Chemistry Upper Secondary Syllabus

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ChemistryUpper SecondarySyllabusPapua New GuineaDepartment of Education

Issued free to schools by the Department of EducationPublished in 2008 by the Department of Education, Papua New Guinea Copyright 2008, Department of Education, Papua New GuineaAll rights reserved. No part of this publication may be reproduced, stored in aretrieval system or transmitted by any form or by any means electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.ISBN 978-9980-9923-1-4AcknowledgementsThe Upper Secondary Chemistry Syllabus was written, edited and formattedby the Curriculum Development Division of the Department of Education.The development of the syllabus was coordinated by Jane Yanimu EcnemePagelio.Writers from schools, tertiary institutions and non-government organisationsacross the country have contributed to the writing of this syllabus throughspecialist writing workshops and consultations. Quality assurance groupsand the Science Subject Advisory Committee have also contributed to thedevelopment of this syllabus.This document was developed with the support of the AustralianGovernment through the Education Capacity Building Program.

ContentsSecretary’s message . ivIntroduction.1Rationale .3Aims .4Learning outcomes .5Unit sequence and structure .6Grade 11 units .7Grade 12 units .20Assessment components, weightings and tasks .31Assessment, examinations and certification.32

Secretary’s messageThis Chemistry syllabus is to be used by teachers of Chemistry to teachUpper Secondary students (Grades 11 and 12) throughout Papua NewGuinea. This syllabus builds upon science concepts, skills and attitudeslearnt in Lower Secondary and provides a sound foundation for furtherlearning.The Upper Secondary Chemistry syllabus conforms to the NationalEducation Plan’s vision, which is that secondary education enables studentsto achieve their individual potential to lead productive lives as members ofthe local, national and international community. This stage of learningprovides the opportunity for students engaging in experiments andlaboratory work to develop deeper understanding in order to meet individualneeds as well as local and global demands and challenges.Teachers play a pivotal role by being innovative and creative and throughkeeping abreast of new information based on scientific research andinnovative technological changes. The challenge for teachers of Chemistry isto engage student learning in realistic contexts for increased and betterunderstanding. Engaging in such learning helps students appreciate therelevance of chemistry to human lives, including good health and activities intheir environment.A sound understanding of chemistry and its applications helps studentsappreciate the interdependence and interaction between all forms of matter,an appreciation that is vital for the future well-being of Papua New Guineaand the wider world.The knowledge and skills gained in this Chemistry syllabus preparesstudents for higher cognitive chemistry learning, as well as providing thefundamental chemical concepts needed for students to appreciate commonday-to-day chemical applications and practices.This Chemistry syllabus incorporates fundamental chemistry units thatprovide the foundation for higher cognitive chemistry learning and preparestudents continuing on to further education at tertiary level and otherprofessional courses. Besides providing students with the conceptualbackground in chemistry needed to meet the challenges of academic andprofessional courses, the syllabus also equips them to appreciate and applybasic chemistry knowledge when faced with various changes to health,nutrition, environments, population, weather, industries and agriculture.I commend and approve this syllabus as the official curriculum for Chemistryto be used in all schools with Grades 11 and 12 students throughout PapuaNew Guinea.DR JOSEPH PAGELIOSecretary for Education

