<p> Chemistry A correlation document for the Western Australian Chemistry Course and Chemistry: A Contextual Approach (second edition) Prepared by Donald Marshall </p><p>Teacher notes The following is a correlation document matching the Unit Content and the suggested Learning Contexts from the Western Australian Chemistry Course of Study Units 2A, 2B, 3A and 3B and Chemistry: A Contextual Approach second edition published by Heinemann.</p><p>The document is not a teaching program and it is anticipated that teachers will adapt the Unit Content and Contexts to suit their needs. The Chemistry Course documents 2A to 3B can be found at the Curriculum Council website at www.curriculum.wa.edu.au.</p><p>Sections highlighted in red are those content objectives and contexts that are not directly covered in the text</p><p>The applied Chemistry content objectives have been broken down and included in the relevant content section and italicised with the exception of the laboratory and investigation objectives which still appear at the end of the unit.</p><p>The chosen contexts from the text correspond as closely as possible to those listed below. Some of the contexts in the text may be referred to more than once depending on their relevance to different sections.</p><p>Sections of the eChemistry CD are referred to in the correlation document. These are the Interactive Tutorials (IT) and Extra Contexts (EC).</p><p>Chemistry 2A Unit learning contexts Within the broad area of chemistry in and around the home, teachers may choose one or more of the following contexts (this list is not exhaustive):  chemicals in the garden  kitchen chemistry  chemistry of cleaning  swimming pool chemistry  chemistry of building materials.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 1 Unit Content Text Ref Questions Labs Context eChemistry CD Macroscopic properties of matter  describe the characteristics of homogeneous and heterogeneous mixtures 4.1 p.287  distinguish between pure substances, homogeneous mixtures and heterogeneous mixtures.</p><p>Kinetic Theory  use the Kinetic Theory of Matter to explain 5.2 p.306 Ch Rev 5.1 p.313 . relationship between heat and temperature 5.2 . change of phase IT: Gas laws . vapour pressure and factors that affect vapour pressure . effect on gases of changes in pressure, temperature and volume Atmospheres . the characteristics of gases p.20  predict the effect on gases of changes in pressure, temperature and volume 5.4 p.310 5.2 p.314 (qualitative only) The air we  explain the boiling point of a liquid. breathe p.42</p><p>Solutions  identify, explain and give examples of saturated, unsaturated and supersaturated 4.1 p.286 p.294 4.1 p.289 solutions 6.2 p.331 p.332 6.1 p.333 EC: Crystals  apply solubility rules to predict if a precipitate will form when two dilute ionic Ch Rev 4.2 p.291 solutions are mixed 6.2, 6.3 4.3 p.292  use the colour of ions to identify reactants and the products in chemical processes  explain the effect of concentration on vapour pressure, melting point and boiling point of a solution  describe the characteristics and give examples of strong, weak and non- electrolytes 4.2 p.296  explain the differences between concentrated and dilute solutions of strong and weak electrolytes.</p><p>Applied Chemistry  describe and give examples of solutions and their uses in and around the home</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 2 Unit Content Text Ref Questions Labs Context eChemistry CD</p><p>Atomic structure and bonding Atomic structure and Periodic Table  compare the relative charge and relative masses of protons, neutrons and 1.1 p.209 The electrons beginnings of  identify elements using their atomic number (Z) chemistry p.2  explain isotopes using their atomic number (Z) and mass number (A) 1.2 p.211 p.213 IT:  use the energy level or shell model of electron structure to write the electron Where do the Introduction configurations for the first twenty elements (Na 2, 8, 1) 1.4 p.215 p.217 elements to elements  explain the relationship between position on the Periodic Table and number of come from valence electrons of elements in groups 1, 2 and 13–18 1.6 p.220 p.222 p.10 EC: Elements  explain the relationship between the number of valence electrons and chemical of life properties of elements in groups 1, 2 and 13–18 Ch. Rev.  explain the formation of positive and negative ions for elements in groups 1, 2 and 1.1–1.4, 13–18. 