in natural bodies of water suchas rivers and oceans

describe and assess the effectiveness ofmethods used to purify and sanitisemass water supplies

describe the design and composition of

microscopic membrane filters and

explain how they purify contaminated

water

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9.% &'tion ( )ndustrial Chemistry

Contextual Outline

ndustry uses chemical reactions to produce chemicals for use by society. !his module develops the

ideas that some chemicals have been produced to replace naturally occurring chemicals that are no

longer available or are not economically viable. !he concepts of %ualitative and %uantitativee%uilibrium are further developed.

ndustrial chemical processes cover the full range of reactions but concentration on some case studies

is sufficient to illustrate the range of reactions and the role of chemists and chemical engineers

involved in these processes. !his allows some insight into the %ualitative and %uantitative aspects of

the chemical industry and allows a consideration of the analytical processes and monitoring that are

necessary for efficient production.

!his module increases students( understanding of the history, applications and uses of chemistry, and

current issues, research and developments in chemistry.


1. (ndustrialchemistryprocesses haveenabled scientiststo developreplacements fornatural products

discuss the issues associated withshrinking world resources withregard to one identified natural

product that is not a fossil fuel,identifying the replacementmaterials used and*or currentresearch in place to find areplacement for the named material

identify data, gather and processinformation to identify and discussthe issues associated with theincreased need for a naturalresource that is not a fossil fuel andevaluate the progress currently

being made to solve the problemsidentified

#. 0any industrial

processes involvemanipulation ofequilibriumreactions

explain the effect of changing the

following factors on identifiede%uilibrium reactions

pressure

volume

concentration

temperature

identify data, plan and perform a

first-hand investigation to model ane%uilibrium reaction

choose e%uipment and perform afirst-hand investigation to gatherinformation and %ualitativelyanalyse an e%uilibrium reaction

process and present information

from secondary sources to calculate

from e%uilibrium conditions

interpret the e%uilibrium constantexpression 1no units re%uired$ fromthe chemical e%uation ofe%uilibrium reactions

identify that temperature is the only

factor that changes the value of the

e%uilibrium constant 1$ for a given

e%uation

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$. Sulfuric acid is oneof the mostimportantindustrial

chemicals

outline three uses of sulfuric acid inindustry

gather, process and presentinformation from secondary sourcesto describe the steps and chemistryinvolved in the industrial

production of H&SBand useavailable evidence to analyse theprocess to predict ways in whichthe output of sulfuric acid can bemaximised

perform first-hand investigations toobserve the reactions of sulfuricacid acting as0

an oxidising agent

a dehydrating agent

use available evidence to relate the

properties of sulfuric acid to safetyprecautions necessary for itstransport and storage

describe the processes used to

extract sulfur from mineraldeposits, identifying the properties

of sulfur which allow its extraction

and analysing potential

environmental issues that may be

associated with its extraction

outline the steps and conditionsnecessary for the industrial

production of H&SBfrom its rawmaterials

describe the reaction conditionsnecessary for the production of SB&

and SB)

apply the relationship between ratesof reaction and e%uilibriumconditions to the production of SB&and SB)

describe, using examples, thereactions of sulfuric acid acting as0

an oxidising agent

a dehydrating agent

describe and explain theexothermic nature of sulfuric acidionisation

identify and describe safety

precautions that must be taken

when using and diluting

concentrated sulfuric acid

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%. +he industrialproduction ofsodium hydroxiderequires the use of

electrolysis

explain the difference betweengalvanic cells and electrolytic cellsin terms of energy re%uirements

identify, plan and perform a first-hand investigation to identify the

products of the electrolysis of ana%ueous solution of sodium

chloride analyse information from

secondary sources to predict andexplain the different products of theelectrolysis of a%ueous and moltensodium chloride

outline the steps in the industrialproduction of sodium hydroxide

from sodium chloride solution and

describe the reaction in terms of net

ionic and full formulae e%uations

distinguish between the threeelectrolysis methods used to extractsodium hydroxide0

mercury process

diaphragm process

membrane process

by describing each process andanalysing the technical andenvironmental difficulties involvedin each process

&. Saponification isan importantorganic industrialprocess

describe saponification as theconversion in basic solution of fatsand oils to glycerol and salts offatty acids

perform a first-hand investigationto carry out saponification and testthe product

gather, process and presentinformation from secondary sources

to identify a range of fats and oilsused for soap-making

perform a first-hand investigationto gather information and describethe properties of a named emulsionand relate these properties to itsuses

perform a first-hand investigationto demonstrate the effect of soap asan emulsifier

solve problems and use available

evidence to discuss, usingexamples, the environmentalimpacts of the use of soaps anddetergents

describe the conditions under which

saponification can be performed inthe school laboratory and comparethese with industrial preparation ofsoap

account for the cleaning action ofsoap by describing its structure

explain that soap, water and oil

together form an emulsion with the

soap acting as an emulsifier

distinguish between soaps andsynthetic detergents in terms of0

the structure of the molecule

chemical composition

effect in hard water

distinguish between anionic,cationic and non-ionic syntheticdetergents in terms of0

chemical composition

uses

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. +he Solvay processhas been in usesince the 123s

identify the raw materials used inthe Solvay process and name the

products

perform a first-hand investigationto assess risk factors and then carryout a chemical step involved in theSolvay process, identifying any

difficulties associated with thelaboratory modelling of the step

process information to solveproblems and %uantitatively analysethe relative %uantities of reactantsand products in each step of the

process

use available evidence to determinethe criteria used to locate achemical industry using the Solvay

process as an example

describe the uses of sodiumcarbonate

identify, given a flow chart, these%uence of steps used in theSolvay process and describe thechemistry involved in0

brine purification

hydrogen carbonate formation

formation of sodium carbonate

ammonia recovery

discuss environmental issuesassociated with the Solvay processand explain how these issues areaddressed

Chemistry Stage 6

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Transcript of Chemistry Stage 6