Teacher’s Resource Contents Chemistry Dimensions 1

Chemistry Dimensions 1
Teacher’s Resource Contents
Curriculum grid
Teaching program
Solutions manual
Worksheets
Worksheet solutions
Tests
Practicals
Practicals–Teacher’s notes
Demonstrations
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Safety notes
Safety notes for practicals
Safety notes for teacher demonstrations
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Test answers
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Technician’s checklist and recipes
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Risk assessments
Demonstrations–for teachers
Demonstrations–for lab techs
Practicals–for students
Practicals–for lab techs
Blank template
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This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.
Atomic theory—historical
development of the model
Atomic theory—limitations of
the model
Atomic theory—mass number,
isotopes, electronic
configuration, including
subshells
Atomic theory—electronic
configuration, including
subshells
The Periodic Table—historical
development
1
2
3
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2.4 Electrons
Chapter 3 The periodic table
3.1 The early elements
3.2 Ordering the elements
3.3 The remaining elements
2.3 Inside the atom
2.4 Electrons
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Demonstration
3.1 Examining elements
Worksheets
2.4 Famous scientists
3.1 Ordering the elements
Practicals
2.2 Flame tests
Demonstrations
2.2 Vacuum tubes
Worksheets
2.2 Using nuclide symbol notation
2.3 Electron configurations
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Chemistry Dimensions 1 resources
Practicals
1.1 Types of chemical reactions
2.1 Experiments of old
Demonstrations
1.1 A reversible reaction
2.1 Obtaining chemicals
Worksheets
1.1 Balancing chemical equations
2.1 Interpreting experimental data
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Chapter 1 Getting started
Chapter 2 Atomic theory
2.1 Alchemy
2.2 Chemistry emerges
Coursebook sections
Possible assessment tasks
VCE CHEMISTRY UNITS 1 & 2
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Key knowledge
Week
UNIT 1 THE BIG IDEAS OF CHEMISTRY
Area of study 1: The Periodic Table
Chemistry Dimensions 1 Teaching program
The Periodic Table—trends and
patterns of properties within the
Periodic Table
Atomic theory—calculation of
relative atomic mass
Interpretation of data from
mass spectrometry
The mole concept, including
empirical and molecular
formulas, percentage
composition, Avogadro’s
constant
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Practicals
4.2 Determination of Avogadro’s constant
4.3 Determination of percentage composition and
empirical formula of magnesium oxide
Worksheets
4.3 Mole calculations
4.4 Empirical and molecular formula calculations
Test: Unit 1, Area of study—The periodic table
4.3 The mole concept
4.4 Empirical and molecular
formulas
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Practical
4.1 Interpretation of the mass spectrum of air
Demonstrations
4.1 A model mass spectrometer
Worksheets
4.1 Precision, accuracy and significant figures
4.2 Calculation of relative masses
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Practical
3.1 Periodic table overview
Demonstrations
3.2 Reaction of Group 1 elements and water
Worksheets
3.2 Periodic table quiz
3.3 Periodic table trends
Chemistry Dimensions 1 resources
Chapter 4 Atomic mass and
the mole concept
4.1 The mass of an atom
4.2 Relative atomic mass
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3.4 The modern periodic table
3.5 Periodic table trends
Coursebook sections
Test: Unit 1, Area of study 1—
The periodic table
Analysis of second-hand data:
Grouping elements according to
properties
Possible assessment tasks
VCE CHEMISTRY UNITS 1 & 2
© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.