1.6 </p><p>Bonding  describe and explain the formation and characteristics of: . ionic bonds and ionic substances 2.1 p.226 p.229 . metallic bonds and metallic substances 2.2 p.229 p.232 . covalent bonds 2.4 p.244 p.246 2.2 p.245 IT: Bonding . covalent network and molecular substances 2.3 p.233 p.243  describe and explain the relationships between properties and structures of ionic, –236 EC: metallic, covalent network and covalent molecular substances p.240 Chemistry in  draw representations of molecular and ionic substances using electron dot (octet –242 Ch. Rev. archaeology only) or Lewis structure diagrams. 2.1–2.4, </p><p>Applied Chemistry  describe the relationships between properties and uses of ionic, metallic, covalent network and covalent molecular substances found in and around the home Metals by EC: design p.28 Chemistry and the home</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 3 Unit Content Text Ref Questions Labs Context eChemistry CD</p><p>Chemical reactions</p><p>Reactions, equations and stoichiometry IT: Balancing  write and interpret formulae of elements and compounds equations  write equations for simple chemical reactions using state symbols where 3.2 p.272 p.275 3.2 p.274 appropriate. (See the list of ions p.15 syllabus document)  explain conservation of mass, atoms and charge during a chemical reaction  use molar volume of gases at STP in calculations involving the evolution of gases IT: The mole  perform simple calculations: . molar mass . mole to mole . mass to mole . mass to mass 3.3 p.275 p.277 . mass to volume (gases at STP) 5.6 p.321 p.323 . volume to volume 5.7 p.323 p.324 . concentration calculations (mol L–1, g L–1) 4.2 p.296 Ch Rev  perform stoichiometric problems that interrelate mass, molar mass, number of 5.6, 5.7 moles of solute, and concentration and volume of solution. Ch. Rev  3.1-3.3   percentage composition 13.1 p.460 13.1 Ch Rev p459 13.1 Applied chemistry  explain concentration units used in household mixtures (g 100g–1, mL L–1, g mL–1, percentage composition) Consumer  write the chemical formulae for molecular compounds based on the number of chemistry p. atoms of each element present as inferred from the systematic names 52  write the molecular formulae of commonly encountered molecules that have non- systematic names Water quality  p.58</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 4 Unit Content Text Ref Questions Labs Context eChemistry CD</p><p>Energy effects and reaction rates</p><p>Energy effects 11.1 p.428  use the Law of Conservation of Energy to explain endothermic and exothermic p.424 Ch Rev. reactions 11.1  apply the concepts of system and surroundings to energy transfer  explain enthalpy (H) in terms of stored chemical energy  explain endothermic and exothermic reactions in terms of bond breaking and bond making  interpret and explain enthalpy diagrams and equations that include the heat lost or gained (ΔH).</p><p>Reaction rates  describe the rate of a reaction in terms of rate of change of a measurable quantity with time 15.1 p.523 15.1 15.4 p.514 p.516  identify and apply the factors affecting rates of reaction: Ch Rev . concentration 15.1 . catalysts . temperature . state of sub-division  apply the collision theory to explain the factors affecting rates of reaction  draw and interpret energy profile diagrams to show the transition state, activation energy, uncatalysed and catalysed pathways and the heat of reaction  explain the relationship between collision theory, kinetic energy distribution graphs and the rate of a reaction. Energy Applied chemistry sources  describe and explain common examples of endothermic and exothermic reactions p.122 or processes in and around the home e.g. combustion, hot packs, change of phase Energy from  describe and explain examples where rates of reaction have been altered in and food p. 133 around the home</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 5 Unit Content Text Ref Questions Labs Context eChemistry CD</p><p>Applied chemistry  investigate real world problems in a laboratory setting with appropriate teacher direction, considering: . sources of uncertainty in experimental measurements . selection of the appropriate units of measurement of quantities such as volume and time  investigate a biological, environmental or industrial process applicable to a chosen context e.g. chemicals in the garden, kitchen chemistry or chemistry of cleaning. Include: . a description of the chosen process . an explanation of relationships between the chosen process and chemical models and theories . where appropriate: o safe handling and disposal of any materials or specific chemicals involved in the process o discussion of sustainability of the process</p><p>Chemistry 2B Unit learning contexts Within the broad area of chemistry and the environment, teachers may choose one or more of the following contexts (this list is not exhaustive):  catchments, rivers and coastlines  sustainability and environmental monitoring  rocks, minerals and mining  chemistry in agriculture/horticulture  chemistry in archaeology.