This document provides an overview of a 12-lesson chemistry module that will cover various topics related to chemical synthesis, including the chemical industry, acids and alkalis, rates of reactions, and factors that affect rates. It focuses specifically on lesson 6.11, which discusses the different stages involved in chemical synthesis, and lesson 6.12, which is about measuring the yield of chemical reactions.
Factors affecting rate of chemical reactionsAbigail Sapico
The document summarizes experiments that demonstrate factors affecting the rate of chemical reactions. The experiments show that increasing the concentration of reactants, surface area of reactants, temperature, or adding a catalyst can increase the reaction rate. The nature of reactants also influences the reaction rate, as some combinations react faster than others.
Here is a one page paper relating chemistry and gases:
Chemistry and gases are intimately related. Many of the most important discoveries and applications in chemistry involve gases. Historically, scientists like Robert Boyle, Jacques Charles, and Joseph Gay-Lussac made seminal discoveries about gas behavior through careful experimentation. Their gas laws laid the foundation for understanding the properties and interactions of gases.
One area where gases play a huge role is in industry and energy. The Haber process converts nitrogen gas and hydrogen gas into ammonia, a key component of fertilizers that have enabled the growth of the global population. Natural gas, composed primarily of methane, heats homes and fuels power plants around the world. Greenhouse gases like carbon dioxide
This document discusses chemical reactions in Chapter 10. It defines chemical reactions as processes where chemical bonds are broken and reformed, creating new substances. Four indicators of a chemical change are listed as the formation of a new gas, solid, release of energy, or color change. Chemical equations are introduced to represent reactions, with reactants on the left and products on the right of the arrow. The document emphasizes the need to balance chemical equations so the same number and type of atoms are on both sides.
The document describes several experiments investigating factors that affect the rate of reaction of hydrogen peroxide decomposition. It finds that adding a catalyst (manganese IV oxide) increases the reaction rate. Increasing the amount of catalyst or concentration of hydrogen peroxide also increases the reaction rate. Different catalysts have different effectiveness, with manganese IV oxide found to be more effective than iron III oxide.
Students will learn about Chemical reactions, and its discerption, also they will study the word and skeleton equations in addition to the balance of chemical equation!
This document provides information about chemical reactions, including:
- Chemical reactions involve changing one or more substances into new substances.
- Signs of chemical reactions include gas formation, solid formation, energy release, color changes, and the formation of new substances with different properties.
- There are different types of chemical reactions including synthesis, decomposition, single-displacement, and double-displacement reactions.
- Chemical equations are used to represent chemical reactions and must be balanced by adding coefficients to show that the same number of atoms are on each side.
CHM023L - B06 Final Report Group 3 Experiment 3 (Chemical Equilibrium: Le Cha...Chino Chino
This document describes the results of 5 experiments on chemical equilibriums. In Experiment 1, adding KSCN or FeCl3 shifted the iron complex ion equilibrium forward by making the solution darker red. Adding heat shifted it backward and making it lighter, indicating the reaction is exothermic. Experiment 2 examined the chromate/dichromate ion equilibrium, finding that acid and base addition shifted the equilibrium in opposite directions. Experiment 3 showed that adding ammonia or acid shifted the copper complex ion equilibrium left or right, respectively. Experiment 4 showed that adding water to a saturated NaCl solution shifted the equilibrium left. Experiment 5 showed that adding ions shifted the ammonium hydroxide or acetic acid equilibriums left.
The document outlines the 9 step process for balancing a chemical equation:
1) Write the word equation
2) Convert to molecular formula
3) Write the number of atoms on each side
4) Balance the side with more atoms of each element
5) Balance hydrogen atoms first if needed
6) Write the partially balanced equation
7) Check atom counts again
8) Balance the remaining elements
9) Write the fully balanced chemical equation
Nitrogen and hydrogen react to form ammonia. The unbalanced chemical equation is written as: N2 + H2 → NH3. To balance the equation, the number of atoms of each element on both sides must be equal. This is done by determining the coefficients using the law of conservation of mass. The steps to balance equations are to write the unbalanced equation, identify the elements present, count the atoms of each element, and apply coefficients to make the atom counts equal on both sides.
The document discusses reaction rates and factors that affect them. It defines reaction rate as how quickly reactants disappear to form products. Five main factors that affect reaction rates are outlined: (1) chemical nature of reactants, (2) surface area, (3) reactant concentration, (4) temperature, and (5) presence of a catalyst. Reaction rates can be quantified using rate laws and rate constants. The order of a reaction is determined experimentally and indicated by the exponents in the rate law equation.
chemistry exemplar class 12 chemical kinetics pdfRohit Raj Ranjan
1. The role of a catalyst is to change the activation energy of reaction by providing an alternate reaction pathway that requires less energy.
2. In the presence of a catalyst, the heat evolved or absorbed during the reaction remains unchanged as the catalyst does not alter the enthalpy change of the reaction.
3. Activation energy of a chemical reaction can be determined by determining the rate constants at two temperatures.
4. For a general reaction A → B, if the concentration of A decreases exponentially with time, the reaction is first order with respect to A.
Chemical equations are used to represent chemical reactions. They show the reactants on the left and products on the right, connected by an arrow. Symbols and chemical formulas are used to indicate the specific elements and compounds. Key information provided by a chemical equation includes the identities and ratios of reactants and products, and the rearrangement of atoms. Chemical equations can be classified based on the type of reaction, such as combination, decomposition, single or double displacement. They must be balanced so the number of atoms of each element is equal on both sides. This can be done through inspection or by considering changes in oxidation states.
This document discusses balancing chemical equations. It explains that a chemical equation uses symbols and formulas to represent a chemical reaction and must obey the law of conservation of mass. This law states that the number and type of atoms on the reactants side must equal the number and type on the products side. The document shows an example of an unbalanced equation and uses coefficients to balance the atoms, resulting in an equation that follows the law of conservation of mass.
A kinetic study is reported for the homologation of methanol to give ethanol. Cobalt carbonyl and iodine or cobalt iodide were used as catalyst systems with tri-n-butylphosphine as ligand. The reaction was investigated in 1,4-dioxane in a batch unit at (CO + H2) pressures between 3 and 15 MPa, with H2/CO ratios in the range of 0.33
to 3. The temperature was varied over the range of 150 to 210°C. The reaction rate was found to be first order with respect to methanol and cobalt concentrations and CO partial pressure. A rate expression is derived. A reaction mechanism is proposed in which the rate-determining step is suggested to be the reaction of methanol with a CO-rich cobalt complex existing in low concentration with regard to cobalt used.
The document discusses the rate of chemical reactions and factors that affect it. It provides examples of reactions that occur at different rates and how rate is calculated. The average rate and instantaneous rate are defined. Experiments are described to determine the effect of surface area, concentration, temperature, catalyst, and pressure on the reaction rate. The concept of effective collision is introduced, where particles must collide with sufficient energy and correct orientation for a reaction to occur. Factors that increase collision frequency or lower activation energy can increase the reaction rate.
Factors that affect reation rates sca144 revised musicMaria Donohue
The document discusses factors that affect the rate of chemical reactions. It describes several key factors: concentration, pressure, catalysts and pH, temperature, and surface area. It explains how each of these factors influences the rate of reaction by increasing either the number of collisions between reactant molecules or the fraction of collisions that result in a reaction.
The document discusses balancing chemical equations by following the law of conservation of mass. It explains that a chemical equation uses symbols to represent a chemical reaction, with reactants on the left side of the yield sign and products on the right. For the equation to be balanced, the number of atoms of each element must be equal on both sides after coefficients are added. This ensures the mass is also conserved, as required by the law of conservation of mass. An example demonstrates balancing the equation for the combustion of propane by adding coefficients to match the number of carbon, hydrogen and oxygen atoms on each side.
This Power Point Presentation was used to teach Chemistry I Honors students how to balance chemical reactions. Example problems are included which stagger the difficulty level.
A chemical equation is a diagram that represents a chemical reaction. It shows the reactants on the left side of an arrow and the products on the right side. The number of atoms must be equal on both sides. Students use magnetic disks that represent atoms to model chemical reactions, such as the reaction between oxygen and hydrogen to form water, and the reaction between baking soda and calcium chloride. Chemical equations are balanced to show how atoms rearrange during chemical reactions without being destroyed or created.
