Year+10+Chemistry+student+resources

=__**Year 10 Chemistry**__=

__**Suggested science links**__
- If you're ever wanting more info about our chemistry lessons you can probably see it all again here (only maybe better, and on streaming video!)

Khan academy http://www.khanacademy.org/#chemistry

- Journals

New Scientist - good for a weekly digest of accessible science http://www.newscientist.com

Nature - very well respected science journal http://www.nature.com/nature/index.html

Science - very well respected science journal http://www.sciencemag.org/content/current

New England Journal of Medicine - keep eye out for the 'fun' Xmas editions... http://www.nejm.org/

Journal of General Virology - well, I like it... http://vir.sgmjournals.org/

Journal of Chemistry Education http://jchemed.chem.wisc.edu/

__** Course descriptor, Year 10, 1 semester courses in science, 2011 **__
Chemistry involves developing an understanding of the world in terms of atoms, compounds and elements, sub-atomic particles, chemical reactions and energy.
 * Year 10 Chemistry (generally): **

Students will consider the action of catalysts and enzymes in controlling reaction rates and direction and apply that knowledge to contemporary issues such as Carbon Dioxide sequestration from coal fired power plants, plastics production and disposal/recycling, natural polymers such as protein and carbohydrates, photosynthesis/respiration and oxidation, and pressure temperature relationships of gases.

The main object of the year 10 chemistry course is to: - Bridge skills and knowledge between year 9 general science and chemistry VCE Unit 1 (and to an extent Unit 2)

- Develop general interest in science

- Cater particularly for the students that have selected yr 10 chemistry subject, and have successfully competed for a place in the subject (notably, the more interested and capable students with good study habits and performance)

- Develop specific skills in science: o Following safe and effective lab practises to obtain scientific results o To record and report on scientific lab experiments o To understand and successfully demonstrate knowledge and skills in the following topics: § Atoms, atomic theory, development of ideas from Democritus to Chadwick, subatomic structure and particles, means of collecting evidence for this, elements, notation of chemical symbols, atomic mass, atomic number, periodic table and trends within the table § Electronic configuration, ions, properties of matter, metals, non-metals, noble gasses, Lewis and other diagrams § Bonding, metallic, ionic, covalent, properties of alloys, salts, molecules, intraatomic and interatomic forces § The first 20 elements, common ions, polyatomic ions, ionic formulae writing, balancing § Balancing common reactions, inc. acid + base, metal + acid, hydrocarbon + O2, acid + carbonate, metal + O2  § Polymers and hydrocarbons § Alloys, solder, steel, brass, bronze

Assessment tasks:

AT1 Quality and quantity of experimental reports

AT2 Performance in end of semester summative exam

AT3 Quality and quantity of written reports

AT4 Intra-semester tests and mini-tests

AT5 Maintenance of complete, organised and informative workbook

AT6 Completion of worksheets, homework, revision

AL1 Behaviour

AL2 Classwork

AL3 Homework

__**Assessment Task 1: Nuclear Power**__
Links to resources http://energyfromthorium.com/

Of topical interest http://en.wikipedia.org/wiki/Fukushima_I_Nuclear_Power_Plant

http://www.youtube.com/watch?v=kjx-JlwYtyE&feature=watch_response

http://nucleargreen.blogspot.com/

Elements and the periodic table

Internet assignment - Uranium power You may be aware of the nuclear power plant incident in Fukushima, Japan. Australia has a large percentage of the world’s uranium resources—27% to be exact. Although electricity is traditionally supplied (particularly in Australia) by burning coal, coal supplies will not last forever, and the technology exists to generate power from uranium. Of course, there are objections. But in this assignment you will study how power can be generated from uranium and how Australia is well situated to do this. Use the search terms “Australian uranium” in your search engine to find information about Australia’s uranium mining. A good starting point is Australia’s Uranium Information Centre at [] 1. What series of events happened in Japan to cause a nuclear situation? 2. How does the Fukushima reactor plant work to make power? 3. When was it built? 4. What safety mechanisms are there to prevent ‘melt down’? 5. What is ‘melt down’? 6. What isotopes are used in the Fukushima reactors? 7. Where did the Hydrogen come from that caused two explosions over the weekend? 8. What particles are released from the fuel rods that keep the chain reaction going, and why do you need control rods and moderators to keep it going? 9. Why are they distributing Iodine tablets nearby? 10. Why do they talk about ‘half-life’ of radioactive decay, and what implication does this have for spread of radioactive and hazardous materials?

