Term planner - GaryTurnerScience

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UNIT PLANNER
Subject:
Term/Year:
Unit Title:
Assessment:
Key Resource:
Chemistry
1 / 2015
Metal Extraction
Exam (5A and 5B)
Booklets (1,2 and 3) and Chemistry in Use 2
Year Level
12
Key ideas from curriculum documents
S1.1— Matter is composed of atoms which, in turn, contain protons and neutrons in a
nucleus, and electrons outside the nucleus.
S1.2—The number of positively charged protons is equal to the number of negatively
charged electrons in a neutral atom, and determines all the chemical properties of an
atom.
S1.5—Every element is assigned a unique chemical symbol.
S1.6—The atomic mass of an atom is arbitrarily defined relative to the mass of the
isotope carbon-12.
S1.7—In modern theories of atomic structure, electrons are viewed as
occupying orbitals which are grouped in electron shells.
S2.1—From theory of electronic structure it is predicted that elements will display
periodic variations in their chemical and physical properties.
S2.5—An atom or group of atoms covalently bound together may gain or lose one or
more electrons to form ions.
S2.9—The structure of a metal involves positive ions embedded in a sea of electrons.
S2.10—Materials may be elements, compounds or mixtures.
R1.1—Redox reactions involve a transfer of electrons and a change in oxidation
number.
R1.3—Acid-base reactions involve transfer of protons from donors to acceptors.
R2.1—All chemical reactions involve energy transformations.
R3.1—The mole, defined arbitrarily using the isotope carbon-12, is the basic quantity in
stoichiometric calculations.
R3.2—Every chemical reaction can be represented by a balanced equation, whose
coefficients indicate both the number of reacting particles and the reacting quantities in
moles.
R3.4—The use of molarity for expressing concentration allows easy interconversions
between volume of solution and moles of solute.
R4.1—Techniques such as volumetric and gravimetric analysis are used to determine
amounts of reactants and products.
R4.2—Specialised techniques and instrumentation are used in chemical analysis.
R4.3—Qualitative and quantitative testing may be used to determine the composition or
type of material.
R5.3—Chemical reactions may be reversible.
R5.4—Reversible chemical reactions may reach a state of dynamic balance
known as equilibrium which, when disturbed, will be re-established.
KEY REQUIREMENTS
LITERACY
Literacy
• Comprehending text through listening, viewing and reading
• Composing texts through speaking, writing and creating
• Text knowledge
• Word knowledge
• Visual knowledge
NUMERACY
•
•
•
•
•
•
Calculating and estimating
Recognising and using patterns and relationships
Using fractions, decimals, percentages, ratios and rates
Using spatial relationships
Interpreting and drawing conclusions from statistical information
Using measurement
ICTs
• Inquiring with ICT
• Operating ICT
CRITICAL & CREATIVE THINKING
•
•
•
•
Inquiring - identifying, exploring and clarifying information
Generating innovative ideas and possibilities
Reflecting on thinking, actions and processes
Analysing, evaluating and synthesising information
DIFFERENTIATION
Students requiring support can…
The learning experiences within this unit can be differentiated by increasing:
• the frequency of exposure for some students
• the intensity of teaching by adjusting the group size
• the duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
• student groupings will offer tasks with a range of complexities to cater for individual learning needs
• rotational groupings allow for more or less scaffolding of student learning.
Students requiring extension can…
The learning experiences within this unit can be differentiated by increasing:
• the frequency of exposure for some students
• the intensity of teaching by adjusting the group size
• the duration needed to complete tasks and assessment.
For guided and/or independent practice tasks:
• student groupings will offer tasks with a range of complexities to cater for individual learning needs
• rotational groupings allow for more or less scaffolding of student learning.
CHEMISTRY
Metal Extraction
WK
1
Wk.
Beg
26Jan-15
Term 1
Lesson 1

Lesson 2





-trends(electron config., ionisation energy, electronegativity)
The importance of metals to us.(PMI)
Why metals are used for various applications
Elicit why some metals are more reactive than others
Develop the activity series
Define redox (oxidation,reduction,oxidising and reducing agent,half reactions





Assign oxidation numbers
Balance equations using oxidation numbers
Review and Consolidate
Using metals to make electricity(batteries)
Define galvanic cells, anode, cathode, electrolyte, salt bridge,

Standard electrode potential 
2-Feb15
3
9-Feb15
4
16Feb15
 Review and Consolidate
 Define electrolytic cells and related terminology
 Student experiment
5
23Feb15
 Student experiment: Anodising aluminium
Cleaning silver
6
2Mar15
9
10
 Review and Consolidate
 Construct galvanic cells
9Mar15
23Mar15
30Mar15
Critical
Learning Lesson
Lesson 3
What is a metal? (Compare to non metal)
-periodic table
2
7/8
2015



METAL EXTRACTION
Origin of metals- natural,ores (names), history of metals



Set up copper leaching experiment (day 1)

Copper leaching – take sample 1 and repeat 
Copper leaching – take sample 2 and repeat 

Copper leaching – take sample 4 and repeat 


Copper leaching analysis - Spectroscopy

Copper leaching – take sample 3 and repeat


Preparation for Stimulus Response Question AND Exam

Literacy
Focus
BLOCK EXAMS --- 2 CHEMISTRY EXAMS
Numeracy
Focus
ICT lesson
Creative
Thinking

Practical
Lesson

Key Words
Metals
Oxidant
Anode
Electrode potential
Activity series
Reductant
Cathode
Electrolysis
Oxidation
Half cells
Electrodes
Ores
Reduction
Half reactions
Electrolyte
Leaching
Redox
Galvanic cells
Salt bridge
Spectroscopy
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