HSC CHEMISTRY PROGRAM
MODULE:
WEEK
1
2. THE ACIDIC ENVIRONMENT
SYLLABUS OUTCOMES
TEACHING STRATEGIES &
ACTIVITIES
Indicators
Indicators
1. Classify common substances as acidic, basic
or neutral
2. Identify that indicators such as litmus,
phenolphthalein, methyl orange and
bromothymol blue can be used to determine
the acidic or basic nature of a material over
a range, and that the range is identified by
change in indicator colour
3. Identify and describe some everyday uses
of indicators including the testing of soil
acidity/basicity
4. Perform a first-hand investigation to
prepare and test a natural indicator
5. Identify data and choose resources to gather
information about the colour changes of a range
of indicators
1. Revise the concepts of acidity and basicity from
Stage 4. Brainstorm names of common acids and
bases. Discuss the properties of acids and bases.
2. Demonstrate the common laboratory indicators
and show that they change colour in acidic, basic
and neutral solutions.
3. Demonstrate some useful everyday indicators
such as universal indicator (for testing soil pH and
a range of environments) and phenol red (for pool
testing)
4. PRACTICAL ACIVITY 6.1
Prepare and test a range of natural indicators
including purple cabbage indicator.
5. Gather and analyse data about the change in
colour of a range of indicators including methyl
orange, bromothymol blue , litmus and
phenolphthalein.
Jacaranda
Chemistry 2 Page
Reference
Chapter 6
Sign
1. 111
2. 112-113
3. 114-116
4. 119-120
5. 113
1
6. Solve problems by applying information
about the colour changes of indicators to
classify some household substances as
acidic, neutral or basic
2
Oxides and Acid Rain
7. Identify oxides of non-metals which act as
acids and describe the conditions under which
they act as acids
8. Analyse the position of these non-metals in
the Periodic Table and outline the relationship
between position of elements in the Periodic
Table and acidity/basicity of oxides
9. Identify natural and industrial sources of sulfur
dioxide and oxides of nitrogen
10. Describe, using equations, examples of
chemical reactions which release sulfur dioxide
and chemical reactions which release oxides of
nitrogen
11. Assess the evidence which indicates increases
in atmospheric concentration of oxides of sulfur
and nitrogen
12. Explain the formation and effects of acid
rain
6. Problem solving exercises on acids and bases in
the home.
DATA ANALYSIS 6.2 . Problem solving
exercises concerning acids and bases and
indicators.
6. 112
114
116
121-122
Revision Questions - Jacaranda Chemistry 2.
Set 6.1
Revision 6.1
Page 117-118
Oxides and Acid Rain
7. Use universal indicator to demonstrate that some
oxides are basic (eg MgO) and others are acidic.
(eg P4O10) .
8. Use a periodic table to identify the elements that
produce acidic, basic or amphoteric oxides.
Analyse acidity trends of oxides across a period.
9. Gather and analyse data about the sources of
acidic oxides of natural and industrial origin.
10. Write whole formula equations for the reactions
that liberate sulfur dioxide and oxides of nitrogen.
11. Discuss how the atmospheric concentration of
pollutant gases can be monitored. Analyse
tabulated data and make generalisations.
12. Investigate examples of chemical weathering in
the local environment. Use the internet to examine
the effects of acid rain on the built and natural
environment.
Chapter 7
7. 124-126
8. 127-129
9. 129-130
10. 129-130
11. 131-133
12. 133-135
2
13. Analyse information from secondary
sources to summarise the industrial origins of
sulfur dioxide and oxides of nitrogen and
evaluate reasons for concern about their release
into the environment
3
Acids and equilibria
14. Define Le Chatelier’s principle
15. Identify factors which can affect the
equilibrium in a reversible reaction
16. Describe the solubility of carbon dioxide in
water under various conditions as an equilibrium
process and explain in terms of Le Chatelier’s
principle
17. Calculate volumes of gases given masses of
some substances in reactions, and calculate
masses of substances given gaseous volumes, in
reactions involving gases at 0˚C and 100kPa or
25˚C and 100kPa
18. Identify data, plan and perform a first-hand
investigation to decarbonate soft drink and
gather data to measure the mass changes
involved and calculate the volume of gas
released at 25˚C and 100kPa
13. DATA ANALYSIS 7.2.
Analyse data concerning the industrial origins of
sulfur dioxide and nitrogen oxides.
