NAME: Teacher Code YEAR 13 CHEMISTRY 2014 COURSE INFORMATION BOOKLET

Transcription

1 NAME: Teacher Code YEAR 13 CHEMISTRY 2014 COURSE INFORMATION BOOKLET

2 YEAR 13 CHEMISTRY 2014 (total 380 half-days) TERM ONE TERM TWO TERM THREE TERM FOUR 1 27 Jan 5 May 21 July 13 Oct Course Confirmation Day 1 Teacher Only Day Year 9 Orientation Year 9 Orientation 2 3 Feb Whole School 12 May 28 July 20 Oct Waitangi Day 17 May REVISION 3 10 Feb 19 May 4 Aug 27 Oct Labour Day AS3.6 EQUILIBRIUM AS3.7 REDOX PRINCIPLES IN AQUEOUS SYSTEMS 4 17 Feb 26 May 11 Aug 3 Nov AS3.5 PROPERTIES OF ORGANIC SUBSTANCES 5 24 Feb 2 Jun Queens Birthday 18 Aug 10 Nov NCEA BEGINS 6 3 Mar 9 Jun 25 Aug 17 Nov Mid Term Break 7 10 Mar 16 Jun 4 24 Nov Mid Term Break AS3.2 SPECTROSCOPIC DATA IN CHEMISTRY 8 17 Mar Mid Term Break 23 Jun 8 Sep 1 Dec Feast Day 9 24 Mar 30 Jun 15 Sep School Exams 8 Dec AS3.4 THERMOCHEMICAL PRINCIPLES AND THE PROPERTIES OF PARTICLES Last day of Term Mar 22 Sep Last Day School Exams End of Year 11 7 Apr AND SUBSTANCES Last day of Term Apr Last day of Good Term Friday Holy Thursday 108 half-days 88 half-days 98 half-days 86 half-days

3 Assessment Calendar Summary Achievement Standard INT/ EXT Details Time 3.7 Oxidation reduction processes INT 1 /2 period assessment. Term 1 Week Thermochemical principles and the properties of particles and substamces EXT 1 period practice test School exams Term 2 Week Properties of organic compounds EXT 1 period practice test School exams Term 2 Week Spectroscopic data in chemistry INT 1 /2 period assessment. Term 2 Week Equilibrium principles in aqueous systems. EXT 1 period practice test Term 3 Week 8

4 Level 3 Chemistry 2013 Internally Assessed Achievement Standards This year the course includes2 internally assessed Achievement Standard. AS91388 Version 1 AS 3.2 Demonstrate understanding of spectroscopic data in chemistry AS91393 AS 3.7 Demonstrate understanding of oxidation-reduction processes 3 credits Term 2 Week 9 3 credits Term 1 Week 5 These assessments are part of the formal assessment for your NCEA. This means that if you are absent you need to apply for a formal special consideration from Mrs Pigou. You will require a Medical Certificate and will need to provide evidence of your achievement by attending the catch up opportunity. If this is not possible you will NOT be able to be given credit for the Achievement Standard. As for any national assessment you must attend the assessment events to gain credit. There is no second opportunity for Achievement Standards. Externally Assessed Achievement Standards The following external Achievement standards will be offered in AS91390 Version 1 AS91391 Version 1 AS91392 Version 1 AS 3.4 AS 3.5 AS 3.6 Demonstrate understanding of thermochemical principles and the properties of particles and substances Demonstrate understanding of the properties of organic compounds Demonstrate understanding of equilibrium principles in aqueous systems 5 credits 5 credits 5 credits At the end of each unit there will be a knowledge test with NCEA style questions. These will provide practice assessment and be a guide to your progress. In September there will be a formal school exam, which will cover the externally assessed achievement standards in a similar format to the External Exam. The results from these formal assessments will be used in if a derived grade is required for the external NCEA exams in November. However if they have not been sat, the student will not be able to gain a derived grade in Chemistry for NCEA. Return of Assessments As soon as it is practical, assessments will be returned to students and gone over in class. Students are encouraged to ask for clarification and follow the school guidelines if there any problems. A written application for reconsideration can be made within 1 week of the return of the assessment. Each student will have a file stored by the teacher in which all assessments will be filed. Under no circumstances will these be allowed to go home. They are available at school for students to use for revision. Assessment material may be required for moderation by NZQA. Homework To achieve in Chemistry it is necessary to work steadily all year. Homework will be set. When formal work is not set you are expected to complete the exercises from your text. With each unit there is a reference to the text book and appropriate chapters and exercises. You are expected to have completed each chapter and all exercises before the end of topic test. Exercises will be done in the back of your 1B5 homework exercise book and these will be checked to monitor your progress. Each exercise must be headed with the date, and exercise. Regular homework is expected and it is your responsibility to develop good habits.

