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Year 12 Chemistry 9.2 Production of Materials STUDY GUIDE
Year 12 Chemistry
9.2 Production of Materials
STUDY GUIDE
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Contextual Outline
Humans have always exploited their natural environment for all their needs including food, clothing and shelter. As the cultural development of humans continued, they looked for a greater variety of materials to cater for their needs. The twentieth century saw an explosion in both the use of traditional materials and in the research for development of a wider range of materials to satisfy technological developments. Added to this was a reduction in availability of the traditional resources to supply the increasing world population. Chemists and chemical engineers continue to play a pivotal role in the search for new sources of traditional materials such as those from the petrochemical industry. As the fossil organic reserves dwindle, new sources of the organic chemicals presently used have to be found. In addition, chemists are continually searching for compounds to be used in the design and production of new materials to replace those that have been deemed no longer satisfactory for needs. This module increases students’ understanding of the implications of chemistry for society and the environment and the current issues, research and developments in chemistry.
Syllabus Dot-‐Points
Students learn to: Students:
1. Fossil fuels provide both energy and raw materials such as ethylene, for the production of other substances
• construct word and balanced formulae equations of chemical reactions as they are encountered
• identify the industrial source of ethylene from the cracking of some of the fractions from the refining of petroleum
• gather and present information from first-‐hand or secondary sources to write equations to represent all chemical reactions encountered in the HSC course
• identify data, plan and perform a first-‐hand investigation to compare the reactivities of appropriate alkenes with the corresponding alkanes in bromine water
• analyse information from secondary sources such as computer simulations, molecular model kits or multimedia resources to model the polymerisation process
• identify that ethylene, because of the high reactivity of its double bond, is readily transformed into many useful products
• identify that ethylene serves as a monomer from which polymers are made
• identify polyethylene as an addition polymer and explain the meaning of this term
• outline the steps in the production of polyethylene as an example of a commercially and industrially important polymer
• identify the following as commercially significant monomers: - vinyl chloride - styrene by both their systematic and common names
• describe the uses of the polymers made from the above monomers in terms of their properties
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Students learn to: Students:
2. Some scientists research the extraction of materials from biomass to reduce our dependence on fossil fuels
• discuss the need for alternative sources of the compounds presently obtained from the petrochemical industry
• use available evidence to gather and present data from secondary sources and analyse progress in the recent development and use of a named biopolymer. This analysis should name the specific enzyme(s) used or organism used to synthesise the material and an evaluation of the use or potential use of the polymer produced related to its properties
• explain what is meant by a condensation polymer
• describe the reaction involved when a condensation polymer is formed
• describe the structure of cellulose and identify it as an example of a condensation polymer found as a major component of biomass
• identify that cellulose contains the basic carbon-‐chain structures needed to build petrochemicals and discuss its potential as a raw material
3. Other resources, such as ethanol, are readily available from renewable resources such as plants
• describe the dehydration of ethanol to ethylene and identify the need for a catalyst in this process and the catalyst used
• process information from secondary sources such as molecular model kits, digital technologies or computer simulations to model:
- the addition of water to ethylene - the dehydration of ethanol
• process information from secondary sources to summarise the processes involved in the industrial production of ethanol from sugar cane
• process information from secondary sources to summarise the use of ethanol as an alternative car fuel, evaluating the success of current usage
• solve problems, plan and perform a first-‐hand investigation to carry out the fermentation of glucose and monitor mass changes
• present information from secondary sources by writing a balanced equation for the fermentation of glucose to ethanol
• identify data sources, choose resources and perform a first-‐hand investigation to determine and compare heats of combustion of at least three liquid alkanols per gram and per mole
• describe the addition of water to ethylene resulting in the production of ethanol and identify the need for a catalyst in this process and the catalyst used