** 1 ** Where are Australia’s supplies of uranium? Draw a map of Australia showing the main mines. ** 2 ** Write a summary of the process of uranium fission, and how energy is obtained from uranium. Include a diagram. ** 3 ** How is the heat from the reaction used to generate electricity? ** 4 ** What percentage of world electricity is generated by nuclear reactors? ** 5 ** How many reactors (worldwide) are there? ** 6 ** Are there any restrictions about which countries uranium is sold to? If so, why? ** 7 ** Power is not the only use of nuclear energy. Find three other important uses of radioisotopes (excluding military weapons). In what way does weapon-grade uranium differ from nuclear-reactor-grade uranium? ** 8 ** World demand for power is rapidly on the increase. In part this is due to our lifestyles, but it is also largely due to the rapid increase in world population. What is the current world population? What is it projected to be by 2025? ** 9 ** How much raw material is required to generate electricity by coal and by uranium? ** 10 ** How much CO2, SO2 and airborne solids are produced by a 1000 MWe coal-fired station? ** 11 ** What other nasty products are released? ** 12 ** Disposal of nuclear waste is one area of contention and a reason why many are opposed to the use of uranium for power. What three types of radiation can arise from radioactive isotopes? ** 13 ** The most dangerous product of a reactor—high-level waste—needs to be safely and effectively immobilised. How is this done? ** 14 ** What other renewable and non-renewable alternatives for power generation exist? ** 15 ** Your opinion: Consider the advantages and disadvantages of using uranium for power generation. Do you think Australia should be pursuing the use of uranium as a source of power for the future? Present your opinion as a paper or electronic poster, a play or a debate, or another method negotiated with your teacher.

Year 10 chemistry, Mr W. Black
 * __BALANCING CHEMICAL REACTIONS__**

'Balancing formulae'

1- Write out the common ions with brackets around the polyatomic ions 2- Check the charge on the common ions and write them in superscript next to the common ion 3- Do the 'crossover' trick, ignoring signs (+ or -) 4- If there is a common denominator, then divide by that (e.g., Ca2O2 = CaO)

'Balancing equations'

1- rewrite the whole equation (with balanced formulae) in your work book with spaces for numbers in front of each formula

2- count up the numbers of atoms of each different element in the REACTANTS on the left side of the arrow

3- count up the number of atoms of each different element in the PRODUCTS on the right side of the arrow

4- change the numbers in FRONT OF the formulae (not inside the formulae!) so that the number of atoms of each element in the REACTANTS equals the PRODUCTS

NOTE: you cannot change the wee numbers within a formula or polyatomic ion (e.g., NO3-, SO42-) but you can put brackets around the whole ion and multiply the whole lot (e.g., Al(NO3)3, which is totally different from Al2O3 and AlNO6)

Table 1 .1 Common cations and anions Charges on ions 1+ 2+ 3+ 3– 2– 1– H+ Hydrogen Mg2+ Magnesium Al3+ Aluminium N3– Nitride O2– Oxide F– Fluoride Na+ Sodium Ca2+ Calcium Cr3+ Chromium(III) P3– Phosphide S2– Sulfide Cl– Chloride K+ Potassium Ba2+ Barium Fe3+ Iron(III) PO43– Phosphate SO42– Sulfate Br– Bromide Ag+ Silver Zn2+ Zinc CO32– Carbonate I– Iodide Cu+ Copper(I) Cu2+ Copper(II) OH– Hydroxide NH4+ Ammonium Fe2+ Iron(II) NO3– Nitrate

http://www.mpcfaculty.net/mark_bishop/balancing_equations_tutorial.htm
 * __http://www.mpcfaculty.net/mark_bishop/balancing_equations_tutorial.htm__**
 * __http://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm__**