UNIT 3: EQUILIBRIUM, ACIDS AND REDOX - Pearson
HOW TO USE THIS BOOK v SERIES OVERVIEW viii CHEMISTRY TOOLKIT ix UNIT 3: EQUILIBRIUM, ACIDS AND REDOX REACTIONS TOPIC 2 OXIDATION AND REDUCTION KEY KNOWLEDGE 58 WORKSHEETS WORKSHEET 3.2.1 Knowledge preview—thinking about redox reactions 65 WORKSHEET 3.2.2 Electrons on the move— redox reactions 67 2 WORKSHEET 3.2.3 Investigating redox reactions— the table of standard electrode potentials 68 WORKSHEET 3.1.1 Knowledge preview—thinking about rates and energy 16 WORKSHEET 3.2.4 Electrical energy from chemical energy—galvanic cells and fuel cells 71 WORKSHEET 3.1.2 Exploring equilibrium—reactions in the balance 18 WORKSHEET 3.2.5 Predicting reactions—electrolytic cells 74 Equilibrium—Le Châtelier’s principle and the equilibrium law WORKSHEET 3.2.6 21 Commercial electrolytic cells— electricity at work TOPIC 1 CHEMICAL EQUILIBRIUM SYSTEMS KEY KNOWLEDGE WORKSHEETS WORKSHEET 3.1.3 WORKSHEET 3.1.4 WORKSHEET 3.1.5 WORKSHEET 3.1.6 WORKSHEET 3.1.7 Calculations—equilibrium constants and concentrations 23 Acid–base relationships— calculating pH and pOH 25 Indicators and Ka—colourful considerations 27 Acid–base curves—detecting an equivalence point 28 76 WORKSHEET 3.2.7 Literacy review—electrochemical cells 78 WORKSHEET 3.2.8 Thinking about my learning 81 ACTIVITY 3.2.1 Corrosion 82 ACTIVITY 3.2.2 Electrolysis of aqueous solutions 86 PRACTICAL ACTIVITIES MANDATORY PRACTICALS PRACTICAL 2 Displacement reactions 89 30 PRACTICAL 3 Half-cells and the table of standard electrode potentials 92 32 TOPIC REVIEW 3.2 96 SAMPLE ASSESSMENT TASK IA1: DATA TEST 99 WORKSHEET 3.1.8 Volumetric analysis—finding the fizz in soda water WORKSHEET 3.1.9 Literacy review—equilibrium terms and expressions WORKSHEET 3.1.10 Thinking about my learning 34 PRACTICAL ACTIVITIES ACTIVITY 3.1.1 Reversible and irreversible reactions 35 SAMPLE ASSESSMENT TASK IA2: STUDENT EXPERIMENT ACTIVITY 3.1.2 Investigation of the cobalt chloride equilibrium system 39 ACTIVITY 3.1.3 Effect of temperature on equilibrium yields UNIT 4: STRUCTURE, SYNTHESIS AND DESIGN 41 ACTIVITY 3.1.4 Comparing the strengths of acids and bases TOPIC 1 PROPERTIES AND STRUCTURE OF ORGANIC MATERIALS 43 KEY KNOWLEDGE Electrical conductivity of strong and weak acids 46 Amphiprotic substances in water 49 ACTIVITY 3.1.5 103 111 WORKSHEETS WORKSHEET 4.1.1 Knowledge preview—molecular shape and intermolecular forces 131 MANDATORY PRACTICAL WORKSHEET 4.1.2 Families of hydrocarbons— alkanes, alkenes and alkynes 133 PRACTICAL 1 WORKSHEET 4.1.3 Families examined—properties and structure 135 WORKSHEET 4.1.4 Observing organics—properties of functional groups 137 Converting chemicals—organic reaction pathways 138 ACTIVITY 3.1.6 TOPIC REVIEW 3.1 Determination of the ethanoic acid concentration of vinegar 51 54 WORKSHEET 4.1.5
WORKSHEET 4.1.6 Focus on functional groups— effect on chemical reactions 140 WORKSHEET 4.1.7 Proteins—structure and function 142 WORKSHEET 4.1.8 Carbohydrates, fats, soaps and polymers—structure and function 144 WORKSHEET 4.1.9 Solving a chemical mystery using spectroscopy 146 Forensic testing—blood alcohol concentration 148 WORKSHEET 4.1.10 WORKSHEET 4.1.11 Literacy review—reviewing organic chemistry 149 WORKSHEET 4.1.12 Thinking about my learning 152 PRACTICAL ACTIVITIES ACTIVITY 4.1.1 Reactions and properties of organic compounds 153 ACTIVITY 4.1.2 Oxidation of alcohols 157 ACTIVITY 4.1.3 Action of enzymes 160 MANDATORY PRACTICAL PRACTICAL 4 Modelling hydrocarbons, functional groups and organic reactions 163 TOPIC REVIEW 4.1 168 TOPIC 2 CHEMICAL SYNTHESIS AND DESIGN KEY KNOWLEDGE 174 WORKSHEETS WORKSHEET 4.2.1 Knowledge preview—chemical synthesis and design 181 WORKSHEET 4.2.2 Optimising reactions in industry 183 WORKSHEET 4.2.3 Biofuels—bioethanol and biodiesel 185 WORKSHEET 4.2.4 Green chemistry—applications 187 WORKSHEET 4.2.5 Making molecules—polymers and molecular manufacturing 189 WORKSHEET 4.2.6 Literacy review—reviewing synthesis and macromolecules 193 WORKSHEET 4.2.7 Thinking about my learning 195 PRACTICAL ACTIVITIES ACTIVITY 4.2.1 Improving yields in sulfuric acid production—secondary data activity 196 ACTIVITY 4.2.2 Fermentation—student-designed activity ACTIVITY 4.2.3 Fuel cells 201 ACTIVITY 4.2.4 Modelling synthetic polymers 204 ACTIVITY 4.2.5 Modelling proteins, fats and carbohydrates 206 TOPIC REVIEW 4.2 198 210 SAMPLE ASSESSMENT TASK IA3: RESEARCH INVESTIGATION 213