IntroductionChemistry helps us to understand the links between the macroscopicproperties of the world and the subatomic particles and forces that accountfor those properties. Chemistry is an experimental science, makinglaboratory work an essential part of the syllabus. Practical work can be usedto enable students to investigate the properties and reactions of substancesand to provide opportunities for the learning and testing of principles andconcepts.Wherever possible, students should be given the opportunity to visitchemical industries to understand the chemical processes taking place inthat particular chemical industry and how the negative effects of the wasteproducts on the environment can be minimised. Such visits help the studentsto understand the economic importance of such industries as well as howsuch industries can be sustained without causing much environmentalpollution. Engaging in such activities helps students to appreciate and findthe relevance of chemistry in human activities.Chemistry at Upper Secondary level draws upon and builds on theknowledge, understanding, skills and values developed in the LowerSecondary Science units, 9.5 Atoms and the Periodic Table, and10.3 Chemical Reactions.Lower SecondaryScienceLower SecondaryScienceStrandsUnits1 The Nature of Science3 Matter and Energy4 Earth and Space Strand 2, ‘Life andLiving’, has somerelevance tobiochemistry withregards to processessuch as respirationand fermentationUpper SecondaryChemistryGrade 11 unitsGrade 12 unitsAtoms and thePeriodic TableApplication of PhysicalProcessesMasses, Moles andConcentrationsWorkingScientificallythrough Projectsand InvestigationsChemical and MetallicBondingElectrochemistryChemical ReactionsEnergy and Reaction RatesTypes of ChemicalReactionsMetals and Non-metalsAcids, Bases and SaltsCarbon CompoundsNatural Resources andChemical Industries inPapua New GuineaChemistry is a specialised subject and requires a high level of cognitivecompetency. Having a high level of numeracy competency and basic level oflanguage skills will help students to understand chemical processes better.Through laboratory experiments and other hands-on learning activities,students learn to think scientifically and develop an attitude of questioning,investigating and providing explanations for natural phenomena beingobserved. Students can apply the skills learnt to solve certain everydaychemical problems they may encounter in their surroundings.The units in the Upper Secondary Chemistry Syllabus are sequenced toguide teachers of Chemistry through the process of imparting basicchemistry knowledge and skills to students.

ChemistryOverview of the study of Chemistry from Lower Secondary toUpper SecondaryGrade 9 9.2WorkingScientificallyStrandMatter andEnergy9.5Atoms andthe PeriodicTableGrade 1010.1WorkingScientificallythroughProjects andInvestigations10.3ChemicalReactions Grade 11 Grade 1211.1Application ofPhysical Processes12.1Masses, Moles andConcentrations11.2Chemical andMetallic Bonding12.2Acids, Bases and Salts11.3Types of ChemicalReactions12.3Electrochemistry11.4Energy andReaction Rates12.4Carbon Compounds11.5Metals and Nonmetals12.5Natural Resources andChemical Industries inPapua New GuineaAssessment is an important component of teaching for learning and isintegrated into the learning and teaching activities of Chemistry. Continuousassessment in Chemistry provides feedback to students and the teacher onstudents’ progress towards achieving the learning outcomes. It helpsstudents improve their standards of achievement by knowing what they needto do well and where they need to improve. In Chemistry, teachers gatherevidence from students’ work during the course of the term and use thosecontinuous assessments to improve their teaching and students’ learning.The teaching program should also include formal summative assessment oflearning to gauge students’ levels of achievement.Chemistry is to be timetabled for 240–250 minutes per week in Grades 11and 12.2

Upper Secondary SyllabusRationalePapua New Guinea is endowed with vast amounts of natural resources,such as gold, copper, nickel, cobalt, petroleum, natural gas and forests.Papua New Guinea needs knowledgeable and skilled chemists and otherprofessionals to bring about sustainable development. Being knowledgeablein chemistry and its applications is essential for many professions.Understanding of Chemistry will help students who want to becomeprofessionals such as chemists, chemical engineers, doctors, pharmacists,nurses, teachers or chemical industrialists.The learning and applications of chemical knowledge are essential toformulate new products or processes, to develop natural resources, toprovide remedies for chemical pollution, as well as to improve livingstandards. Chemistry provides students with the conceptual background ofchemistry necessary to make them competent to meet the challenges ofacademic and professional courses comparable to the international level.Chemistry knowledge has undergone tremendous change during the pastdecade. Many new areas such as synthetic materials, biomolecules, naturalresources and industrial chemistry are becoming important and should be anintegral part of any chemistry syllabus at this level.Greater emphasis is now placed on the use of new nomenclature, symbolsand formulations, the learning of fundamental concepts, and applications ofchemistry concepts to industry and technology.Chemical practices have existed in Papua New Guinea for thousands ofyears; for example, the extracting and mixing of dyes from plants for facialdecorations and paintings, or the making of lime for many uses. Studentsrecognise and appreciate the importance of preserving these traditionalchemical practices. Their application in conjunction with modern scientifictechniques may benefit our society.3

ChemistryAimsThe aims of the Chemistry syllabus are to develop in students: 4an understanding and appreciation of the methods and applications ofchemistry and its development in the past, present and futurecontributions to life on earth and beyondthe skills to engage safely in investigation techniquesthe capacity to work scientifically in the context of chemistrythe ability to observe, collect, analyse and interpret data to explaincertain chemical principles and lawsan ability to manipulate and use laboratory apparatus effectivelypositive attitudes towards the study of matter and its interactions with theenvironmenta capacity to work as part of a team engaging in cooperative activities forthe development of Papua New Guineaindividual potential to make a useful contribution to societyan appreciation of traditional chemical practicesproper responses with respect to opinions held by others whileappreciating the importance of critically evaluating various scientificviews.

