suggestions foyayr teaching units 3 and 4

8/18/2019 Suggestions foyayr Teaching Units 3 and 4

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Suggestions for TeachingUnits 1 - 4

(Specifically Units 3 and 4)

These notes are specifically produced to provideideas for those teachers teaching Units 3 and 4 forthe first time. Most ideas can e applied to teachingUnits 1 and !.

Timeta les are given for Units 1 " 4.

#and oo$s are provided for %ear 11 and %ear 1!.

&enny 'ommons



T '#*+, '# M*ST % U+*TS 1-4

The Chemistry Education Association, CEA, is an association dedicated to assisting chemistry teachers andstudents. It has a very useful web site ( www.cea.asn.au) and I recommend it to you. The website contains suchthings as:• lin s to the !CAA study design, !CAA resources, "ast e#ams, !CAA $am"le e#ams, !CAA %A&s• useful resources and materials for teachers and students• interesting items of news for Chemistry teachers such as u"'coming conferences.• in s to the ECC * the Early Careers Chemistry etwor

If you wish to +oin CEA, the cost is - for life. /embershi" forms are available on the website. 0ou can usethe website without being a member of course1

The arly 'areers 'hemistry +et or$ ( ''+) is a new initiative that has been organised by CEA. The centralob+ective of the ECC is to assist !ictorian secondary school Chemistry teachers early in their careers. 2neof the strategies for achieving this ob+ective is to create a resource website for early careers Chemistry

teachers to im"rove their ease of transition into teaching Chemistry. This can be easily accessed from theCEA website.

&age references can e found in the &earson (#einemann) oo$s/ 'hemistry 0ne and 'hemistry T o / andthe 'hemistry 1 Student or$ oo$ and 'hemistry ! Student or$ oo$ . The other te2t oo$ seriescontain similar useful material. The pracs and practical parts of the S 's are from the #einemann'hemistry ! Student or$ oo$ or the #einemann Teacher3s -esource and )ssessment 4oo$ . eference tothe or$sheets are those found in the Student or$ oo$/ #einemann 'hemistry ! Student or$ oo$ ! nd

dition .

Te2ts and resources

There are many resources available, but some include:• Chemistry 3 $tudent 4or boo 3 nd Edition ' 5enny Commons, 6einemann, 5earson• Chemistry Two 7th Edition, 6einemann, 5earson• 6einemann Teacher8s 9esource and Assessment oo• Chec "oints by 9oger $lade that contains !CAA e#am ;uestions and wor ed solutions• elson Chemistry !CE <nits - and 3 and <nits = and 7• $tudy 2n series, >acaranda• Chemistry ?imensions, 5earson• /aterial "rovided by the !CAA on their website and in %A&• The ?ata oo let to be used in !CAA e#aminations• The !CAA $am"le e#am for 3 -=

• CEA web site (www.cea.asn.au) which includes information about CEA, useful material for !CE Chemistryincluding e#am "a"ers, suggested solutions to !CAA 3 @ $am"le e#am "a"ers, Chemistry resourcesincluding lin s to useful sites (e.g. !CAA)

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http://www.cea.asn.au/






%our Timeta leThe timetable and your timing in general are e#tremely im"ortant to enable you to be certain you have taughtall the necessary material before you give the students a $AC. It is im"ortant to ee" in mind that you areteaching an e#citing and demanding sub+ect.

Chemistry has the wonderful advantage of "ractical activities and it is im"ortant that, in your aim to cover thecourse for the e#am, that you do not lose that e2citement and fun . There will be students who findChemistry very difficult, but if you are careful not to reduce the num ers of pracs and demos , they willen+oy the sub+ect, although their score may not be earth'shattering.

To achieve your teaching goals, it is im"ortant to be well "re"ared for each lesson and to ee" to yourtimetable. e sure you have fully considered and "lanned the way you intend to teach each to"ic:• the method of ;uestioning,• the answers you might e#"ect (or not1)• the order of the material,• "ractice the demos and "racs• where the students are coming from and how they might inter"ret the information• the homewor you intend to set that lesson• your intended outcomes for the students.

4riting lesson "lans is not +ust useful during your education degree ' they really do ma e a difference to theamount of material you cover in each lesson and the success of the lesson from your view"oint and es"eciallyfrom the students8 view"oint.

Consider ways to catch u" if necessary. $ome suggested time'savers:• Try not to cut "racs, as this is how Chemistry is best taught. 9edesign "racs to fit the time you have.• 2ne way to save time with "racs is to teach theory until 3 minutes before the end of the lesson and then

to do a "rac.• <se notes "rovided in boo lets (see later)• ?o demos (see later) to em"hasise a "oint.

4hen designing the timetable allow time for revision, and, if "ossible, allow catch u" time. $chools arenotorious for ta ing lessons from you une#"ectedly1 4atch the holidays on a /onday when you may have yourdouble for the wee 1

2cursionsThere are e#cellent e#cursions you could organise and details of these are on the CEA website athtt": www.cea.asn.au vce'chemistryBclasswor sho"s

U-tu e/ '5s and 6ideos• Endless e#cellent demos etc on <'tube to liven u" your lessons• 5ractical $cience $eries umber -: Chemical Analysis. !ideo Education Australasia, endigo.• 4orld of $cience: Catalysts * old, but short and very good.• A "ower "oint on chromatogra"hy from a lecture series I went to several years ago. $im"le, but well done.

et me now if you would li e this.• The Ama ing /oleD there are many others "roduced by !EA that are most useful.

Tal to other teachers about their favourites. It is im"ortant that you have viewed the segment before youshow it in class. These should not be used as time'fillers or baby'sitters. $ometimes you need to have taught a"articular "oint before the video is useful and then you may only need to show 3'= minutes of it.

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http://www.cea.asn.au/vce-chemistry#classworkshops

http://www.cea.asn.au/vce-chemistry#classworkshops



is$ ssessmentIt is im"ortant to com"lete ris assessment forms for each e#"eriment and demonstration. 0ou only need to dothem once and then ee" them with the lab notes for that e#ercise for the following year. They are valid for

years. The CEA web site offers suggestions as do te#t boo s, in "articular the 5earson (6einemann) Teachers9esource and Assessment oo (T9A ) has a 9is Assessment "roforma and there is also an electronic co"y onthe 5earson website.

As "art of the "resent course students have to now how to use /$?$ for chemicals and com"lete a 9isAssessment for a "rac. It is useful to do this as "art of an assessment tas ' maybe com"leted in - minutes inclass on the "rovided "roforma before the actual activity ta es "lace.

Student handouts for %ears 11 and 1!• 'hemistry #and oo$• &rac oo$• 'lass notes

School 'hemistry #and oo$I found it useful to "rovide 0ears -- and -3 students with a dedicated $chool Chemistry 6andboo thatcontains useful information regarding errors, significant figures, e#amination "re"aration and hints, thetimetable for each unit, the set $CA wee dates, the ;uestions they are re;uired to com"lete and a chec listof the ey nowledge and ey s ills in each unit from the !CAA $tudy ?esign. A suggested co"y of this is inthis file

&rac oo$A s"ecially designed "rac boo is useful for you, the lab tech and the students. This contains all the "racs anddemos you intend to do throughout each semester. 5rovide s"ace for student answers in some cases and in

others "rovide the aim, materials and method only leaving s"are "ages for the student to record observationsand results accurately. There are "racs in the $tudent 4or boo set out in a useful way and these could beused as well. The selected "ractical activities are useful for hel"ing students to understand the conce"ts. 0oumay decide to use these "ractical activities as "art of assessment tas s.

'lass +otesA boo let of your Class otes is also useful. These boo lets ta e considerable time to "roduce but aredefinitely worthwhile. eave s"aces for the students to add notes from the board or as you s"ea . This meansthe students have an ownershi" of the boo lets and it is not +ust another te#t boo . If your students have the$tudent 4or boo you could assist the students to annote their wor boo and add comments where necessaryfrom your teaching notes. They would also need a note boo to record your wor ed e#am"les etc from each

lesson.It is very im"ortant that when they come to revise they have only one set of notes from which they can traintheir memory to recall information.

'hapter 7uestionsThese re;uired ;uestions are listed in the Chemistry handboo in a column in the timetable and the studentsshould submit all essential ;uestions on each to"ic. This and their "racs form the basis for achieving theiroverall $ for the <nit.

'orrection of chapter 8uestions

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In order to reduce your correction time, "rovide answers to the boo ;uestions. The T9A website is mostuseful in this res"ect. Insist students correct their wor before submitting it. I feel that all students canbenefit from reading what is considered to be the correct answer. It hel"s them to learn how to use thelanguage of Chemistry correctly and efficiently.

It ma es your life difficult if you attem"t to correct all ;uestions for all students. There is no time and youneed a life too1 Chec that they have done all set ;uestions and that the wor ing is shown and the descri"tiveanswers are not a direct co"y of the "rovided answers. As them to re;uest the ;uestions at the to" of theiranswers with which they need hel" and want you to loo at carefully. 2nly give them an $ for the ;uestionsonce you see evidence that they have corrected their wor .

&racs and 5emonstrations4hy use demonstrationFThey are ;uic , fun, hel" the students remember "articular as"ects and they create interest in the to"ics.They also give your teaching a s"ecial flair. It can be difficult to do all the "racs you would li e to do as wellas the necessary $ACs. ?emonstrations fill this ga".

After all, Chemistry is "rac and demonstrations really1 That is why students love it14hen you do a demo in the last = to minutes of a class, your students leave ins"ired and with a sense ofhaving en+oyed themselves.

Ma$e sure you have done the demonstration efore you perform it in front of the class . 4ith the labtech8s hel" it will be all organised and ta e no longer than a few minutes to set u". The lab technician is thechemistry teacher8s best friend * this is an im"ortant relationshi" to wor at. $ome of my favouritedemonstrations are listed by the same names in the Teacher8s 9esource and Assessment oo .• The foam column• !arious rates demos• Chemical oven• Endothermic reaction between two solids• Carbon "illar

It is also a good idea to get students to hel" you carry out the demo for the rest of the class, when it is safeto do so. It can be useful to use a demo as a way of introducing students to e;ui"ment they will need to use ina coming $AC or to introduce a new conce"t.

The T9A has the demonstrations listed with the "racs so they are easily found for each to"ic. Including themethod and ;uestions for each demonstration in the students8 "rac boo , ensures that they remember themand listen and learn a""ro"riately. They have to com"lete all ;uestions, as they do for all the "racs.

'orrection of pracs and demos* made a point of correcting pracs and demos very carefully. *t is the one place you can teach yourstudents to e2press themselves and learn to use the chemical language properly. This is im"ortant in 0ear-- as well to hel" them develo" this nowledge base. %ull re"orts are not always necessary, ut it is importantthat all results are accurately recorded/ all 8uestions fully ans ered and a conclusion ritten . 9e;uire yourstudents to resubmit "racs until you feel they have met your re;uirements.