The document provides an overview of a 12-lesson course on chemical synthesis that covers topics such as the chemical industry, acids and alkalis, reactions of acids, salts, purity of chemicals, rates of reactions, catalysts, chemical quantities, stages of chemical synthesis, and measuring yield. The first lesson focuses on understanding the role and importance of the chemical industry and the difference between bulk and fine chemicals.
Harmon, Uncertainty analysis: An evaluation metric for synthesis sciencequestRCN
This document discusses uncertainty analysis and its importance for synthesis science. It identifies four main sources of uncertainty: measurement error, natural variation, model parameter error, and model selection error. For a case study at the H.J. Andrews Experimental Forest, it analyzes the relative contribution of each source of uncertainty over time for aboveground biomass estimates. It argues that addressing and quantifying uncertainty is essential for assessing scientific progress, improving models and knowledge, and developing standard guidelines for reporting uncertainty in synthesis science.
Prof. Michael Raupach "Synthesis in science and society" ACEAS Grand 2014 part Aaceas13tern
1. The document discusses synthesis in science, which involves seeing the big picture by accounting for interactions between system elements and defining system boundaries.
2. Examples of synthesis provided include linking climate change science to the Anthropocene era and examining the tragedy of the commons concept across disciplines.
3. The grand challenge of synthesis is developing a unified perspective on nature and humanity as a single, interacting Earth system.
- Synthesis involves generating or creating something new by combining different ideas. It requires pulling from multiple sources to form new theories or predictions.
- Examples of synthesis include inventing a new product or game, which asks students to combine ideas to create something original.
- Synthesis questions often use words like "invent, imagine, create, compose" to prompt original thinking.
This document presents two different taxonomies for classifying levels of thinking skills - Bloom's Taxonomy from 1956 and Anderson and Krathwohl's revision from 2000. Bloom's Taxonomy outlines six major categories from lower to higher order thinking - Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The revision updates these categories and changes Synthesis to Creating. It also provides examples of verbs associated with each category of thinking skill.
Bloom's Taxonomy "Synthesis" level involves combining information to form unique products that require creativity and originality. Some verbs associated with synthesis include create, invent, compose, predict, plan, construct, design, imagine, propose, devise, and formulate. Example activities for synthesis include inventing a machine, designing a building, creating a new product, writing a song or play, devising a new language code, and composing a new rhythm or lyrics.
Examples and synthesis of academic licenses to start ups - lebretHervé Lebret
The document provides examples of equity-royalty licensing agreements between universities and companies. It notes that license issue fees typically range from $10,000 to $50,000 but can be up to $250,000, and royalty rates typically range from 2-5% but can be as high as 15%. Recently, universities also take equity positions of around 5% in startups in exchange for licensing agreements. Specific examples from Stanford, MIT, CMU, and Caltech are discussed, with typical terms including exclusive licenses, limited field of use, license fees of $25,000-$100,000, 3-5% royalties, and 5% equity after significant funding.
The document discusses Bloom's Taxonomy and its use in developing learning objectives. It outlines Bloom's original and revised cognitive domains, providing examples of verbs and outcomes for different levels. It also provides guidance on writing measurable learning objectives, including specifying the audience, behavior, conditions, and criteria. Educators are encouraged to design objectives and assessments that promote enduring understanding and allow students to demonstrate their learning in authentic ways.
Science of Synthesis: The only full-text resource for evaluated methods in sy...greeninsel
This document summarizes a presentation about the new version of the Science of Synthesis database. The key points are:
1) Science of Synthesis 4.0 is an updated version of the authoritative online reference work covering experimental methods in organic chemical synthesis.
2) New features in version 4.0 include knowledge updates, a reference library, an improved interface, enriched search functionality, and personalization options.
3) The database contains over 1 million compounds, 266,000 reactions, and evaluated synthetic methods contributed by an international editorial board and authors.
The document discusses the cognitive process of judgment. It notes that judgment involves construing, estimating, and predicting unknown events based on limited prior knowledge. It provides examples of how heuristics like availability can introduce bias into judgments. The document then discusses how people apply judgment in their daily lives in contexts like meeting new people, making financial and life decisions, and using judgment in legal and religious systems. Finally, it notes that psychologists rely heavily on judgment to diagnose clients and make choices in their work.
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Definition of Taxonomy
Benjamin Samuel Bloom
History of Bloom's Taxonomy
Three Domains
Six Levels of Cognitive Domain
Appropriate Verbs
Products and Model Questions
This document discusses several models of thinking including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. It provides details on Bloom's original and revised cognitive, affective, and psychomotor domains. The document also explains how these models can be applied to project planning and student assessment. Finally, it defines the 16 Habits of Mind which include persisting, thinking flexibly, managing impulsivity, and more.
Educational objectives by bloom's taxonomyDani Paul
This document outlines the objectives and content of an educational seminar on writing educational objectives. It defines educational objectives as describing what students should be able to do after learning. It then describes the types and levels of educational objectives, including cognitive, affective, and psychomotor domains. For each domain and level, it provides examples of behavioral verbs that could be used in formulating objectives. The document concludes by emphasizing the importance of using behavioral terms precisely in writing clear educational objectives for nursing students.
Modal verbs are sometimes called auxiliary verbs that provide additional meaning to the main verb. They express ideas like ability, permission, obligation, possibility, advice and suggestions. Common modal verbs include can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are not conjugated and are followed by the base form of the main verb without "to." They do not have present participle or infinitive forms.
Chapter1 Introduction To Cognitive Psychologyorengomoises
Cognitive psychology is the study of how people perceive, learn, remember, and think. It has roots in rationalism, empiricism, and their synthesis. Early approaches included structuralism, functionalism, and behaviorism. The cognitive revolution incorporated cognitions and mental processes, influenced by developments in computer science. Cognitive psychology uses experimental methods, psychobiological studies, self-reports, case studies, and computer simulations to understand phenomena like attention, problem solving, memory, decision making, language, and reading.
The document provides information about protein synthesis, including:
1. Protein synthesis involves transcription of DNA into mRNA in the nucleus, and translation of mRNA into proteins at ribosomes in the cytoplasm.
2. Key molecules involved include DNA, mRNA, tRNA, ribosomes, and amino acids. DNA contains the genetic code. mRNA carries the code to the ribosomes. tRNA brings amino acids and pairs with mRNA codons.
3. Transcription and translation involve initiation, elongation, and termination steps. During transcription, RNA polymerase copies DNA onto mRNA. During translation, ribosomes read mRNA and link amino acids using tRNA.
The document outlines Bloom's Taxonomy of higher order thinking skills, including the six levels from lowest to highest order: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Examples are provided for how to apply each level of thinking to common stories using prompting questions. Strategies and phrases are also given to help generate higher order thinking questions for different stories.
1. The document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, and energy changes over 24 lessons.
2. Lesson C7.9 focuses on rates of reaction and how factors like temperature, concentration, and particle size can influence the rate. Collision theory and activation energy are also discussed.
3. Examples of reversible reactions are given where the direction can change based on conditions like temperature and pressure. Equilibrium is reached when the rates of the forward and reverse reactions are equal and concentrations no longer change.
This document discusses chemical kinetics and factors that affect reaction rates:
1) Reaction rates can be defined as the decrease in reactants or increase in products per unit time. Rates depend on concentrations and temperature.
2) Factors that increase reaction rates include higher concentrations, increased surface area, and higher temperatures. Higher temperatures provide more collisions with energy above the activation energy.
3) A catalyst provides an alternative reaction pathway with lower activation energy, increasing the number of effective collisions and thereby increasing the reaction rate.
This document outlines a chemistry lesson plan covering titrations. The lesson will teach students how titration is used as a quantitative technique to measure the concentrations of acids and bases by determining the volume needed of a standard solution to reach the endpoint of a neutralization reaction. Key concepts include using an indicator to identify the endpoint, repeating titrations to obtain an accurate average volume, and how titrations can be used to find the concentration of an unknown solution based on the reaction stoichiometry. The lesson will also discuss using data loggers and pH probes for higher precision measurements.
This set of powerpoint slides revolves around the topic of chemical kinetics. Are you looking for notes on factors affecting speed of reaction? Looking for foolproof ways to calculate the rate of reaction? You have come to the right place!
Excellent as a chemistry study material and as an examination revision tool :) A short and sweet O level topic guide with the things you need to ace in chemical kinetics!