5 CHECKLIST OF PROCEDURES SUBJECT Year 13 Chemistry YEAR 2014 HEAD OF DEPARTMENT Maria Blackburn TEACHER IN CHARGE Maria Blackburn Achievement Standard 3.2 Demonstrate understanding of spectroscopic data in chemistry 1. Form of assessment Interpretation of spectral data, written task 2. Date of assessment(s) Term 2 Week 9 3. Time allocated to task 2 lesson 4. Development of task A task provided by NZQA has been modified by a designated teacher to reflect availability of resources, authenticity and practical issues, then moderated against Achievement Standards by a second teacher. 5. Setting Common Standards Meeting before activity to go through written instructions for administering the task. Common task and marking schedule. One teacher marks both classes. Meeting of both teachers so that judgement calls can be shared. 6. Authentication techniques Task completed in class. 7. Method for reaching final grade Final grade based on one summative assessment. 8. Special consideration An equivalent catch up session will be provided for all eligible students. This will be after school on a day in the next week. Dates will be advertised with documentation for the task. Achievement Standard 3.7 Demonstrate understanding of oxidation-reduction processes 1. Form of assessment Practical Investigation, written task 2. Date of assessment(s) Term 1 Week 5 3. Time allocated to task 1 to 2 lessons 4. Development of task A task provided by NZQA has been modified by a designated teacher to reflect availability of resources, authenticity and practical issues, then moderated against Achievement Standards by a second teacher. 5. Setting Common Standards Meeting before activity to go through written instructions for administering the task. Common task and marking schedule. One teacher marks both classes. Meeting of both teachers so that judgement calls can be shared. 6. Authentication techniques Task completed in class. 7. Method for reaching final grade Final grade best achieved 8. Special consideration A second opportunity for each element will be arranged during lunchtime. Dates will be advertised with documentation for the task.

6 Achievement Standard 3.2 (91388) Subject Reference Chemistry 3.2 Demonstrate understanding of spectroscopic data in chemistry Level 3 Credits 3 Assessment Internal Subfield Science Domain Chemistry Status Registered Status date 04 December 2012 Planned review date 31 December 2016 Date version published 04 December 2012 This achievement standard involves demonstrating understanding of spectroscopic data in chemistry. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Demonstrate understanding of spectroscopic data in chemistry. Demonstrate in-depth understanding of spectroscopic data in chemistry. Demonstrate comprehensive understanding of spectroscopic data in chemistry. Explanatory Notes 1 Demonstrate understanding of spectroscopic data involves: identifying discrete aspects of the structure of organic molecules using teacher provided spectroscopic data. Demonstrate in-depth understanding involves: determining the structure of organic molecules using spectroscopic data. Demonstrate comprehensive understanding involves: justifying the structure of organic molecules by integrating spectroscopic data. 2 Spectroscopic data is limited to that collected from mass, infrared (IR) and 13 C nuclear magnetic resonance (NMR) spectroscopy. 3 Organic molecules are limited to alkanes, alkenes, alcohols, haloalkanes, amines, aldehydes, ketones, carboxylic acids, amides, acid chlorides and esters. 4 Aspects of structure are limited to molar mass and molecular formulae, functional groups, and the carbon framework including structural isomers. 5 Conditions of Assessment related to this achievement standard can be found at Achievement Standard 3.4 (91390) Subject Reference Chemistry 3.4 Demonstrate understanding of thermochemical principles and the properties of particles and substances Level 3 Credits 5 Assessment External Subfield Science Domain Chemistry Status Registered Status date 04 December 2012 Planned review date 31 December 2016 Date version published 04 December 2012 This achievement standard involves demonstrating understanding of thermochemical principles and the properties of particles and substances. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Demonstrate understanding of thermochemical principles and the properties of particles and substances. Demonstrate in-depth understanding of thermochemical principles and the properties of particles and substances. Demonstrate comprehensive understanding of thermochemical principles and the properties of particles and substances.