Method of 5elivery in 'lass

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4hen introducing a new to"ic re;uest that all students listen. After teaching the conce"t for about -minutes, add notes to their wor boo or class notes. This generally means that each to"ic is covered twice ina lesson.

The "lan is that students review their notes each night and read the a""ro"riate section in the te#t boo ,ma ing a note of anything of which they are not sure. (This "rocess should ta e them about - ' 3 minutesand should be done for all sub+ects for which they had classes that day.) Any "roblems should be discussedwith the teacher as soon as "ossible, "referably before the ne#t lesson. This is an a""roach that will besuccessful in tertiary study and it encourages them to start to ta e res"onsibility of their own education.

Aim to finish <nit 7 theory and "racs by the last lesson in Term = by carefully "lanning ahead. $ometimes ane#tra class or two may need to be organised to com"ensate for unavoidable lost school time.

6' 5ata oo$let2ne of the significant changes to assessment in recent years is the introduction of a ?ata oo let for use inthe !CAA e#aminations. This does not contain e;uations, but there is considerable information given thatstudents will need to learn how to access, inter"ret and use. This boo let should be "art of each student8sresources and should be constantly used in class whenever data is re;uired (even molar masses or using theElectrochemical $eries in 0ear --). It can be downloaded as "art of any !CAA E#amination - or 3, via theCEA or !CAA websites.

Topic testsTime can be difficult and the students may not ta e to"ic tests as seriously in 0ear -3 as they should. The$ACs "rovide an e#cellent method of ee"ing the students u" to date with their wor .0ou may decide to give to"ic tests and answers to the students to do at home on wee ends or holidays. It is u"to them to do these in their own time and to see you if they have any ;uestions.

ssessmentI strongly urge you to ta e the time at the beginning of the year and develo" all the $ACs for both units. Thiswill ensure that they are carefully considered. 0ou may ma e minor alterations closer to the time when you usethem, but at least they will be "ro"erly "lanned. Also be sure to rite out the ans ers and allocate themar$s/ carefully developing the mar$ing scheme. This is essential to ensure there are no errors and that you

now e#actly what you re;uire them to give as their answers.

5lanning ahead of time will allow you to ensure that you have taught the necessary material, given the lab techtime to order the a""ro"riate chemicals and e;ui"ment and given students a""ro"riate time to digest the ey

nowledge and s ills. It also "revents re"etition of to"ics covered in $ACs.

%or the 4ritten 9e"ort of a 5ractical Activity , the E#tended E#"erimental Investigation and the $ummary9e"ort it is im"ortant that the "ractical segments do not overrun the time you have allowed.

• 4here necessary, rewrite "racs so that they will fit.• As your lab tech to assist with setting out materials so that as little time as "ossible is lost by the

students. %or e#am"le, it is not always necessary that student weigh the starting material. 2nce they have"erfected this tas in earlier "racs, the lab tech can "rovide weighed sam"les reducing the time lost at thebalances

• $ometimes you might even clean u" for them1

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The $tudent 4or boo contains suggested $ACs to cover your needs as stated by the $tudy ?esign. If youwish, the "ractical e#ercises of the assessment tas can be com"leted in the wor boo by the students,collected by you as the log boo , and the re"ort section "rovided se"arately under test conditions for easyauthentication.

2ne suggestion is to design the 4ritten 9e"ort of a 5ractical Activity to be all done within the one session inclass, including the re"ort. In such a case the students could use the wor boo . It is not really an issue thatthey now the "rac beforehand because they will have to ans er your 8uestions as part of the report.

%or a stimulus material $AC or analysis of second'hand data $AC material can be easily found in such "lacesas:

• the websites in the Advice to Teachers at the bac of the !CAA $tudy ?esign• the te#tboo action, e#tension or cutting edge bo#es.• from various e#ercises in the 6einemann T9A or other te#ts.

4hen writing the ;uestions to satisfy the !CAA criteria, it is sometimes useful to include a""lication ;uestionswhich ensure that the students study the to"ic com"letely. This also allows easier se"aration of students when

you are ran ing them. In the "ast, my students have re;uested that the ;uestions cover as much as "ossible ofthe to"ic.

?uring the wee before the $AC, it can be useful to give the students a list of a""ro"riate "ages in the te#t,;uestions and notes for their revision. This 5re'assessment is hel"ful, "articularly if there is more than oneclass with different teachers.

5roviding an assessment sheet for each $AC that summarises (in sim"le terms) the !CAA criteria and showsthe students where the mar s are to be allocated can be useful also.

(2n the 5earson website my thoughts and suggestions about "re"aring the assessment tas s are "rovided, aswell as solutions and suggested ris assessments and a grid to satisfy the !CAA criteria. 0ou may find it usefulwhen "lanning and develo"ing your assessment tas s.)

ecause it is im"ortant to be able to authenticate the assessment tas s, the idea of a log boo that youcollect is worth considering. Also ensuring the final re"orts are done under test conditions in the classroomhel"s in authentication. This "rovides a fair assessment of the students and they a""reciate the +ustice.

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I have co"ied a small section of the eei 6ints and comments from the website, for your interest, below.

'hanges for !913I have included a brief summary of the changes to the !CAA $tudy ?esign for 3 -= at the end of this file.These are mainly changes to assessment in <nit 7, although there are some small changes to the content *generally as clarification. It is im"ortant to notice that there is very little less content than e#ists now. 9eallyonly the removal of "ossible ;uestions s"ecifically about the chemical they studied in Industrial Chemistry.They sill need to now the general "rinci"les involved * but not s"ecified details.

evision4ith no >une e#am, students need careful revision of <nit = material and a mid'year e#am. They have toremember all this material for the whole year and there is considerable content in the Chemistry course.

4hen constructing the mid'year e#am ma e good use of "ast !CAA <nit = e#ams. It will be essential to finishthe <nit = course with about 3 wee s time for careful structured revision in Term !. 0our timetabling willbe im"ortant. There is really no less material to teach, so it is im"ortant not to run overtime with <nit =content.

It is im"ortant to "rovide s tructured class revision hen revising oth Unit 3 and Unit 4.

ate in Term =, start essential Unit 3 revision . $"end time revising the conce"ts carefully and set homewore#am ;uestions for the Term = holidays. In the 3 wee s or so of Term 7, select a""ro"riate e#am ;uestionsfor each class and go over these, giving the students a little time to try them first.

&repare these lessons ell. <se flow'charts, tables etc to remind the students of the theory. Give outformulae to assist them memories. (see the 6andboo in the electronic version)

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Hints and comments After consideration of the particular laboratory environment and school timetable demands, teachersmust decide how to organise their extended experimental investigation. It could be done over a 2–3-wee period, concentrating specifically on the investigation, or it may be spread over about ! wee s withstudents performing one experiment each wee and completing the report in the last wee . "he extended experimental investigation can be student designed and#or planned or a teacher-directed tas . It isimportant that students complete the necessary theory before each part of the tas . $tudents may worin pairs to perform the practical activities but will need to record their results and progress in their ownlogboo s, which will remain with the teacher until it is re%uired for the session when the report will becompleted. "he report must be an individual activity completed by each student and readily authenticated as their own wor .

A grid indicating mar s for sections of the practical exercises that exemplify particular ey s ills andcriteria according to the &'AA Assessment (andboo should be developed. As suggested earlier, it isdesirable that students eep a logboo throughout the activity and for safe- eeping and authenticationreasons, the logboo should remain with the teacher. )y chec ing the logboo regularly, discussingissues and signing off notes in the logboo , a student*s progress can be carefully monitored.

"he last part of the assessment grid would be for the report in the format decided upon. "his part of theinvestigation should be an individual activity and must be able to be authenticated. +ne way to do this is

to re%uire that students use their results, under test conditions, to complete a report that is entirelywritten in the classroom. Another way is to provide sufficient time, for all the class to give an oral reportas a media# ower oint presentation, poster or speech with spea er notes. It is essential that the reportincludes a written document that is submitted, with the logboo , to the teacher.

+ne suggestion for the %uestions to be addressed by the report is provided at the end of the sampleassessment tas s in the second edition of Heinemann Chemistry 2 Student Workbook. +therapproaches are provided by the &'AA.



The revision they do in class before they finish school is e#tremely im"ortant. As is the revision they do duringthe $e"tember holidays.

emind students that/ although old e2am 8uestions are the est revision/ it is important to read overtheir notes after doing every ! or 3 e2ams. This ensures that the details remain in their memory.

Trail e#ams are always useful, as they will "rovide entire e#ams that are a""ro"riate. 6owever remember theyare another teacher8s inter"retation of the $tudy ?esign that may match the real e#ams less successfullythan your inter"retation. It is still useful to include in your budget the cost of trial e#ams.

?es"ite the use of the school intranet some students actually need to have the e#am "a"ers as hard co"iesbefore they find the time to use them. 5roviding a folder of e#am "a"ers and charging students a de"osit toborrow the folder wor s ;uite well. The de"osit is retained if they do not return the folders and it covers thecost of buying new ones and or "hotoco"ying (de"ending on the co"yright arrangements). <seful trial e#amscan be bought from EA5, $TA!, IA9T!, isachem, Insight.

The old !CAA e#ams since 3 have large numbers of ;uestions that will be a""ro"riate. 2n CEA8s website"ast e#aminations and e#aminers re"orts can be downloaded bac to 3 . There is a list of ;uestions that area""ro"riate from old !CAA e#ams in a table on the CEA website. The boo called Chec "oints is a usefulrevision source for you and for the students, because it contains real e#am ;uestions and wor ed solutions aswell as other "ractice ;uestions.

All these e#ams are designed as two se"arate e#ams of -. hours each. The only sam"le e#am of 3. hours willbe the !CAA $am"le e#am which will be "roduced for 3 -= s"ecifically. It is im"ortant to loo critically at the<nit = and 7 material and design ;uestions may overla" both units.

%ear 11It is useful to use a similar "rocess with class notes, "racs and revision for 0ear -- in order to "re"are thestudents for 0ear -3. There is a suggested <nit - and 3 timetable in a "ossible 0ear -- Chemistry 6andboo inthe electronic material.

The assessment tas s are suggested in the $tudy ?esign by the !CAA for 0ear --. 4hile it is im"ortant toe#"ose the students to the ty"es of assessment tas s that they will encounter in 0ear -3, they can be a littleless formal and there can be fewer.

In 0ear -- to"ic tests are im"ortant, and you may ee" the assessment tas s to a minimum, ensuring that theyhave ade;uate introduction to the e#tended e#"erimental investigation (eei) and a summary re"ort. The testresults could be recorded in their re"orts ensuring they ta e them seriously.

Setting tests$etting 0ear -- to"ic tests is a most im"ortant activity and is similar to setting $ACs for 0ear -3. The bestway to find any errors or omissions is to "rint off the final version of the test or e#am "a"er (or $AC) and todo it yourself using only the data and information "rovided. 2nce you have done the test, ma e sure that yourmar s can be allocated and that the mar ing scheme and solutions are com"lete and correct.