Upper Secondary SyllabusLearning outcomesThe Chemistry learning outcomes identify the knowledge, skills, attitudesand values all students achieve or demonstrate at the end of Grade 12. Thelearning outcomes for Chemistry are listed below.Students can:1. demonstrate an understanding of fundamental scientific principles andmodels2. apply scientific thinking, motor and process skills to investigate and findsolutions to problems3. communicate findings of scientific investigations in different ways4. analyse and interpret data, graphs and other forms of informationrelevant to topics studied5. analyse and evaluate past and present scientific developments and theirimpacts on human beings and the environment and on the ethicaldecisions made6. demonstrate an understanding of traditional knowledge and skills ofchemistry practised over many years and explain their relevance today.Note: While all ideas and concepts in Chemistry are linked, the table belowindicates the connections that should be highlighted most.Learning outcomes mapped against unitsLearning outcomesUnits 12.5 12.4 12.3 12.26. Demonstrate an understanding of traditionalknowledge and skills of chemistry practised overmany years and explain their relevance today 12.15. Analyse and evaluate past and present scientificdevelopments and their impacts on human beingsand the environment and on the ethical decisionsmade 11.5 11.4 3. Communicate findings of scientific investigationsin different ways4. Analyse and interpret data, graphs and otherforms of information relevant to topics studied11.32. Apply scientific thinking, motor and process skillsto investigate and find solutions to problems11.211.11. Demonstrate an understanding of fundamentalscientific principles and models 5

ChemistryUnit sequence and structureGrade 11 units11.1 Application of Physical Processes6–7 weeks DiffusionBehaviour of gasesPure and impure substancesSeparation of mixturesSolubility of solids and gases in water11.2 Chemical and Metallic Bonding6–7 weeks Electron shell diagrams of atoms and ions Trends in the periodic table Chemical bonding Metallic bonding11.3 Types of Chemical Reactions6–7 weeks Indicators of chemical changes Types of reactions Exothermic and endothermic reactions11.4 Energy and Reaction Rates4–5 weeks Factors affecting rates of reactions Energy diagrams11.5 Metals and Non-metals6–7 weeks Properties of metals, metalloids and nonmetals Uses of metals and metal alloys Chemistry of nitrogen and nitrogencompounds Chemistry of sulfur and sulfur compounds Chemistry of phosphorous and phosphatefertilisersGrade 12 units12.1 Masses, Moles and Concentrations7–8 weeks Isotopes Relative formula mass and percentage 12.2 Acids, Bases and Salts4–5 weeks Common acids and bases Properties of acids and bases Strong and weak acids and bases Dissociation constants and pH calculations Acid-base titration to detect the end point(volumetric analysis)12.3 Electrochemistry5–6 weeks Electrolysis Galvanic cells12.4 Carbon Compounds6–7 weeks Homologous ic acids and esters12.5 Natural Resources and ChemicalIndustries in Papua New Guinea9–10 weeks 6compositionMolesEmpirical and molecular formulaStoichiometrySolutionsCrude oilMetallic oresProduction of ethanolProduction and uses of vegetable oilsTraditional chemical practicesIndustrial chemical pollution