Factors affecting the rate of a chemical reactionDenni Domingo
The document discusses factors that affect the rate of a chemical reaction, including concentration of reactants, temperature, surface area, and presence of catalysts. It describes experiments conducted to study the effect of these factors on the reaction of magnesium with hydrochloric acid, decomposition of hydrogen peroxide, and the reaction of iron with copper nitrate. The reaction rates were found to increase with increasing concentration and temperature, and increasing the surface area of solid reactants. A catalyst was also found to increase the rate of decomposition of hydrogen peroxide.
The document discusses acids, bases, and pH. It defines acids as having a pH below 7, bases as above 7, and neutral substances as having a pH of 7. pH is measured using indicators like universal indicator or litmus paper. Acids react with metals to produce hydrogen gas and salts, with bases to produce water and salts, and with carbonates to produce water, carbon dioxide and salts. Controlling acidity in the environment is important for plant growth and ecosystems.
The document discusses kinetics and reaction rates. It defines kinetics as the branch of chemistry that studies the speed or rate of chemical reactions. It explains that reaction rates can be measured by changes in concentration, temperature, or pressure over time. The rate depends on factors like the nature of reactants, concentration, temperature, catalysts, surface area, and pressure. Reactions may occur in multiple steps through reaction intermediates rather than a single step. The collision theory and concept of activation energy are introduced to explain why certain collisions result in reactions. Reaction coordinate diagrams are used to illustrate the energy changes in reactions.
1. The document outlines a secondary school chemistry programme covering rates of reaction.
2. It discusses how factors like concentration, temperature, and surface area affect the rate of reactions. Experiments are described to investigate these effects.
3. The programme covers topics over 5 weeks, including graphical interpretation of rate data, exothermic and endothermic reactions, heat of reactions, and an energetics review. Lessons provide definitions, explanations, worksheets, and balanced equations.
The document discusses the rate of reaction in chemistry. It defines rate of reaction and explains how to calculate average and instantaneous rates. It describes four main factors that affect the rate of reaction: size of reactants, concentration, temperature, and presence of a catalyst. It introduces collision theory and activation energy to explain these factors. Students are asked to research examples of how each factor influences reaction rates and present their findings in a slideshow.
Here are the key points in my explanation:
- Smaller particle size of charcoal provides a larger surface area for combustion compared to larger pieces of charcoal. More surface area means a faster rate of reaction with oxygen in the air.
- With a faster reaction rate, smaller charcoal will burn hotter and be fully combusted faster than larger pieces. This means it is better for cooking as the heat output will be more consistent and controllable.
- However, smaller charcoal may burn up too quickly for longer cooking needs. Larger charcoal provides a longer sustained burn but at a lower temperature.
- An ideal size would be medium-sized charcoal pieces that provide a good balance of surface area,
This document outlines the learning outcomes for a unit on rates of reaction in Leaving Certificate Chemistry. It includes topics such as defining rate of reaction, factors that affect rates like concentration and temperature, using graphs to analyze reaction rates, the concept of activation energy, and using catalysts to lower activation energy and increase reaction rates based on surface adsorption and intermediate formation theories of catalysis. Pupils are expected to conduct experiments on catalysts and reaction rates and explain concepts like dust explosions and catalytic converters.
This document discusses chemical equations and balancing chemical reactions. It explains that a chemical equation describes a chemical change and is made up of reactants on the left and products on the right, with coefficients showing quantities. Balancing equations involves adjusting these coefficients to satisfy the law of conservation of mass, ensuring the same number and type of atoms enter and leave the reaction. Several examples of balancing equations are provided.
This chapter discusses stoichiometry, including atomic masses, the mole concept, molar masses, percent composition of compounds, determining empirical and molecular formulas, writing and balancing chemical equations, and stoichiometric calculations involving amounts of reactants and products. Key aspects covered are determining the limiting reagent, using balanced equations to determine mole ratios, and calculating mass relationships in chemical reactions based on these mole ratios.
The document summarizes key concepts relating to chemical kinetics and chemical equilibrium. It discusses how the rates of chemical reactions are determined by measuring changes in concentration over time. It also explains how reaction rates are affected by molecular collisions, activation energy, nature of reactants, concentration, temperature, and presence of catalysts. The document introduces chemical equilibrium as a dynamic steady state and defines equilibrium constants. It describes Le Chatelier's principle, explaining how changing concentrations, temperature, or pressure shifts equilibrium.
The document discusses stoichiometry and concepts related to quantitative relationships in chemical reactions. It defines stoichiometry as the study of quantitative relationships between amounts of reactants and products in a chemical reaction. It also covers mole ratios, limiting reactants, theoretical yield, actual yield, and percent yield. The key steps in solving stoichiometry problems are outlined, which involve writing balanced equations, determining molar ratios, and using these to convert between moles and mass.
This document provides instructions and background information for an experiment on calculating reaction rates. It includes:
- A list of 5 factors that affect the rate of reaction and an explanation of how one of the factors affects the chance of collisions or successful collisions.
- An explanation that increasing the concentration of sodium thiosulfate increases the rate of reaction because there are more particles closer together, leading to more collisions.
- Instructions to complete three out of five experimental methods and record results by sketching graphs.
- Background definitions of "rate of reaction" and how to calculate the rate.
- A sample experiment measuring carbon dioxide production from the reaction of calcium carbonate and hydrochloric acid over time.
This document discusses factors that affect the speed of chemical reactions and redox reactions. It states that the speed of reactions is affected by concentration, particle size, catalysis, and temperature. It also describes methods for investigating how variables affect the speed of reactions that produce gases or involve redox processes. The document emphasizes defining oxidation, reduction, and redox reactions based on oxygen changes or electron transfers and identifying these reactions from given information.
This document discusses factors that affect the speed of chemical reactions and redox reactions. It states that the speed of reactions is affected by concentration, particle size, catalysis, and temperature. It also describes methods for investigating how variables affect the speed of reactions that produce gases or involve redox processes. The document emphasizes defining oxidation, reduction, and redox reactions based on oxygen changes or electron transfers and identifying these reactions from given information.
The document provides an overview of lessons covering physics topics related to astronomy. It outlines 24 lessons that will cover telescopes, lenses, different types of telescopes, stars, the sun, moon and earth, eclipses, star distances, galaxies, and more. Each lesson includes objectives, literacy and numeracy focuses, and extension questions.
The document outlines a physics lesson plan covering topics related to telescopes, stars, galaxies, and the structure and composition of stars over 24 lessons. Key topics included refracting and reflecting telescopes, star distances and brightness, galaxies, stellar composition and nuclear fusion, and how a star's color relates to its surface temperature.
This document outlines a physics lesson plan on telescopes over 24 lessons. It will cover the different types of telescopes like refracting, reflecting, and radio telescopes. It will discuss how telescopes produce images using electromagnetic radiation of different frequencies. Key topics include lenses, star distances, galaxies, and the composition of stars. Lessons will include activities, literacy and numeracy focus, and questions for extension.
The document outlines a physics course covering topics related to astronomy and the structure of atoms and stars over 24 lessons. It provides learning objectives and activities for each lesson, including lessons on telescopes, the sun and planets, star distances and temperatures, galaxies, and the structure and behavior of atoms and gases.
This document provides an overview of the lessons that will be covered in a module about radiation and waves. It focuses on lesson P6.7, which discusses electromagnetic waves with frequencies higher than visible light, including ultraviolet (UV) rays, X-rays, and gamma rays. The lesson objectives are to understand that these waves are ionizing radiation that can alter or damage living cells. Examples of sources, detectors, and uses of each type of wave are provided. Key concepts explained are that frequency increases and wavelength decreases as you move from radio waves to gamma rays in the electromagnetic spectrum.
This document provides an overview of 12 lessons on the wave model of radiation. It will cover topics such as what waves are, describing wave properties, how waves behave at barriers and boundaries, bending light beams, electromagnetic waves, radio waves, and radiation from space. The first lesson defines key terms like amplitude, wavelength, and frequency and explains the two main types of waves - transverse and longitudinal waves. Subsequent lessons will focus on reflection, refraction, diffraction, and interference of waves.