• describe and account for the many uses of ethanol as a solvent for polar and non-‐polar substances
• outline the use of ethanol as a fuel and explain why it can be called a renewable resource
• describe conditions under which fermentation of sugars is promoted
• summarise the chemistry of the fermentation process
• define the molar heat of combustion of a compound and calculate the value for ethanol from first-‐hand data
• assess the potential of ethanol as an alternative fuel and discuss the advantages and disadvantages of its use
• identify the IUPAC nomenclature for straight-‐chained alkanols from C1 to C8
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Students learn to: Students:
4. Oxidation-‐reduction reactions are increasingly important as a source of energy
• explain the displacement of metals from solution in terms of transfer of electrons
• perform a first-‐hand investigation to identify the conditions under which a galvanic cell is produced
• perform a first-‐hand investigation and gather first-‐hand information to measure the difference in potential of different combinations of metals in an electrolyte solution
• gather and present information on the structure and chemistry of a dry cell or lead-‐acid cell and evaluate it in comparison to one of the following: - button cell - fuel cell - vanadium redox cell - lithium cell - liquid junction photovoltaic device
(eg the Gratzel cell) in terms of: - chemistry - cost and practicality - impact on society - environmental impact
• solve problems and analyse information to calculate the potential
requirement of named electrochemical processes using tables of standard potentials and half-‐equations
• identify the relationship between displacement of metal ions in solution by other metals to the relative activity of metals
• account for changes in the oxidation state of species in terms of their loss or gain of electrons
• describe and explain galvanic cells in terms of oxidation/reduction reactions
• outline the construction of galvanic cells and trace the direction of electron flow
• define the terms anode, cathode, electrode and electrolyte to describe galvanic cells
5. Nuclear chemistry provides a range of materials
• distinguish between stable and radioactive isotopes and describe the conditions under which a nucleus is unstable
• process information from secondary sources to describe recent discoveries of elements
• use available evidence to analyse benefits and problems associated with the use of radioactive isotopes in identified industries and medicine
• describe how transuranic elements are produced
• describe how commercial radioisotopes are produced
• identify instruments and processes that can be used to detect radiation
• identify one use of a named radioisotope: - in industry - in medicine
• describe the way in which the above named industrial and medical radioisotopes are used and explain their use in terms of their properties
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Concept Map
The main concepts in this module are organised as shown in the concept map below.
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Scope and Sequence
Term Week Number Content Key Concepts 20
13 Term 4
1 9.2.A – Synthetic Polymers Ethene: sources, properties and
reactions Addition polymerisation Polyethylene Polyvinyl chloride Polystyrene
2
3
9.2.B – Biological Polymers Condensation polymerisation Cellulose as a condensation
polymer Cellulose as a potential
replacement for petrochemicals Biological polymers
4 9.2.C -‐ Ethanol Use as a solvent
Dehydration reaction Fermentation Combustion Potential as a fuel
5
6 9.2.D -‐ Electrochemistry Oxidation-‐reduction reactions
Metal displacement reactions Galvanic cells Different types of batteries Oxidation states
7
8 9.2.E – Nuclear Chemistry Stability of the nucleus
Alpha, beta and gamma decay Transuranic elements Radioisotopes in industry and
medicine 9
Textbook References Preliminary Course Thickett, Geoffrey. 2006, Chemistry 1 : Preliminary course / Geoffrey Thickett John Wiley & Sons, Milton, Qld.
HSC Course Thickett, Geoffrey. 2006, Chemistry 2 : HSC course / Geoffrey Thickett John Wiley & Sons, Milton, Qld.
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Study Guide -‐ 9.2.A Synthetic Polymers
9.2.A Conceptual Outline
A polymer is a large molecule (macromolecule) composed of repeating structural units. These sub-‐units are called monomers and are typically connected by covalent chemical bonds. Although the term polymer is sometimes taken to refer to plastics, it actually encompasses a large class of compounds comprising both natural and synthetic materials with a wide variety of properties. Polymeric materials play an essential and ubiquitous role in everyday life. This role ranges from familiar synthetic plastics and elastomers to natural biopolymers such as nucleic acids, proteins and cellulose that are essential for life. Most commonly, the continuously linked backbone of a polymer used for the preparation of plastics consists mainly of carbon atoms. A simple example is polyethylene whose repeating unit is based on ethylene monomer.
