Year 9 AEP Chemistry Tasks
Introduction
http://science.ksc.nasa.gov/images/launch.gif
Launching the Space Shuttle Discovery involves chemicals reacting on a large scale. The reaction in the large external tanks is between hydrogen and oxygen to produce enormous volumes of extremely hot water vapour. In the solid booster rockets (white) on the sides of the external tank, ammonium perchlorate (NH4ClO4) reacts with aluminium metal to produce white aluminium oxide and aluminium chloride, water vapour and nitrogen gas. These reactions generate huge amounts of energy which expand the gases produced pushing them out the nozzles of the rockets. The temperature of the gases produced is about 3,000 degrees celcius. As the gases are pushed down, the rocket is pushed up in accordance with Newton’s Third Law of Motion. (Every action produces an equal and opposite reaction.)
Chemical reactions are happening everywhere. The discoveries of modern chemistry have lead to a revolution in our way of life. Most advances in machinery, technology, health, biotechnology and information technology would not have been possible without the growth in our knowledge of chemical reactions. An understanding of the chemistry of metals, acids, bases, salts and especially petrochemicals is essential for the manufacture of the materials needed for the new machines that have made these advances possible.
Chemical reactions are happening everywhere. The discoveries of modern chemistry have lead to a revolution in our way of life. Most advances in machinery, technology, health, biotechnology and information technology would not have been possible without the growth in our knowledge of chemical reactions. An understanding of the chemistry of metals, acids, bases, salts and especially petrochemicals is essential for the manufacture of the materials needed for the new machines that have made these advances possible.
Terminology:
For each of the following words;
- write a definition
- give an explanation and
- name an example.
Expectations for each video task.
- Write the date of viewing and the title of the video.
- Summarise, or draw diagrams of the concepts discussed.
- Write down how this concept relates to any other ideas that you have learned previously about the concept.
- Write at least two questions that arise from the ideas discussed in the video.
- If you have time, research the answers to your questions and bring them to class for discussion.
A questioning matrix to help you formulate questions about the videos.
The colours on the matrix are arranged so that as you progress across the spectrum from red to violet the questions become more complex.