Allow a maximum of 6 weeks for this topic
BOS or NESA outcomes
Outcome: SC5-17CW, Knowledge and Understanding
CW3 Students:
a. Recall that all matter is composed of atoms and has mass
b. Identify a range of compounds using their common names and chemical formulae
c. Classify compounds into groups based on common chemical characteristics
d. Investigate a range of types of important chemical reactions that occur in non-living systems and involve energy transfer, including: combustion, the reaction of acids including metals and carbonates, corrosion, precipitation, neutralisation and decomposition
f. Construct word equations from observations and written descriptions of a range of chemical reactions
g. Deduce that new substances are formed during chemical reactions by rearranging atoms rather than creating or destroying them
Working scientifically (skills):
WS6 Students conduct investigations by:
b. safely constructing, assembling and manipulating identified equipment
WS7.2 Students analyse data and information by:
f. evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations
WS8 Students solve problems by:
f. applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
Learning Activities:
1) Memorise the first 20 elements of the periodic table, you need to know for each element its number (1-20), its symbol and the correct spelling of its name. Once you think you know these see your teacher to do the test!
2) "Chemical reactions involve the transfer or sharing of electrons" Investigate this statement, explain what it means and its significance.
3) Define the Chemical terms Reactant and Product. List at least 3 generic types of Chemical reactions. Use the following reactants: Acid, Base, Metal, Carbonate, then complete the equations with products. If you are not sure what is needed here ask your Science Teacher.
4) Look up: "the law of conservation of mass" as it relates to Chemical reactions. Design an experiment to test this law. Run it by your teacher, once approved, write it up (allow one page in your book), using the headings: Title, Aim, Theory, Method, Results, Equation and Conclusion. Spoiler alert! Don't click on this link if you don't want to see photos of a successfull experiment proving this law.
5) For the experiment that you have designed in 4) above, look up the MSDS or SDS (Material Safety Data Sheet) for both the reactants and expected product. Read these documents and carry out a risk analysis. In other words find out how these chemicals can hurt you and what you need to do to protect yourself.
6) Arrange a time with your teacher to carry out this experiment. Don't forget to wear the required PPE from your risk assessment and to complete the write-up after the experiment. Define the term PPE.
7) Explain the difference between a mixture and a compound. Think of an experiment that could test if an unknown substance is a mixture or a compund. List at least 3 different ways of physically seperating mixtures. Design an experiment using steps 4, 5 and 6 above to test one of your ideas.
8) Real Life Scenario - Orica, click on this link, or see the attached document.
9) Combustion reactions
You are an Industrial Chemist working for an industrial Services Company called Contract Resources and your manager has asked you to visit the Orica facility in the Port of Melbourne, because the Chemical Engineer has asked for some help with the cleaning of a Sulfuric Acid (98%) tank which is due for its next 10 year integrety check, which will require structural engeneers to enter the tank and measure the thickness of the walls. For them to do this safely ALL the acid and sludge (iron sulfate) will need to be removed from the tank, that way repairs can also be performed if needed.
Your task is to develop a way of cleaning the insides of the tank without injuring any of your workers. The work needs to be completely as quickly as possible and with the lowest possible cost to Orica. You also need to determine what you can do with the waste products that the cleaning process will produce. Consider the impact these will have on the environment, then determine how can dispose of them.
You will start by studying the MSDS or SDS for the Chemicals found in the tank and the waste products that our method of cleaning will produce, then complete a risk analysis for these chemicals. Next you will write out a step by step procedure for the cleaning of the tank.
Once you have completed your risk analysis and work method statement, discuss them with your teacher and when you have prepared a realistic solution, your teacher will present you with the actual documents used for this project, so you can compare your efforts with what actually happened.