In this topic students:
Describe the structure, properties, uses, chemistry and production of the addition polymers polyethylene, polyvinyl chloride (PVC) and polystyrene.
Describe the structure, properties, identification and reactions of ethene Explain how ethene serves as a useful monomer from which many commercially important polymers are made Describe the process of sourcing ethene for polymer production Write equations for some of the chemical reactions of ethene
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9.2.A Assumed Knowledge
Concept Preliminary Dot-‐Points Jacaranda Chemistry 1
Organic chemistry describe the use of fractional distillation to separate the components of petroleum and identify the uses of each fraction obtained
identify and use the IUPAC nomenclature for describing straight-‐chained alkanes and alkenes from C1 to C8
compare and contrast the properties of alkanes and alkenes C1 to C8 and use the term ‘homologous series’ to describe a series with the same functional group
explain the relationship between the melting point, boiling point and volatility of the above hydrocarbons, and their non-‐polar nature and intermolecular forces (dispersion forces)
Chapter 16 Carbon and carbon compounds pp.293-‐312
9.2.A Syllabus Dot-‐Points
Ethene – sources
identify the industrial source of ethylene from the cracking of some of the fractions from the refining of petroleum
Ethene – properties uses and reactions
construct word and balanced formulae equations of chemical reactions as they are encountered
identify that ethylene, because of the high reactivity of its double bond, is readily transformed into many useful products
identify data, plan and perform a first-‐hand investigation to compare the reactivities of appropriate alkenes with the corresponding alkanes in bromine water
identify that ethylene serves as a monomer from which polymers are made analyse information from secondary sources such as computer simulations, molecular model
kits or multimedia resources to model the polymerisation process
Polyethylene identify polyethylene as an addition polymer and explain the meaning of this term outline the steps in the production of polyethylene as an example of a commercially and
industrially important polymer describe the uses of the polymers made from the above monomers in terms of their properties
PVC • identify the following as commercially significant monomers: -‐ vinyl chloride by both their systematic and common names
describe the uses of the polymers made from the above monomers in terms of their properties
Polystyrene • identify the following as commercially significant monomers: -‐ styrene by both their systematic and common names
describe the uses of the polymers made from the above monomers in terms of their properties
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9.2.A Resources
Websites Jacaranda Chemistry 2 Twig-‐World Video
Quarkology 9.2.A – Synthetic Polymers http://www.quarkology.com/12-‐chemistry/92-‐production-‐materials/92A-‐synthetic-‐polymers.html
Chapter Reference Chapter 1 Ethylene and addition polymers, pp.2-‐27
Fractional Distillation http://australia.twig-‐world.com/films/fractional-‐distillation-‐1371/
Monomers http://australia.twig-‐world.com/films/glossary/monomer-‐425/
Polymers http://australia.twig-‐world.com/films/glossary/polymer-‐549/
Plastics http://australia.twig-‐world.com/films/plastics-‐and-‐polymers-‐1372/
9.2.A Student Activities Completed
Textbook 1.1 Questions 1 -‐ 15, pp.16-‐17
Textbook 1.2 Questions 1 -‐ 10, pp.25-‐26
Textbook 1.1 Practical Activities -‐ Reactivity of Alkanes and Alkenes, p.27
Textbook 1.2 Practical Activities – Modelling Addition Polymerisation, p.27
Tutorial 9.2.A – Synthetic Polymers
HSC MC Questions 9.2.A – Synthetic Polymers
HSC ER Questions 9.2.A – Synthetic Polymers
Assignment 9.2.A – Synthetic Polymers
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9.2.A Synthetic Polymers Notes
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Study Guide -‐ 9.2.B Biological Polymers
9.2.B Conceptual Outline
Fossil fuels are non-‐renewable resources, available in fixed amounts. Human activity has the potential to completely exhaust reserves of fossil fuel resources. Biomass, organic matter produced by photosynthesis in plants, is a renewable resource. Biomass consists mostly of cellulose and can be used and then formed again from its products by the input of solar energy during photosynthesis. If the matter involved is recycled, biomass could be a source of raw materials for as long as the sun supplies solar energy.