How to use this book The Pearson Chemistry 12 Queensland Skills and Assessment book takes an intuitive, self-paced approach to science education that ensures every student has opportunities to practise, apply and extend their learning through a range of supportive and challenging activities. This resource has been developed by highly experienced and expert author teams, with leading Queensland specialists who have a working understanding of what teachers are looking for to support teaching and learning across the new Queensland Certificate of Education (QCE). Fully written to the new QCAA Chemistry 2019 General Senior Syllabus, the skills and assessment book is organised by units, with the unit opener outlining the unit objectives that are addressed. The skills and assessment book is further organised into topics. Each topic addresses all of the subject matter and mandatory practicals from the syllabus. All activities are closely linked to the material in the Pearson Chemistry 12 Queensland Student Book, creating a complete teaching, learning and assessment program. At the same time, the skills and assessment book has been designed so that it can be used independently of the student book, providing flexibility in the manner students and teachers are able to engage with it. TOOLKIT TOPIC OPENER A complementary toolkit supports development of the skills and techniques needed to undertake practical investigations, as well as the data test, student experiment and research investigation. It also includes checklists and helpful hints to assist in fulfilling all assessment requirements and to support further development of study skills. The book is split into two units with two topics per unit, as per the syllabus. While the unit opener provides an overview of the syllabus outcomes for each unit, the topic opener gives a succinct overview of the content in the book for each topic, organised by key content area. Each topic opener is presented in a handy checklist format to allow you to track your progress. Chemistry toolkit the course of study. It has to be consulted, as needed, throughout This toolkit serves as a reference undertake practical activities and ly scaffold the skills required to been developed to constructive , planning and presenting. assessment tasks, including researching and assessment toolkit of included in the Chapter 1 skills The toolkit complements the advice this toolkit explains in information The Student Book. the Pearson Chemistry 12 Queensland instrument-specific marking against the characteristics in the how responses will be assessed guides (ISMG) in the syllabus. 3. The test is The data test is completed in Unit 10 minutes completed under test conditions, with writing time. perusal (reading) time and 60 minutes The test may include: to longer responses questions ranging from short answer scenario situations problem-solving. Data test: Preparation checklist Feature Resource Pearson Chemistry 12 Queensland Student Book Mandatory practicals Skillbuilders, Worked examples and Try yourself Questions/ instructions ISBN 978 1 4886 1967 0 Practical activity 3.1.4 Comparing the strengths of acids and bases Practical activity 3.1.5 Electrical conductivity of strong and weak acids pH SCALE Worksheet 3.1.5 Acid–base relationships— calculating pH and pOH Practical activity 3.1.4 Comparing the strengths of acids and bases Practical activity 3.1.5 Electrical conductivity of strong and weak acids Practical activity 3.1.6 Amphiprotic substances in water BRØNSTED–LOWRY MODEL Practical activity 3.1.6 Amphiprotic substances in water DISSOCIATION CONSTANTS Worksheet 3.1.5 Acid–base relationships— calculating pH and pOH Worksheet 3.1.7 Acid–base curves—detec