Chemistry CAPE syllabus free essay sample

The Caribbean Examinations Council offers three types of certification. The first is the award of a certificate showing each CAPE Unit completed. The second is the CAPE diploma, awarded to candidates who have satisfactorily completed at least six Units, including Caribbean Studies. The third is the CAPE Associate Degree, awarded for the satisfactory completion of a prescribed cluster of seven CAPE Units including Caribbean Studies and Communication Studies. For the CAPE diploma and the CAPE Associate Degree, candidates must complete the cluster of required Units within a maximum period of five years. Recognised educational institutions presenting candidates for CAPE Associate Degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the Associate Degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. CXC A11/U2/06 T Chemistry Syllabus ?RATIONALE S cience plays a major role in the evolution of knowledge. It empowers us to use creative and independent approaches to problem solving. It arouses our natural curiosity and enables us to meet diverse, and ever expanding, challenges. It enhances our ability to inquire, seek answers, research and interpret data. These skills lead to the construction of theories and laws that help us to explain natural phenomena and exercise control over our environment. Science is, thus, an integral component of a balanced education. The most important natural resource in the Caribbean is its people. If the Caribbean is to play an important role in the new global village and survive economically, a sustained development of the scientific and technological resources of its people is essential. This CAPE syllabus is, therefore, designed to provide a coherent course of study which addresses, in addition to a specific knowledge base, the development of related skills and attitudes. The syllabus takes into account the requirements for tertiary education at regional and international institutions. The syllabus is structured in such a way as to ensure that students become aware of their moral, social, and ethical responsibilities, as well as the benefits intrinsic to the practical application of scientific knowledge to careers in the scientific field. Chemical principles are currently applied to societal concerns, such as, birth control, communicable diseases, environmental pollution and depletion of natural resources. As such, chemistry is a major area of scientific study which impinges on and influences every facet of our daily lives the food we eat, the clothes we wear, our health, environment and recreational activities. Chemistry is, therefore, a fundamental science, that should be included as a part of our science education. ?AIMS The syllabus aims to enable students to: 1. Acquire the knowledge and understanding of chemical principles so as to be suitably prepared for employment and for further studies at the tertiary level; 2. develop the ability to communicate chemical information derived from the collection, analysis and interpretation of data; CXC A11/U2/06 1 3. appreciate, understand and use the scientific method in the solving of problems; 4. develop good laboratory skills and practise safety measures when using equipment and chemicals as well as the safe disposal of chemical waste; 5. apply chemical knowledge to everyday life situations; 6. Appreciate that some of the advances in the field of chemistry are the results of the contributions from scientists in other disciplines; 7. further develop the spirit of inquiry in order to continue the search for new ways in which the resources of our environment can be used in a sustainable way; 8. recognise that advances in chemistry are constantly influenced by technological, economic, social, cultural and ethical factors; 9. recognise the power, impact and influence which chemistry has in a modern scientific world; 10. contribute to making the Caribbean numerate and scientifically literate. The skills, students are expected to have developed on completion of this syllabus, have been grouped under three main headings, namely: (i) (ii) (iii) Knowledge and Comprehension; Use of Knowledge; Experimental Skills. Knowledge and Comprehension (KC) Knowledge The ability to identify, remember and grasp the meaning of basic facts, concepts and principles. Comprehension The ability to select appropriate ideas, match, compare and cite examples and principles in familiar situations. Use o f K no w l e d g e ( U K ) Application The ability to:   use facts, concepts, principles and procedures in familiar and in novel situations; transform data accurately and appropriately; CXC A11/U2/06 2 Analysis and Interpretation use formulae accurately for computational purposes. The ability to: identify causal factors and show how they interact with each other; infer, predict and draw conclusions; Synthesis identify and recognise the component parts of a whole and interpret the relationship among those parts; make necessary and accurate calculations and recognise the limitations and assumptions involved. The ability to:   Evaluation combine component parts to form a new and meaningful whole; make predictions and solve problems. The ability to: make reasoned judgements and recommendations based on the value of ideas and information and their implications. Exp e r i m e n t a l S k i l l s ( X S ) Observation, Recording and Reporting The ability to: select and use appropriate formats and presentations, such as tables, graphs and diagrams; organise and present a complete report in a clear and logical form using spelling, punctuation and grammar with an accep table degree of accuracy;   report accurately and concisely. The ability to: CXC A11/U2/06 record the results of a measurement accurately; Manipulation and Measurement use the senses to perceive objects and events accurately; handle chemicals carefully and use them economically; 3 Planning and Designing appropriately prepare materials for observation or investigation; assemble and use simple apparatus and measuring instruments. The ability to: recognise the problem and formulate valid hypotheses; choose appropriate experimental methods and sampling techniques; choose appropriate apparatus;  plan and execute experimental procedures in a logical and sequential form within the time allotted; use