Petrochemicals are chemicals made from compounds in petroleum or natural gas. Currently Australia has petroleum reserves that will last about ten years and natural gas reserves that will last about one hundred years. Fossil fuels have taken hundreds of millions of years to accumulate. Over 95% of fossil fuel is burnt as a source of energy and once burnt, fossil fuels are no longer available. Less than 5% of fossil fuel is used to make plastics and only a small percentage of that plastic is recycled. If energy and material needs are to be met in the future, alternative sources will be needed as fossil fuel sources are used up.
In this topic students:
Identify and describe examples of condensation reactions, Describe the structure, formation and properties of cellulose, Assess potential of cellulose as a replacement for compounds currently obtained from petrochemicals, and Describe the production, properties and use of a named biolpolymer.
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9.2.B Assumed Knowledge
Concept Preliminary Dot-‐Points Jacaranda Chemistry 1
Role of photosynthesis in transforming light energy to chemical energy
Outline the role of the production of high energy carbohydrates from carbon dioxide as the important step in the stabilisation of the sun’s energy in a form that can be used by animals as well as plants
Chapter 15 Photosynthesis and Fuels pp.280-‐292
9.2.B Syllabus Dot-‐Points
Condensation polymers
explain what is meant by a condensation polymer describe the reaction involved when a condensation polymer is formed
Cellulose describe the structure of cellulose and identify it as an example of a condensation polymer found as a major component of biomass
The need for alternatives to fossil fuels
discuss the need for alternative sources of the compounds presently obtained from the petrochemical industry
identify that cellulose contains the basic carbon-‐chain structures needed to build petrochemicals and discuss its potential as a raw material
Biopolymers (eg. Biopol)
use available evidence to gather and present data from secondary sources and analyse progress in the recent development and use of a named biopolymer. This analysis should name the specific enzyme(s) used or organism used to synthesise the material and an evaluation of the use or potential use of the polymer produced related to its properties
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9.2.B Resources
Websites Jacaranda Chemistry 2 Twig-‐World Video
Quarkology 9.2.B – Biological Polymers http://www.quarkology.com/12-‐chemistry/92-‐production-‐materials/92B-‐biological-‐polymers.html
Chapter Reference Chapter 2 Condensation polymers and Biomass pp.30-‐42
Cellulose http://australia.twig-‐world.com/films/glossary/cellulose-‐649/
Nylon http://australia.twig-‐world.com/films/invention-‐of-‐nylon-‐1377/
9.2.B Student Activities Completed
Textbook Questions 2.1 Questions 1-‐5, p.33
Textbook 2.2 Questions 1-‐9, pp.39-‐40
Textbook 2.1 Data Analysis, pp.41-‐42
Tutorial 9.2.B – Biological Polymers
HSC MC Questions 9.2.B – Biological Polymers
HSC ER Questions 9.2.B – Biological Polymers
Assignment 9.2.B – Biological Polymers
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9.2.B – Biological Polymers Notes
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Study Guide -‐ 9.2.C Ethanol
9.2.C Conceptual Outline
Humans discovered ethanol not long after they figured out how to put fire to good use. Today, ethanol has many uses: we drink it; dissolve solutes in it, use it in food, industry and other manufacturing; and blend it with petrol to make a sustainable and renewable transport fuel.
Ethanol belongs to the homologous series of alkanols, each with a hydroxyl (-‐OH) functional group. It can be made by fermenting the sugars found in plants using yeasts (fungi) and bacteria. Ethanol can be used as a fuel for vehicles in its pure form as a replacement for petrol, but it is usually blended with petrol so as to improve vehicle emissions and make motor fuel more sustainable.