ting an equivalence point ACID–BASE INDICATORS Worksheet 3.1.6 Indicators and Ka—colourful considerations VOLUMETRIC ANALYSIS Worksheet 3.1.7 Acid–base curves—detec ting an equivalence point Worksheet 3.1.8 Volumetric analysis—find ing the fizz in soda water Mandatory practical 1 Determination of the ethanoic acid concentration of vinegar Topic review 3.1 ISBN 978 1 4886 1968 7 Pearson Chemistry 12 QLD Skills and Assessment Unit 3 Topic 1 support the application. the by a Worked example that provides Often a Skillbuilder will be followed of working through a problem. thinking and process for each step that are their mirror Try yourself problems Refer to Worked examples and in calculations chapters. Many focus on skills placed at relevant stages in the using algorithms. and read the skills improve to need you Select examples in which and then complete the Try yourself Skillbuilder and the Worked example, check your answer. under reviews, focusing on tasks listed Refer to module and chapter to complete require the same skills needed ‘Analysis’. Many of these tasks the data test. them. Select some questions and complete in your eBook. fully worked solutions provided Check your answers against the A, in the skills and assessment toolkit, Part Refer to the Chapter 1 Chemistry eBook. analysis and to improve your mathematical, needed, as reference, this Use visual interpretation skills. Each topic begins with a key knowledge section. The key knowledge consists of a set of succinct summary notes that cover the subject matter for Key knowledge each topic of the syllabus. This Chemical equilibrium section is highly illustrative and written in a straightforward style to assist students of all abilities in focusing on the salient points. Key terms are bolded for ease of navigation and are reflected in the student book glossary. The key knowledge also serves as a ready reference when completing worksheets and practical activities, and provides a handy set of revision and study notes. Rates of reactions between N2 gas and H gas REVERSIBLE REACTIONS—DYNAM IC EQUILIBRIUM ix 2 In chemistry, a system is usually regarded as the chemical reaction being studied, and the surroundings are everything else around it (the rest of the universe). Systems may be open systems, which exchange matter and energy with the surroundings, or closed systems, which exchange only energy with the surroundings. Systems are said to be homogeneous if all reactants and products are in the same phase, or heterogeneous if different phases are present. Chemical reactions that can occur in both directions are reversible reactions. Chemical reactions that can occur only in one direction are irreversible reactions, that is, they are non-reversible, like baking a cake. Physical changes are usually reversible processes, whereas only some chemical changes are reversible. Reversible reactions in a closed system eventually reach a point where the rate of the forward reaction is equal to the rate of the reverse reaction. Three examples of systems that can be reversible are: the evaporation and condensation of water H2O(l) H2O(g) H2O(g) H2O(l) The equations above can be written as: H2O(l) H2O(g) the dissolution and crystallisation of sugar in a saturated solution of sugar in water C12H22O11(s) C H O (aq) 12 22 11 the reaction of iron(III) nitrate and potassium thiocyanate 3 2NH 3 N2 H 3 2 3 Time Equilibrium first established Graph showing the changes in the rates of the forward and reverse reactions with time as a reaction reaches equilibrium FIGURE 3.1.1 At equilibrium, the concentrations of reactants and products are constant. The reaction appears to have ‘stopped’ before all the reactants have been converted into products, as shown in Figure 3.1.2. Concentration–time graph for N2, H2 and NH 3 3 H2 2 1 N2 NH3 The synthesis of ammonia The reaction that occurs when N 2 gas is mixed with H2 gas in a sealed container is another example of a reversible reaction. NH gas is formed, which then 3 decomposes back to N and H . The reaction can be 2 2 represented, using a double-headed arrow, as: N2(g) 3H2(g) 2NH (g) 3 When the rates of the forward and reverse reactions are equal, the reaction is described as being in equilibrium (Figure 3.1.1). 