13. 153
Revision Questions - Jacaranda Chemistry 2.
Set 7.1
Acids and equilibria
14. Define LeChatelier's principle and demonstrate
how universally this principle is applied in nature.
Revision 7.1
Page 136-137
Chapter 7
14. 140
15. 137-143
CD Animation
Changing the
position of an
equilibrium
- concentration
- pressure
16. 144 - 145
15. Demonstrate examples of reversible reactions
including the hydration/deghydration of copper
sulfate and the effect of temperature on the NO2/
N2O4 equilibrium. View the animations on the CD.
16. Describe how soft drinks are manufactured and
discuss how le Chatelier's principle is applied to the
solubility of carbon dioxide in water.
17. 146-148
17. Calculate the volumes of gases produced in
various reactions using the concept of molar
volume.
18. PRACTICAL ACTIVITY 7.1 Measure the
change in mass as soda water is decarbonated.
Calculate the volume of gas released.
18. 151-152
Revision Questions - Jacaranda Chemistry 2.
Set 7.2
Revision 7.2
Page 149-150
3
4
Strong and weak acids
19. Define acids as proton donors and describe
the ionisation of acids in water
20. Identify acids including acetic (ethanoic),
citric (2-hydroxypropane-1,2,3-tricarboxylic),
hydrochloric and sulfuric acid
21. Describe acids and their solutions with the
appropriate use of the terms strong, weak,
concentrated and dilute
22. Compare the relative strengths of equal
concentrations of citric, acetic and hydrochloric
acids and explain in terms of the degree of
ionisation of their molecules
23. Describe the difference between a strong
and a weak acid in terms of an equilibrium
between the intact molecule and its ions
24. Gather and process information from
secondary sources to write ionic equations to
represent the ionisation of acids
25. Use available evidence to model the
molecular nature of acids and simulate the
ionisation of strong and weak acids
26. Identify data, gather and process
information from secondary sources to identify
examples of naturally occurring acids and bases
and their chemical composition
27. Gather and process information from
secondary sources to explain the use of acids as
food additives
Strong and weak acids
19. Demonstrate that hydrochloric acid is a strong
electrolyte using a conductivity circuit. Relate this
observation to the ionisation of HCl in water.
Discuss the importance of water in the ionisation
process.
20. Identify other common acids in terms of their
molecular and structural formulae.
21. Distinguish between strong and weak and
concentrated and dilute. Demonstrate common
examples.
22. Discuss the concept of degree of ionisation of
acids. Compare the degree of ionisation of
hydrochloric acid with acetic and citric acids.
Perform calculations.
23. Use models to distinguish between strong and
weak acids
24. Write ionic equations to describe the ionisation
of acids.
25. PRACTICAL ACTIVITY 8.1.
Use model kits to model the ionisation of acids.
26. Prepare a table to list the common naturally
occurring acids and write their molecular and
structural formulae.
27. Gather and analyses data about the acids that
are used as food additives.
Chapter 8
19. 155-156
Revision Questions - Jacaranda Chemistry 2.
Set 8.1
Revision 8.1
Page 164-165
20. 155-157
21. 157
161
22. 157-160
CD Animation:
Modelling
ionisation of acid
molecules
23. 156-157
24. 156-159
25. 173
26. 162-163
27. 163-164
4
5
The pH Scale
The pH scale
28. Describe the use of the pH scale in
comparing acids and bases
29. Identify pH as -log10 [H+] and explain that
a change in pH of 1 means a ten-fold change in
[H+]
28. Analyse the water equilibrium and develop an
understanding of the water constant (KW). From
this concept, develop an understanding of the pH
scale.