Key knowledge
Week
UNIT 1 THE BIG IDEAS OF CHEMISTRY
Area of study 1: The Periodic Table
Chemistry Dimensions 1 Teaching program
Models of bonding to explain
observed properties—ionic
compounds
Models of bonding to explain
observed properties—metals
Limitations of bonding models
Models of bonding to explain
observed properties—metals
Models of bonding to explain
observed properties—molecular
compounds
Limitations of bonding models
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Practicals
6.1 Heat treatment of metals
6.2 Producing an alloy
7.1 Building molecular models
Demonstration
6.1 Modelling the structure of metals
Worksheets
6.1 Metals—history, uses and properties
6.2 Modifying metals
6.2 Structure and bonding in
metals
6.3 Modifying metals
Chapter 7 Covalent bonding
7.1 The chemical bond
7.2 Lewis structures
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Practical
5.3 Separating ions
Demonstrations
5.1 Conductivity of ionic compounds
Worksheets
5.2 Properties of ionic solids
5.3 Electrovalencies
5.4 Properties of ionic
compounds
5.5 Naming ionic compounds
Chapter 6 Metals
6.1 A brief history of metals
6.2 Structure and bonding in
metals
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Practicals
5.1 Models of ionic solids
5.2 Growing crystals
Worksheet
5.1 Formation of ionic compounds
Chemistry Dimensions 1 resources
Chapter 5 Ionic bonding
5.1 The chemical bond
5.2 The ionic bond
5.3 Crystal lattice structures
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Coursebook sections
Summary report, including
annotations of three practical
activities: Investigating the
structure of metals and how it
may be modified
Extended experimental
investigation:
Identification of an unknown
compound
Possible assessment tasks
VCE CHEMISTRY UNITS 1 & 2
© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006. This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.
Models of bonding to explain
observed properties—ionic
compounds
Key knowledge
8
Week
UNIT 1 THE BIG IDEAS OF CHEMISTRY
Area of study 2: Materials
Chemistry Dimensions 1 Teaching program
Solutions manual: Chapter 1
Getting started
QUESTIONS
1
Research
2
Solid
Liquid
Gas
Volume
Fixed
Fixed
Variable
Shape
Fixed
Variable
Variable
Forces between particles
Yes
Yes
No
Movement of particles
Vibration and
rotation
Vibration, rotation
and translation
Random and
chaotic
Compressibility
Very limited
Limited
High
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Distance between particles Small
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Property
Small
Large
A: condensation; B: boiling or evaporation; C: sublimation; D: sublimation; E: freezing
or solidification; F: melting
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a
Particles are held together by bonds in both liquids and solids, hence volume is
fixed. There are ‘no’ bonds between gas particles; hence they fill any container.
b
Particles are fixed in position in solids. They have rotational and vibrational
movement only. In liquids and gases, particles have translational movement, and
so shape can change.
c
In solids, particles are closer together than they are in the liquid. As liquification
occurs, the volume increases and hence density decreases.
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Physical: b and d; chemical: a and c
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a
Heterogeneous mixture
b
Element
c
Compound
d
Homogeneous mixture
e
Homogeneous mixture
f
Homogeneous mixture
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7
Research
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a
Endothermic
b
Exothermic
c
Exothermic
d
Exothermic
© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.
Solutions manual: Chapter 1
Getting started
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a
Copper
b
Cu2+ ions (the blue colour) are converted to Cu atoms.
a
Neutralisation
b
Decomposition
c
Redox and combination
d
Redox and combination and combustion
a
NO2
b
NaNO3
c
CaCl2
Matter can neither be created nor destroyed, only changed from one form to another.
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a
2C6H12O6(aq) → 2C2H5OH(aq) + 2CO2(g)
b
4NH3(g) + 5O2(g) → 4NO(g) + 6H2O(l)
c
2AlI3(s) + 3Cl2(g) → 2AlCl3(s) + 3I2(s)
d
2NaOH(aq) + H2(g) + Cl2(g) → 2NaCl(aq) + 2H2O(l)
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a
2 : 25 : 16 : 18
b
2:2:2:1
c
8:1:1:2:3
b and c
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Balancing coefficients:
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REVIEW QUESTIONS
1
There were more philosophers than chemists. Their work was not experimentally based.