2 3H 2 Fe (aq) SCN (aq) FeSCN2 (aq) This reaction also involves a colour change: Fe3 solutions are pale yellow, SCN solutions are colourless and FeSCN2 solutions are red. ISBN 978 1 4886 1968 7 1 KEY KNOWLEDGE Check ‘Analysis’ of completed in class, stopping before Read through each practical the data. looking at of each practical again, without Complete the analysis section and conclusion. your original analysis, interpretation with and conclusion for each practical Compare the analysis, interpretation those of your original practicals. the skill to or technique and step you through Skillbuilders outline a method toolkit and Assessment Chemistry Pearson Chemistry 12 QLD Skills Worksheet 3.1.4 Calculations— equilibrium constants and concentration s PROPERTIES OF ACIDS AND BASES N2 Chapter 1 skills and assessment toolkit UM Worksheet 3.1.3 Equilibrium—Le Châtelier’s principle and the equilibrium law Practical activity 3.1.3 Effect of temperature on equilibrium yields Worksheet 3.1.9 Literacy review—equil ibrium terms and expressions Worksheet 3.1.10 Thinking about my learning test are your The key areas assessed in the data ability to: matter apply your understanding of subject it look critically at evidence and analyse of evidence. reach conclusions based on interpretation data and Tasks in the data test use both qualitative to Unit 3 practicals related is data This data. quantitative to subject matter. (both mandatory and suggested) and previously unseen Items in the data test may include using calculations complete data. You will be expected to and tables. algorithms, and interpret graphs, diagrams Unit 3 that There will be many experiences throughout to prepare for the skills will provide you with opportunities also can You test. data the in and subject matter assessed practise and prepare, take some additional opportunities to checklist below, as outlined in the Data test: Preparation in revision. which directs you to resources to assist Revision activity FACTORS THAT AFFECT EQUILIBRI EQUILIBRIUM CONSTANTS Rate PART A: Data test (IA1) Worksheet 3.1.2 Exploring equilibrium— reactions in the balance Practical activity 3.1.1 Reversible and irreversible reactions Practical activity 3.1.2 Investigation of the cobalt chloride equilibrium system H for Worksheet 3.1.1 Knowledge preview—thin king about rates and energy CHEMICAL EQUILIBRIUM 2N to undertake The assessments you will be required Units 3 and 4 Chemistry are: Data test (IA1) in Unit 3, 10% 3, 20% Student experiment (IA2) in Unit 4, 20% Unit in (IA3) Research investigation 3 & 4, 50%. Examination (EA), at end of Units Chemical equilibrium systems Concentration (mol L–1) Assessment TOPIC Time N2 and H2 added to container equilibrium established FIGURE 3.1.2 Changes in concentrations as a mixture of nitrogen and hydrogen gases reacts temperature and reaches equilibrium at a constant A reaction does not actually ‘stop’ at equilibrium. Reactants are continuously forming products and products are continuously changing back into reactants; such systems are described as being in dynamic equilibrium. Equilibrium can be achieved in closed systems, but not in open systems. When equilibrium is achieved, the relative amounts of reactants and products define the position of equilibrium. As you will learn soon, an equilibrium constant, K , can be calculated that is c related to the ratio of the concentrations of the products to reactants. Pearson Chemistry 12 QLD Skills and Assessment Unit 3 Topic 1 ISBN 978 1 4886 1968 7 Pearson Chemistry 12 QLD Skills and Assessment How to use this book v