29. State the formula for pH and explain the terms.
30. Solve problems and perform a first-hand
Discuss the use of the "log" button on the
investigation to use pH meters/probes and
calculator.
indicators to distinguish between acidic, basic
30. Answer questions related to pH.
and neutral chemicals
PRACTICAL ACTIVITY 8.2
31. Plan and perform a first-hand investigation
to measure the pH of identical concentrations of Use a pH meter and universal indicator to measure
the pH of some common solutions.
strong and weak acids
31. PRACTICAL ACTIVITY 8.3
32. Process information from secondary sources
Use narrow range pH paper and a pH meter to
to calculate pH of strong acids given appropriate
compare the pH of three acids of equal molarity.
hydrogen ion concentrations
32. Solve a range of pH problems (available in the
Revision questions as well as on the CD).
Chapter 8
28. 165-169
29. 167-169
30. 168-170
174
31. 175
32. 168
Revision Questions - Jacaranda Chemistry 2.
Set 8.2
Revision 8.2
Page 171
CD- CHECKPOINT REVISION
CD Checkpoint
revision of Chapters
6,7 & 8
Chapters 6,7 and 8
5
6
Theories of acids
Theories of acids
33. Gather and analyse information about the
33. Outline the historical development of ideas
theories of acids including the work of Lavoisier,
about acids including those of:
Davy, von Liebig and Arrhenius. Distinguish these
Lavoisier; Davy; Arrhenius
34. Outline the Bronsted-Lowry theory of acids conceptual theories from the earlier empirical ideas.
34. Explain how the Bronsted-Lowry theory of
and bases
35. Describe the relationship between an acid
acids developed and how it widened our
and its conjugate base and a base and its
understanding of acids to include the effect of the
conjugate acid
solvent and also examples of non-aqueous solvents.
36. Identify a range of salts which form acidic,
35. Describe examples of B-L acid/conjugate base
basic or neutral solutions and explain their
pairs.
acidic, neutral or basic nature
36. Demonstrate that not all salts are neutral by
37. Identify conjugate acid/base pairs
testing some salt solutions with universal indicator
identify amphiprotic substances and construct
paper. Use the Bronsted-Lowry theory to explain
equations to describe their behaviour in acidic
the concept of hydrolysis of salts.
and basic solutions
37. Discuss examples of amphiprotic species
38. Qualitatively describe the effect of buffers
with reference to a specific example in a natural including water. Write equations to illustrate this
system
concept.
38. Define the term buffer and use the blood as an
39. Gather and process information from
example of a buffered system.
secondary sources to trace developments in
39. Reflect on the widening of the definition of an
understanding and describing acid/base
reactions
acid and a base using gathered information.
40. Choose equipment and perform a first-hand 40. PRACTICAL INVESTIGATION 9.1
investigation to identify the pH of a range of salt Use a pH meter to investigate the hydrolysis of
acidic and basic salts.
solutions
Revision Questions - Jacaranda Chemistry 2.
Set 9.1
Chapter 9
33. 177 -180
34. 180 - 181
CD Animation:
proton transfer.
35. 181 - 185
36. 185 - 188
CD Animation:
Hydrolysis
37 184 - 185
38. 188 - 192
39. 177 - 181
40. 211
Revision 9.1
Page 192-193
6
7
Volumetric analysis
Volumetric analysis
41. Develop an understanding of primary standards.
Show that concentrated HCl and NaOH are both
unsuitable as primary standards.
Describe and demonstrate the techniques of
preparing a standard solution and then using this
standard to perform a titration. All volumetric
techniques should be demonstrated and practiced.
42. Demonstrate the heat released on neutralisation
of 2 mol/L NaOH and HCl using a thermometer or
temperature probe.
