Chemistry Unit 1 Worksheet 3

[Barb Frison]

Thereare four summative assessment items in year 12. The two assessment items in Unit 3 are a Data Test (10%) and Student Experiment (20%). The two assessment items in Unit 4 are a Student Research Investigation (20%) and external Examination (50%). There is approximately one assessment item per term, although the yr 12 course is not aligned with school terms.

SC2 - will be covered by class discussion and some notes from the board. It is very much about applying an understanding of electronegativity to oxidation and reduction. This application of your understanding will play a part to "make predictions" in SC6.

NOTE: The use of the terms Oxidation number and Oxidation state are used formally in SC5 for this unit. In many texts they are interchangable, however it is worth knowing the difference. Read the second paragraph of this article to recognise the difference. This will be important in answering questions (in the exam) using the correct format.

Balancing by Half eqn - acidic environment WORKSHEET - error, will redo Note the answers to each of these can be obtained by control clicking each Q - super useful. These Questions are from the resource below

QUESTIONS (original site with the Qs in the handout above) Scroll down to the third set of examples ("balancing by the ion-electron method"), Click on any example, then "submit", and the solution is set out for you. AMAZING!

Introduction to Equilibrium (notes and practice). A 3 pager - some from CK-12, mostly rewritten. Last page has some graphs for students to sketch (checking for understanding). Understanding this is very important for two reasons - it is an obvious "data skill" and it is a key interpreting skill which will surely be used on the exam. Many students think they know how to draw these graphs, and many students end up losing marks. Use the answer sheet below only when you are completly happy with your answer. Take your time. This is more than one lesson of work here.

The notes below cover this topic very well, except that there is no mention of collision theory (SC 26) or the effect on Keq (SC27). The connection to collision theory should be obvious to you - higher concentations means more collisions and a higher rate of reaction (which affects equilibrium). The equilibrium constant connection is very briefly mentioned in the notes, and will be explained in the next section.

Factors affecting Equilibrium (notes and practice). 8 pages. I spent a lot of time on this work, trying to make it simple and direct. read, summarise into your own notes. There are questions for checking for understanding.

Worksheet, 2 pages. Has answers This is a very slightly edited copy from this site from a media site called tsfx. they provide resources for the VCE and HSC, surprised this was free?. Maybe a mistake, so copied a hard copy.

ANSWERS to the Qs in "The Equilibrium Constant" Worked answers by me. Have not been checked for errors. These include easy and moderate equilibrium Qs. Will give you some of the harder ones in class, or see resources listed a couple down.

Using Keq to calculate concentration changes. A video by "professor dave". Nice structure of his solutions, worth learning as his technique can be used for all types of concentration and Keq questions

ICE diagrams and Equilibrium calculations. by chad's prep, 23 mins. A bald headed guy teaching chemistry... can't go wrong! Just a video of Chad in front of a whiteboard, but I liked this as it was very well and simply explained.

66 pages of Equilibrium Qs. and ANSWERS! by a teacher in British Columbia, Mark Iannone. Hat off to this guy, massive amounts of work. I will try and organise it a bit for this course (with some local files below... eventually), but all credit to Mark for this work!

Worksheet - data test style questions practice. 9 pages of questions. Covers redox, equil, and acid/base. This was difficult to compile, but should provide the type of thinking required to do well in most data tests.

My answers to the OLD data test practice questions. This doc has not been updated yet to match the new worksheet above, it is for a similar but older version. Again, these are my answers and they may not be perfect - done under time pressure, so be nice if you find errors (and please let me know). Your teacher should explain the nature of marking in order to understand why these answers are written the way they are.

There are lots of little ideas in this topic so a variety of notes are needed. The notes below cover this topic except for SC34 (amphoteric) which will be covered in class discussion. The notes are not in the same order as the SC, but do logically follow a sequences of ideas.

NOTE: I will teach pH, topic 10, before topic 9. The concept of pH is fairly central to volumetric analysis, so I believe it is important for students to have a good understanding of pH before volumetric analysis.

Performing a titration. Witts Uni video (6+ mins). Nice and simple for high school. Does not cover rinsing pipette or burette as prep for titration (see video below). I could not find a video which mentioned the need for waste beakers.