WORKSHEET 3.1.1 Knowledge preview—thinking about rates WORKSHEETS 1 Definition A diverse offering of instructive and self-contained worksheets is included in each topic. Common to all topics are the initial ‘Knowledge preview’ worksheets to activate prior knowledge; a ‘Literacy review’ worksheet to explicitly build language and application of scientific terminology; and finally, a ‘Thinking about my learning’ worksheet, which encourages students to reflect on their learning and identify areas for improvement. Other worksheets, with their range of activities and tasks, focus on application of subject matter to assist in the consolidation of learning and the making of connections between subject matter. Worksheets may be used as formative assessment and are clearly aligned to the syllabus. A range of questions, building from foundation to challenging, are included in the worksheets, which are written to reflect the Marzano and Kendall taxonomy instructional verbs. PRACTICAL ACTIVITY 3.1.1 Suggested duration: 25 minutes C burning magnesium D burning steel wool. RATIONALE some of which do you to examine several reactions, This practical activity will allow matter open system is a system that exchanges not go through to completion. An energy with the . A closed system only exchanges and energy with the surroundings surroundings. irreversible, while direction and are described as Some reactions only occur in one other reactions are reversible. and reactions in open and closed systems In this investigation you will perform are reversible or irreversible. consider whether the reactions SAFETY N PRE-LAB SAFETY INFORMATIO Control Material used Hazard cobalt chloride tract may cause skin, eye and respiratory irritation or burns Wear gloves, laboratory coat and safety glasses. tract and irritating to the eyes, respiratory skin Wear gloves, laboratory coat and safety glasses. 1 0.1 mol L Fe(NO3)3 solution 1 0.1 mol L solution KSCN magnesium ribbon iron MATERIALS small bottle of solid hydrated cobalt chloride 1 4 mL 0.1 mol L iron(III) nitrate solution, Fe(NO3)3 1 4 mL 0.1 mol L potassium thiocyanate solution, KSCN 3–4 cm magnesium ribbon steel wool 2 semi-micro test tubes semi-micro test-tube rack dropping pipette Bunsen burner deionised water crucible tripod and gauze mat tongs fireproof metal lid bench mat spatula 9 V battery safety glasses and gloves Wear gloves, laboratory coat and safety glasses. irritating to eyes and skin light, burning produces intense white could burn which can be harmful to eyes; skin and clothing Use tongs and eye protection; do not look directly into the flame. could burn burning iron becomes very hot; Use tongs. The name for a theory that accounts for the rates of chemical reactions. A system in which only energy is exchanged with the surroundings. A substance that increases the rate of reaction but is not consumed in the reaction. A chemical reaction in which all the species are in the same phase. A reaction in which significant reaction can occur in the reverse direction. A reaction that releases energy to the surroundings. The name for a chemical equation that includes the enthalpy change of the reaction. A reaction for which the ΔH is positive. 2 Define the following terms to check your knowledge and understandin g of the key ideas involved in acid–base theory and the dilution of solutions. Weak acid: Strong base: Dilute solution: Concentrated solution: 3 Show the balanced equations for the reactions that occur when the following substances dissolve in states of matter in the equations. water. Include HCl(g) NaOH(s) NH3(g) CH3COOH(l) 4 16 Select the statements about standard solutions that are true. A standard solution has an accurately known concentration. A standard solution always has a neutral pH. A standard solution always has a concentration of 1.0 mol L 1. A standard solution can have any concentration, as long as it is accurately known. Pearson Chemistry 12 QLD Skills and Assessment Unit 3 Topic 1 ISBN 978 1 4886 1968 7 Practical activities take a highly scaffolded approach from beginning to completion and give students the opportunity to complete practical work related to the subject matter covered in the syllabus. Practical activities include a rich assortment of tasks that maximise the learning opportunities and build experience in skill application in relation to calculations