In this topic students:
Describe the properties of ethanol and relate them to its use, Describe and write equations for the dehydration, fermentation and combustion of ethanol, and Assess the potential of ethanol as an alternative to petrol.
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9.2.C Assumed Knowledge
Concept Preliminary Dot-‐Points Jacaranda Chemistry 1
Intermolecular bonding
describe hydrogen bonding between molecules describe the attractive forces between polar molecules
as dipole-‐dipole forces describe dispersion forces between molecules
Chapter 12.1 Intermolecular forces and polarity of molecules pp.216-‐226
Solvent behaviour analyse the relationship between the solubility of substances in water and the polar nature of the water molecule
Chapter 12.2 Interactions with water pp.227-‐232
Specific heat capacity explain what is meant by the specific heat capacity of a substance
explain and use the equation
�
ΔH = −mCΔT
Chapter 14 Water and energy pp.262-‐275
9.2.C Syllabus Dot-‐Points
Alkanols identify the IUPAC nomenclature for straight-‐chained alkanols from C1 to C8
Reactions of ethanol
describe the dehydration of ethanol to ethylene and identify the need for a catalyst in this process and the catalyst used
describe the addition of water to ethylene resulting in the production of ethanol and identify the need for a catalyst in this process and the catalyst used
• process information from secondary sources such as molecular model kits, digital technologies or computer simulations to model: -‐ the addition of water to ethylene
the dehydration of ethanol
Ethanol as a solvent
describe and account for the many uses of ethanol as a solvent for polar and non-‐polar substances
Fermentation describe conditions under which fermentation of sugars is promoted summarise the chemistry of the fermentation process process information from secondary sources to summarise the processes involved in the
industrial production of ethanol from sugar cane solve problems, plan and perform a first-‐hand investigation to carry out the fermentation of
glucose and monitor mass changes present information from secondary sources by writing a balanced equation for the
fermentation of glucose to ethanol
Molar heat of combustion of a fuel
define the molar heat of combustion of a compound and calculate the value for ethanol from first-‐hand data
identify data sources, choose resources and perform a first-‐hand investigation to determine and compare heats of combustion of at least three liquid alkanols per gram and per mole
Ethanol as a fuel
outline the use of ethanol as a fuel and explain why it can be called a renewable resource assess the potential of ethanol as an alternative fuel and discuss the advantages and
disadvantages of its use process information from secondary sources to summarise the use of ethanol as an alternative
car fuel, evaluating the success of current usage
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9.2.C Resources
Websites Jacaranda Chemistry 2 Twig-‐World Video
Quarkology 9.2.C -‐ Ethanol http://www.quarkology.com/12-‐chemistry/92-‐production-‐materials/92C-‐ethanol.html
Chapter Reference Chapter 3 Ethanol and Biofuels pp.44-‐62
Alcohols http://australia.twig-‐world.com/films/glossary/alcohol-‐399/
Fermentation http://australia.twig-‐world.com/films/fermentation-‐1382/
Combustion http://australia.twig-‐world.com/films/glossary/combustion-‐410/
Biofuels http://australia.twig-‐world.com/films/biofuels-‐1327/
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9.2.C Student Activities Completed
Textbook 3.1 Questions 1-‐10, p.50
Textbook 3.2 Questions 1-‐7, p.56
Textbook 3.1 Practical Activities – Modelling Reactions Involving Ethanol, p.57
Textbook 3.2 Practical Activities – Fermentation, p.58
Textbook 3.3 Practical Activities – Heats of Combustion of Alkanols, pp.59-‐60
Textbook 3.4 Data Analysis – Industrial Preparation of Ethanol from Sugar Cane, p.61
Textbook 3.5 Data Analysis – Ethanol as an Alternative Fuel, p.62
Tutorial 9.2.C -‐ Ethanol
HSC MC Questions 9.2.C -‐ Ethanol
HSC ER Questions 9.2.C -‐ Ethanol
Practical 9.2.C.1 -‐ Fermentation
Practical 9.2.C.2 – Heat of Combustion of Alkanols
Assignment 9.2.C -‐ Ethanol
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9.2.C – Ethanol Notes
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Study Guide -‐ 9.2.D Electrochemistry
9.2.D Conceptual Outline
The term oxidation was originally used to describe reactions in which an element combines with oxygen. After electrons were discovered, chemists extended the definition of oxidation to involve the transfer of electrons from one atom to another. Because electrons cannot be created or destroyed, the species losing electrons is said to be oxidised while the species gaining electrons is said to be reduced.
