CHEMISTRY CURRICULUM FOR QUEENSLAND SCHOOL Essay Example

Chemistry Curriculum for Queensland School

Introduction

Chemistry as a science requires a properly designed sequential phases of its dispensation to the students. In this regard, it is important to provide an appropriate layout illustrating the specific topics covered and their importance (Clifton et al., 2012). The coverage will be concerned on the particular unit taught, why it is taught and answer to what aspects the confined is important as by the ACS at an elaborate depth. The essay will also cover the nature of science aspect in the perception of science as a human endeavor strand.

Chemistry as a unit covers to broad aspects which are both chemical and physical aspects of substances, and a key focus on the atomic interactions of the substances as well as energy transfers. Chemistry on a narrow focus incorporates matter, properties and physical changes. It its sequential coverage, the complexity of the knowledge increases as the students build on the simple knowledge previously taught (Clifton et al., 2012). The knowledge is syllabus is therefore covered as outlined.

1. Matter and its different states,

2. Atomic models and bonding models

3. Relation between properties of substances to their chemical properties

4. Effects of temperature variation on substances and compounds

In this, the students will use materials such measuring cylinders, stop watch, balance machines, measuring rulers. This will aid in manipulation of the students ability to handle the materials in the learning of chemical changes, identification of the bonding models and relate to the actual presentation of the substances in reality (Bensted, 1980). Conical flask would also be used in display of different liquid compounds. In the study of occurrences during the chemical changes, boiling tubes are used with Bunsen burner as the source of heat to study the changes.

Science as an inquiry subject is accomplished by this topic by its ability to enable the students to understand the chemical properties that leads to particular behavior of the three states of matter. It would therefore serve as an investigative approach in answering the existing questions, aim to outdo existing hypotheses as well as developing new hypothesis based on facts that are learnt.

Science as a human endeavor provides for sharing of ideas across the other disciplines owing to the existing theories (Bensted, 1980). As the students knowledge breath expands, the students are at a position of having a clue and a better understanding of the other related disciplines across the syllabus in their learning.

1. Review of states of matter in terms of their physical and chemical properties i.e. solid, liquid, gas, aqueous solutions (Acids and bases)

3. Properties of acids and bases

4. Kinetic theory of matter and energy production

5. Introduction to equilibrium and empirical evidences

This is a buildup on the already learnt information in first year in which the students were exposed to different sates of matter. In this, the knowledge of the students is built on a foundation already laid. Processes such as melting, vaporization, condensation and freeing are covered with example from wax usage and a source of heat such as Bunsen burner (Clifton et al., 2012).

Learning of the elements that make up the varied three states of matter, atomic structure, nuclear, the electrons, neutrons, and protons enables the students understand the behavior of substances in particular way (Zerger, 1997). These are the basis for understanding the relative mass and the relative charges that answer why some substances are better conductor than others.

Understanding of the bases and acids, the students understand the basis of salt formation, among other product of acidic reactions either with metals, bases, of basic solutions. Effects on litmus are also evaluated.

Structure and bonding enables the students understand the chemical constitution behind the compounds that exist in states they do.

Kinetic theory of mater would enable the students understand why some substances are more reactive than others following their electron distribution (Zerger, 1997). The students will write formulae to represent the atoms of elements. And develop models to represent the dots they have drawn.

Materials of use in this unit coverage are pH meter, and bonding models.

As an inquiry subject, it will permit the students develop their understanding from the procedures laid down in these experiments. Physical and graphical methods would also be learnt, their energy profiles as well as diagrams for representation.

As a human endeavor, the simple task makes it easy to understand the complexity of the other substances that exists.

1. Properties of elements, compounds, mixtures and energy changes in reaction

2. Review of properties of matter as relates rates of reactions

3. Chemical properties of elements, chemical equations

4. Acids and bases

Introduction to periodic table of elements, compound formations, atomic structures, molecular structures are all learnt in this phase. This covers reactions and the determinants of the products of chemical reactions (Greenblatt & Abourjaily, 2016). Thermometers, beakers, boiling tubes, stop watches, graphical materials among other materials will facilitate this learning. Mole concept, determination of concentrations, changes in volumes, changes in mass with reactions. The students will be taught the impacts of catalysts among other factors that affect the rates of reaction. A series of experiments will be conducted to determine gas production, and the various products of reactions between acid and metals, carbonate, hydroxides among other substances. The difference in the products of this reaction will also be determined. The students will be able to understand the laws of reaction such as Avogadro’s law, laws of gaseous reactions among other reaction related laws.

Under the acid and bases, the students are supposed to learn about the proton donation and electron acceptance (Finster & Hill, 2013). The pH variations of the acids and bases as a development of the foundation laid in second year of study in which the students were introduced to the properties of acids and bases as well a their definitions.

Incorporation of science as an inquiry tool is delivered by this unit by its ability to impart the students with the reasons behind occurrence of bases and acids and the reasons for diverse reaction by various acids and bases.

Science as a human endeavor is understood by the ability of this unit to establish a uniformity between chemistry and other subjects as relates the existence of variation in chemical compositions and reactions (Clifton et al., 2012). This also witnessed in physics and technology and explored in the manufacturing industries.

1. Understand the concept of enthalpy

2. Equilibrium and reversibility of reactions in chemical equations

3. Electrochemistry

4. Application of redox reactions in electrochemistry and energy production

As a build on the concept of conduction by various substances, the students build on this knowledge to determine energy generation as relates the chemical reactions. This forms the basis of electrical conductivity and electrolytic reactions. The students will define cathode, electrode and understand the reasons for their naming as relates top their applications. The materials required are acids and bases as the electrolytes to be used (Bensted, 1980). REDOX reactions that relates to reduction and oxidation are learnt as the students understand the reasons for specific products.

Inquiry questions from science are learnt and understood by the students’ ability to relate the daily application electrolysis to their production processes.

Science as a human endeavor is applicable from this concept as the students are able to understand why some reaction produce heat and others consume heat in what is termed endothermic and exothermic reactions.

References

Bensted, J. (1980). A discussion of the paper “some possibilities of Raman microprobe in cement cemistry” by M. Conjeaud and H. Boyer. Cement and Concrete Research, 10(5), 715-716. doi:10.1016/0008-8846(80)90037-x

Clifton, R. A., Baldwin, W. G., & Wei, Y. (2012). Course structure, engagement, and the achievement of students in first-year chemistry. Chem. Educ. Res. Pract, 13(1), 47-52. doi:10.1039/c1rp90055b

Finster, D., & Hill, R. H. (2013). Laboratory safety for chemistry students. Hoboken, NJ: Wiley.

Greenblatt, D. J., & Abourjaily, P. N. (2016). Pharmacokinetics and Pharmacodynamics for Medical Students: A Proposed Course Outline. The Journal of Clinical Pharmacology, 56(10), 1180-1195. doi:10.1002/jcph.732

Zerger, S. (1997). «This is Chemistry, Not Literature» : Faculty Perceptions of Student Writing.