4hen setting 0ear -- to"ic tests, you can use some of the formats and styles that will be "art of theirassessment in 0ear -3 ' both in e#ams and in the assessment tas s. %or e#am"le:• give them second hand'data and set structured ;uestion that re;uires its useD• ma e use of the ?ata boo let in ;uestions where it is relevant to year --D

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• "rovide stimulus material for them to read and then as structured ;uestion that re;uires theircom"rehension and a""lication of some of this material.

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+et or$ingI feel it is essential to have contact with other Chemistry teachers. This is "articularly im"ortant if you are inthe country. There are local networ grou"s set u" between schools that can be most hel"ful. CEA is e#tremely"re"ared to "rovide su""ort. I am always ha""y to share ideas and materials and would encourage you to emailme, if you wish.

Two s"ecifically Chemistry related "rofessional learning activities are listed below:• The ST 6 'hemistry 'onference is al ays held in :e ruary each year. I wholeheartedly recommend this

to you as a way of learning more about the courses, collecting material for direct use in the classroom,meeting other teachers and ma ing useful connections.

• ' run the +ovem er ;ectures in +ovem er annually. The idea of this is to e#tend the teacher8snowledge, rather than s"ecifically "rovide material that is directly useful in the classroom. It is meant to

em"ower you so that you have interesting and relevant stories and e#am"les to stimulate your students.The lectures are given by research chemists about cutting edge chemistry. There are also wor sho"sessions in the afternoon that allow you to develo" your nowledge s ills.

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ssessment for Unit 3• E#tended e#"erimental investigation ' eei• 4ritten re"ort of a "ractical activity• Analysis of first or second hand data using structured ;uestions or a res"onse to stimulus material in

written format (slight variations for this last activity in the !CAA "roduced !CE Assessment 6andbooChemistry 3 @ '3 -- .)

The 6' clearly states that the eei must e from one rea of Study and the other t o tas$s from theother rea of Study.

'hoice of Unit 3 rea of Study 1 for eeiThe e2tended e2perimental investigation can be done in several ways from the first Area of $tudy. As shownin the $tudent 4or boo one suggestion is to do several "racs (titrations, gravimetric, chromatogra"hy),investigating the ty"es of techni;ues that chemists use to obtain analytical information about commercial"roducts. Another suggestion is to go on an e#cursion to an institute and enable your students to useinstruments such as an AA$, a <!'!isible s"ectro"hotometer and gas chromatogra"hy.

These "ractical activities could be "erformed over wee s or all done within 3'= wee s. A log boo must e"tincluding all the wor ing, results, answers to ;uestions, ris assessment and any other relevant material. Thelog boo would be collected between "ractical activities and returned to students for their use when doing there"ort at the end.A suggestion of the 5re'lab and assessment sheets are given below.

&re-la for eei<0ou will need to have the following ey s ills.• A""ly chemical understandings• Investigate and in;uire scientifically•

Communicate chemical information and understandings0ou will need to understand the following ey nowledge.• Te#t boo : Cha"ters - * • Any of the set ;uestions from te#t boo in the following cha"ters: Cha"ter 3 * • 5racs and demos: ist these• 4or sheets in wor boo : - * H

ssessment sheet for eei<

'riteria

Mar$s %ourMar$s

ac ground ;uestions for the = "racs =#3 H

9is assessment and use of /$?$

9ecording of results and discussion ;uestions for the = "racs =#H -@

aboratory s ills (automatic and only lost if irres"onsiblebehaviour occurs)

3

Evaluation of results for the = "racs =#3 H

2verall conclusion that summarises the suitability of differenttechni;ues in chemical analysis with reference to thee#"eriments you have "erformed

H

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$econd'hand data for analysis of ammonia (could be a ;uestionfrom an old e#am or te#tboo ).

<se of scientific language and conventions, chemical e;uationsand units of measurement

3

Total

The other t o assessment tas$s ould e from Unit 3 rea of Study !.%orthe ritten report of a practical activity you could do The 5re"aration of As"irin or 5ro"erties and9eactions of $ome 2rganic Com"ounds . /any teachers have difficulty buying the necessary chemicals for theas"irin "rac, so As"irin could be taught as a theoretical e#ercise and the students could do the reaction "racwhich is an e#cellent way of teaching organic chemistry.

%or the second assessment tas from the Area of $tudy 3, the section on ? A "rovides material for ananalysis of first or second hand data using structured 8uestions or a response to stimulus material inwritten format. These two could be combined to "roduce a test. There is a suggestion in the 4or boo and itis relatively easy to "roduce a similar, but different, set of ;uestions and stimulus material that is "reviouslyunseen by students.

lternative choice of eei from Unit 3 rea of Study !This re;uires that you leave this ma+or "iece of assessment until second Term. 6owever if this does not stress

you and your students, I thin a successful eei could be develo"ed using:• 9eactions and "ro"erties of some organic com"ounds• /odelling functional grou"s and organic reactions.

2nce again, these "ractical activities could be "erformed over wee s or all done within 3'= wee s. A log boomust e"t including all the wor ing, results, answers to ;uestions, ris assessment and any other relevantmaterial. The log boo would be collected between "ractical activities and returned to students for their usewhen doing the re"ort at the end.A suggestion of the 5re'lab and assessment sheets are given below.

&re-la for eei<0ou will need to have the following ey s ills.• A""ly chemical understandings• Investigate and in;uire scientifically• Communicate chemical information and understandings0ou will need to understand the following ey nowledge.

• Te#t boo : Cha"ters J ' -• Any of the set ;uestions from te#t boo in the following cha"ters: Cha"ter J ' -• 5racs and demos: ist these• 4or sheets in wor boo : -7, - , -H, 3-, 37

ssessment sheet for eei<

'riteria

Mar$s %ourMar$s

9is assessment and use of /$?$

9ecording of results, e;uations and discussion ;uestions for the3 "racs

- #3 3

aboratory s ills (automatic and only lost if irres"onsible 3

13



behaviour occurs)

Evaluation of results for the 3 "racs 3#3 7

2verall conclusion that summarises the reactions and "ro"ertiesof the functional grou"s of the homologous series studied andthe effects that functional grou"s have on bonding andsolubility of organic com"ounds.

H#3 -3

$econd'hand data for analysis of as"irin (could be a ;uestionfrom an old e#am or te#tboo ).

<se of scientific language and conventions, chemical e;uationsand units of measurement

3

Total

This ould re8uire that the other t o assessment tas$s ill need to come from Unit 3 rea of Study 1 .0ou could choose one of the four "racs in the wor boo in The Analysis of %ertiliser as the written re"ort of a"ractical activity.

The s"ectrosco"y and chromatogra"hy section would be ideal for analysis of first or second hand data usingstructured ;uestions or a res"onse to stimulus material in written format. These two could be combined to"roduce a test.

ssessment for Unit 4• $ummary re"ort: !CAA has stated that this has to involve "racs concerning the Energy transformations in

chemical reactions.• 4ritten re"ort of a "ractical activity• Analysis of first or second 'order data using structured ;uestions or a res"onse to stimulus material in

written format or a re"ort in written, oral, multimedia or visual format: !CAA has stated that this has toinvolve the uses, e;uilibrium and rate considerations, and safety issues associated with the industrial"roduction of a selected chemical ( 6 =, 6 3$2 7 or 6 2 =) and its associated wastes.

$uggestions are shown in the $tudent 4or boo for the summary report . The "racs could be %uel cell, 6alf' cell and the electrochemical series and Electrolysis of a;ueous solutions. %or the ritten report of a practicalactivity teachers could use one or two of the "racs that investigate the conce"t of e;uilibrium.

14



&ossi le U+*T 3 T*M T ;ee$ 'oncepts Te2t

'hapt7uestions from

te2t=sin

= oo$

&racs=5emos S ' 5ates >5etails

Sem 1*ntro atend of

%ear 11

2verview of analyticaltechni;ues ' titrationsintroduced in 0ear --

=old ? essential

" =@: Analysis ofbric cleaner or

elo in %ear1! ee$ 1

Term 1-

2verview of analyticaltechni;uesD stoich of s, land g including gas stoich.De#cess "roblemsDgravimetric analysisD

-, 3 Ch -: -, HCh 3: ' @, J, - ,1A, -K, -J,3 ,!1 ,!4 ,=-,=7,3B,3A/7- /44/4A/4@

" =K: Analysis ofbric cleaner

3 9evise mole, stoich -, 3 - and =Conc. (/, Lv v, Lm v)Dvolumetric analysis

= Ch =: -c,=,4/B, H'@, --c,14/1B , -H,1C, -@,1D/!9/ 3-, !3 ,37/!B

p 4@< ,ravimetricdeterminationof sulphate -eei

= 9evise acid base theoryD"6D indicatorsD bactitrationD titration curves

7 Ch 7: B/A/C/@/D/- , 13/1B ,-H, -@,!9/!1/!!- 37/!B/!A/!C/!@

3, 7 " : actitration: 3 inlawn feed

7 9edo# reactionsD o#id.nos.D redo# titrationsDbalancing redo# e;s.

Ch : -' ,A/C/19/11/ - ,1@/-J,33, !4/ 3 ,3H,!@,!D/ =-,==/34

H p B3<5eterminationof :e(**)

content ofla n fertiliser- eei

Chromatogra"hy ' T C,G C, 65 CD 9f M 9tDcalibrationD inter"retingchromatogramsD

H Ch H: 3 ' 7,@/19,-7, -J, !9 , 3-

@ T9A " 7 :theoreticale#ercise 'Ethanol contentof wine by gaschromatogra"hy

H $"ectrosco"y ' o viewelectromagnetic s"ectrumDflame testsD AA$, <!'visD

/9D I9

K Ch K:B/K,J,- ,1! ,-7,1B,-K,1@/ 3 ,!3/ 3 ,3J,3!/33 , =@,49

K, - ,-3, -=

T9A 5 H: dataanalysis 'Inter"retation

of nmr s"ectraof a no. oforganiccom"ounds

p BB<'olorimetricdetermination

of phosphoruscontent ofla n fertiliser

K /ass s"ectrosco"yDinter"reting s"ectrum

@ Ch @: -,7/B/K,@,-=,1A/1@/!9

J, -- T9A " @: dataanalysis 'inter"retation ofmass s"ectra

eei reportunder testconditions

@ onding in hydrocarbonsDhomologous seriesD al anesand al enesD isomers andnaming

J Ch J: -'7, @, J,11/1!/ -=,- /1A/1@/3 /!!/ 3=,37

-H Incursion e#cursion oninstrumentation

15



J %unctional grou"sD commonorganic reactions

J, - Ch - : 3, =, 4/ A-D/11/13-1C/3-,33 /!3-!C/ 3J,= /33/34

- , 3- " J=: 5re"aringartificialfragrances andflavours

#olidays(move asneeded)

rea of Study evie Ee2am revision of thisarea of study

p 1!4< all8uestionsEcomplete andrevise all oS 1

Term !

