Download Course Aims and Structure

SCOTTISH QUALIFICATIONS AUTHORITY – MAY 2012 CURRICULUM EVENTS – COURSE AIMS AND STRUCTURE
SUBJECT:
CHEMISTRY
PURPOSE:
The purpose of the Course is to develop learners’ curiosity, interest and enthusiasm for chemistry in a range of contexts. Th e key skills of scientific inquiry and investigation are
integrated and developed throughout the Course. The relevance of chemistry is highlighted by the study of the applications of chemistry in everyday contexts. This will enable learners to become
scientifically literate citizens, able to review the science -based claims they will meet.
National 3
National 4
National 5
Higher
COURSE AIMS
The aims of the Course are to enable learners to:
The main aims of this Course are to:
The aims of this Course are for learners to:
 develop basic knowledge and understanding of
chemistry
 develop an understanding of chemistry’s role in
scientific issues and relevant applications of
chemistry in society and the environment
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills in a
chemistry context
 develop the use of technology, equipment and
materials, safely, in practical scientific activities
 develop problem solving skills in a chemistry
context
 use scientific literacy in everyday contexts
 establish the foundation for more advanced
learning in chemistry
 develop and apply knowledge and understanding of
chemistry
 develop an understanding of chemistry’s role in
scientific issues and relevant applications of
chemistry in society and the environment
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills in a
chemistry context
 develop the use of technology, equipment and
materials, safely, in practical scientific activities
 develop problem solving skills in a chemistry
context
 use and understand scientific literacy, in everyday
contexts, to communicate ideas and issues
 develop the knowledge and skills for more
advanced learning in chemistry
 develop and apply knowledge and understanding of
chemistry
 develop an understanding of chemistry’s role in
scientific issues and relevant applications of
chemistry, including the impact these could make in
society and the environment
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills in a
chemistry context
 develop the use of technology, equipment and
materials, safely, in practical scientific activities
 develop planning skills
 develop problem solving skills in a chemistry context
 use and understand scientific literacy, in everyday
contexts, to communicate ideas and issues and to
make scientifically informed choices
 develop the knowledge and skills for more advanced
learning in chemistry
 develop skills of independent working
The main aims of this Course are for learners to:
 develop and apply knowledge and understanding
of chemistry
 develop an understanding of chemistry’s role in
scientific issues and relevant applications of
chemistry, including the impact these could make
in society and the environment
 develop scientific inquiry and investigative skills
 develop scientific analytical thinking skills,
including scientific evaluation, in a chemistry
context
 develop the use of technology, equipment and
materials, safely, in practical scientific activities,
including using risk assessments
 develop planning skills
 develop problem solving skills in a chemistry
context
 use and understand scientific literacy to
communicate ideas and issues and to make
scientifically informed choices
 develop the knowledge and skills for more
advanced learning in chemistry
 develop skills of independent working
STRUCTURE, ASSESSMENT AND HIERARCHIES
Course Structure:
3 Units as follows:
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
Chemical Changes and Structure
Nature’s Chemistry
Chemistry in Society
Course Structure:
3 Units and Added Value Unit as follows:



Chemical Changes and Structure
Nature’s Chemistry
Chemistry in Society
Course Structure:
3 Units and Course Assessment as follows:



Chemical Changes and Structure
Nature’s Chemistry
Chemistry in Society
Course Structure:
4 Units and Course Assessment as follows:




Chemical Changes and Structure
Nature’s Chemistry
Chemistry in Society
Researching Chemistry
National 3
Unit Outcomes
National 4
National 5
Higher
and Added Value Unit:
Chemistry Assignment
and Course Assessment:
Question Paper and Assignment
and Course Assessment:
Question Paper and Assignment
Unit Outcomes
Unit Outcomes
Unit Outcomes
1) Apply skills of scientific inquiry and draw on
knowledge and understanding of the key areas of
the Units to carry out an experiment/practical
investigation
1) Apply skills of scientific inquiry and draw on
knowledge and understanding of the key areas of
the Units to carry out an experiment/practical
investigation
1) Apply skills of scientific inquiry and draw on
knowledge and understanding of the key areas of
the Units to carry out an experiment/practical
investigation
1) Apply skills of scientific inquiry and draw on
knowledge and understanding of the key areas of
the Units to carry out an experiment/practical
investigation
2) Draw on knowledge and understanding of the key
areas of the Units and apply scientific skills
2) Draw on knowledge and understanding of the key
areas of the Units and apply scientific skills
2) Draw on knowledge and understanding of the key
areas of the Units and apply scientific skills
2) Draw on knowledge and understanding of the key
areas of the Units and apply scientific skills
Transfer of evidence: Outcome 1 in one Unit may be
Transfer of evidence: Outcome 1 in one Unit may be
Transfer of evidence: Outcome 1 in one Unit may be
Transfer of evidence: Outcome 1 in one Unit may be
used as evidence of the achievement of Outcome 1 in the used as evidence of the achievement of Outcome 1 in the used as evidence of the achievement of Outcome 1 in the used as evidence of the achievement of Outcome 1 in the
other Units of this Course.