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 6 Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 7 Unit Content Text Ref Questions Labs Context eChemistry CD Chemical reactions Reactions, equations and stoichiometry  describe, write equations and predict observations for the following reaction 8.2 p368 p.370 8.1 p.369 types: Ch Rev . acid-base 8.2 . acid-carbonate . acid-metal . displacement  write equations that show only the species involved in the reaction 5.7 p. 323 p.324 13.2  perform calculations p.462 . mass to volume (STP) 13.2 p.460 . volume (STP) to moles p.465 13.3 . molecular formulae from empirical formula and molar mass Ch Rev p.465 . empirical formula calculations using percentage composition, mass 3.4 p.277 13.2 composition and combustion data . limiting reagent. p.280 3.3 p.279 Ch. Rev 3.4</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 8 Unit Content Text Ref Questions Labs Context eChemistry CD Acids and bases in aqueous solutions  describe, explain and apply an understanding of the Arrhenius and Brønsted- Ch 8 All Lowry models of acids and bases p.366 questions 8.2–8.6</p><p> describe and explain the difference between strong acids including HCl, H2SO4, 8.1–8.6 HNO3 and weak acids including CH3COOH and H3PO4  identify acids by: . indicator colour . pH scale value . reaction with: o metal carbonates and hydrogen carbonates o metals such as magnesium and iron o metal oxides Consumer chemistry o metal hydroxides p.52  describe and explain the difference between strong bases including group 1 and group 2 hydroxides and weak bases including NH3 and Na2CO3  identify bases by . indicator colour . pH scale value . reaction with: o acids o ammonium salts  write equations for the successive ionisation of polyprotic acids  qualitatively apply the pH scale  describe properties and reactions of non-metal and metal oxides e.g. reaction of SO2 with water. Ch. Rev 8.1–8.4. Applied chemistry  describe and explain the formation and impact of acids in the environment e.g. EC: Acids in rain, acid rain, soil acidification in agriculture or acidification of ground water by the mineral sulfides environment</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 9 Unit Content Text Ref Questions Labs Context eChemistry CD Oxidation and reduction  explain oxidation and reduction as an electron transfer process 7.1 p.339 p.340 7.1 p.339 IT: Redox  calculate oxidation numbers 7.2 p.341 p.343 7.2 p.340 reactions  identify and name oxidants and reductants in equations 7.3 p343 p.347  identify oxidation-reduction reactions using oxidation numbers 7.3 p.342  describe, write equations for and interpret observations for: . metal displacement reactions 7.4 p.348 . halogen displacement reactions Ease of Ch Rev 7.4 p.348  write balanced simple redox equations (metal/metal ion, metal/hydrogen ion and oxidation 7.1–7.3 halogen/halide ion) 7.4 Nos. 36 to 38  describe and explain how an electric current is conducted in an electrolytic cell p.355  describe and explain the following during the operation of an electrolytic cell: electrolytic . anode processes cells Mining in the . cathode processes North p.93 EC: . role of the electrolyte Chemistry in . direction of ion migration Chemicals archaeology . direction of electron flow in external circuit from the sea . electrode product prediction for molten metal halides only p.356 p.102 predict and name the electrode products for the electrolysis of molten metal part 1 halides only. Electro Applied chemistry chemistry IT: Electro  describe electrowinning and electrorefining p.109 chemistry Organic chemistry</p><p> describe the bonding capacity of carbon 2.5 p.246 p.255</p><p> explain the diversity of carbon based compounds Structures Ch. Rev. 2.3 p.249</p><p> Alkanes: and 2.5 . name and draw straight and simple branched to C8 naming . observations and equations for: o substitution reactions p.394 o combustion reactions 9.2 p.391 Ch Rev 9.1 p.394 . draw and name structural isomers</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 10 Unit Content Text Ref Questions Labs Context eChemistry CD</p><p> Alkenes: Reactions 9.2 . name and draw straight and simple branched to C8 (only one double bond per structure) . write observations and equations for: o addition reactions with halogens and hydrogen o combustion reactions . draw and name structural and geometric isomers</p><p> Cycloalkanes and cycloalkenes: . draw and name simple structures to C8 . write observations