and analysis of data, which are necessary for the data test. Every mandatory practical is featured, as well as many suggested practicals. Like the worksheets, a range of questions building from foundation to challenging are included, which are written to reflect the Marzano and Kendall taxonomy instructional verbs. Research and planning and which and determine which are reversible To perform the following reactions The reactions are: involve open or closed systems. dehydrated cobalt(II) chloride A formation of hydrated and potassium thiocyanate B reaction of iron(III) nitrate and Correct term The energy needed to break the bonds between atoms in the reactants to enable a reaction to occur. The part of the universe being studied. PRACTICAL ACTIVITIES ons Reversible and irreversible reacti AIM and energy Identify the correct term for each definition by completing the following table. This will help you check your knowledge and understanding of the key ideas involved in rates of reaction and energy of reaction, for your study of equilibrium. in preparation the information in the safety table. Please indicate that you have understood Name (print): (signature): I understand the safety information d and dehydrated Part A—Formation of hydrate cobalt(II) chloride METHOD 1 with a crucible and gauze mat on a bench mat Set up a Bunsen burner, tripod on top. ISBN 978 1 4886 1968 7 1 and Assessment Unit 3 Topic Pearson Chemistry 12 QLD Skills 35 TOPIC REVIEW QUESTIONS Each topic concludes with a comprehensive set of question items consisting of multiplechoice and short-answer responses. Topic reviews provide an experience of subject matter and skills across the breadth of the topic. They also incorporate the cognitive verbs used in the syllabus subject matter dot points. These items reflect the highest level of thinking that will be assessed on the external examination. TOPIC REVIEW 4.2 CHEMICA L SYNTHESIS AND DESIGN TOPIC REVIEW 4.2 CHEMICAL SYNTHESIS AND DESIGN Multiple-choice questions 5 Questions 1 and 2 refer to the following information. Polystyrene is one of the most widely used plastics. It is made from the monomer styrene, which in turn is synthesised from ethylbenzene by the reaction below. The reaction is endothermic. C6H5CH2CH3(g) C H CH CH 6 5 2(g) H2(g) 1 Select which one of the following sets of reaction conditions would favour the highest rate of reaction in an industrial synthesis of styrene. D 4 A B C 400 C, 2 bar pressure The empirical formula of the polymer is the same as the formula of the monomer. C The polymer is made from a monomer that contains double or triple bonds. Select which one of the following sets of reaction conditions would favour the highest equilibrium yield in an industrial synthesis of styrene. D NH CH C CH 3 CH O CH 2 C 2 O N CH H CH C 3 O N CH H CH O C 2 N CH 2 C . H 2 NH NH 2 C CH SCHCOOH 3 D 2 H NCHCH COOH 2 2 NH CH 2 6 The mass of product formed is less than the total mass of the monomers reacting. 3 Select the polymer below in which the monomer units are joined together by glycosidic bonds. A cellulose B 250 C, 2 bar pressure protein C polyester D polypropene B 250 C, 1 bar pressure C 400 C, 2 bar pressure Short-answer questions D 400 C, 1 bar pressure 1 Synthetic polymers can be manufactured to suit a wide range of different uses. They play a vital role in many applications, in fields as diverse as medicine, transport and clothing. A section of a polymer chain is shown below. The figure below shows a fuel cell designed to use ethanol as a fuel using an acidic electrolyte. The cell reaction is: a O C2H5OH(aq) 3O (g) 2CO (g) 2 3H2O(l) 2 The cathode reaction for the cell is: O O CH2 CH2 O C CH2 CH2 C O CH2 CH2 i Show the formulas of the two different monomers from which the polymer is made. O2(g) 4H (aq) 4e 2H O(l) 2 Select which one of the following is the correct anode reaction. N H Identify the two amino acids that SH did not react to form this section of the chain. A CH3CHCOOH B HSCH CHCOOH Identify the correct statement about a polymer made from a monomer by condensation polymerisation. The product is cross-linked. 