other Units of this Course.
other Units of this Course.
other Units of this Course.
Key areas
Chemical changes and Structure
rates of reaction — indicators of chemical reactions
chemical structure — elements, compounds and
mixtures; chemical and physical properties of elements
related to position in the periodic table; two-element
compounds; chemical formulae (including prefixes) of
two-element compounds
acids and bases — concentrated vs dilute; pH scale and
indicators; environmental impact of non-metal oxides;
neutralisation reactions including naming of salts; uses
of common neutralisation reactions
Key areas
Chemical changes and Structure
rates of reaction — following the rate of a reaction
atomic structure and bonding related to properties of
materials — basic atomic structure including electron
arrangement; covalent bonding as electron sharing and
ionic bonding of electron transfer; physical properties of
substances linked to bonding, chemical formulae of two
element compounds; symbol equations from word
equations
energy changes of chemical reactions — recognising
and uses of exothermic and endothermic reactions
acids and bases — the effect of soluble oxides on the pH
of water; soluble oxides and their environmental impact
of non-metal oxide; uses of acids in food and drink and
their impact on health; selection of chemicals for salt
formation
Key areas
Chemical Changes and Structure
rates of reaction — average rate of reaction calculated
from graph to show change in rate as reaction
progresses
atomic structure and bonding related to properties of
materials — nuclide notation. isotopes and relative
atomic mass, ions and ionic bonding covalent molecular,
covalent network and ionic lattices; physical properties
of chemicals explained through bond; chemical and ionic
formulae including group ions formulae and reaction
quantities — balanced equations; gram formula mass,
the mole, calculations relating mass, volume of
solutions, concentration and moles
acids and bases — dissociation of water into hydrogen
and hydroxide ions; pH is related to the concentration of
hydrogen and hydroxide ions in pure water, acids and
alkalis; neutralisation titration
Key areas
Chemical Changes and Structure
Controlling the rate — collision theory, reaction
profiles, potential energy diagrams, activation energy,
activated complex and enthalpy changes. Catalysts,
reaction pathway, activation energy. Energy distribution
diagrams showing effect of temperature changes on
successful collisions. The effect of temperature on the
reaction rate in terms of kinetic energy of particles.
Periodicity — bonding and structure in first 20
elements, periodic trends and underlying patterns and
principles, covalent radius, electro-negativity and trends
in groups and periods.
Structure and bonding — bonding continuum, polar
covalent bonds, intermolecular and intramolecular
forces and their role in determining a material's physical
properties.
