Applications of Chemical Substances

Overview

Framework:
RQF
Level:
Level 2
Unit No:
Y/505/5363
Credits:
5
Guided learning hours:
30 hours

Assessment Guidance

Portfolio of Evidence.

Unit Learning Outcomes

1.

Be able to investigate chemical substances with different types of bonding.

Indicative Content

Learners should carry out appropriate tests to identify compounds with different bonding types, such as ionic and covalent. Simple tests such as appearance, properties, solubility, melting points and electrical conductivity would be sufficient. Then, to use these tests to identify the bonding types of a number of unknown chemicals, such as sugar, salt, a metal, water etc.

Assessment Criteria

  • 1.1
    Carry out appropriate tests to identify compounds with different bonding types.
  • 1.2
    Use the tests to identify the bonding types of a number of unknown chemicals.
2.

Be able to investigate exothermic and endothermic reactions.

Indicative Content

Learners should carry out experiments to investigate given exothermic and endothermic reactions using primary data. Simple reactions between everyday chemicals can be used such as those between water or white vinegar or hydrogen peroxide with baking soda, Epsom salts, steel wool etc. In the workplace, such as a hairdresser’s, reactions to make up hair dye or bleach colourants can be studied to see which are endo- and which are exothermic. In a cleaning company, learners could discuss with colleagues why it is important not to leave oil-soaked rags after finishing cleaning.

Learners could then investigate the similarities and differences between these exothermic and endothermic reactions. To take their ideas further, learners could research in order to explain why some reactions are exothermic and others endothermic.

Assessment Criteria

  • 2.1
    Carry out experiments to investigate given exothermic and endothermic reactions using primary data.
3.

Be able to investigate organic compounds.

Indicative Content

Learners should research in order to describe the uses of organic compounds in society, and in their particular workplace. They could also review the applications of organic compounds in society and in their workplace. They should carry out appropriate tests to identify organic compounds in the workplace, such as Tollen’s reagent for aldehydes or the Lucas test for alcohols. They should use primary observation to identify an alkene, an alkane and a carboxylic acid. Learners could be given unknown organic chemicals and asked to identify them through tests.

Eventually, learners could research to evaluate the benefits and drawbacks of using organic compounds.

Assessment Criteria

  • 3.1
    Describe the uses of organic compounds in society.
  • 3.2
    Carry out appropriate tests to identify organic compounds.
  • 3.3
    Use primary observation to identify an alkene, an alkane and a carbolic acid.
4.

Know the uses of nanochemicals.

Indicative Content

Learners should research to define ‘nanochemicals’ and describe their uses, linking this to any nanochemicals used in their workplace. For example, a MRI scanner using iron oxide (rust) to detect cancers, silica (glass) used to bend or stop light in its tracks, carbon as a better choice for electronic materials. They could go on to research to explain why given nanochemicals are used, such as those previously mentioned.

Assessment Criteria

  • 4.1
    Define nanochemicals.
  • 4.2
    Describe uses of nanochemicals.