If the electrons from an oxidation reaction can be made to flow around a circuit to the site of reduction, we have a galvanic cell or battery. These cells convert chemical energy to electrical energy and rely on oxidation-‐reduction reactions.
In this unit you will learn to:
Recognise oxidation-‐reduction reactions Assigning oxidation states to species to determine if oxidation or reduction has occurred Use metal displacement reactions to put metals into an order or activity Describe and construct galvanic cells and calculate their theoretical cell potentials Compare different types of galvanic cells
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9.2.D Assumed Knowledge
Concept Preliminary Dot-‐Points Jacaranda Chemistry 1
Oxidation-‐reduction Identify the reaction of metals with acids as requiring the transfer of electrons
Chapter 7.1 Metals and their reactivity pp.128-‐131
9.2.D Syllabus Dot-‐Points
Metal displacement reactions
explain the displacement of metals from solution in terms of transfer of electrons identify the relationship between displacement of metal ions in solution by other metals to the
relative activity of metals
Oxidation states
account for changes in the oxidation state of species in terms of their loss or gain of electrons
Galvanic cells
describe and explain galvanic cells in terms of oxidation/reduction reactions outline the construction of galvanic cells and trace the direction of electron flow define the terms anode, cathode, electrode and electrolyte to describe galvanic cells perform a first-‐hand investigation to identify the conditions under which a galvanic cell is
produced perform a first-‐hand investigation and gather first-‐hand information to measure the difference
in potential of different combinations of metals in an electrolyte solution solve problems and analyse information to calculate the potential requirement of named
electrochemical processes using tables of standard potentials and half-‐equations
Comparison of galvanic cells
• gather and present information on the structure and chemistry of a dry cell or lead-‐acid cell and evaluate it in comparison to one of the following: - button cell - fuel cell - vanadium redox cell - lithium cell - liquid junction photovoltaic device (eg the Gratzel cell) in terms of: - chemistry - cost and practicality - impact on society - environmental impact
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9.2.D Resources
Websites Jacaranda Chemistry 2 Twig-‐World Video
Quarkology 9.2.D -‐ Electrochemistry http://www.quarkology.com/12-‐chemistry/92-‐production-‐materials/92D-‐electrochemistry.html
Chapter Reference Chapter 4 Electrochemistry and batteries, pp.63-‐91
Redox Reaction http://australia.twig-‐world.com/films/glossary/redox-‐reaction-‐775/
Oxidation http://australia.twig-‐world.com/films/glossary/oxidation-‐750/
Reduction http://australia.twig-‐world.com/films/glossary/reduction-‐552/
Eco-‐Transport http://australia.twig-‐world.com/films/eco-‐transport-‐1341/
9.2.D Student Activities Completed
Textbook 4.1 Questions 1 -‐ 8, pp. 71-‐72
Textbook 4.2 Questions 1 -‐ 10, p. 86
Textbook 4.1 Practical Activities – Galvanic Cells, p.27
Textbook 4.2 Data Analysis – Comparing Batteries, pp.91-‐92
Tutorial 9.2.D -‐ Electrochemistry
HSC MC Questions 9.2.D -‐ Electrochemistry
HSC ER Questions 9.2.D -‐ Electrochemistry
Assignment 9.2.D -‐ Electrochemistry
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9.2.D – Electrochemistry Notes
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Study Guide -‐ 9.2.E Nuclear Chemistry
9.2.E Conceptual Outline
Radioactive materials that release alpha, beta or gamma radiation have a range of uses in both industry and medicine. They are used as diagnostic tools in both industry and medicine and are used in the treatment of diseases such as cancer in medicine. Radioisotopes have an unstable nucleus and release energy by ejecting particles or electromagnetic radiation from the nucleus. They are made in nuclear reactors where radioactive decay processes are artificially induced by bombarding nuclei with neutrons. Some radioisotopes can be made by smashing the nuclei of atoms together in particle accelerators through a process known as nuclear fusion. Many artifically synthesised elements called transuranic elements have been made in this way in particle accelerators.