The document outlines a route map for a 12 lesson course on electric circuits. It will cover topics like static electricity, electric charge, circuits, current, resistance, resistors, voltage, power, and electricity generation and distribution. It provides learning objectives and a sample activity for the first lesson which involves drawing a series circuit with batteries, a switch, light bulb, resistor and variable resistor and adding a voltmeter and ammeter.
This document provides an overview of the topics that will be covered in 12 lessons on electric circuits. The lessons will cover static electricity, electric charge, circuit symbols, simple circuits, controlling and measuring current, resistance, resistor combinations, measuring voltage, electrical power, domestic appliances, generating electricity, and distributing electricity. Each lesson will have objectives, activities, extension questions, and a summary.
This document provides an overview of the key concepts and lessons covered in a physics module on forces and motion. Over 12 lessons, students will learn about forces in different directions, how objects start and stop moving, friction, reaction forces, speed, modeling motion, force interactions, momentum, changes in momentum, car safety, laws of motion, work and energy, and kinetic and gravitational potential energy. Example questions and activities are provided to help students understand concepts like momentum, changes in momentum due to forces, and how safety features in cars like seatbelts reduce impact forces during collisions.
The document outlines a 12 lesson plan on the topic of forces and motion. It will cover key concepts such as forces in different directions, how objects start to move, friction, reaction of surfaces, speed, modeling motion, force interactions, changes in momentum, car safety, and laws of motion. Each lesson will include objectives, activities, literacy and numeracy focuses, and questions to help students understand the key topics being covered.
The document outlines a chemistry route map for studying various topics over 24 lessons, including alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, titrations, reaction rates, equilibrium, the chemical industry, and green chemistry. It provides lesson objectives, activities, and questions for lessons on alkanes, alcohols, and carboxylic acids, covering topics like their structures, properties, reactions, uses, and how they are produced.
This document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, gas chromatography, titrations, rates of reaction, equilibrium, the chemical industry, green chemistry, industrial chemistry, theories on acidity, sampling, and making ethanoic acid. The module will focus on improving yield in industrial chemistry and reducing waste and pollution.
This document outlines a lesson plan on metals from the lithosphere. It will teach students how reactive metals are extracted from ores using methods like carbon displacement and electrolysis. Key concepts include metal ores, extraction methods, reactivity series, and calculating formula masses of compounds. Activities include matching metals to their ores, naming metals, and explaining extraction techniques and material uses based on reactivity.
This document provides an overview of the lessons that will be covered in a course on chemicals in the natural environment. The 12 lessons will cover chemicals found in the atmosphere, hydrosphere, lithosphere and biosphere. It outlines the key concepts, objectives and activities for the first lesson which will introduce the four spheres and focus on the chemicals found in each.
1. Ionic compounds form when a metal reacts with a non-metal, resulting in positively charged metal ions and negatively charged non-metal ions that bond together in a crystalline lattice structure.
2. When ionic compounds dissolve in water or melt, the ions become free to move and conduct electricity. During electrolysis, positively charged metal ions move to the cathode and negatively charged non-metal ions move to the anode.
3. Common ionic compounds include sodium chloride, formed from sodium and chlorine ions, and copper chloride, used in electrolysis to extract copper metal from its ionic form.
The document provides an overview of a 12-lesson chemistry course covering topics like the periodic table, alkaline metals, chemical equations, halogens, helium, atomic structure, electrons, salts, and ionic theory. It includes lesson objectives, activities, extension questions, and summaries for the first two lessons which focus on the periodic table and alkaline metals. Key points covered are the periodic table's arrangement of elements, properties of group 1 alkaline metals like their reactions with water and acids, and their similarities and reactivity trends.
This document outlines a biology curriculum covering various topics over 12 lessons. It will cover photosynthesis, respiration, feeding relationships, genetics, blood, circulation, energy, symbiosis, parasites, disease, biotechnology, exercise, joints, genetic modification, and more. Key concepts include how plants and organisms obtain and use energy, genetic inheritance and testing, the structure and function of body systems, and applications of biotechnology.
Genetic testing uses gene probes to identify inherited disorders in embryos or fetuses. It was developed in the 1980s and can detect conditions like cystic fibrosis, sickle cell anemia, and Down syndrome. A gene probe is a piece of DNA that binds to a faulty gene, identifying disorders. Parents may choose to terminate a pregnancy if testing finds an inherited disease.
The document outlines a biology lesson plan covering photosynthesis and respiration over 12 lessons. Lesson 2 focuses on how plants trap light energy during photosynthesis. It discusses how chloroplasts in plant cells contain chlorophyll which absorbs light and uses it to split water and combine it with carbon dioxide to produce glucose and oxygen. Glucose acts as a stored form of chemical energy.
This document outlines a biology course curriculum covering various topics related to photosynthesis, respiration, circulation, genetics, and more over 12 lessons. It then provides details on one specific lesson regarding breathing and gas exchange, including objectives, key concepts, and assessment questions. The lesson focuses on how the lungs, alveoli, and blood vessels facilitate the rapid exchange of oxygen and carbon dioxide between inhaled air and blood.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
How to Configure Time Off Types in Odoo 17Celine George
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Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Still I Rise by Maya Angelou | Summary and Analysis
C6 lesson part two
1. C6.13 Stages in chemical synthesis C6 Chemical synthesis Route map Over the next 12 lessons you will study : Friday 21 October 2011 C6.1 The chemical industry C6.2 Acids and alkalis C6.3 Reactions of acids C6.4 Salts from acids End of module test C6.5 Salts in our lives C6.6 Purity of chemicals C6.7 Rates of reactions C6.8 Factors affecting rates of reactions C6.9 Catalyst in industry C6.10 Chemical quantities C6.11 Stages in chemical synthesis C6.12 Measuring the yield
2. Rates of reaction Decide whether the following statements are true or false: Friday 21 October 2011 First activity: Think of an example of a chemical reaction that has a slow and fast rate. Why it is important to be able to control the rates of chemical change during chemical synthesis ? Literacy: Collision theory, substrates, products, rate of reaction, average rate, reactant, collision, molecules, concentration, temperature, surface area, particle size and catalyst. Numeracy: Rate cannot be predicted it must always be measured by doing real experiments. If 24 cm 3 of hydrogen gas is produced in two minutes, the rate of reaction is 24 ÷ 2 = 12 cm 3 hydrogen min -1 . PLTS Independent enquirers Creative thinkers Reflective learners We will focus on finding patterns Team workers Effective participators Self managers C6.7 Lesson objectives: Understand how to determine by experimentation the rate of a reaction Understand that there are three methods for measuring rate of reaction; mass lost over time, colour change over tie and volume of gas produced over time
3. C6.7 Friday 21 October 2011 Introduction: The rate of any reaction tells us how quickly the product is formed over time. It also tells us whether a reaction proceeds slowly or violently. This is important, because chemists need to control reactions. If a reaction is too fast, it may cause an explosion. If it is to slow, it may make the process inefficient and therefore increase production costs. The rate of a reaction cannot be worked out directly from an equation. This only tells us the molecules that react and the molecules that are produced. There are several methods for determining the rate at which the reaction proceeds. These methods include: measuring the mass lost over time or a colour change over time or volume of gas produced over time. Rate of reaction= change in volume or mass t time Extension questions: 1: Why do we need to know the rate of a reaction ? 2: How can we measure the rate of a reaction ? 3: What are the factors that effect the rate of reaction ? 4: Look at the following reactions, from their equation suggest a method that would be appropriate to measure the rate of reaction. CaCO 3 (s) + 2HCl (l) CaCl 2 (aq) + CO 2 (g) + H 2 O (l) Mg (s) + 2HCl (s) MgCl 2 (aq) + H 2 (g) Know this: a: Know how to measure the rate of reaction by experimentation. b: Know that three factors can affect the rate of reaction, temperature, concentration and surface area.