250 C, 2 bar pressure 250 C, 1 bar pressure 400 C, 1 bar pressure . O2(g) 4H (aq) 4e 2H O(l) 2 A A 3 2H2O(l) O2(g) 4H (aq) 4e 2CO2(g) 12H (aq) 12e C 2H5OH(aq) 3H2O(l) C2H5OH(aq) 3H O(l) 2CO 2 2(g) 12H (aq) 12e B D 2 A B C A section of a protein chain is shown below. O O ii Name the other compound that is produced when the two monomers react. – iii State the name given to the type of reaction that forms this polymer. O2 b H (aq) C2H5OH inlet inlet porous electrode porous electrode vi H H C C C C C C H Cl H Cl H Cl H H i Show the formula of the monomer from which the polymer is made. ii State the name given to the type of reaction that forms this polymer. Water outlet 210 A section of a polymer chain is shown below. H H Pearson Chemistry 12 QLD Skills and Assessment Unit 4 Topic 2 Pearson Chemistry 12 QLD Skills and Assessment How to use this book ISBN 978 1 4886 1968 7 ISBN 978 1 4886 1968 7 Pearson Chemistry 12 QLD Skills and Assessment Unit 4 Topic 2 ISBN 978 1 4886 1968 7 211
SAMPLE ASSESSMENT TASKS ICONS AND FEATURES Sample assessment tasks for the data test, student experiment and research investigation provide opportunities for students to practise responding to these assessment tasks. The activities are designed to support students by guiding and scaffolding them through each aspect of these assessments. Every mandatory practical is supported by a complementary SPARKlab alternative practical. The Pearson Chemistry 12 Queensland Skills and Assessment book icons in the student book indicate the best time to engage with an activity from the skills and assessment book. These activities can be used for practice, application and revision of subject matter. The type of activity is indicated by the following icons in the student book: SAMPLE ASSESSMENT TASK IA1 Data test Suggested duration: 10 minutes reading time and 60 minutes to complete the test Task The data test requires you to apply a range of cognitions (ways of gaining knowledge and understanding) scientific data. The test will be to respond to held in a set time frame under test conditions. Each data set will enable you to analyse and interpret data in order to apply your understanding of redox reactions. equilibrium and Worksheet (WS) WS You will be required to complete short- and longer-answer questions, calculations and interpretation total of approximately 400–500 of graphs to a words. Complete all parts of each question as directed. Data set 1: Investigating the equilibri um law 3.2.1 (13 marks) Chemists investigating the equilibrium law obtained the data in Table 1 for the gaseous equilibrium between tetroxide and nitrogen dioxide: nitrogen N2O4(g) 2NO (g) 2 Different starting concentrations of gaseous N2O and NO were 4 used in four separate experiments 2 equilibrium concentrations were , so different obtained. The experiments were conducted in a sealed vessel at 25 C. Practical activity (PA) PA Concentrations of reactants and products present in equilibrium mixtures Equilibrium mixture [N2O4] in mol L 1 [NO ] in mol 1 L 2 TABLE 1 1 0.0016 2 0.0155 3 4 3.2.1 0.0010 0.0031 0.0570 0.0060 0.1950 0.0110 Mandatory practical (MP) MP Item 1: From your knowledge of chemical equilibrium, show the expression for the equilibrium terms of the concentrations of law for this reaction in the reactants and products. (1 mark) Item 2: Use the data to calculate the value of the equilibrium constant for each mixture, then determine value of the equilibrium constant the average at 25 C. (4 marks) 1 Topic review (TR) TR Item 3: Calculate the equilibrium constant at 25 C for the reaction: 4NO2(g) 2N2O (g) 4 3.1 (3 marks) Sample assessment task (SAT). SAT ISBN 978 1 4886 1968 7 Pearson Chemistry 12 QLD Skills and Assessment Unit 3 Topic 2 1A2 99 The safety icon highlights significant hazards, indicating caution is needed. The safety glasses icon highlights that protective eyewear is to be worn during the practical activity. RATE MY LEARNING This innovative feature appears at the end of most worksheets, and all practical