7 Explanatory Notes 1 Demonstrate understanding involves describing, identifying, naming, drawing, and giving an account of the properties of particles, the properties of substances they form, and thermochemical principles. This requires the use of chemistry vocabulary, symbols, and conventions and may include related calculations. Demonstrate in-depth understanding involves making and explaining links between the properties of particles, the properties of substances they form, thermochemical principles, and related calculations. This requires explanations that use chemistry vocabulary, symbols, and conventions. Demonstrate comprehensive understanding involves elaborating, justifying, relating, evaluating, comparing and contrasting, or analysing links between the properties of particles, the properties of substances they form, thermochemical principles, and related calculations. This requires the consistent use of chemistry vocabulary, symbols, and conventions. 2 Properties of particles are limited to: electron configuration of atoms and ions of the first 36 elements (using s,p,d notation) periodic trends in atomic radius, ionisation energy, and electronegativity, and comparison of atomic and ionic radii Lewis structures and shapes (up to six electron pairs about the central atom for molecules and polyatomic ions, including those with multiple bonds), polarity of molecules attractive forces between atoms, ions, and molecules. These will include ionic bonds, covalent bonds, and intermolecular attractions due to temporary dipoles and permanent dipoles (including hydrogen bonding). 3 Properties of substances are limited to: melting point, boiling point and solubility enthalpy and entropy changes associated with spontaneity in chemical reactions (entropy calculations are not required). 4 Thermochemical principles include: specific heat capacity phase changes Δ c H, Δ f H, Δ r H, Δ vap H, Δ sub H, and Δ fus H Hess s Law including application of Δ r H = f H((products) f H(reactants)) and related calculations. 5 Assessment Specifications for this achievement standard can be accessed through the Chemistry Resources page found at Achievement Standard 3.5 (91391) Subject Reference Chemistry 3.5 Demonstrate understanding of the properties of organic compounds Level 3 Credits 5 Assessment External Subfield Science Domain Chemistry Status Registered Status date 04 December 2012 Planned review date 31 December 2016 Date version published 04 December 2012 This achievement standard involves demonstrating understanding of the properties of organic compounds. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Demonstrate understanding of the properties of organic compounds. Demonstrate in-depth understanding of the properties of organic compounds. Demonstrate comprehensive understanding of the properties of organic compounds.

8 Explanatory Notes 1. Demonstrate understanding involves naming using IUPAC conventions (no more than eight carbons in the longest chain) and/or drawing structural formulae of organic compounds and giving an account of their physical properties and/or reactivity. This requires the use of chemistry vocabulary, symbols, and conventions. Demonstrate in-depth understanding involves making and explaining links between structure, functional groups, physical properties, and reactivity of organic compounds. This requires explanations that use chemistry vocabulary, symbols, and conventions. Demonstrate comprehensive understanding involves elaborating, justifying, relating, evaluating or comparing and contrasting the links between the structure, functional groups, physical properties and/or reactivity of organic compounds. This requires the consistent use of chemistry vocabulary, symbols, and conventions. 3 Organic compounds are limited to those containing one or more of the following functional groups: alkene, haloalkane, amine, alcohol, aldehyde, ketone, carboxylic acid, ester (including triglycerides), acyl chloride, and amide. 4 Structure includes functional groups and isomerism (constitutional isomers and stereoisomers). 5 Reactivity of organic compounds is limited to: substitution reactions using the following reagents: concentrated HCl, HBr, SOCl 2, NaOH, KOH (in alcohol or aqueous solution), concentrated NH 3, primary amines, primary alcohols/h +, H 2 O/H +, H 2 O/OH (Substitution reactions include esterification, condensation, hydrolysis, and polymerisation.) oxidation reactions using the following reagents: MnO 4 /H +, Cr 2 O 7 2 /H +, Tollens, Fehling s and Benedict s. Reduction of aldehydes and ketones with NaBH 4 elimination reactions using the following reagents: KOH in alcohol and concentrated H 2 SO 4 (includes major and minor products from asymmetric alcohols and haloalkanes) polymerisation reactions involving formation of polyesters and polyamides including proteins addition reactions of alkenes (used for the identification of the products of elimination reactions). 6 Physical properties of organic compounds may be used to distinguish between organic compounds and are limited to: solubility melting point and boiling point rotation of plane-polarised light. Achievement Standard 3.6 (91392) Subject Reference Chemistry 3.6 Demonstrate understanding of equilibrium principles in aqueous Level 3 Credits 5 Assessment External Subfield Science Domain Chemistry Status Registered Status date 04 December 2012 Planned review date 31 December 2016 Date version published 04 December 2012 This achievement standard involves demonstrating understanding of equilibrium principles in aqueous systems. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Demonstrate understanding of equilibrium principles in aqueous systems. Demonstrate in-depth understanding of equilibrium principles in aqueous systems. Demonstrate comprehensive understanding of equilibrium principles in aqueous systems.