4. Key concepts Look at the photograph and information and answer all the questions: Why is using a colorimeter better than using the human eye ? Explain why the mass lost method is far more accurate especially for studying initial rates when compared to the volume of gas ? The rate of a reaction cannot be worked out directly from an equation. This only tells us the molecules that react (substrates) and the molecules that are produced (products) You can determine the rate of reaction by actually performing the experiments in the laboratory. There are several methods for determining the rate at which the reaction proceeds. These methods include: C6.7 a Determining the rate of reaction by different methods
5. Key concepts Look at the photograph and information and answer all the questions: Explain the shape of the graph ? What would the graph look like if we use the volume of gas method (draw) ? In reactions involving the formation of a gas as a product, we can measure mass lost over time. As the gas is produced, it vents off into the atmosphere, reducing the total reaction mass. The electronic balance is able to monitor this loss of mass. Using this method, we can monitor the rate of reaction for a particular reaction. Plotting a graph allows us to work out the rate of reaction (grams of product per second) . C6.7 b Determining the rate of reaction using mass lost method Time (seconds) Mass lost (g)
6. Key concepts Look at the photograph and information and answer all the questions: What are the main problems with using the volume of gas method ? Explain the profile of the graph (above right) from start to finish ? In reactions involving the formation of a gas as a product, we can measure how quickly gas is produced over time. Using a conical flask and a syringe, the volume of gas produced over time can be recorded. Using this method we can monitor the rate of reaction for a particular reaction. Plotting a graph allows us to work out the rate of reaction (cm 3 of gas per second) Time (seconds) Gas volume (cm 3 ) C6.7 c Determining the rate of reaction using volume of gas
7. Key concepts Look at the photograph and information and answer all the questions: Explain why the data generated by the colorimeter is then fed to a computer ? Explain the profile of the graph (above right) from start to finish ? In reactions involving a change in colour when a substrate is used or a product is formed, we can measure the rate of reaction using a colorimeter. Using a small test tube called a vial, the reaction proceeds inside the colorimeter. Using this method we can monitor the rate of reaction for a particular reaction. Plotting a graph allows us to work out the rate of reaction (Absorbance of light) Time (seconds) Colour change (Abs) C6.7 d Determining the rate of reaction using a colorimeter Substrate A + B Colorimeter Products Data
8. C6.7 Plenary Lesson summary: collide molecules catalyst rate Friday 21 October 2011 How Science Works: Preparing for the next lesson: For atoms or _________ to react with one another and form new products during a chemical reaction, they have to ____with one another. How often and how hard they collide determines the overall ___ of reaction. Collisions of atoms or molecules involved in a chemical reaction are affected by temperature, concentration, size and a ______. Energy is needed to break the bonds in petrol (octane C 8 H 18 ) before new bonds can be formed by a reaction with oxygen. Once some of the bonds in one octane molecule have been broken the subsequent reaction with oxygen gives out enough energy to break the bonds in several other petrol molecules - and so on. Research into the factor that can affect the rate of reaction including temperature, concentration, surface area and the presence of a catalyst. Decide whether the following statements are true or false : False True 3: Increasing the temperature decreases the rate of reaction ? False True 2: If you increase the collision between reactant the rate of reaction increases ? False True 1: A formulae equation could tell us the rate of that reaction ?
9. C6.8 Factors affecting the rate of reaction Decide whether the following statements are true or false: Friday 21 October 2011 First activity: Using your knowledge of rates of reaction explain why a) cut potatoes cook more quickly than large potatoes and b) why chips in oil at 220 o C cook quicker than boiling potatoes in water at 100 o C ? Numeracy: If we react 50 cm 3 of normal strength (1 molar) acid with magnesium we will produce half of amount of hydrogen when compared to if we react 50 cm 3 of double strength acid (2 molar.) PLTS Independent enquirers Creative thinkers Reflective learners We will focus on finding patterns Team workers Effective participators Self managers Lesson objectives: Understand how to determine by experimentation the rate of a reaction Understand factors that affect the rate pf reaction including temperature, concentration and surface area. Literacy: Collision theory, substrates, products, rate of reaction, average rate, reactant, collision, molecules, concentration, temperature, surface area, particle size and catalyst.
10. Extension questions: 1: What are the factors that affect the rate of reaction ? 2: What happens to the rate of reaction if the concentration of either substrates is increased ? 3: Why doe milk kept at room temperature (25 o C) go sour more quickly than milk kept in a refrigerator (4 o C) ? 4: Explain a) why does cheese goes mouldy on the outside but not in the middle and b) why food can last forever when stored below freezing point ? Know this: a: Know that there are three main factors that effect the rate of reaction, temperature, concentration and particle size. b: Know that by increasing temperature only makes the reaction happened faster does not change the amount of final product. Friday 21 October 2011 Introduction: For atoms or molecules to react with one another and form new products during a chemical reaction, they have to collide with one another. How often and how hard they collide determines the overall rate of reaction . Collisions of atoms or molecules involved in a chemical reaction are affected by four main factors: 1: Temperature 2: Concentration 3: Particle size 4: Catalyst C6.8 Factors affecting the rate of reaction
11. Key concepts Look at the photograph and information and answer all the questions: In a reaction where manganese, copper and zinc metals were reacted with oxygen forming their oxide, the volume of oxygen (cm 3 ) used was recorded over time. A graph was plotted showing the reaction rates for the three metals. Look at the results, experimental set up and the graph and answer the questions ? Answer the following questions: 1: Which metal is the most reactive ? 2: For manganese, which part of the graph represents the fastest reaction rate ? 3: Which metal is the least reactive ? 4:When does the reaction between manganese and oxygen begin to slow down and why ? Heat source Oxygen Metal Oxygen is passed over the heated metal until the reaction has finished. C6.8 a A graph of volume of O 2 (cm 3 ) versus time (s) for the three metals was plotted. volume of oxygen (cm 3 ) Time (Seconds) Manganese oxide Copper oxide Zinc oxide A graph of volume of O 2 3 time (s) for the three metals was plotted. 3 ) Time (Seconds) Manganese oxide Copper oxide Zinc oxide (cm ) versus volume of oxygen (cm
12. Look at the photograph and information and answer all the questions: Give one example where a) heat or temperature b) concentration and c) particle size is used to speed up or slow down a chemical reaction ? Explain why powders are explosive and powders like magnesium or aluminium powder are dangerous if given to students in a laboratory ? Although collision theory is simple and states that for two or more substrates, they must first collide with sufficient energy to react and form new products, there are right and wrong collisions. During the combustion of methane with oxygen, not all collisions between the methane molecule and oxygen result in a successful reaction and the formation of new products (carbon dioxide and water.) Only one out of three collision as shown by the diagrams above have the correct orientation, so that the two substrates can react forming new products C6.8 b Key concepts Temperature Concentration Surface area
13. Key concepts Look at the photograph and information and answer all the questions: Explain a) in expt 1, only half the product is record when compare to the original and b) why in expt 2, the time taken for the reaction to finsh is less ? Look at the graph showing the effect of adding a catalysts to the reaction. Explain what happens to the rate of reaction ? The reaction between calcium carbonate (CaCO 3 ) and hydrochloric acid (HCl) which produces carbon dioxide gas was monitored over time using the volume of gas method. The amount of carbon dioxide produced over time was recorded. In expt. 1, the acid used was half the original concentration. In expt. 2, the temperature of the acid was increased by 10 o C to 30 o C. In expt. 3, a catalyst was used C6.8 c Factors affecting rate of reaction in action Carbon dioxide (CO 2 ) Calcium carbonate (CaCO 3 ) Hydrochloric acid (HCl) Volume of CO 2 (cm 3 ) 0 Time (seconds) Original 100 Expt. 1 Expt. 3 Expt. 2
14. 6.8 Plenary Lesson summary: harder chance faster concentration Friday 21 October 2011 Fireworks need to be explosive, so they use and are packed full of gun powder which rapidly releases energy. Keeping the powder in a small volume increases the concentration and the reaction happed very fast. How Science Works: Research into how catalysts increase the rate of reaction and ho the chemical industry can use catalysts to either increase the yield of a product or reduce the cost by reduce the operating tempeartures Preparing for the next lesson: As you increase the ________of a solution, there are more particles in the same volume of liquid, therefore there is a greater ___ that the particles will collide with each other to form new products. Reactions that are carried in higher temperature will make the particles to collide ______therefore the reaction will happened _____. Decide whether the following statements are true or false : False True 3: Sliced bread goes stale more quickly than un-sliced bread ? False True 2: You can increase the rate of reaction by making the reactant smaller in size ? False True 1: You can predict the rate of reaction for any reaction ?