activities and sample assessment tasks. It provides students with the opportunity for self-reflection and self-assessment. Students are encouraged to consider how they can continue to improve, and to identify areas of focus for further skill and subject matter development. This tool has been based on the Marzano and Kendall taxonomy. RATE MY LEARNING I get it. I can apply/teach it. I get it. I can show I get it. I almost get it. I might need help. I get some of it. I need help. I don’t get it. I need lots of help. Teacher support Fully worked solutions, suggested answers and responses to the worksheets, practical activities, mandatory practicals, topic reviews and sample assessment tasks are provided for teachers through the Teacher Support subscription. Risk assessments, expected results and handy hints for all practical activities are also provided. ISBN 978 1 4886 1968 7 Pearson Chemistry 12 QLD Skills and Assessment How to use this book vii
Series overview Student book PEARSON CHEMISTRY QUEENSLAND STUDENT BOOK UNITS 3 & 4 Pearson Chemistry 12 Queensland Student Book has been developed by experienced Queensland teachers to address all the requirements of the new QCAA Chemistry 20
WORKSHEET 4.1.7 Proteins—structure and function 142 WORKSHEET 4.1.8 Carbohydrates, fats, soaps and polymers—structure and function 144 WORKSHEET 4.1.9 Solving a chemical mystery using spectroscopy 146 WORKSHEET 4.1.10 Forensic testing—blood alcohol concentration 148 WORKSHEET 4.1.11 Literacy review—reviewing organic chemistry 149
Properties of Acids and Bases Return to the Table of contents Slide 5 / 208 What is an Acid? Acids release hydrogen ions into solutions Acids neutralize bases in a neutralization reaction. Acids corrode active metals. Acids turn blue litmus to red. Acids taste sour. Properties of Acids Slide 6 / 208 Properties
2. Describe the common properties of acids and bases 3. Identify acids and bases using indicators, pH papers 4. Name some common lab acids and bases, acids at and bases at home 5. Describe reactions of acids with metals, bases and carbonates 6. Describe the application of acids, bases and p
Acids, Bases, and pH The hydrohalic acids (HX (aq)), where X represents a halogen) include HF, HCl, HBr, and HI. Only HF is a weak acid. The rest are strong acids. What factors account for this difference? 8.1 Explaining the Properties of Acids and Bases 8.2 The Equilibrium of Weak Acids and Bases 8.3
vii SCOPE AND SEQUENCE Section Title Syllabus objectives UNIT 6 Acids and Alkalis 6.1 Acids, bases and alkalis State that compounds can be classified as acids and alkalis Identify common acids, alkalis and salts Create a safety booklet dealing with the handling of acids and alkalis Investigate selected reactions of acids and alkalis Cite practical examples of neutralisation .
the full-cost price emerges from an equilibrium condition. Income of the rm at the equilibrium price equals, by de nition, equilibrium income. Rearranging this identity, equilibrium price equals variable cost plus equilibrium contribution margin per unit (the latter term being the xed cost plus equilibrium income, all divided by quantity).
_7. Which statement describes an alternate theory of acids and bases? (1) Acids and bases are both H acceptors. (2) Acids and bases are both H donors. (3) Acids are H acceptors, and bases are H donors. (4) Acids are H donors, and bases are H acceptors. _8. Which substance is the
CHAPTER 14 ACIDS AND BASES 487 Weak acids are only partially dissociated in water. We say that the equilibrium lies far to the left, thus giving values for K a 1. (We have mostly reactants at equilibrium and few products present). The conjugate bases of weak acids are better bases than water. When we have a solution
Unit 12 Acids and Bases- Funsheets Part A: Name and write the formula for the following acids and bases. 1) Carbonic acid _ . Part E: Using your knowledge of acids and bases, answer the following questions. 1) Fill in the following Venn diagram about properties of acids and bases. You must fill in at least 4 facts in each.