-

2rganic reaction "athwaysDsynthesis of medicines e.g.as"irinD drug develo"ment

- , -7 Ch -7: 1/B, J, 13 -H (&-and 3),37

-- iochemical fuels - , -- Ch - : -J /3 / 31Ch --: =, --, -3,13

3 " J : 9eactionsand "ro"ertiesof some organiccom"ounds

-3 iomolecules: %atsDcarbohydratesD "roteins

-3 Ch -3: -' 3, C/@,- , 3J,

-K " J@: /odellingfunctionalgrou"s andorganicreactions

-= 5roteinsD en ymesDdenaturation

-3 Ch -3: -3, 13 ,-7,1A,1C,!1/ =3,33 ,34,41/43 ,7 /4A

-@, -J,33

" - -: rittenreport of apracticalactivity ' 5re"of As"irin

-7 ? A function, structurebonding

-= Ch -=: 3,H,C,1C/1@

33, 3=

- Com"lete all to"icsD Areaof $tudy 9eview

p !3D< all8uestions

-7, -H(&=)

Stimulusmaterial ' ? Aand "rotein

-H 9evision of <nit =-K 9evision of <nit =-@ /id'year internal testF

Sem !- (-J) Unit 4< Chemical energyD

e#o and endothermic r nsDN6D energy "rofilediagramsD mani"ulation ofthermochemical e;uationsDratesD catalystsD activationenergy

- Ch - : -,3,4/ H,@,D,19 ,1! ,- ,-@,!9

3 , 3H " -=@: %actorsaffecting ratesof reaction?emos: T9A "J7: %oam columnT9A " -3@:Chemical 2venT9A " -3J:Endothermicreaction b w 3solids

3 (3 ) E;uilibrium lawD OD tem"effectD e ChatelierPs"rinci"leD calculations

-H Ch -H:3/B/A/C/@/D/19/11/1!/ -='- ,1C-!1/!3/!B-3!/3A/3C

3K, = T9A " JH:Theoreticale#ercise 'discovering thee;uilibrium law.

#olidays evie 'h 1B and 1Acarefully

'omplete rate/e= rium 8uestE'omplete oSrevie p3A9< 71-1!E 1C-!1

16



17




'hapt7uestions from

te2t=sheet

in= oo$

&racs = 5emos(reference in

= oo$)

S ' 5ates >5etails

Sem ! old ? essentialTerm 3

=Acid base e;uilibriaintroduction

-H, -K Ch -K:1/!/3/B/ H,K,D/19/11/13/14/1B/1A-!!.

3@ " -7-: E#tent ofhydrolysis oftwo acids

7 OwD "6D "OaD -K 3J " -7=:?eterminationof 3 acidityconstants

5 -7H: rittenreport of apracticalactivity : Effectof changes inconcentration one;uilibrium

Chem. IndustD D 26 and$D 4aste managementD/$?$D

$ulfuric acid"roduction

-@

3-

Ch -@: J,-=,- ,!@/ 3!

Ch 3-: 1/!/ ,C/@/D/13/ - ,-@ p 3A9< 'omplete all8uestions in revieof oS 1

=-, =7,=

T9A " --H?emo ' Carbon5illar

T9A "--K:5ro"erties ofsulfuric acidT9A " --7:%lowchart ofContact "rocess(hi.com)

H 5 -7 : Industrial"roduction ofsul"huric acid * areport/ responseor an analysis

K Energy sourcesD energyconverters andtransfersD biochemicalfuels

3=, 37 Ch 3=: 7, ,@,J,--

Ch 37: @,-3,-7, - ,1@

7

@ CalorimetryDcalculationsD Q6

3 Ch 3 : 3,7,B/A/K,19/11/ -=,!1/!!/!4 ,!A/!@/ 33/34/ = ,=H

" -@K:Calorimetry andenthal"y changes

J Galvanic cellsDrechargingD fuel cellsDthe electrochemicalseries and E o

3H, 3K Ch 3H:1/4/ ,A/K,@,D,- , --,-=, 14Ch 3K: , -3,13 ,14 ,1D/!1/ 3=

=@, =J,7-

" -J : %uel cells

- ElectrolysisD

electrolytic cells

3@ Ch 3@:3-C/ @,J,

11 ,-3,14/1C/1@/1D/!9/!3/ 3 ,3H,3J,= ,31, ==

73, 7=,

77, 4B

<se 4or sheet

7 ("-KJ) as ane#erciseDT9A " -7K:?emo of Tincrystals byelectrolysis

-- %aradayPs awsDCom"lete review Ao$ 3

3@ p4A3< 'omplete all8uestion in revieof oS !

7H, 7K " -J=:?eterminationof %araday8sconstant andAvogadro8sconstant

18



-3 p 1DB< Summaryreport< %uelcells, 6alf'cellsand electrolysis

#olidaymove

asneeded

'omplete revision ofUnit 4 including e2am8uestions. im for199 hours (!9 hoursper su Fect) duringthese holidays onrevision of allsu Fects to ee2amined " this canseriously e achievedif your students areorganisedG They illstill have the eveningoff and somerela2ation periods.

2am papers

Term 4-=

9evisionD Trial e#am --7 9evisionD Trial e#am 3- 9evision

19



&ossi le U+*T 1 T*M T ;$ 'oncepts Te2t

chapt

Minimum'hapter7uestions

&ractical or$ includingor$sheets

from = oo$and videos

S ' 5ates >5etails

Term 1 rea of Study 1< T# & *05*' T ;

- • Elements• 5eriodic table• Com"ounds

- - , -K, 3 , 3= T9 - ". -= Changes inchemical reactions!ideo: 4orld ofChemistry, 5eriodicTable. ("arts)5-H wor sheet activity ' 2rganising elements9evision * 4or sheets =M 7

3 • ?evelo"ment of atomictheory

• uclear atom• Electronic

configuration

3 -J, 3 , 3-, 33,3=a,c, 37, 3H,3J, ace, = , =-,=7

$4- ". @- %lame coloursof selected metals (ane#"eriment for thesummary re"ort)

= • The modern "eriodictable

• 5eriodic "ro"erties• Trends in "ro"erties• Com"ounds

= -H, -@, -J, 3 ,33, 3 , 3H, 3K,3@, 3J

!ideo: ohr atom ("arts)$4- ". 3@ 5eriod =

elements5-K wor sheet activity H' Trac ing Trends

7 • /asses of "articles• The mole

7 T9 - ". 3H /olesimulation anda""lications!ideo: 4orld ofChemistry, The /ole

S 1 p. 34&eriodicvariation ofproperties "analysis of ! nd

hand data • 5ractice mole conce"t

calculations andcom"lete all ;uestionsform cha"ters in te#tboo

3-, 33, 3=, 37 4or sheets K'--(6omewor or classrevision)

H • /olar mass• Em"irical and

molecular formulas• "ercentage

com"osition

7 3Haceg, 3K, 3@,3J, =-, =3, =H,=K, =@, 7 , =3,7 , 7@, , -

$4- ". =- Chemicalcom"osition of acom"ound5rac: Em"irical formuladetermination

Term 1 rea of Study !< M T * ;SK • /etals - , -7, - , -K,

3 , 3-, 3=$4- ". K3 TestingmaterialsT9 - ". == Growing metalcrystals5rac: /odifying the"ro"erties of metals

@ • Ionic com"ounds *"ro"erties M model

• Electron transferdiagrams

• Chemical formulas

H -K, -J, 3-, 33,3=, 3 , 3H, 3K,3J

$4- ". @3 $olubility ofcom"ounds in water (ane#"eriment for thesummary re"ort)$4- ". @7 Conductivity

20



a su"ersaturated solutionT9 -=K: Concentrationsof solutions

22



&ossi le U+*T ! T*M T ;Term 3 rea of Study 1< T

$ 'oncepts Te2tcha

pt

Minimum 'hapter7uestions

&ractical or$including

or$sheetsfrom

= oo$ andvideos

School-assessed'ourse

or$

= • 5reci"itation reactions• Ionic e;uations• /aintaining water ;uality

-3 H, @, - , --, -3, -=,-7, - , -K

$4- ". --5reci"itation reactions4$3H: $olvingsolubilityR"redicting"reci"itation reactionsT9 - ". KK 5urificationof "olluted water

7 • Introducing Acids M bases• 9eactions involving acids

and bases

-= 3, , @, J T9 - ". @ reactionsof hydrochloric acideei' <se some of theactivities fromE#"erimentalinvestigation of the"ro"erties andbehaviour of acids 'only use as a "rac

n e2tendede2perimentalinvestigationcould edeveloped usingacids and asesand p# pracsand ma$ing thelin$s (It could begood to do thisat this earlystage of thesemester)

• rSnsted ' owrydefinition

• Acid and base strength• "6 scale

-7 - , -H, -K, 3-, 33,37, 3 , 3H, 3K, 3@,=-, =3

4$3K: 9ecordinge;uationsR%ull andionic chemicale;uationsD4$3@: Concentrationand strengthR"icturing acids andbasesDT7J: $trong and weaacidsT9 - ". @3Am"hi"roticsubstances in water4$=-: Acidity ofsolutionsRcalculating"64$37: CrosswordRacids and bases

H • $toichiometry - -7, - , -K, -J, 3=,37, 3@, = , =3, ==,

$4- "". --J 5roductsof a decom"ositionreaction4$3J: $toichiometry-: /ass*masscalculations

K • E#cess reactants• !olumetric analysis

- = , =H, =J, 7 , 7-,7=, 7

T9 - ". J?etermination of the

23



concentration of ahydrochloric acidsolution

•

@ • /ore "ractice ofstoichiometry and catch'u"

- 4$= : $toichiometry3: E#cess reagentcalculations

4$=3: $olving com"le#calculationsRusingmore than one formula

J • 2#idation and reduction• 9edo# reactions• 2#idation numbers

-H 33, 3 , 3K, 3J, = ,=-, =3

$4- ". -3- Corrosion4$==: /atchma erRredo# reactionsD4$=7: /etals andtheir cationsRwritinghalf e;uations

- • Galvanic cells• The electrochemical series• Corrosion

-H =H, =@, 7 , 73, 7=,7H, 7K,

T9 - ". J@Electrochemical cellsand corrosion

4$= : %rom chemicalsto electricityRgalvaniccells

-- • Green Chemistry: $ome ofthe following'A""licationsof green chemistryD TheC%C storyD re"lacement ofhalogenated solvents withsu"ercritical C23 inindustrial "rocesses or in"lant "rotection.