Upper Secondary SyllabusGrade 11 units11.1 Application of Physical Processes6–7 weeksContextWhy does ice melt and water vapour become dew? Is it possible to obtainpure water from sewage? How can you separate salt and water from seawater? Why does solubility of sugar increase as temperature increases?KnowledgeStudents have learnt the basic concepts of physical changes in the UpperPrimary Science course. They have also learnt the arrangement of particlesin solids, liquids and gases.In this unit students learn the behaviour of gases and use the differentphysical separation methods to separate mixtures. They further investigatethe solubilities of gases (CO2 and O2) in water and their effects on aquaticlife. Students use the concept of particle theory to explain the phasechanges of substances during heating and cooling, the behaviour of gases,and solubility of solids and selected gases in water.Learning outcomesStudents can:2. apply scientific thinking, motor and process skills to investigate and findsolutions to problems4. analyse and interpret data, graphics and other forms of informationrelevant to topics studied.To achieve the learning outcomes, students: apply the particle theory to explain the behaviour of gases and liquids investigate and collect data on melting and boiling points and plotheating and cooling curves of pure and impure substances demonstrate an understanding of various physical separation techniquesand apply the concept to separate different mixtures define the terms ‘solubility’, ‘solute’, ‘solvent’, ‘saturated’, ‘unsaturated’and ‘supersaturated’ solutions investigate and collect data on solubilities of various salts and gases andplot solubility curves calculate the solubilities of substances using solubility curves as well asgiven data.7

ChemistryContentStudents acquire knowledge and skills through the learning and teaching ofthis content.Warning!Poisonousgases produced.Conductexperiment infume cupboard.Diffusion define ‘diffusion’ diffusion of: solids in water (potassium permanganate) gases (hydrogen chloride gas and ammonia gas) using Graham’s lawRate of diffusion of Gas A Rate of diffusion of Gas BMolar mass of Gas BMolar mass of Gas ABehaviour of gases the gas laws to calculate the unknown quantity: Boyle’s law: equation P1V1 P2V2 Charles’s law: equation T1V2 T2V1P1V1 P2V2 T2 combined gas law: equation T1 ideal gas law: equation PV nRT; (universal gas constant, R 8.314J/K.mol)Pure and impure substances elements, compounds and mixtures classify elements, compounds and mixtures as pure and impuresubstances differentiate between: elements compounds mixtures classify mixtures as homogeneous or heterogeneous mixtures plot and interpret heating and cooling curves of pure substances andmixturesSeparation of mixtures separation using the techniques of: magnetic separation filtration crystallisation centrifuging simple distillation fractional distillation chromatography solvent extraction8

Upper Secondary Syllabus link to traditional techniques of separations (salt from the sea)Solubility of solids and gases in water solubility of substances in water unsaturated solution saturated solution supersaturated solution factors affecting solubility of solids in water calculation of: solubility using given data solubility using solubility curves solubility of gases (O2 and CO2 ) in water factors affecting solubility of gases in waterWarning!Poisonousgases produced.Conductexperiment infume cupboard.Laboratory work1. Investigate physical separation of substances (for example, salt fromsand, salt from ammonium chloride, extracting pure water from seawater).2. Heat ice to obtain its melting and boiling points and compare it to heatinga mixture of ethanol and water to obtain its boiling point. Show the effectof impurities on the melting and boiling points of a substance.3. Conduct experiments on heating and cooling of ice and naphthalene andplot their heating and cooling curves.4. Conduct an experiment on the dissolution of solids in water (for example,NaCl or sugar) at various temperatures and plot solubility curves.5. Use a separating funnel to separate a mixture of oil and water.6. Investigate rate of diffusion, using potassium permanganate and water,hydrogen chloride gas and ammonia gas in the tube.7. Use paper chromatography to separate dyes from ink.9

Chemistry11.2 Chemical and Metallic Bonding6–7 weeksContextDo you ever stop to think about why some substances behave differentlyfrom others? Why some substances can conduct electricity, while othersubstances do not? Why is water so different from its constituent elementsof hydrogen and oxygen?KnowledgeStudents have learnt about atoms and chemical changes in LowerSecondary. In this unit, students learn that the combination of atoms ofvarious elements leads to the formation of new substances. Chemicalbonding focuses on the formation of ionic and covalent compounds. Metallicbonds are studied to explain why metals and non-metals differ in the

Chemistry at Upper Secondary level draws upon and builds on the knowledge, understanding, skills and values developed in the Lower Secondary Science units, 9.5 Atoms and the Periodic Table, and 10.3 Chemical Reactions. Upper Secondary Chemistry Lower Secondary Science Strands Lower Secondary Science Units Grade 11 units Grade 12 units 1 The Nature of Science 3 Matter and Energy 4 Earth and .

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