and equations for: o substitution and combustion reactions for cycloalkanes o addition and combustion reactions for cycloalkenes</p><p> Benzene: . explain the unique structure and reactivity of benzene . write equations for: o catalysed substitution reactions with halogens</p><p>Applied Chemistry Energy  describe and explain the sources and uses of hydrocarbons e.g. fuels sources p.122 Applied chemistry  investigate real world problems in a laboratory setting with appropriate teacher direction, considering: . sources of uncertainty in experimental measurements . selection of the appropriate units of measurement of quantities such as volume and time  investigate a biological, environmental or industrial process applicable to the context/s chosen e.g. catalytic cracking of hydrocarbons, electroplating, electrowinning or chemistry in agriculture. Include: . a description of the chosen process . an explanation of the relationships between the chosen process and chemical models and theories </p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 11 Unit Content Text Ref Questions Labs Context eChemistry CD . where appropriate: o safe handling and disposal of any materials or specific chemicals involved in the process o discussion of sustainability of the process o discussion of the environmental impact of the process.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 12 Chemistry 3A Unit learning contexts Within the broad area of chemical processes, teachers may choose one or more of the following contexts (this list is not exhaustive):  industrial chemistry  green chemistry  fuels  atmospheric chemistry.</p><p>Unit Content Text Ref Questions Labs Context eChemistry CD Macroscopic properties of matter  interpret observations, such as the colour changes, of physical and chemical systems at equilibrium  use observable properties, such as the colour of ions, to help predict and explain the formation of products in chemical processes (see data sheet)  use the Kinetic Theory to explain the concept of absolute zero. 5.4 p.314</p><p>Solutions  apply the solubility rules to predict if a precipitate will form when two dilute ionic 6.2 p.331 p.332 6.1 p.333 solutions are mixed (see data sheet) Ch Rev.  perform concentration calculations (mol L–1, g L–1, ppm, percentage composition) 6.2  calculate the concentration of ions in solution for strong electrolytes 4.2 p.296 p. 298  perform the calculation of concentration and volume involved in the dilution of solutions and the addition of solutions. Ch Rev.4.2 Atomic structure and Periodic Table  explain the structure of the atom in terms of protons, neutrons and electrons 1.2 p.209 p.213  write the electron configuration using the shell model for the first twenty elements e.g. Na. 2, 8, 1 1.4 p.215 p.217  explain trends in ionisation energy, atomic radius and electronegativity across periods and down groups (for main group elements) in the Periodic Table 1.6 p.220 p.222</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 13 Unit Content Text Ref Questions Labs Context eChemistry CD  describe and explain the relationship between the number of valence electrons Ch. Rev. and an element’s 1.4, 1.6 . bonding capacity . position on Periodic Table . physical and chemical properties. Ch 2.1, Bonding 2.2 See See 2A  describe and apply the relationships between the physical properties and the 2A EC: Soil structure of ionic, metallic, covalent network and covalent molecular substances chemistry  use the Valence Shell Electron Pair Repulsion (VSEPR) theory and Lewis structure diagrams to explain and predict and draw the shape of molecules and polyatomic ions (octet only) 2.3 p.233 2.1 p.240  explain polar and non-polar covalent bonds in terms of the electronegativity of the p.243 atoms involved in the bond formation  use the relationship between molecule shape and bond polarity to predict and Ch. Rev. explain the polarity of a molecule 2.3  explain the differences between intermolecular and intramolecular forces  describe and explain the origin and relative strength of the following intermolecular interactions for molecules of a similar size: . dispersion forces . dipole-dipole attractions . hydrogen bonds . ion-dipole interactions such as solvation of ions in aqueous solution  explain the relationships between physical properties such as melting and boiling point, and the types of intermolecular forces present in substances of similar size  apply an understanding of intermolecular interactions to explain the trends in melting and boiling points of hydrides of groups 15, 16 and 17 accounting for the anomalous behaviour of NH3, H2O and HF  explain and describe the interaction between solute and solvent particles in a solution  use the nature of the interactions, including the formation of ion-dipole and hydrogen bonds, to explain water’s ability to dissolve ionic, polar and non-polar solutes.