Nature’s Chemistry
fuels and energy: environmental impact of using
different energy sources
everyday consumer products: essential oils from plants
— uses and identification, plants for food, oils and
carbohydrates from plants, nutrients in plants
plants to products: plants used to make everyday
consumer products
Nature’s Chemistry
fuels — formation and extraction processes for crude
oil; the use of fuels and their environmental impact on
the carbon cycle, and alternative energy sources
including biomass
hydrocarbons — fractional distillation and cracking,
straight chained alkanes (C1–C8), alkenes (C2–C8), their
physical, chemical properties, general formulae,
structural formulae and uses; unsaturated and saturated
hydrocarbons
Nature’s Chemistry
homologous series — the study of cycloalkanes and
branched chain alkanes and alkenes to include their
physical, chemical properties, general formulae,
systematic names, structural formulae, uses, and
isomers
everyday consumer products — uses of alcohols and
carboxylic acids: to include their physical, chemical
properties; for straight chain alcohols and carboxylic
acids (C1–C8) general formulae, systematic naming,
Nature’s Chemistry
Esters, fats and oils — esters naming, structural
formulae and uses. Fats and oils, esters condensation
reactions. Saturated and unsaturated fats and oils.
Melting points of oils and fats, through intermolecular
bonding.
Proteins — enzymes, amino acids, dietary proteins,
condensation reaction to make proteins and amide
link/peptide link. Digestion, enzyme hydrolysis.
Chemistry of cooking — flavours in foods. Influence of
National 3
Chemistry in Society
properties of materials — testing the properties of
materials and investigating their uses
chemical analysis — environmental testing
National 4
everyday consumer products — alcoholic drinks:
sources and production, units in drinks and health
issues, analysis of carbohydrates, Benedict’s and iodine
solutions; solubility of carbohydrates; competing
demands for carbohydrates as food or fuel
plants to products — practical-based activity on
products derived from plants which have enhanced
everyday life
National 5
structural formulae; manufacture of esters as a use of
alcohols and carboxylic acids; uses of esters
energy from fuels — energy calculations involving Eh =
cm∆t (not per mole) calculations based on balanced
equations
Chemistry in Society
Chemistry in Society
metals — metallic bonding and resulting electrical
conductivity; balanced ionic equations for reactions of
metals, extraction of metals and reduction reactions;
electrochemical cells including a non-metal electrode;
reactions of metals — electrons flow, redox reaction,
oxidation, reduction, fuel cells and rechargeable
batteries
properties of plastics — addition and condensation
polymerisation including polythene and polyesters;
representation of the structure of monomers and
polymers, natural polymers
fertilisers — the Haber process, commercial production
of nitrate fertilisers, percentage mass compositions of
fertilisers
nuclear chemistry — radiation process, alpha, beta and
gamma radiation; specific properties mass, charge and
ability to penetrate different materials; nuclear
equations; uses of radioactive isotopes; half-life; use of
isotopes to date materials
chemical analysis — techniques for monitoring the
metals and alloys — reactivity series, reactions of metals,
corrosion, physical and chemical protection of metals,
electrochemical series and electrochemical cells, voltage
and electroplating, extraction of metals displacement
reactions, composition, uses and physical properties of
alloys
materials — polymers, monomers, name of polymers,
thermosoftening and thermosetting plastics, properties,
uses and combustion of plastics, biodegradable plastics;
advantages and disadvantages of natural versus
synthetic polymers, ceramic materials properties and
uses; development of new materials unique properties;
reuse and recycle materials
fertilisers — plant nutrients and elements, natural and
synthetic fertiliser
nuclear chemistry — formation of elements and
background radiation
chemical analysis — qualitative analysis of the
environment including pH, and flame testing
Higher
functional groups on solubility, boiling points and
volatility. Aldehydes and ketones. Uses, carbonyl
functional group, structural and molecular formulae.
Oxidation. Effect of heat on proteins, denature of
proteins.
Oxidation of food, alcohols, hydrogen bonding. Diol,
triols, primary, secondary and tertiary oxidation
reactions. Carboxylic acids — reactions, including
reduction and reactions with bases. Oxidation of edible
oils. Antioxidants. Ion-electron equations for the
oxidation.
Soaps, detergents and emulsions. Hydrolysis of esters.
Structure of soap ions including covalent tail
(hydrophobic), and an ionic head (hydrophilic).