• Area of study review

-K =, 7, T9 - ". - 3Investigating galvaniccells4$=H: $ortingstatementsR"rinci"lesof green chemistry4$=K: ConservingatomsRthe greenchemistry "rinci"le of

atom economy-3 • The atmos"here• Essential gases• Acid rain• ?e"letion of the o one

layer• $mog• Green house effect

-@-J

--, -3, -7, -H, 3-3, -7, - , 3-, 33, 37

$4- ". - 5re"arationand "ro"erties of

o#ygen4$7-: Gases of theatmos"hereRconce"tma"s4$=@: CrosswordRtheatmos"here4$=J: 6umans doingdamageRthegreenhouse effect and

the o one layer

S 1 p. 1A3,reenhouse andglo al arming "a response tostimulusmaterial (o"tional for youif time "ermits)

Term 4 rea of Study ! - T# TM0S&#-= • aboratory and industrial

"re"aration of a gas ofsignificance to the ;ualityof the atmos"here *carbon dio#ide

3 -=, - , -H, -K, -@, -J,3

$4- ". - 5re"arationand "ro"erties ofo#ygen4$7 : Cycling matterRcarbon and nitrogen

S 1 p. 1A4&reparation andproperties ofcar on dio2ide "an e2tendede2perimentalinvestigation (could be donehere but it isvery late in the

24



year )-7 • Oinetic molecular theory

• 5ressure, volumerelationshi"s

• Gas laws• General gas e;uation• Gas stoichiometry

3- ==, =7, =H, 7 , 7-,7=, 7 , 7K, 7@, 7J,

-, K, J, H-, H7,HH, HK

$4- ". - K !olume'"ressure relationshi"sof gases$4- ". -H /olarvolume of hydrogen4$73: E#"laining gas

behaviourR ineticmolecular theory4$77: 6ow humansbreatheR oyle8s aw4$7 : Charles aw4$7K: ?ifferent butthe sameRmolarvolume of gases4$7=: E;uivalentmeasuresRconvertingunits

- • 9evision 4$7H: Changing

conditionsReffects oftem"erature, volumeand amount on"ressure.4$7@: 5utting it alltogetherRthe generalgas e;uation4$7J: $toichiometry=: mass*volume

-H • 9evision-K • E#ams 0ear -3 e#ams for

those doing a sub+ect

It is worth remembering that many 0ear -- students are doing 0ear -3 sub+ects and once 4ee = of Term 7arrives they are thin ing mainly of their 0ear -3 sub+ect. I always tried to com"lete the 0ear -- course by theend of 4ee 3, Term 7 and only be doing revision in the 4ee s =, 7, leading u" to 0ear -- e#ams. /any of

your students will be missing at different times.

%or this reason I would not recommend doing the eei or summary re"ort in Term 7 on the material in TheAtmos"here. It will be treated more seriously if it is done in Term = and therefore on the Area of $tudy -,4ater. There are "lenty of "racs that could be a""ro"riate * stoichiometry (titrations etc) redo# reactions aswell as my suggestion of acids and bases.

25



STU5 +T + M HHHHHHHHHHHHHHHHHHHH

% 1! '# M*ST %

# +5 00I

!913

'ontents

Errors$ignificant figures$tates of matter in e;uations9evision 6intsE;uations!CAA Oey $ ills<nit = !CAA $tudy ?esign<nit = Timetable<nit 7 !CAA $tudy ?esign<nit 7 Timetable

26



0 S4hen instruments are manufactured, there is a s"ecified uncertainty within which the instrument is designedto deliver accurate results. 0ou do not need to remember the various uncertainties of instruments e#actly,however you are re;uired to now the "robable range (to within a "ower of - ) within which an instrumentshould o"erate. Ty"ical uncertainties are:

"i"ette ± . 3 mburette ± . 3 mto" loading balances ± . g- m measuring cylinders ± .- m- m measuring cylinders ± - m3 m standard flas s ± .3 m

Errors in e#"erimental wor can be classified in three categories:,ross rrors or Mista$esThese are due to careless wor or a""aratus that is tem"orarily faulty. y being careful and re"eating thee#"eriment several times these errors are easily detected and eliminated.Systematic rrorsThese result from an error in the e;ui"ment. They can be eliminated by careful calibration of the instrument.

andom rrorsThese errors arise from random variations. They cannot be eliminated, but are reduced by re"eating thee#"eriment several times and averaging the results.

S*,+*:*' +T :*,U SAll of your numeric answers in the e#amination must be calculated to the correct number of significantfigures. Generally you will lose one mar once only on your "a"er if your answers are incorrect to more onesignificant figure. 4hilst one mar may not seem es"ecially large, it is easy to e#"ress answers correctly.

The following rules will allow you to determine the correct number of significant figures.• A significant figure is either an integer or a ero that follows an integer. %or e#am"le:. - has three significant figuresD - has three significant figuresD . - has one significant figureD

- -. has five significant figuresD . 7 has two significant figures.• %or addition and subtraction:4hen determining the number of significant figures for your answer, use the smaller number of decimal "laces"resent in the values you used for the calculations.E#am"le: <se the aw of Conservation of /ass to calculate the mass of "roduct formed when -. g C H6 -3 reacts com"letely with . 773 g 6 3 gas.$olution: -. U . 773 -. 773 -. 7 (3 decimal "laces)• %or multi"lication and division:

4hen determining the number of significant figures for your answer, use the smallest number of significantfigures "resent in the values you used for the calculation.E#am"le: 6ow many mole of hydrogen gas is "resent in a litre container at a "ressure of - -.=3 5a anda tem"erature of = oCF$olution: ecause the tem"erature is given to three significant figures, your answer can only be correct tothree significant figures, des"ite the four for the volume and the si# for the "ressure.

ST T S 0: M TT *+ 7U T*0+SAll reactants and "roducts in e;uations should have their states correctly included. This means you must usethe terms (a;), (g), (s) and (l) "ro"erly. 0ou lose one mar once only on your "a"er for incorrect states ine;uations.

27



6*S*0+ #*+TS

%0U 6*S*0+ & 0, MAs "art of your revision "rogram, you should:• /emorise all the ey ideas including definitions, im"ortant e;uations, and details of instruments,

industrial "rocesses and cells.• Go over the outcome statements in the $tudy ?esign.• Go over ;uestions you have done during the term from your te#t boo . 0ou should be able to do this

;uite ;uic ly. There is no need to do them all againD +ust select ty"ical e#am"les of each ty"e. Trywor ing out the main ste"s in your head to save time. 5articularly select the ;uestions with which you"reviously had difficulty or needed someone to show you.

• Com"lete "ast !CAA e#am "a"ers. ecause this is a relatively new course, the old "a"ers ("re'3 @) arenot entirely relevant. 6owever large sections are still a""ro"riate and your teacher will be able to tell

you what you can omit. The !CAA "roduced a $am"le E#am for use in 3 -= that is entirely relevant is3. hours long. It is most im"ortant that you com"lete these "a"ers for each <nit and chec theanswers that can be found on the CEA website.

• The $am"le E#ams can be found via the CEA website, under !CE Chemistry,• All "a"ers can be downloaded from the !CAA or ' e sites< .cea.asn.au .• The more "ast e#aminations you do, the better your mar s will be. It is not necessary to do them as

com"lete e#ams. As you revise to"ics, you can com"lete the a""ro"riate ;uestions, being careful to ee"to the time suggested for each ;uestion. At other times you may decide that you need "ractice in doingmulti"le choice ;uestions ' 3 in 3 minutes is a good idea.

• /ar your e#ams carefully from the answers "rovided. If you were incorrect, loo at the a""ro"riatesection in your notes to assist your memory. ven if you are correct/ it is important to read thecorrect ans er fully/ especially as it is ritten y the e2aminers. henever the e2aminers reportstates that this 8uestion as adly done/ you can almost guarantee that the topic ill e e2aminedagain in a very similar manner.

• /a e sure you s"ea to your teacher about the "roblems you are constantly finding.• 4hen you com"lete 3 or = "a"ers, read your notes completely to remind yourself regularly of the

details of the course. ?uring the wee s before the e#ams in >une and ovember, this should occur atleast twice a wee until the e#am. 0ou should have one com"lete set of notes. Amalgamate all revisionnotes, class notes and summaries.

%0U 6*S*0+ T*M T ;0ou should ma e u" a revision timetable. 4or bac wards from your e#aminations. aturally you will revise fora s"ecific e#am the night before. e careful to allocate e;ual time during the "rior wee end to all sub+ects inwhich you have an e#am. 4or bac wards through the wee s before the e#ams.

*+ T# J M?uring the reading time read the whole "a"er slowly and carefully. ?o not fli" bac and forward. ?uring thereading time you will slow down your "ulse rate and allow your thoughts to begin to wor in an ordered way.Ta e some dee" breaths and consciously regain your full com"osure. y reading with understanding your mindwill start to wor on the "roblems. ?uring this time you may also find material in one section of the "a"er thatwill assist you with a different ;uestion1

?ecide whether you are doing the multi"le'choice or structured ;uestions first.

4hen com"leting the multi"le choice ;uestions do all ;uestions. ?o not leave any blan , even if you have toguess. efore you hand in your "a"er, double chec that you have answered all ;uestions. e careful to write

28





the correct answer in the correct bo#. In case you misalign your answers, circle the correct letter in the e#amboo let, allowing a ;uic chec if needed at the end.In the e#tended answer section, do the ;uestion of which you are most certain first.Chec the time at the end of each ;uestion.9eread each ;uestion when you finished it and chec you have answered all "arts, balanced all e;uations, andincluded all states and units.If you com"lete your answer away from the e#"ected section, clearly direct the mar er to follow yourwor ing.$et out your answers clearly, stating the formulae you intend to use, as this often earns mar s.

e.g. n ( a26) c # !"6 ' log - V6=2 UW

:0 MU;%ormulae must be memorised because no information can be ta en in to the e#amination in your calculatormemory. 0our calculator must not be "rogrammable.

n m / n number of "articles A

n c! "6 * log- V6=2 UW"! n9T V6=2 UW -'"6

n ! ! m V6=2 UW X V26'W -'-7 at 3 oC& I X t E 7.-@7 Xm X∆ T & n (electrons) X % E ! X I X t

C.%. (! X I X t) ∆ T Ar ∑ (relative isoto"ic mass # relative abundance) ∑ total relative abundance

n amount in molesm mass in grams/ molar mass in grams "er mole

A Avogadro8s umber H. 3= X -3=

c concentration in moles "er litre (/)! volume in litres5 "ressure in ilo"ascals ( 5a)T tem"erature in Oelvin9 general gas constant @.=- > O'- mol'-

! m molar volume in litres at s"ecified conditionsD commonly used conditions are $ C (3 oC, - atm) or $T5( oC,- atm)

& charge in CoulombI current in am"st time in s! voltage in volts% %araday JH C.$.6.C of water 7.-@7 > oC'- g'- * in the ?ata ooC.%. calibration factor

29



30



6' I % SI*;;S for U+*TS 1 - 4

*nvestigate and in8uire scientificallyY wor inde"endently and collaboratively as re;uired to develo" and a""ly safe and res"onsible wor "racticeswhen com"leting all "ractical investigations including the a""ro"riate dis"osal of wastesDY conduct investigations that include collecting, "rocessing, recording and analysing ;ualitative and ;uantitativedataD draw conclusions consistent with the ;uestion under investigation and the information collectedD evaluate"rocedures and reliability of dataDY construct ;uestions (and hy"otheses)D "lan and or design, and conduct investigationsD identify and address"ossible sources of uncertaintyDY a""ly ethics of scientific research when conducting and re"orting on investigations.

pply chemical understandingsY ma e connections between conce"tsD "rocess informationD a""ly understandings to familiar and new conte#tsDY use first and second'hand data and evidence to demonstrate how chemical conce"ts and theories havedevelo"ed and been modified over timeDY analyse issues and im"lications relating to scientific and technological develo"mentsDY analyse and evaluate the reliability of chemistry related information and o"inions "resented in the "ublicdomain.