15. C6.9 Catalysts in industry Decide whether the following statements are true or false: Lesson objectives: Understand how catalysts are used in industry to control hopw quickly reactions proceed in the chemical industry. Understand the role of a catalysts in increasing product yield and reducing costs Friday 21 October 2011 First activity: Enzymes are nature’s catalysts which speed up the rate of breakdown of proteins, carbohydrates and lipids. Explain what would happen if we didn’t have enzymes to break down our nutrients ? Numeracy: Ethanoic acid is produced from reacting methanol and carbon dioxide using a cobalt compound as a catalyst at 300 o C and at pressure 700 times atmospheric pressure PLTS Independent enquirers Creative thinkers Reflective learners We will focus on asking questions Team workers Effective participators Self managers Literacy: Collision theory, catalysts, enzymes, substrates, products, rate of reaction, average rate, reactant, collision, molecules, concentration, temperature, surface area, particle size and catalyst.
16. Extension questions: 1: What is a catalyst ? 2: How does the catalyst effects the rate of a reaction ? 3:Give two examples of a catalyst ? 4: Why are catalyst important in the chemical industry ? 5: What happen to the catalyst itself in a chemical reaction ? 6: The human body has lots of biological catalysts, name what they are called and what role do they play ? Know this: a: Know that catalysts speed up the rate of reaction by lower the energy required to break bonds in the substrate molecules b: Know that catalysts are not used up in a reaction. they will not be shown in a word or symbol equation. Friday 21 October 2011 Introduction: A catalyst is a material which will increase the rate of reaction without be used up. Catalysts are normally transitional metals (Iron, Nickel & Platinum) which are able to lower the activation energy required for new products to form. The reaction takes place on the surface of the catalyst, known as the active site. Effective catalysts are normally in powdered form to help maximise the number of collisions between the reacting substrates and a catalyst’s active site. The bonds are broken and the substrates combine with on another to form new products, known as polythene. These new products then leave the active site, allowing the unchanged catalyst to participate in further reactions. Catalysts in industry C6.9
17. Key concepts Look at the photograph and information and answer all the questions: Why are catalysts not show in an overall equation that describe what substrates react with what to form new products ? Explain why scientists try a find catalyst that reduce a reaction’s a) temperature or b) pressure ? Catalysts speed up the rate of reaction by lowering the energy required to break bond present in the substrate molecules. Inorganic catalysts such as transition metals are used to catalyse a wide range of different reactions. Although catalysts are not permanently altered during the reactions that they catalyse, they can be poisoned by some impurities and will not work again. Diffusion of the reactant gases to the catalyst. Reactants adsorb to the surface of the catalyst. Bonds break of the adsorbed molecules. Making new bonds forming adsorbed product molecules. Product molecules leave the surface of the catalyst How catalysts work C6.9 a
18. Key concepts Look at the photograph and information and answer all the questions: Look at the first diagram. Its show energy distribution within substrates at 15 and 25 o C. Explain why the arte increases at the higher temperatures ? Look at the second diagram, its also shows the energy distribution with substrates. Explain why catalysts increase the arte of reaction ? In any reaction, there is a fixed number of substrate molecules able to collide and react to form a new product molecules. Their kinetic energy follows a typical normal distribution. Those substrate molecules with sufficient kinetic energy to collide, break existing bonds and therefore form new products account for only a small number of molecules within the whole population. How catalysts work C6.9 b Substrates with sufficient energy to form new products With catalyst Without catalysts Substrates with sufficient energy to form new products Temp 25 o C Temp 15 o C
19. C6.9 Plenary Lesson summary: collisions lower rate specific Friday 21 October 2011 The manufacture of ethanoic acid (which is used as a preservative) from methanol and carbon monoxide is only possible in the presence of a catalyst. Using Iridium metal as a catalyst decreases the required reaction temperature from 700 C to 200, and pressure from 700 to 30 atmospheres. The use of a catalysts saves a lot of energy and therefore cost . How Science Works: Find out how some of enzymes in our body work. Preparing for the next lesson: A catalyst will ____ the activation required for substrates to react with one another to form products. By adding a catalyst the activation energy decreases, increasing the number of successful ______and therefore increasing the _____of reaction. Enzymes are highly ______ for their substrate. Decide whether the following statements are true or false : False True 3: Increasing the temperature increases the rate of reaction ? False True 2: Temperature does not effect the rate of reaction ? False True 1: Catalyst are not used up in a reaction ?
20. C6.10 Collision theory Decide whether the following statements are true or false: Lesson objectives: Understand that according to collision theory, some bonds will break in the substrate molecules allowing new bonds to form forming new products. Understand that the rate of reaction is dependant of the frequency of collision between substrates and that this frequency can be influenced by a) temperature b) surface are and c) concentration. Friday 21 October 2011 First activity: List and review all the factors that effect the rate of a chemical reaction ? Literacy: T. Numeracy: Increasing the temperature by 10 o C can double the rate of a chemical reaction, for example at 20 o C enzymes as twice as efficient at forming new product molecules when compared to how they work at 10 o C. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on generate ideas and explore possibilities Team workers Effective participators Self managers Literacy: Collision theory, catalysts, enzymes, substrates, products, rate of reaction, average rate, reactant, collision, molecules, concentration, temperature, surface area, particle size and catalyst.
21. C6.10 Extension questions: 1: What causes the break of the old bonds between atoms of reactant ? 2: Why decrease of temperature decreases the rate of a chemical reaction ? 3: what happened to the rate of a reaction if the concentration of the reactant are increased ? 4: What happened the amount of the product if a catalyst is used in a reaction ? Know this: a: Know that existing bonds have to begin breaking so that new ones can be formed . b: Know that collisions in which substrate molecules are moving with enough energy can break bonds and form new products. Friday 21 October 2011 Introduction: Chemical reactions involve the formation of bonds between atoms but often before new bonds can be formed old ones have to be broken. This means that there has to be enough energy (activation energy) to start breaking the old bonds before a reaction can occur. Increasing the temperature increases the energy of the molecules and lead to stronger and more often collision. Increasing the concentration and the surface area makes the collision more frequent. Using a catalyst changes the activation energy and control the amount of successful collisions in a reaction. Collision theory
22. Key concepts Look at the photograph and information and answer all the questions: Explain why an ignition spark or a heat source is required to kick start the reaction between methane and oxygen ? In order to determine the rate opf reaction between methane and water, would you measure the amount of carbon dioxide or water produced over time ? During a reaction, products are formed by substrates colliding into one another. Take methane which is rich in carbon and is a store of ancient chemical energy. During its combustion with oxygen, it releases its energy in the form of heat and light. The methane (CH 4 ) molecules breaks apart and forms new bonds with the oxygen atoms. The products of methane combustion with oxygen are water (H 2 O) and carbon dioxide. (C0 2 ) Substrates During the reaction Products C6.10 a C O O O O H H H C0 2 H 2 O H 2 O H O 2 O 2 CH 4
23. C6.10 b Look at the photograph and information and answer all the questions: Out of 1000 collisions for the reaction between methane and oxygen, how many would by on average successful ? Explain why it matters how substrates collide (think about what happens when substrates react and the bond that are broken) ? Although collision theory is simple and states that for two or more substrates, they must first collide with sufficient energy to react and form new products, there are right and wrong collisions. During the combustion of methane with oxygen, not all collisions between the methane molecule and oxygen result in a successful reaction and the formation of new products (carbon dioxide and water.) Only one out of three collision as shown by the diagrams above have the correct orientation, so that the two substrates can react forming new products Collision theory Key concepts
24. C6.10 Plenary Lesson summary: molecules collision bonds energy Friday 21 October 2011 The effect of changing conditions such as temperature or concentrations can be studied by measuring how long it takes to produce enough sulphur to make the solution opaque (non see-through) How Science Works: Research into chemical quantities and working out reacting masses and how much product will be formed. Preparing for the next lesson: When the molecules collide some _____between atoms are broken and new bond are formed. This creates new_____. There are millions of collisions every second. Only the ________where the molecules are moving with enough _____to break bonds between atoms are successful and lead to reaction. Decide whether the following statements are true or false : False True 3: Every molecule collision ends up with a reaction ? False True 2: For new products to form, substrates must collide and react with one another ? False True 1: If temperature increases substrates collide more often with greater energy ?