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 14 Unit Content Text Ref Questions Labs Context eChemistry CD</p><p>Applied chemistry  write the chemical formulae for molecular compounds based on the number of atoms of each element present as inferred from the systematic names  write the molecular formulae of commonly encountered molecules that have non-systematic names</p><p>Reactions, equations and stoichiometry  describe, write equations for and interpret observations for the following reaction types: . precipitation Chapter All 6.1 p.333 . solvation of ions in aqueous solution 6 p. 328 questions . physical and chemical equilibrium 6.2 p.334  write ionic equations appropriate to the chosen context (See the list of ions p. 22 Ch Rev. syllabus document) 6.1–6.3  perform calculations involving . conversion between Celsius and Kelvin temperature scales . mass, molar mass, number of moles of solute, concentration and volume of 5.5 p.319 p. 320 solution and gas volume using PV=nRT Ch .Rev Food IT: Gas laws . percentage purity of reactants or percentage yield in industrial processes 5.5 analysis . a limiting reagent, including: 3.5 p.280 p. 281 p. 117 o identification of limiting reagents 3.4 p.277 p.280 o calculation of excess reagents. Ch Rev. 3.3 p.279 3.4, 3.5 Chemical equilibrium  explain by applying the collision theory how changes in rates of reactions can be accomplished by: 15.1 p.523 15.1 15.4 EC: Sport . the presence of catalysts p.514 Ch Rev p.516 chemistry . changes in temperature 15.1 . pressure of whole system concentration </p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 15 Unit Content Text Ref Questions Labs Context eChemistry CD . state of sub-division 17.1 p.559 17.1  describe and explain the characteristics of a system in dynamic chemical p.554 p.560 equilibrium  write equilibrium law expressions for homogeneous and heterogeneous systems 17.2 p.566 17.2  use K and equilibrium law expression to explain the relative proportions of p.559 p.563 products and reactants in a system in dynamic chemical equilibrium  apply and explain how Le Châtelier’s principle can be used to predict the impact of 17.3 17.3 p. the following changes to a system initially at chemical equilibrium: p.566 565 The chemical . changes in temperature Ch. Rev. industry . changes in solution concentration 17.1–17.3 p.178 . changes in partial pressure of a gas . addition of a catalyst. Food p. 187</p><p>Applied chemistry  apply the concept of equilibrium in biological, environmental or Marine laboratory situations where a system is in dynamic chemical equilibrium chemistry  explain the reasons for compromises between the ideal and p. 201 actual conditions used in industrial processes that involve reversible reactions</p><p>Applied chemistry  investigate real world problems in a laboratory setting, considering: . sources of uncertainty in experimental measurements . selection of the appropriate units of measurement of quantities such as volume and time  investigate a biological, environmental or industrial process applicable to context/s chosen. Include: . a description of the chosen process and the chemical reactions occurring . an explanation of the relationships between the chosen process and chemical models and theories . where appropriate: o safe handling and disposal of any materials or specific chemicals involved in the process o discussion of sustainability of the process</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 16 Unit Content Text Ref Questions Labs Context eChemistry CD o discussion of the environmental impact of the process.</p><p>Chemistry 3B Unit learning contexts Within the broad area of chemistry and modern lifestyles, teachers may choose one or more of the following contexts (this list is not exhaustive):  corrosion  chemicals, industries and energy  mining (or resource) chemistry  viticulture  cells and batteries  green chemistry.