'ommunicate chemical information and understandingsY inter"ret, e#"lain and communicate chemical information and ideas accurately and effectivelyDY use communication methods suitable for different audiences and "ur"osesDY use scientific language and conventions correctly, including chemical e;uations and units of measurement.

31



U+*T 3 6' STU5% 5 S*,+

'hemical path ays

0: STU5% 1< 'hemical analysisOey nowledge

• volumetric analysis including determination of e#cess and limiting reagents and titration curves: sim"leand bac titrations, acid'base and redo# titrations

• gravimetric analysis• calculations including amount of solids, li;uids and gasesD concentrationD volume, "ressure and

tem"erature of gases• the writing of balanced chemical e;uations, including the use of o#idation numbers to write redo#

e;uations, and the a""lication of chemical e;uations to volumetric and gravimetric analyses• "rinci"les and a""lications of chromatogra"hic techni;ues (e#cluding features of instrumentation

and o"eration), and inter"retation of ;ualitative and ;uantitative data from:* thin layer chromatogra"hy (T C), including calculation of 9f* high "erformance li;uid chromatogra"hy (65 C) and gas chromatogra"hy (GC) including 9t

and the use of a calibration gra"h to determine amount of analyte• "rinci"les and a""lications of s"ectrosco"ic techni;ues (e#cluding features of instrumentation and

o"eration), and inter"retation of ;ualitative and ;uantitative data from:* atomic absor"tion s"ectrosco"y (AA$) including electron transitions and use of calibration gra"hto determine amount of analyte* infrared s"ectrosco"y (I9) including use of characteristic absor"tion bands to identify bonds* "roton and carbon'-= nuclear magnetic resonance s"ectrosco"y ( /9) including s"in, thea""lication of carbon'-= to determine number of e;uivalent carbon environmentsD and a""lication of"roton /9 to determine structure: chemical shift, areas under "ea and "ea s"litting "atterns(e#cluding cou"ling constants), and a""lication of nU- rule to sim"le com"ounds* visible and ultraviolet s"ectrosco"y (visible'<!) including electron transitions and use ofcalibration gra"h to determine amount of analyte* mass s"ectrosco"y including determination of molecular ion "ea and relative molecular mass, andidentification of sim"le fragments

• matching analytical techni;ue s to a "articular tas : single and combined techni;ues.

32



0: STU5% !< 0rganic chemical path aysOey nowledge

• structure including molecular, structural and semi'structural formulae, and International <nion of 5ureand A""lied Chemistry (I<5AC) nomenclature of al anes, al enes, amines, haloal anes, al anols(Cn6 3nU-26), al anoic acids (Cn6 3nU-C226) and esters u" to C-

• common reactions of organic com"ounds including e;uations: addition reactions of al enes (addition ofhydrogen halides and water limited to symmetrical al enes), substitution reactions of al anes and"rimary haloal anes, o#idation of "rimary al anols, and esterification

• chemical bonding:* "rimary, secondary and tertiary structures of "roteins* the role of the tertiary structure of "roteins in en yme action* denaturing of "roteins: effect of changes in "6 and tem"erature on bonding* "rimary and secondary structure of ? A

• organic reaction "athways including a""ro"riate e;uations and reagents:* "roduction of esters from al enes* condensation reactions that "roduce li"ids (limited to triglycerides)* condensation and "olymerisation reactions that "roduce large biomolecules includingcarbohydrates, "roteins and ? A* "roduction of biochemical fuels including the fermentation of sugars to "roduce ethanol* function of organic molecules in the design and synthesis of medicines including the "roduction ofas"irin from salicylic acid.

33



&ossi le U+*T 3 T*M T ;

ee$ 'oncepts Te2t'hapt

7uestions fromte2t

=sin

= oo$

&racs=5emos S ' 5ates >5etails

Sem 1*ntro atend of

%ear 11

2verview of analyticaltechni;ues ' titrationsintroduced in 0ear --

=old ? essential

" =@: Analysis ofbric cleaner or

elo in %ear1! ee$ 1

Term 1-

2verview of analyticaltechni;uesD stoich of s, land g including gas stoich.De#cess "roblemsDgravimetric analysisD

-, 3 Ch -: -, HCh 3: ' @, J, - ,1A, -K, -J,3 ,!1 ,!4 ,=-,=7,3B,3A/7- /44/4A/4@

" =K: Analysis ofbric cleaner

3 9evise mole, stoich -, 3 - and =Conc. (/, Lv v, Lm v)Dvolumetric analysis

= Ch =: -c,=,4/B, H'@, --c,14/1B , -H,1C, -@,1D/!9/ 3-, !3 ,37/!B

p 4@< ,ravimetricdeterminationof sulphate -eei

= 9evise acid base theoryD"6D indicatorsD bactitrationD titrations curves

7 Ch 7: B/A/C/@/D/- , 13/1B ,-H, -@,!9/!1/!!- 37/!B/!A/!C/!@

3, 7 " : actitration: 3 inlawn feed

7 9edo# reactionsD o#id.nos.D redo# titrationsDbalancing redo# e;s.

Ch : -' ,A/C/19/11/ - ,1@/-J,33, !4/ 3 ,3H,!@,!D/ =-,==/34

H p B3<5eterminationof :e(**)content ofla n fertiliser- eei

Chromatogra"hy ' T C,G C, 65 CD 9f M 9tDcalibrationD inter"retingchromatogramsD

H Ch H: 3 ' 7,@/19,-7, -J, !9 , 3-

@ T9A " 7 :theoreticale#ercise 'Ethanol contentof wine by gaschromatogra"hy

H $"ectrosco"y ' o viewelectromagnetic s"ectrumDflame testsD AA$, <!'visD

/9D I9

K Ch K:B/K,J,- ,1! ,-7,1B,-K,1@/ 3 ,!3/ 3 ,3J,3!/33 , =@,49

K, - ,-3, -=

T9A 5 H: dataanalysis 'Inter"retationof nmr s"ectraof a no. oforganiccom"ounds

p BB<'olorimetricdeterminationof phosphoruscontent ofla n fertiliser

K /ass s"ectrosco"yDinter"reting s"ectrum

@ Ch @: -,7/B/K,@,-=,1A/1@/!9

J, -- T9A " @: dataanalysis 'inter"retation ofmass s"ectra

eei reportunder testconditions

@ onding in hydrocarbonsDhomologous seriesD al anesand al enesD isomers and

J Ch J: -'7, @, J,11/1!/ -=,- /1A/1@/3 /!!/ 3=,37

-H Incursion e#cursion oninstrumentation

34



namingJ %unctional grou"sD common

organic reactionsJ, - Ch - : 3, =, 4/ A-

D/11/13-1C/3-,33 /!3-!C/ 3J,= /33/34

- , 3- " J=: 5re"aringartificialfragrances andflavours

#olidays(move asneeded)

rea of Study evie Ee2am revision of thisarea of study

p 1!4< all8uestionsEcomplete andrevise all oS 1

Term !

-

2rganic reaction "athwaysDsynthesis of medicines e.g.as"irinD drug develo"ment

- , -7 Ch -7: 1/B, J, 13 -H (&-and 3),37

-- iochemical fuels - , -- Ch - : -J /3 / 31Ch --: =, --, -3,13

3 " J : 9eactionsand "ro"ertiesof some organiccom"ounds

-3 iomolecules: %atsDcarbohydratesD "roteins

-3 Ch -3: -' 3, C/@,- , 3J,

-K " J@: /odellingfunctionalgrou"s andorganicreactions

-= 5roteinsD en ymesDdenaturation

-3 Ch -3: -3, 13 ,-7,1A,1C,!1/ =3,33 ,34,41/43 ,7 /4A

-@, -J,33

" - -: rittenreport of apracticalactivity ' 5re"of As"irin

-7 ? A function, structurebonding

-= Ch -=: 3,H,C,1C/1@

33, 3=

- Com"lete all to"icsD Areaof $tudy 9eview

p !3D< all8uestions

-7, -H(&=)

Stimulusmaterial ' ? Aand "rotein

-H 9evision of <nit =-K 9evision of <nit =-@ /id'year internal e#ams

Sem !- (-J) Unit 4< Chemical energyD

e#o and endothermic r nsDN6D energy "rofilediagramsD mani"ulation ofthermochemical e;uationsDratesD catalystsD activationenergy

- Ch - : -,3,4/ H,@,D,19 ,1! ,- ,-@,!9

3 , 3H " -=@: %actorsaffecting ratesof reaction?emos: T9A "J7: %oam columnT9A " -3@:Chemical 2venT9A " -3J:Endothermicreaction b w 3solids

3 (3 ) E;uilibrium lawD OD tem"effectD e ChatelierPs"rinci"leD calculations

-H Ch -H:3/B/A/C/@/D/19/11/1!/ -='- ,1C-!1/!3/!B-3!/3A/3C

3K, = T9A " JH:Theoreticale#ercise 'discovering thee;uilibrium law.

#olidays evie 'h 1B and 1Acarefully

'omplete rate/e= rium 8uestE'omplete oSrevie p3A9< 7

35



1-1!E 1C-!136



U+*T 4 6' STU5% 5 S*,+

Unit 4< 'hemistry at or$

0: STU5% 1< *ndustrial chemistryKey knowledge

• collision theory and factors that affect the rate of a reaction including tem"erature, "ressure,concentration and use of catalysts, e#cluding: a formal treatment of the /a#well' olt manndistribution, reaction mechanisms and rate laws

• energy "rofile diagrams and the use of N6 notation including: activation energyD alternative reaction"athways for catalysed reactionsD and deduction of N6 for an overall reaction given energy "rofiles orN6 of two related reactions

• e;uilibrium: re"resentation of reversible and non'reversible reactions: homogeneous e;uilibria and thee;uilibrium law (e;uilibrium e#"ressions restricted to use of concentrations), e Chatelier8s 5rinci"leand factors which affect the "osition of e;uilibrium

• "6 as a measure of strength of acids and basesD Ow, Oa for wea acids• a""lication of e;uilibrium and rate "rinci"les to the industrial "roduction of one of ammonia,

sulfuric acid, nitric acid:* factors affecting the "roduction of the selected chemical* waste management including generation, treatment and reduction* health and safety considerations* uses of the selected chemical.