25. C6.11 Chemical quantities Decide whether the following statements are true or false: Lesson objectives: Understand that a balanced equation informs us how and how much substrates react to form what products. Understand the difference between actual yield, theoretical yield and percentage yield, and to be able to compare actual yield with theoretical yield. Friday 21 October 2011 First activity: What is the relative formula mass and work out the formula mass of a) H 2 O b) CH 4 c) C 2 H 4 d) CaCO 3 e) C 6 O 6 H 12 and f) CaO g) CuSO 4 (R.A.M H = 1 C = 12 O16 Ca = 40 S = 32 and Cu = 64 ? Literacy: Chemical reactions, chemical products, yield, relative formula mass, reacting mass, actual yield, theoretical yield and percentage yield. Numeracy: 80 g of sodium hydroxide reacts with 98g of sulphuric acid to produce 142g of sodium sulphate and 36g of water . PLTS Independent enquirers Creative thinkers Reflective learners We will focus on Analyse and evaluate information judging its relevance and value Team workers Effective participators Self managers
26. C6.11 Extension questions: 1: Look at the above equation if 46 grams of sodium forms 78 grams of sodium oxide, work out a) what 23 grams of sodium would form and b) 1 gram of sodium would form ? 2: Calculate the formula mass of H 2 O, NaOH and HCl, if H=1; O=16 and Na= 23 ? 3: Write a word and balanced symbol equation of the reaction between hydrochloric acid HCl and sodium hydroxide NaOH ? 4: Calculate the masses of reactant and the products of the above reaction ? Know this: a: Know that relative formula mass is sum of mass of all atoms in a formula. b: Know that to find the relative formula mass you just add up the relative atomic masses of the atoms in formula. Friday 21 October 2011 Introduction: To calculate the formula mass we simply add together the atomic masses of all the atoms shown in the formula. By using the formula masses in grams we can deduce what masses of reactants to use and what mass of products or the theoretical yield will be formed. The balanced symbol equation is used to work out the relative formula mass of each reactant and product. The relative reacting masses is times by the number used to balance the equation and add the units. Take the oxidation of sodium forming sodium oxide. Step one: write balanced equation: 2Na + O 2 2Na 2 O Step two: work out relative formula mass: 2 x 23 + 2 x 16 2 x 23 + 2 x 16 Step three: add in units for reacting masses: 46 g of Na + 32 g of O 2 78 g of Na 2 O Step four: scale quantities: 1kg of Na + 0.695kg of O 2 1.1695kg 0f Na 2 O Chemical quantities
27. Look at the photograph and information and answer all the questions: Once you understand the relative atomic mass of atoms, you can also work out the relative mass of any molecule or compound. Using its formula, all you have to do is add up the masses of each type of atom present in the molecule: e.g. The relative formula mass of carbon dioxide (CO 2 ) is 44 (CO 2 : 12 + 2 x 16 = 44 g) Work out the relative formula mass for the following compounds SO 2 , CO 2 & C 2 H 6 ? R.A.Ms: H = 1, C = 12, N= 14, O = 16, Ca = 20, Al = 27, S = 32? Methane Water Ethene Ammonia CH 4 H 2 O C 2 H 4 NH 3 12 + 4 x 1 = 16g 16 + 2 x 1 = 18g 2 x 12 + 4 x 1 = 28g 14 + 3 x 1 = 17g What would be the RFM of Mg(OH) 2 (magnesium hydroxide) be ? (RAM Mg = 24, O = 16 and H =2) Chlorine has a RAM of 35.5 What is the formula for magnesium chloride and what would its RFM be ? Understanding relative formula mass C6.11 a Key concepts 12 16 1 1 1 1 1 1 12 1 1 1 1 12 1 1 1 14
28. Look at the photograph and information and answer all the questions: The RFM of Fe 2 O 3 is 160. To get this you add together the RAM of each atom in the molecule. There are two iron atoms with a RAM of 56 and three oxygen atoms with a RAM of 16. Therefore 56 + 56 +16 + 16 +16 = 160 grams. Work out the relative formula mass for the following compounds SO 2 , CO 2 , C 2 H 6 & CO R.A.Ms: H = 1, C = 12, N= 14, O = 16, Ca = 20, Al = 27, S = 32 ? The formula of bauxite (aluminium oxide is Al 2 O 3 ) Work out its relative formula mass and what mass of aluminium would 100 kg of Al 2 O 3 yield ? Fe 2 O 3 Fe Fe O O O 56 56 16 16 16 56 + 56 16 +16 + 16 = 160g Once you understand the relative atomic mass of atoms, you can also work out the relative formula mass of any molecule or compound. Using its formula, all you have to do is add up the masses of each type of atom present in the molecule. For example ,the relative formula mass for a molecule of oxygen is twice 16 g, therefore 32 g (O 2 : 2 x 16 = 32 g) The formula of sodium chloride is NaCl. Work out a) the relative formula mass and b) the percentage by mass of Na in NaCl C6.11 b Understanding formulae Key concepts
29. Key concepts Look at the photograph and information and answer all the questions: Water is formed when hydrogen and oxygen collide and form new covalent bonds between the oxygen the hydrogen atoms: The balanced equation tells us that 16 grams of oxygen will react with 2 grams of hydrogen to form 18 grams of water. We can also use the equation to work out how much water would be formed if you reacted 1000 kg of oxygen in hydrogen. The mass of water formed would represent how many moles of water ? Is this yield the theoretical yield for the equation, percentage yield or the actual yield ? Write a balanced equation for the formation of water ? ½ O 2 + H 2 H 2 0 C6.11 c Understanding equations and reacting masses 16g O 2 2 g H 2 18 g H 2 0 1 g O 2 0. 125 g H 2 1. 125 g H 2 0 1 kg O 2 0. 125 kg H 2 1. 125 kg H 2 0 1000 kg O 2 125.0 kg H 2 1 125.0 kg H 2 0
30. C6.11 Plenary Lesson summary: theoretical reactants yield masses Friday 21 October 2011 Industrial processes use tonnes of reactants not grams. We can still use equation and formula masses to calculate masses of reactants and products. We simply swap grams for tonnes. How Science Works: Research into how chemists, scientists or industrial chemists take raw material to finished products. Think about how plastic (PET 1) used to make drinks bottle is made form ethylene to form the finished product. Preparing for the next lesson: The balanced equation for a reaction is used to work out the quantities of ________we need to use and calculate the ______ of products or the _______ yield. The actual _______is the mass of products after it is separated, purified and dried. Decide whether the following statements are true or false : False True 3: The actual yields is calculated using the formula mass of the products ? False True 2: The theoretical yield is equal with the actual yield ? False True 1: The mass of reactant is equal with the mass of reactant ?