controls where appropriate; modify experimental methods after initial work or unexpected outcomes. ?PRE-REQUISITES OF THE SYLLABUS Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC) Chemistry and Mathematics syllabuses, or the equivalent, should be able to pursue the course of study defined by this syllabus. Howe ver, successful participation in the course of study will also depend on the possession of good verbal and written communication skills. This syllabus is arranged into TWO Units, each made up of three Modules. Whilst each Module in each Unit is independent, together they form a coherent course of study which should prepare candidates for the world of work and studies at the tertiary level. Unit 1: Chemical Principles and Applications I Unit 1 is expected to be covered in 150 hours, and consists of three Modules, each requiring approximately 50 contact hours. This Unit is structured as follows: Module 1 Module 2 Module 3 CXC A11/U2/06 Fundamentals in Chemistry Kinetics and Equilibria Chemistry of the Elements 4 Unit 2: Chemical Principles and Applications II Unit 2 is expected to be covered in 150 hours, and consists of three Modules, each requiring approximately 50 contact hours. This Unit is structured as follows: Module 1 Module 2 Module 3 The Chemistry of Carbon Compounds Analytical Methods and Separation Techniques Industry and the Environment The syllabus is arranged into two (2) Units, Unit 1 which will lay foundations, and Unit 2 which expands on, and applies, the concepts formulated in Unit 1. It is, therefore, recommended that Unit 2 be taken after satisfactory completion of Unit 1 or a similar course. Each Unit will be certified separately. For each Module there are general and specific objectives. The general and specific objectives indicate the scope of the content, including practical work, on which the examination will be based. However, unfamiliar situations may be presented as stimulus material in a question. Explanatory notes are provided to the right of some specific objectives. These notes provide further guidance to teachers as to the level of detail required. The single underlining of a specific objective and its explanatory notes, indicate those areas of the syllabus that are suitable for practical work. However, practical work should not necessarily be limited to these objectives. It is recommended that of the approximately 50 contact hours suggested for each Module, a minimum of about 20 contact hours be spent on laboratory related-activities, such as conducting experiments, making field trips and viewing audio-visual materials. CXC A11/U2/06 5 ?UNIT 1: CHEMICAL PRINCIPLES AND APPLICATIONS I MODULE 1: FUNDAMENTALS IN CHEMISTRY GENERAL OBJECTIVES On completion of this Module, students should: 1. understand that theories in chemistry are subject to change; Understand the theory of atoms as a useful construct that explains the structure and behaviour of matter, and the impact of nuclear chemistry on society; 3. understand the development of the periodic table for the classification of elements; 4. appreciate that the forces of attraction between particles influence the properties and behaviour of matter; 5. understand the mole concept; 6. understand redox reactions; 7. appreciate that equilibrium concepts can be applied to chemical systems; 8. understand the kinetic theory; 9. understand concepts associated with energy changes; 10.  develop the ability to perform calculations involving energy changes. SPECIFIC OBJECTIVES 1. EXPLANATORY NOTES Atomic Structure and the Periodic Table Students should be able to: 1. 1 discuss the process of theoretical change with respect to Daltons atomic theory; CXC A11/U2/06 Mention the criteria that are considered when theories are accepted, for example, fit between evidence and theoretical constructs, reliability and accuracy of data, replicability of experiments, consensus within the scientific community, societal factors. 6 UNIT 1 MODULE 1: Atomic Structure and the Periodic Table (cont’d) 1. 2 describe the structure of the atom; 1. 3 define the following terms: (i) mass number; (ii) Simple treatment; properties of protons, neutrons and electrons only, their relative masses and charges, location and their behaviour in electric and magnetic fields. isotopes; (iii) relative atomic and isotopic masses based on the scale. 1. 4 explain the phenomenon of radioactivity; 1. 5 cite the use of radioisotopes; 1. 6 calculate the relative atomic mass of an element, given isotopic masses and abundances; 1. 7 explain how data from emission spectra  provide evidence for discrete energy levels within the atom; Bohr model, the emission spectrum of hydrogen; Lyman series, Balmer series; ? E or dE = h?. 1. 8 describe the atomic orbitals; Principal quantum numbers, s, p and d orbitals; relative energies of 4s and 3d orbitals. 1. 9 describe the shapes of the s and p orbitals; CXC A11/U2/06 Write equations representing nuclear reactio ns involving , and ? emissions; n/p ratio. Positrons(r) are not required. 7 UNIT 1 MODULE 1: Atomic Structure and the Periodic Table (cont’d) 1. 10  determine the electronic configurations of atoms and ions in terms of s, p and d orbitals; Consider elements from atomic numbers 1 to 30. 1. 11 state the factors which influence the first ionisation energy of elements; Include atomic radii, nuclear charge, shielding. 1. 12 explain how ionisation energy data provide evidence for sub-shells; Period 3. 1. 13 derive the electronic configuration of an element from data on successive ionisation energies. 2. Forces of Attraction Students should be able to: 2. 1 state the various forces of attraction between particles; 2. 2 state the relationship between forces of Attraction and states of matter; 2. 3 relate physical properties of differences in strength of attraction; 2. 4 explain the formation of the following: Ionic bonds, covalent bonds, hydrogen bonds, metallic bonds, Van der Waals forces. (i) metallic bonds. CXC A11/U2/06 Variation in melting points, boiling points and solubilities. Covalent bonds should be discussed in terms of orbital overlap which results in the formation of sigma (? ) and pi (? ) bonds. Metallic bonding is to be treated as a lattice of positive ions surrounded by mobile electrons. Electronegativity and polarity of bonds should be included.