0: STU5% !< Supplying and using energy

Oey nowledge• com"arison of the renewability of energy sources including coal, "etroleum, natural gas, nuclear fuels

and biochemical fuels• a""lication of calorimetry to measure energy changes in chemical reactions in solution calorimetry and

bomb calorimetry, including calibration of a calorimeter and the effects of heat loss• use of the electrochemical series in "redicting the "roducts of redo# reactions and deducing overall

e;uations from redo# half e;uations• limitations of "redictions made using the electrochemical series, including the determination of

ma#imum cell voltage under standard conditions• the chemical "rinci"les, half'e;uations and overall e;uations of sim"le "rimary and secondary galvanic

cells• the chemical "rinci"les, half'e;uations and overall e;uations of fuel cellsD advantages and disadvantages

of fuel cells com"ared to conventional energy sources• the chemical "rinci"les, half'e;uations and overall e;uations of sim"le electrolytic cellsD com"arison of

electrolytic cells using molten and a;ueous electrolytes, and inert and non'inert electrodes• a""lication of %araday8s laws in electrochemistry.

37




'hapt7uestions from

te2t=sheet

in= oo$

&racs = 5emos(reference in

= oo$)

S ' 5ates >5etails

Sem ! old ? essentialTerm 3

=Acid base e;uilibriaintroduction

-H, -K Ch -K:1/!/3/B/ H,K,D/19/11/13/14/1B/1A-!!.

3@ " -7-: E#tent ofhydrolysis oftwo acids

7 OwD "6D "OaD -K 3J " -7=:?eterminationof 3 acidityconstants

5 -7H: rittenreport of apracticalactivity : Effectof changes inconcentration one;uilibrium

Chem. IndustD D 26 and$D 4aste managementD/$?$D

$ulfuric acid"roduction

-@

3-

Ch -@: J,-=,- ,!@/ 3!

Ch 3-: 1/!/ ,C/@/D/13/ - ,-@ p 3A9< 'omplete all8uestions in revieof oS 1

=-, =7,=

T9A " --H?emo ' Carbon5illar

T9A "--K:5ro"erties ofsulfuric acidT9A " --7:%lowchart ofContact "rocess(hi.com)

H 5 -7 : Industrial"roduction ofsul"huric acid * areport/ responseor an analysis

K Energy sourcesD energyconverters andtransfersD biochemicalfuels

3=, 37 Ch 3=: 7, ,@,J,--

Ch 37: @,-3,-7, - ,1@

7

@ CalorimetryDcalculationsD Q6

3 Ch 3 : 3,7,B/A/K,19/11/ -=,!1/!!/!4 ,!A/!@/ 33/34/ = ,=H

" -@K:Calorimetry andenthal"y changes

J Galvanic cellsDrechargingD fuel cellsDthe electrochemicalseries and E o

3H, 3K Ch 3H:1/4/ ,A/K,@,D,- , --,-=, 14Ch 3K: , -3,13 ,14 ,1D/!1/ 3=

=@, =J,7-

" -J : %uel cells

- ElectrolysisD

electrolytic cells

3@ Ch 3@:3-C/ @,J,

11 ,-3,14/1C/1@/1D/!9/!3/ 3 ,3H,3J,= ,31, ==

73, 7=,

77, 4B

<se 4or sheet

7 ("-KJ) as ane#erciseDT9A " -7K:?emo of Tincrystals byelectrolysis

-- %aradayPs awsDCom"lete review Ao$ 3

3@ p4A3< 'omplete all8uestion in revieof oS !

7H, 7K " -J=:?eterminationof %araday8sconstant andAvogadro8sconstant

38



-3 p 1DB< Summaryreport< %uelcells, 6alf'cellsand electrolysis

#olidaymove

asneeded

'omplete revision ofUnit 4 including e2am8uestions. im for199 hours (!9 hoursper su Fect) duringthese holidays onrevision of allsu Fects to ee2amined " this canseriously e achievedif your students areorganisedG They illstill have the eveningoff and somerela2ation periods.

2am papers

Term 4-=

9evisionD Trial e#am --7 9evisionD Trial e#am 3- 9evision

39



Examples of suitable exam questions from previous VCAA exams for the final exam in November(Please note that these suggestions are not endorsed by the VCAA)

Relevant questions from old Unit 3 exams Relevant questions from old Unit 4 exams2000 Section A 1 - 18, 20 2000 Section A 2, 3, 4, 5, 8 -12, 14, 15, 16

Section B1, 2, 4, 5, 6

Section B1, 2, 4

2001 Section A 1 - 4, 8 – 12, 16 - 22 2001 Section A 1, 2, 9, 10, 11, 13, 15Section B 1- 5 (treat Q 3 as TLC) Section B 1 – 4, 7

2002 Section A 1 -15, 17,19, 20 2002 Section A 7 – 9, 11, 13 – 15, 18, 19, 20Section B 1b, 1c, 2 – 6, 7c Section B 3, 4b, 5b, 6

2003 Section A 1 – 10, 12 - 20 2003 Section A 1 -9, 17, 18, 19,Section B 1 - 7 Section B 1a, 1b, 2, 3, 4, 5, 6,

2004 Section A 1 - 20 2004 Section A 2 – 9, 16 - 18Section B 1 – 4, 6 Section B 3, 4, 5, 8a, 8b

2005 Section A 1 – 20 2005 Section A 1, 2, 5 – 11Section B 1 – 4, 6 -8 Section B 2a, 2b, 3, 4, 5, 6b, 7, 8,

2006 Section A 2 - 20 2006 Section A 2 – 8, 12, 14,15Section B 1 - 6 Section B 4, 5, 8, 9a-c

2007 Section A 1 – 8, 10 - 20 2007 Section A 4, 7, 11, 15, 16, 17, 18, 19Section B 1-3, 4a, 4b, 5c, 5d, 6, 7 Section B 4a-c, 5, 6, 7, 8

2008 Section A 1 – 10, 12 - 19 2008 Section A allSection B 1 - 7 Section B 1 – 4, 6 - 9

2009 Section A 1 - 18 2009 Section A allSection B 1 - 10 Section B 1 – 6a, 6b, 7

2010 Section A 1 - 20 2010 Section A allSection B 1 - 8 Section B 1 – 4, 6 -8

2011 Section A all 2011 Section A allSection B all Section B 2 - 8

2012 Section A All 2012 Section A allSection B all Section B 1 – 4, 6 -8

40



STU5 +T + M HHHHHHHHHHHHHHHHHHHH

% 11 '# M*ST %

# +5 00I

!913

'ontents

<nits - and 3 !CAA $tudy ?esign!CAA Oey $ ills<nit - Timetable9evision for <nit - E#am<nit 3 Timetable9evision for <nit 3 E#am

41



6' '# M*ST % STU5% 5 S*,+

Unit 1< The ig ideas of chemistry 0: STU5% 1

The &eriodic Ta leOey nowledge This nowledge includesY The 5eriodic Table

* historical develo"ment from /endeleev to $eaborg* trends and "atterns of "ro"erties within The 5eriodic Table: atomic number, ty"es of com"oundsformed, metallic non'metallic character, chemical reactivity of elementsD

Y atomic theory* historical develo"ment of the model of atomic theory with contributions from ?alton toChadwic* limitations of the model of atomic theory* mass number, isoto"es, calculation of relative atomic mass, electronic configuration including subshellsD

Y the mole conce"t including em"irical and molecular formulas, "ercentage com"osition, Avogadro8s constantDY inter"retation of data from mass s"ectrometry.

0: STU5% !MaterialsOey nowledge This nowledge includesY models of bonding to e#"lain observed "ro"erties including melting tem"erature, electrical conductivity,chemical reactivity, sha"e, "olarity of bonds, intermolecular forces

* metals* ionic com"ounds* molecular substances, networ lattices, layer latticesD

Y limitations of the bonding modelsDY "ro"erties and systematic naming of al anes and al enes u" to C HDY structural isomers of C 76 - DY behaviour of surfaces and the a""lication of surface chemistry in nanotechnologyDY addition "olymers

* relationshi" between structure, "ro"erties and a""lications,* synthesis, cross'lin ing* develo"ment of customised "olymers.

42



Unit !< nvironmental chemistry 0: STU5% 1

aterOey nowledge This nowledge includesY role of water in maintaining life in the environment

* uni;ue "ro"erties of water: relationshi" between structure and bonding, and "ro"erties and usesincluding solubility and conductivity* ways in which substances behave in water: the dissociation of soluble ionic solutesD theionisation of "olar molecules such as acidsD the se"aration of non'ionising "olar molecules such as ethanol* maintaining water ;uality: solubility, "reci"itation reactions, "6* desalination, including the "rinci"les of distillationD

Y acids and bases: "roton transferD common reactions of acidsD strong and wea acids and basesD "oly"roticacidsD am"hi"rotic substancesDY calculations including mass'mass stoichiometry and concentration and volume of solutionsD "6 of strong acidsand of strong basesDY redo# reactions in a;ueous solution including writing balanced e;uations for o#idation and reductionreactions, for e#am"le metal dis"lacement reactions, corrosion of ironDY a""lication of the "rinci"les of green chemistryD for e#am"le, re"lacement of halogenated solvents withsu"ercritical carbon dio#ide in industrial "rocesses or in "lant cro" "rotection.

0: STU5% !The atmosphereOey nowledge This nowledge includesY role of the atmos"here in maintaining life in the environment

* effects of human activities, such as agriculture, industry, trans"ort, energy "roduction, on theatmos"here* chemical reactions and "rocesses of acid rain* ;ualitative effects of o one de"letion and "hotochemical smog* role of the carbon and nitrogen cycles in maintaining life on earth* the laboratory and industrial "re"aration of one gas of signifi cance to the ;uality of the atmos"hereD

Y the ma+or contributing gases to the enhanced greenhouse effect and at least one of the associatedlocal, state, national or international "rotocolsDY inetic molecular theory and its use in e#"laining "ro"erties of gasesDY calculations including those involving gas laws, molar volume (!/) at $T5 and $ C, the General Gas E;uation,volume'volume and mass'volume stoichiometry.

43



6' I % SI*;;S for U+*TS 1 - 4

*nvestigate and in8uire scientificallyY wor inde"endently and collaboratively as re;uired to develo" and a""ly safe and res"onsible wor "racticeswhen com"leting all "ractical investigations including the a""ro"riate dis"osal of wastesDY conduct investigations that include collecting, "rocessing, recording and analysing ;ualitative and ;uantitativedataD draw conclusions consistent with the ;uestion under investigation and the information collectedD evaluate"rocedures and reliability of dataDY construct ;uestions (and hy"otheses)D "lan and or design, and conduct investigationsD identify and address"ossible sources of uncertaintyDY a""ly ethics of scientific research when conducting and re"orting on investigations.

pply chemical understandingsY ma e connections between conce"tsD "rocess informationD a""ly understandings to familiar and new conte#tsDY use first and second'hand data and evidence to demonstrate how chemical conce"ts and theories havedevelo"ed and been modified over timeDY analyse issues and im"lications relating to scientific and technological develo"mentsDY analyse and evaluate the reliability of chemistry related information and o"inions "resented in the "ublicdomain.