31. C6.12 Stages in chemical synthesis Decide whether the following statements are true or false: Lesson objectives: Understand the stages in producing a new compound from raw material to finished product Understand the various processes involved in chemical synthesis form raw material to final product. We will focus on. Friday 21 October 2011 First activity: Think of a simple plastic drink bottle. What are the raw material how is bulk plastic made and how is it made into to the final product ? Literacy: Chemical synthesis, raw materials, synthesis, risk assessment, bulk chemicals, purifying, evaporating, filtering, separating, dessicator, crystals and marketing. Numeracy: The final yield (actual yield/theoretical yield x 100) is very important and can determine the profit associated with the manufacture of any bulk and final chemical. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on supporting conclusions using reasoned arguments and evidence Team workers Effective participators Self managers
32. C6.12 Extension questions: 1: Why is it important to know how much raw material you will need to make a certain amount of finished product ? 2: Why is it important to carry out a risk assessment ? 3: Why is it important to purify a finished product before it is sold to the consumer ? 4: Name some of the apparatus to purify the product? 5: Why is the actual yield less that the theoretical yield ? Know this: a: Know the various stages in bring a bulk or fine chemical to market place form raw material to finished product. b: Know that with any synthesis procedure it is important to carry out a risk assessment to protect staff and the public when working with hazardous materials. Friday 21 October 2011 Introduction: Chemical synthesis is a way of making new compounds. A chemical synthesis involves a number of stages including: Choosing the reaction or series of reactions to make the required product. Carrying out a risk assessment Working out the quantities of reactant to use. Carrying out the reaction in suitable apparatus in the right conditions Separating the product from the reaction mixture Purifying the product Measuring the yield and checking the purity of the product. Stages in chemical synthesis
33. Key concepts C6.12 a Look at the photograph and information and answer all the questions: Explain why old bottle are recycled in addition to using new PET 1 bulk materials ? Give three ways that we can encourage individuals and households to recycle more of their PT plastics ? Plastics are widely used in the foods and drinks industry. Polyethylene terephthalate or PET plastic has a resin code of 1. It is this type of PET plastic that is used to make drinks bottles. A new bottle can be made from PET made by polymerise ethylene molecules or by using recycled PET plastic that is sorted and shredded. This end product PET 1 is melted and then extruded into pellets which are then used to manufacture other products. Making plastics for drinksing bottles PET 1 plastic used to make PET drinking bottles
34. C6.12 b Look at the photograph and information and answer all the questions: The process Why do industrial chemists analyse each stage of an industrial process ? Explain the difference between a by-product and a waste material ? Raw materials Industrial process By-products Waste materials Can the amount of raw material be reduced to improve atom economy ? Can the process be made more energy efficient to reduce operating costs ? Is the yield as high as possible ? Questioning the process Can any of the by products be sold or reused ? Product yield Can the amount of waste material be reduce avoid landfill charges ? During the manufacture of any product (fine or bulk chemicals) chemists will work very hard to ensure that the synthesis process is as efficient as possible, that the product purity and quality is good and that the yield remains high. In an ideal chemical process the amount of starting materials or reactants equals the amount of all products generated and no atom is wasted. Recent developments like high raw material costs (such as petrochemicals) and increased sensitivity to environmental concerns have made the minimum use of raw materials and the production of waste important. Industrial chemical processes Key concepts
35. Key concepts C6.12 c Look at the photograph and information and answer all the questions: An industrial chemist will always consider and try and control the costs of every part of the industrial process from the cost of buying in raw materials to the cost of turning them into a new product. Chemists must also include the cost of disposing of waste chemicals and the cost of energy (heat and electricity) require during the manufacturing process. Yield % Product The price of the raw material begins to soar, how will this affect the cost of the finished product ? Explain why companies are now obliged to look at the ‘waste cost’ of their product ? Raw materials Material cost (£) Transport cost (£) Waste cost (£) Process cost (£) Electrical cost (£) Heating cost (£) Product cost (£) Transport cost (£) Waste cost (£) Synthesis pathway Reducing costs from raw materials to final product
36. C6.12 Plenary Lesson summary: risk exposure compounds equipment Friday 21 October 2011 Before any fine or bulk chemical is manufactured, research chemists test on a small scale the reaction, the raw material required, the final quality and yield of the product. Once all these parameters are maximised in the lab, the process is then scaled up to manufacture large quantities. How Science Works: Research into the manufacture and use of magnesium sulphate in micronutrients, soaps, additives to medicines and feed supplements Preparing for the next lesson: Chemical synthesis is a way of making new_______. It is a long process which involve a number of steps. A ____assessment is carried out before the reaction to identify hazardous chemicals, and hazard rising from the __________or procedures, in order to minimise _______ to risk. Decide whether the following statements are true or false : False True 3: It is rare to achieve 100% yields in any process ? False True 2: Using the correct amount of raw materials save costs ? False True 1: A risk assessment is carried out to identify reactant and products ?
37. C6.13 Stages in chemical synthesis Decide whether the following statements are true or false: Lesson objectives: Understand the stages in producing magnesium sulphate Understand the various process involved in manufacturing magnesium sulphate including obtaining the raw material, working out the quantities used, the synthesis process, risk assessment, purifying the product and selling the product. We will focus on. Friday 21 October 2011 First activity: Magnesium sulphate is used to manufacture micronutrients used to grow crops, soaps, detergents and some medicines. Think of three products that you might have that contain magnesium sulphate (MgSO 4 ) ? Literacy: Chemical synthesis, raw materials, synthesis, risk assessment, bulk chemicals, purifying, evaporating, filtering, separating, dessicator, crystals and marketing. Numeracy: The concentration of sulphuric acid used to produce magnesium sulphate is 98g/litre.This means that there is 4.9g of acid in a volume 50 cm 3 of the diluted solution. PLTS Independent enquirers Creative thinkers Reflective learners We will focus on supporting conclusions using reasoned arguments and evidence Team workers Effective participators Self managers
38. C6.13 Extension questions: 1: Why is it important for industrial chemists to carry out a full assessment o how the product can be made before you make bulk quantities of finished products ? 2: How do you separate a soluble salt ? 3: What do you do to purify the salt ? 4: Name some of the apparatus to purify the product? 5: Why is the actual yield less that the theoretical yield ? Know this: a: Know the stages involved in the production of magnesium sulphate. b: Know how to purify a product like magnesium sulphate by filtration, evaporation and crystallisation. Friday 21 October 2011 Introduction: There are several processes involved with the manufacture of the salt magnesium sulphate (MgSO 4 ): Sourcing raw materials: magnesium carbonate (MgCO 3 ) and acid (H 2 SO 4 ) Choosing the reaction (MgCO 3 + H 2 SO 4 MgSO 4 + CO 2 + H 2 O) Carrying out a risk assessment (risk for magnesium carbonate and sulphuric acid) Working out the quantities of reactants to use (how much MgCO 3 and H 2 SO 4 ) Separating the product from the reaction mixture (Filtering) Purifying the product (evaporation and crystallisation) Measuring yield and checking the purity of the product. Stages in chemical synthesis
39. Key concepts C6.13 a Look at the photograph and information and answer all the questions: What risks are associated when working with concentrated acids ? How would you separate a soluble salt like magnesium sulphate form its solution ? Magnesium carbonate (MgCO 3 ) and sulphuric acid (H 2 SO 4 ) is used to make magnesium sulphate (MgSO 4 ). It is made by taking powder magnesium carbonate and added to concentrated sulphuric acid. The reaction yield about 85% magnesium sulphate water and carbon dioxide. The magnesium sulphate is in solution and needs to be separated. substrates products Making magnesium sulphate MgSO 4 H 2 O H 2 SO 4 MgCO 3 H 2 SO 4 products MgCO 3
40. Look at the photograph and information and answer all the questions: Soaps containing magnesium sulphate is used to promote personal hygiene: Soap aids the removal of excess oil, dirt and dead skin, We consume in the UK much more soap that any other country making us one of the cleanest populations. It is important to note that magnesium sulphate helps to control the pH of the soap and also promotes the ‘froth’ formation. Soap quality is important to protect brand loyalty and also to make sure the consumer is unharmed by the product. How would you ensure the best quality soap ? Suggest why you would sample the raw materials and the finished product before it goes into bottles or packets and the product on the shelves ? A sample of your soap showed a high pH…what would you do ? (the soap has not yet been put into tubes) sample size and storage qualitative or quantitative analysis reliability of results sample homogenous or heterogeneous analysis of errors ? Analysis of soap... a case study C6.13 b Key concepts
41. Key concepts Look at the photograph and information and answer all the questions: Take an ordinary glass bottle made from sand and limestone. Think about its life cycle. Give a brief account of its manufacture, use and disposal ? Think of a so-called ‘environmentally green product. Describe how designers have reduce its impact on the environment ? The life of each of all products produced by industrial chemists have three distinct phases: Cradle, Use and Grave Each product is required by law to undergo a life cycle assessment, with the aim to reduce the rate at which we use natural resources, the energy we need to run the product and the waste produced when the product is disposed of. Cradle Use Grave Raw materials require to make the new product Energy used to make the new product Energy made to store and transport the product to the consumer Energy required to use the product Energy required to maintain the new product Chemicals needed to maintain the new product Energy needed to dispose of the product when no longer required Space needed to dispose of it and the impact on the environment as waste. Life cycle assessment of a product C6.13 c
42. C6.13 Plenary Lesson summary: quality raw filtered sulphuric Friday 21 October 2011 Ensuring a final product is ‘pure’ can sometimes be very expensive. Bulk chemicals tend to be between 95 and 98% pure. Fine chemicals tend to have a purity of over 99.9%. This make the production of fine chemicals much more expensive. How Science Works: Revise and prepare for an end of module test. Preparing for the next lesson: Chemical synthesis of magnesium sulphate require two _____ materials; magnesium carbonate and ________ acid. Once synthesis the magnesium sulphate is ________ and then further purified by evaporation and then crystallisation. Along each stage of the synthesis process ________ is always tested. Decide whether the following statements are true or false : False True 3: Filtering is a method used to measure the yield of the product ? False True 2: Evaporation is a method used to purify a soluble salt ? False True 1: A risk assessment is carried out when using strong acids ?