9 Explanatory Notes 1 Demonstrate understanding involves describing, identifying, and giving an account of aqueous systems using equilibrium principles. This requires the use of chemistry vocabulary, symbols, and conventions and may include related calculations. Demonstrate in-depth understanding involves using equilibrium principles to explain properties of aqueous systems. This requires explanations that use chemistry vocabulary, symbols, and conventions and may include related calculations. Demonstrate comprehensive understanding involves elaborating, justifying, relating, evaluating, comparing and contrasting, or analysing properties of aqueous systems in terms of equilibrium principles. This requires the consistent use of chemistry vocabulary, symbols, and conventions and may include related calculations. 2 Aqueous systems are limited to those involving sparingly soluble ionic solids and acidic and basic solutions (in which proton transfer occurs). 3 Equilibrium principles in aqueous systems are limited to qualitative descriptions and/or calculations involving: relative concentrations of dissolved species sparingly soluble ionic solids relating solubility to K s solubility of solids in water and in solutions already containing one of the ions A or B (a common ion) or due to the formation of a complex ion, or the reaction of a basic anion with added acid predicting precipitation or dissolution acidic and basic solutions (includes buffers) acid/base strength, K a (pk a ) concentration of species present in weak acidic and/or basic solutions (includes buffers) relating concentration of species to ph and conductivity titration curves to represent an acid-base system including selection of indicators (titrations of weak acids with weak bases are excluded). 4 Sparingly soluble ionic solids are limited to AB, A 2 B and AB 2 types where neither of the ions A nor B reacts further with water. 5 Acidic and basic solutions are monoprotic acids, bases, salts, and buffers (those in which the extent of reaction is small so that the equilibrium concentration of a dissolved weak acid or base can be approximated by the initial concentration). Achievement Standard 3.7 (91393) Subject Reference Chemistry 3.7 Demonstrate understanding of oxidation-reduction processes Level 3 Credits 3 Assessment Internal Subfield Science Domain Chemistry Status Registered Status date 04 December 2012 Planned review date 31 December 2016 Date version published 04 December 2012 This achievement standard involves demonstrating understanding of oxidation-reduction processes. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence Demonstrate understanding of oxidation-reduction processes. Demonstrate in-depth understanding of oxidationreduction processes. Demonstrate comprehensive understanding of oxidationreduction processes.

10 Explanatory Notes 1 Demonstrate understanding involves describing oxidation-reduction processes and may involve calculations. This requires the use of chemistry vocabulary, symbols, and conventions. Demonstrate in-depth understanding involves making and explaining links between oxidation-reduction processes, observations, equations and calculations. This requires explanations that use chemistry vocabulary, symbols, and conventions. Demonstrate comprehensive understanding involves comparing and contrasting, and justifying, links between oxidation-reduction processes, observations, equations and calculations. This requires the consistent use of chemistry vocabulary, symbols, and conventions. 2 Oxidation-reduction processes involve the use of the relative strengths of oxidants and reductants. This includes the use of reduction potentials and spontaneity of reactions. 3 Processes include reactions in electrochemical and electrolytic cells. 4 Calculations are limited to those involving electrode potentials. 5 Conditions of Assessment related to this achievement standard can be found at STUDY TECHNIQUES THAT WORK 1. Self Testing -Quizzing Yourself Gets High marks Practice tests are done by students on their own outside of class. Methods might include using flash cards (physical or digital) to test recall or answering questions, for example assignments or end of chapter questions. Cornell system:- During in-class note taking make a column on one edge of your notes and write down key terms and questions which can be answer later. 2. Distributing Practice For best results, spread your study over time. Distribute learning over time is more effective than cramming. Complete questions not in groups but interspersed. Plan ahead and overcome the common student tendency to procrastinate. Longer intervals are generally more effective. To remember something for one week, learning episodes should be 12 to 24 hours apart; to remember something for five years they should be spaced 6 to 12 months apart. 3. Elaborative Interrogation Channel Your Inner Four Year Old. Learners produce explanations for facts by promoting students to answer Why questions. 4. Self-Explanation How Do I know. Students generate explanations of what they learn, reviewing their mental processing with questions eg What new information does the sentence provide you? Similar to elaborative interrogation, self-explanation may help integrate new information with prior knowledge. 5. Interleaved Practice Mixing Apples and Oranges Instead of finishing one topic or one type of questions before moving on, to the next, alternate the variety of types of information or problems.

11 Record of Achievement Standard 3.7 Result Obtained Result I wish to aim for What I need to work on to achieve the grade I want