43. PRACTICAL ACTIVITY 9.2
44. Perform a first-hand investigation to
determine the concentration of a domestic acidic Preparation of a primary standard and
standardisation of a NaOH solution
substance using computer-based technologies
44. PRACTICAL ACTIVITY 9.3
45. Analyse information from secondary
Use a pH titration to determine the concentration of
sources to assess the use of neutralisation
a diluted solution of white vinegar.
reactions as a safety measure or to minimise
45. Summarise the safety issues involved in
damage in accidents or chemical spills
chemical spills involving acids. Examine MSDS
forms to determine the safety issues involved.
41. Describe the correct technique for
conducting titrations and preparation of standard
solutions
42. Identify neutralisation as a proton transfer
reaction which is exothermic
43. Perform a first-hand investigation and solve
problems using titrations and including the
preparation of standard solutions, and use
available evidence to quantitatively and
qualitatively describe the reaction between
selected acids and bases.
Revision Questions - Jacaranda Chemistry 2.
Set 9.2
Chapter 9
41. 194 - 204
42. 204
43. 212 - 213
44. 214 - 215
45. 204- 206
Revision 9.2
Pages 206-209
7
8
Organic acids and esterification
Organic acids and esterification
46. Describe the differences between the alkanol 46. Use molecular models to demonstrate the
difference between the alkanol and alkanoic acid
and alkanoic acid functional groups in carbon
functional groups.
compounds
47. Use the IUPAC rules to name alkanols and
47. Identify the IUPAC nomenclature for
alkanoic acids and to draw structures given their
describing the esters produced by reactions of
names.
straight-chained alkanoic acids from C1 to C8
48. Draw diagrams and discuss the relative
and straight-chained primary alkanols from C1
polarities of alkanols and alkanoic acids and
to C8
48. Explain the difference in melting point and
identify the presence of greater hydrogen bonding
boiling point caused by straight-chained
between alkanoic acid molecules.
alkanoic acid and straight-chained primary
49. Use molecular and structural equations as well
alkanol structures
as molecular models to show how alkanols and
49. Identify esterification as the reaction
alkanoic acids combine to form an ester with the
between an acid and an alkanol and describe,
elimination of water.
using equations, examples of esterification
50. State that concentrated sulfuric acid is used to
50. Describe the purpose of using acid in
catalyse the esterification reaction.
esterification for catalysis
51. Explain that refluxing allows a higher
51. Explain the need for refluxing during
temperature to be maintained without the need for a
esterification
high pressure apparatus and that vapours condense
52. Outline some examples of the occurrence,
production and uses of esters
and return to the flask to allow equilibrium to be
reached.
53. Identify data, plan, select equipment and
perform a first-hand investigation to prepare an 52. Describe examples of natural/synthetic esters.
53. PRACTICAL ACTIVITY 10.1
ester using reflux
54. Process information from secondary sources Preparation of an ester by reflux.
54. Use gathered data to identify and describe the
to identify and describe the uses of esters as
various uses of esters.
flavours and perfumes in processed foods and
Revision Questions - Jacaranda Chemistry 2.
cosmetics
Set 10.1
Chapter 10
46. 217-220
47. 220-221
48. 220
224
49. 222-224
CD Animation:
Esterification
50. 222
51. 222-223
52. 225-227
53. 231-232
54. 226-227
Revision 10.1
Page 228-229
8
8-9
GENERAL REVISION
CD- MODULE 2 - REVISION QUESTIONS Chapters 6,7,8,9,10
Use the supplied set of questions to revise all of
Module 2.
20 Multiple Choice and 20 open-ended questions in
the style of the HSC are available.
Model answers are available on the CD.
CD MODULE 2
REVISION
QUESTIONS
REVISION SET
PROBLEM SETS
CD- MODULE 2 REVISION SET
Ten short and long answer questions based on
Module 2.
Model answers are supplied
CD- MODULE 2 PROBLEM SETS
Five problem-solving worksheets are available.
Set 1- Molar volumes of gases
Set 2- pH calculations
Set 3- Titration calculations
Set 4- pH titration 1
Set 5- pH titration 2
Worked answers are supplied.
9