In this unit you will learn to:
Describe the structure of the nucleus using atomic notation Distinguish isotopes of an element and represent them using atomic notation Explain what makes a nucleus unstable Describe the processes of alpha, beta and gamma decay using chemical equations Describe the properties of alpha, beta and gamma radiation Outline ways to detect radiation Describe how transuranic elements are produced Describe some uses of radioisotopes in industry and medicine
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9.2.E Assumed Knowledge
Concept Preliminary Dot-‐Points Jacaranda Chemistry 1
Atomic structure Describe atoms in terms of mass number and atomic number
Chapter 2.1 Classifying elements pp.40-‐45
9.2.E Syllabus Dot-‐Points
Radioactive decay (fission) and nuclear stability
distinguish between stable and radioactive isotopes and describe the conditions under which a nucleus is unstable
identify instruments and processes that can be used to detect radiation
Radioisotope production
describe how commercial radioisotopes are produced
Transuranic elements
describe how transuranic elements are produced process information from secondary sources to describe recent discoveries of elements
Industrial uses of radioisotopes
• identify one use of a named radioisotope: -‐ in industry
describe the way in which the above named industrial and medical radioisotopes are used and explain their use in terms of their properties
use available evidence to analyse benefits and problems associated with the use of radioactive isotopes in identified industries and medicine
Medical uses of radioisotopes
identify one use of a named radioisotope: -‐ in medicine
describe the way in which the above named industrial and medical radioisotopes are used and explain their use in terms of their properties
use available evidence to analyse benefits and problems associated with the use of radioactive isotopes in identified industries and medicine
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9.2.E Resources
Websites Jacaranda Chemistry 2 Twig-‐World Video
Quarkology 9.2.E – Nuclear Chemistry http://www.quarkology.com/12-‐chemistry/92-‐production-‐materials/92E-‐nuclear-‐chemistry.html
Chapter Reference Chapter 5 Nuclear chemistry and radioisotopes, pp. 93-‐106
Isotopes http://australia.twig-‐world.com/films/glossary/isotope-‐520/
Radioactive Substances http://australia.twig-‐world.com/films/radioactive-‐substances-‐1532/
Reducing Radiation Risk http://australia.twig-‐world.com/films/reducing-‐radiation-‐risk-‐1534/
Radioactive Half-‐Life http://australia.twig-‐world.com/films/radioactive-‐half-‐life-‐1533/
Nuclear Fission http://australia.twig-‐world.com/films/nuclear-‐fission-‐1564/
X-‐rays and Gamma Rays in Medicine http://australia.twig-‐world.com/films/nuclear-‐fission-‐1564/
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9.2.E Student Activities Completed
Textbook 5.1 Questions 1 -‐ 8, p. 99
Textbook 5.2 Questions 1 -‐ 8, pp. 104-‐105
Textbook 5.1 Data Analysis – Radioisotopes, pp.91-‐92
Tutorial 9.2.E – Nuclear Chemistry
HSC MC Questions 9.2.E – Nuclear Chemistry
HSC ER Questions 9.2.E – Nuclear Chemistry
Assignment 9.2.E – Nuclear Chemistry
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9.2.E – Nuclear Chemistry Notes
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