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 17 Unit Content Text ref Questions Labs Context eChemistry CD Chemical reactions Forensic Reactions, equations and stoichiometry chemistry p.170  describe, write equations for and interpret observations for the following reaction types: Quality control . neutralisation 8.2 p.370 p.153 . hydrolysis of salts of weak acids and weak bases p.368 p.382 . oxidation and reduction equations in an acidic environment 8.6 p. 347  perform volumetric analysis using either acid-base or redox context, and: p.379 . give a description of procedures used and methods for minimising 7.2 13.4 experimental error p.341 p.467 . describe and explain the characteristics of primary standards and standard solutions 13.3 13.5 . demonstrate an understanding of end point and equivalence point to the p.466 p.473 selection of an appropriate indicator in an acid–base titration . explain the choice of indicators (in acid–base only) or use of self- 13.4 p. 480 13.6 indicators (redox) p.474 Ch. Rev p.475  perform calculations based on acid-base and redox titrations 13.2–13.4  determine by calculation the empirical and molecular formulae and the 13.8 structure of a compound from the analysis of combustion or other data. 13.2 p.479 p.460</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 18 Unit Content Text ref Questions Labs Context eChemistry CD Acids and bases in aqueous solutions  apply an understanding of the concept of an electrolyte to explain the self- ionisation of water p.373 Wine analysis  explain and apply the Arrhenius and Brønsted–Lowry models to describe 8.3 Ch Rev 8.3 p.144 acids and bases p.370 8.5, 8.6 </p><p> apply the relationship between Kw and temperature to explain the pH value p. 578 p.381 of a neutral solution at different temperatures Ch.Rev.17.5 H 17.5  apply the relationship pH = – log (aq) to calculate the pH of: p.577 p.378 . strong acid solutions Ch.Rev. 8.5 . strong base solutions 8.5 . the resulting solution when strong acid-base solutions are mixed p.376 p.382 Ch.Rev 8.6  apply the Brønsted–Lowry model to the hydrolysis of salts to predict and explain the acidic, basic or neutral nature of salts derived from monoprotic and polyprotic acids, and bases 8.6  describe and explain the conjugate nature of buffer solutions p.379 . explain using Le Châtelier’s Principle how buffers respond to the addition of H+ and OH–  explain qualitatively the concept of buffering capacity.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 19 Unit Content Text ref Questions Labs Context eChemistry CD Oxidation and reduction  apply the table of Standard Reductions Potentials to determine the relative Corrosion at a EC: Metals and strength of oxidising and reducing agents to predict reaction tendency 7.3 p.347 cost p.68 the modern  apply oxidation numbers to identify redox equations and/or oxidants and p.343 lifestyle reductants  describe and explain the role of the following in the operation of an p.357 7.5 electrochemical (galvanic) cell: 7.4 p.350 IT: . anode processes p.348 Ch. Rev. Electrochemistry . cathode processes 7.3, 7.4 . electrolyte . salt bridge and ion migration . electron flow in external circuit  describe the electrical potential of a galvanic cell as the ability of a cell to produce an electric current  describe and explain how an electrochemical cell can be considered as two half-cells  describe the role of the hydrogen half-cell in the table of Standard Reduction Potentials  describe the limitations of Standard Reduction Potentials table.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 20 Unit Content Text ref Questions Labs Context eChemistry CD Organic chemistry</p><p> write balanced equations for the following reactions of hydrocarbons: 9.1 to All Chapter 10 IT:Polymers . substitution reactions of alkanes 9.6 questions All expts. polymerisation . addition reactions of alkenes p.386 – Ch Rev. 9.1 EC: . combustion 403 to 9.6 Polymers p.75 Biotechnology</p><p> draw and name structural isomers of alkanes and structural and geometric isomers of alkenes</p><p> recognise the functional groups—alcohols, aldehydes, ketones, carboxylic acids and esters and name simple straight chain examples to C8 Soaps and detergents p.85  explain the relationship between the presence of a functional group and chemical behaviour Pharmaceuticals  alcohols: p.162 . name simple straight chain examples to C8 . draw simple structural formula for primary, secondary and tertiary alcohols . explain physical properties of alcohols such as melting and boiling points and solubility in polar and non-polar solvents in terms of the intermolecular interactions . describe, write equations for, and predict and interpret observations for the following reactions of alcohols: o with carboxylic acids 2– o with acidified Cr2O7 and MnO4 to produce: – aldehydes – ketones – carboxylic acids</p><p> amines: . recognise primary amines . name and draw simple structural formulae for primary amines only  α amino acids: . recognise general structural formula for α amino acids.</p><p>Chemistry: A Contextual Approach – Work Program © Pearson Australia (a division of Pearson Australia Group Pty Ltd) 21</p>