2
a
Large spaces between particles mean that gases can be compressed. Solids have
‘no’ spaces.
b
Forces between particles in the solid hold the substance to a fixed shape. Gas
particles have ‘no’ forces between them; they are free to move in all directions.
c
The particles in liquids and gases have translational motion, allowing these states
to flow. In solids, forces hold the particles in fixed positions.
a
Compound
b
Element
c
Homogeneous mixture
d
Heterogeneous mixture
3
© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.
Solutions manual: Chapter 1
Getting started
4
5
6
a
Chemical
b
Chemical
c
Physical
a
A: solid; B: melting; C: liquid; D: boiling; E: boiling point
b
Heat energy is used to weaken the bonds between particles. Heat energy is not
used to increase particle kinetic energy, and so no temperature rise occurs.
Any three of: colour change, evolution of a gas, precipitate formation, metal deposition,
temperature change.
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Reaction type
Combination
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NH3(g) + HCl(g) → NH4Cl(s)
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Reaction
Ba(NO3)2(aq) + Na2SO4(aq) → 2NaNO3(aq) + BaSO4(s)
Precipitation
CuSO3(s) → CuO(s) + SO2(g)
Decomposition
+
2+
Cu(s) + 2Ag (aq) → Cu (aq) + 2Ag(s)
Redox
Hydrogen gas produced in the reaction is lost from the vessel.
9
Coefficients for balancing:
2:1:1:2
b
2 : 19 : 12 : 14
c
3:1:3:3:1
a
2H2O2(aq) → 2H2O(l) + O2(g)
b
2ZnS(s) + 3O2(g) → 2ZnO(s) + 2SO2(g)
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EXAMINATION QUESTIONS
Multiple choice
1
C
Extended response
1
a
2C2H6(g) + 7O2(g) → 4CO2(g) + 6H2O(g)
b
The mass of the reactants used equals the mass of the products formed.
c
Exothermic: heat (energy) is released.
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This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.
Solutions manual: Chapter 2
Atomic theory
QUESTIONS
Examples include: gas collection, melting ionic material in a crucible, vacuum filtration.
2
Most elements are not present in pure form in nature and early chemists did not know
how to prepare them, nor were they able to tell if they were using an element or a
compound.
3
Sulfuric acid was the first strong acid isolated. It dissolved or reacted with many metals
and compounds that had previously been considered unreactive. Its reactions often
produced gases that had not previously been isolated.
4
In solids, particles are held in set formation. They rotate and vibrate only, and are fairly
close together. In liquids, the particles are no longer fixed in a set position. Gaseous
particles occupy the whole container, have low density and the particles are not
interacting.
5
carbon + oxygen → carbon dioxide
6
It led to the process of electrolysis, lamps, lighting, mechanical devices and furnaces.
7
a
2C(s) + O2(g) → 2CO2(g)
False: atoms contain subatomic particles.
ii
False: isotopes are different atoms of the same element.
iii
True.
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Many gases exist as diatomic molecules; for example, nitrogen, hydrogen and
oxygen. Dalton did not know that he was reacting two atoms of these elements,
not one. His masses were sometimes out by a factor of two as a result.
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Research
9
a
A cathode-ray tube is a hollow glass tube connected to a vacuum pump. The gas
kept in it is therefore at low pressure. It has metal plates (electrodes) in the glass
tube and large voltages are passed between the electrodes.
b
i
The deflection of the electron was greater than that of a proton, a hydrogen
nucleus. Therefore the electron was smaller than the smallest atom.
ii
The electrons moved toward the positive electrode.
iii
The electron’s deflection was over 1800 times greater than that of the
proton.
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a
The alpha particles were positive, therefore the nucleus was positive if some
particles rebounded.
b
The nucleus is very small and contains positive particles.
c
Many materials seem very hard and strong. It was not expected that the atoms
they are made of would be ‘hollow’.
© Pearson Education Australia (a division of Pearson Australia Group Pty Ltd) 2006.
This page from the Chemistry Dimensions 1, Teacher’s Resource may be reproduced for classroom use.