This topic discusses Kw before the course covers the Ka concept, which is the next topic. I think i will cover the simple pH calculation but then cover Ka and Kb, and come back to more complicated pH, pOH, and Kw calculations

Challenge - Next level: Calculate the pH for a mixture of 50 mL of 0.2 M CH3COOH and 20 mL of 0.1 M NaOH (Ka for CH3COOH is 1.8 x 10-5). For a slightly harder question, calculate the pH at the equivelence point in a titration of 50 mL of 0.2 M CH3COOH with 0.1 M NaOH. The answer to the second question is here. This calculation is next level for us.

Guide to data analysis - this will give you a really good understanding of the basics of data analysis. Written as simply as possible, I use this in junior classes and as an intro in senior classes. Does not cover rationale and methodology, this is in the more advanced document below.

Write a GREAT student experiment - WARNING - very complicated work, read on at own risk of your head exploding. Guide to writing a great report getting a good mark on my report. Seven pages packed with my personal opinion on "how to". This should be beside you as you write your report, but as always... you are all grown up now, so you are welcome to make your own decisions.

Student Investigation Example - this is more a learning task than an exemplar. I ask students to grade this report (and it is not neccesarily an A standard) using the criteria of the ISMG on the back page. The individual criteria have been split up and distributed at the relevant part of the report so it should be easier for students. More importantly, after the students try to mark the report it should be very clear to them how obvious they have to be when they write their own report.

Organic Chemistry Basics Background material you need to know. Read this, get some idea of the background knowledge you need, don't get depressed. Covers some of the language and basic knowledge (eg. condensed vs structural formulas) needed to begin Organic Chemistry.

video worksheet - things to know. - SC 51. Complete this doc by watching the two videos below. The goal of this activity is to wrap your head around the language and the simple terms of organic chemistry. The worksheet contains the terms used in the Success Criteria (and a couple extra).

SUMMARY Week 1 - you should be familiar with much of the necessary language used in organic chemistry, know how to name hydrocarbons, and identify and name structural isomers of hydrocarbons (up to 6C's)

Functional group nomenclature notes (all pages). Nine pages of pure bliss! Covers all the functional groups we need in our course. I wrote this over the hols and tried to simplify the language but still be accurate with IUPAC rules - there may be typos. You have these notes in your Notes pages in the OneNote, so only copy these if you want a copy as one whole document.

Cis and trans nomenclature AGAIN. by ChemistNate. Watch until 5min 8secs, it covers E/Z nomenclature past this point. E/Z naming is used for more complex molecules, but our syllabus specifically mentions cis/trans for simple molecules.

Basic IUPAC Organic Nomenclature. Useful site. Firstly scroll down and click on the functional group you want to learn the rules for. Secondly - at each page scroll down and click the "practice questions". By the Chem Dept, Uni of Calgary (Canada).

Advantages and disadvantages of Polymers Complete this. A worksheet to guide you in constructing some brief notes. Your text does not address this SC very directly and we could not find many specific references online. There is some information in this resource which may help constructing notes. Note that the cognitive verb of this SC is discuss... so we believe this is a broad, overall topic (general ideas) rather than something which requires a lot of specific chemistry knowledge. This will be a simple but frustrating task. Do it reasonably quickly, don't stress.

Notes and Questions on Condensation Polymerisation Read and complete this worksheet. There is a lot of information here, and this has to be read slowly and with care. I recommend you highlight or summarise key points. The positive is that much of this information will also be useful later in this topic, so take you time to understand it now. This topic appeared so poorly done in your text and other texts that we wrote these notes for you. You do not need to "know" all of it, but you do need to understand all of it. You need to be able to do the questions with these notes. This will be difficult for you. I have included some videos below to support you - use them as this is an important topic. There are 3 videos on polymerisation of proteins, and two on polymerisation of polyesters (none of carbohydrates).

GCSE Science Chemistry (9-1 Triple) Amino Acids - by freesciencelessons, 3 mins. Watch for the big picture idea of how proteins are made, but don't focus on the detail, the other two videos below do a better job on the detail. An english school video.

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