Cleansing action of soaps. Production, action and use of
detergents. Emulsion and emulsifiers and their
formation and use in food.
Fragrances — essential oils from plants: properties, uses
and products. Terpenes — functional group, structure
and use. Oxidation of terpenes within plants.
Skin care — ultraviolet radiation (UV) in sunlight.
Sunburn. Sun-block. Formation of free radicals in UV
light. Structure, reactivity and reactions of free radicals.
Free radical scavengers in cosmetic products, food
products and plastics. Reaction of free radical
scavengers with free radicals to prevent chain reactions.
Chemistry in Society
Getting the most from reactants — calculate quantities
of reagents and products, and excess, % yield and atom
economy, factors influencing the design of industrial
process including cost availability of reactants and the
environmental issues
Equilibria — reversible reactions, dynamic equilibrium,
altering equilibrium position, effect of catalyst on
equilibrium and the most favourable reaction conditions
Chemical energy — enthalpy, Hess’s law, and bond
enthalpies
Oxidising and reducing agents — elements, molecules
and group ions as oxidising and reducing agents,
electrochemical series as reduction reactions, ion
electron redox equations, uses of strong oxidising agent
Chemical analysis — chromatography and volumetric
titrations
National 3
In a hierarchy
National 4
National 5
environment and methods for reducing pollution and
titration with calculations
In a hierarchy
In a hierarchy
Higher
In a hierarchy
Researching Chemistry
Aim of this Unit is to develop skills relevant to
undertaking research in Chemistry. No specified content
in this Unit and the topic chosen by the learner will
determine the key area to be developed.
The Unit has 3 Outcomes as follows:
1) Apply skills of scientific inquiry and draw on
knowledge and understanding to research the
underlying chemistry
2) Apply skills of scientific inquiry to investigate,
through experimentation, the underlying
chemistry
3) Draw on knowledge, understanding and skills to
prepare a scientific communication for the
practical investigation
SKILLS, KNOWLEDGE AND UNDERSTANDING
 using, with guidance, chemistry knowledge and
understanding
 solving simple problems and making decisions
 planning and safely carrying out
experiments/practical investigations
 using, with guidance, information handling skills,
including collecting, presenting and processing
information
 making basic generalisations from
evidence/information
 drawing valid conclusions from
evidence/information
 communicating findings/information
 demonstrating knowledge and understanding by
making statements, describing information,
providing explanations
 applying knowledge of chemistry to familiar
situations, interpreting information and solving
problems
 planning experiments to illustrate a particular
effect, applying safety measures
 carrying out straightforward experimental
procedures, safely, recording general observations
and collecting data
 applying information handling skills including
selecting, presenting and processing information
 making generalisations based on
evidence/information
 drawing valid conclusions and giving explanations
supported by evidence
 suggesting improvements to experiments/
investigations
 communicating findings/information
 demonstrating knowledge and understanding of
chemistry by making statements, describing
information, providing explanations and integrating
knowledge
 applying knowledge of chemistry to new situations,
interpreting information and solving problems
 planning and designing experiments/investigations
to test given hypotheses or to illustrate particular
effects
 carrying out experimental procedures safely,
recording observations and collecting data
 selecting and presenting information appropriately
in a variety of forms
 processing information (using calculations and units,
where appropriate)
 making predictions and generalisations based on
evidence/information
 drawing valid conclusions and giving explanations
supported by evidence/justification
 identifying a source of error and suggesting
improvements to experiments/ investigations
 communicating findings/information
 demonstrating knowledge and understanding of
chemistry by making statements, describing
information, providing explanations and
integrating knowledge
 applying knowledge of chemistry to new situations,
interpreting information and solving problems
 planning or designing experiments
 safely carrying out experiments, recording detailed
observations and collecting data
 selecting and presenting information appropriately
in a variety of forms
 processing information (using calculations,
significant figures and units, where appropriate)
 making predictions and generalisations from
evidence/information
 drawing valid conclusions and giving explanations
supported by evidence/justification
 evaluating experimental procedures by identifying
sources of error and suggesting improvements
 communicating findings/information