'ommunicate chemical information and understandingsY inter"ret, e#"lain and communicate chemical information and ideas accurately and effectivelyDY use communication methods suitable for different audiences and "ur"osesDY use scientific language and conventions correctly, including chemical e;uations and units of measurement.

44



U+*T 1 T*M T ;$ 'oncepts Te2t

chapt

Minimum'hapter7uestions

&ractical or$ includingor$sheets

from = oo$and videos

S ' 5ates >5etails

Term 1 rea of Study 1< T# & *05*' T ;

- • Elements• 5eriodic table• Com"ounds

- - , -K, 3 , 3= T9 - ". -= Changes inchemical reactions!ideo: 4orld ofChemistry, 5eriodicTable. ("arts)5-H wor sheet activity ' 2rganising elements9evision * 4or sheets =M 7

3 • ?evelo"ment of atomictheory

• uclear atom• Electronic

configuration

3 -J, 3 , 3-, 33,3=a,c, 37, 3H,3J, ace, = , =-,=7

$4- ". @- %lame coloursof selected metals (ane#"eriment for thesummary re"ort)

= • The modern "eriodictable

• 5eriodic "ro"erties• Trends in "ro"erties• Com"ounds

= -H, -@, -J, 3 ,33, 3 , 3H, 3K,3@, 3J

!ideo: ohr atom ("arts)$4- ". 3@ 5eriod =

elements5-K wor sheet activity H' Trac ing Trends

7 • /asses of "articles• The mole

7 T9 - ". 3H /olesimulation anda""lications!ideo: 4orld ofChemistry, The /ole

S 1 p. 34&eriodicvariation ofproperties "analysis of ! nd

hand data • 5ractice mole conce"t

calculations andcom"lete all ;uestionsform cha"ters in te#tboo

3-, 33, 3=, 37 4or sheets K'--(6omewor or classrevision)

H • /olar mass• Em"irical and

molecular formulas• "ercentage

com"osition

7 3Haceg, 3K, 3@,3J, =-, =3, =H,=K, =@, 7 , =3,7 , 7@, , -

$4- ". =- Chemicalcom"osition of acom"ound5rac: Em"irical formuladetermination

Term 1 rea of Study !< M T * ;SK • /etals - , -7, - , -K,

3 , 3-, 3=$4- ". K3 TestingmaterialsT9 - ". == Growing metalcrystals5rac: /odifying the"ro"erties of metals

@ • Ionic com"ounds *"ro"erties M model

• Electron transferdiagrams

• Chemical formulas

H -K, -J, 3-, 33,3=, 3 , 3H, 3K,3J

$4- ". @3 $olubility ofcom"ounds in water (ane#"eriment for thesummary re"ort)$4- ". @7 Conductivity

45



of common materials (ane#"eriment for thesummary re"ort)

J • Covalent molecularsubstances

• $ha"es of molecules• 5olarity of molecules

K -@, -J, 3 , 3-,33

$4- ". K /a ingmolecular models4or sheets o -3, -K

#oliday" move

asneeded

- • %orces betweenmolecules

• Covalent lattices

K 3=, 37, 3 , 3H,3J, =-, =7, =H

T9 - ". 7- Com"aring the"hysical "ro"erties ofdifferent covalentlattices4or sheet o -@, -J

-- • Carbon• 6ydrocarbons

• aming hydrocarbons

@ -@, 3-, 33, 3=,37

$4- ". K@ Investigatinghydrocarbons

4or sheet o 3-

S 1 p. @1 summary

report ofthreepracticalactivities

-3 • 5ro"erties of al enesand al enes

• 5olymers

@ 3 , 3H, 3K, 3@,3J, = , =3, =7,7

4or sheet o 3=?emo: Thermosettingand Thermo"lastic"olymersT9 - ". /a ing ghostbuster slimeT9 - ". = /a ing anEastover

-= • An overview ofbonding• $urfaces• an "articles

J J, - , --, -3, -=,-7, -H, -K 5rac: 4etting?emo: %lotation of/othballsT9 - ". 7= uc y balls,annotates and otherallotro"es of carbon

o. 33 wor sheet, "HJ

S 1 p. @A+anotechnology and nematerials " aposterpresentation(o"tional for

you not thestudents1)

-7 • 9evision- • 9evision-H • E#ams

-K • E#amsSemester !< Unit !< rea of Study 1 ater

- • The water cycle• 5ro"erties of

water• 4ater as a

solvent

- -=, -7, -J, 3=,37, =-, =3, =7,=

$elections from T9 - ".H- 5ro"erties of water4$3 : 4onderful waterRstructure and"ro"erties

3 • /easuring solubility• Concentration of

solutions

-- -7. - , -K, -J,33ace, 3=ace,3H, 3@, =3, = ,=K

T9 -=7: Effect of"olarity on solubilityT9 -= : $u"ersaturationT9 -=H: $talagmite from

46



a su"ersaturated solutionT9 -=K: Concentrationsof solutions

6*S*0+ :0 U+*T 1 J M*+ T*0+:0 MU;n m / r where n amount in moles

m mass in grams/ r molar mass in gram "er mole

n no. of "articles A where A H # - 3= which is called AvogadroPs constant

& 'SThe e;uations and information in all "racs in your "rac boo is e#aminable material.

47



U+*T ! T*M T ;Term 3 rea of Study 1< T

$ 'oncepts Te2tcha

pt

Minimum 'hapter7uestions

&ractical or$including

or$sheetsfrom

= oo$ andvideos

School-assessed'ourse

or$

= • 5reci"itation reactions• Ionic e;uations• /aintaining water ;uality

-3 H, @, - , --, -3, -=,-7, - , -K

$4- ". --5reci"itation reactions4$3H: $olvingsolubilityR"redicting"reci"itation reactionsT9 - ". KK 5urificationof "olluted water

7 • Introducing Acids M bases• 9eactions involving acids

and bases

-= 3, , @, J T9 - ". @ reactionsof hydrochloric acideei' <se some of theactivities fromE#"erimentalinvestigation of the"ro"erties andbehaviour of acids 'only use as a "rac

n e2tendede2perimentalinvestigationcould edeveloped usingacids and asesand p# pracsand ma$ing thelin$s (It could begood to do thisat this earlystage of thesemester)

• rSnsted ' owrydefinition

• Acid and base strength• "6 scale

-7 - , -H, -K, 3-, 33,37, 3 , 3H, 3K, 3@,=-, =3

4$3K: 9ecordinge;uationsR%ull andionic chemicale;uationsD4$3@: Concentrationand strengthR"icturing acids andbasesDT7J: $trong and weaacidsT9 - ". @3Am"hi"roticsubstances in water4$=-: Acidity ofsolutionsRcalculating"64$37: CrosswordRacids and bases

H • $toichiometry - -7, - , -K, -J, 3=,37, 3@, = , =3, ==,

$4- "". --J 5roductsof a decom"ositionreaction4$3J: $toichiometry-: /ass*masscalculations

K • E#cess reactants• !olumetric analysis

- = , =H, =J, 7 , 7-,7=, 7

T9 - ". J?etermination of the

48



concentration of ahydrochloric acidsolution

•

@ • /ore "ractice ofstoichiometry and catch'u"

- 4$= : $toichiometry3: E#cess reagentcalculations

4$=3: $olving com"le#calculationsRusingmore than one formula

J • 2#idation and reduction• 9edo# reactions• 2#idation numbers

-H 33, 3 , 3K, 3J, = ,=-, =3

$4- ". -3- Corrosion4$==: /atchma erRredo# reactionsD4$=7: /etals andtheir cationsRwritinghalf e;uations

- • Galvanic cells• The electrochemical series• Corrosion

-H =H, =@, 7 , 73, 7=,7H, 7K,

T9 - ". J@Electrochemical cellsand corrosion

4$= : %rom chemicalsto electricityRgalvaniccells

-- • Green Chemistry: $ome ofthe following'A""licationsof green chemistryD TheC%C storyD re"lacement ofhalogenated solvents withsu"ercritical C23 inindustrial "rocesses or in"lant "rotection.

• Area of study review

-K =, 7, T9 - ". - 3Investigating galvaniccells4$=H: $ortingstatementsR"rinci"lesof green chemistry4$=K: ConservingatomsRthe greenchemistry "rinci"le of

atom economy-3 • The atmos"here• Essential gases• Acid rain• ?e"letion of the o one

layer• $mog• Green house effect

-@-J

--, -3, -7, -H, 3-3, -7, - , 3-, 33, 37

$4- ". - 5re"arationand "ro"erties of

o#ygen4$7-: Gases of theatmos"hereRconce"tma"s4$=@: CrosswordRtheatmos"here4$=J: 6umans doingdamageRthegreenhouse effect and

the o one layer

S 1 p. 1A3,reenhouse andglo al arming "a response tostimulusmaterial (o"tional for youif time "ermits)

Term 3 rea of Study ! - T# TM0S&#-= • aboratory and industrial

"re"aration of a gas ofsignificance to the ;ualityof the atmos"here *carbon dio#ide

3 -=, - , -H, -K, -@, -J,3

$4- ". - 5re"arationand "ro"erties ofo#ygen4$7 : Cycling matterRcarbon and nitrogen

S 1 p. 1A4&reparation andproperties ofcar on dio2ide "an e2tendede2perimentalinvestigation (could be donehere but it isvery late in the

49



year )-7 • Oinetic molecular theory

• 5ressure, volumerelationshi"s

• Gas laws• General gas e;uation• Gas stoichiometry

3- ==, =7, =H, 7 , 7-,7=, 7 , 7K, 7@, 7J,

-, K, J, H-, H7,HH, HK

$4- ". - K !olume'"ressure relationshi"sof gases$4- ". -H /olarvolume of hydrogen4$73: E#"laining gas

behaviourR ineticmolecular theory4$77: 6ow humansbreatheR oyle8s aw4$7 : Charles aw4$7K: ?ifferent butthe sameRmolarvolume of gases4$7=: E;uivalentmeasuresRconvertingunits

- • 9evision 4$7H: Changing

conditionsReffects oftem"erature, volumeand amount on"ressure.4$7@: 5utting it alltogetherRthe generalgas e;uation4$7J: $toichiometry=: mass*volume

-H • 9evision-K • E#ams 0ear -3 e#ams for

those doing a sub+ect

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6*S*0+ :0 U+*T ! J M*+ T*0+:0 MU;n m / r where n amount in moles

m mass in grams/ r molar mass in gram "er mole

n c # ! where c concentration in mol ! volume in litres

"! n9T where 9 @.=- if 5 is in 5aT is in O! is in

n ! ! m where ! m molar volume

$ C $tandard ab Conditions:- -.=3 5a and 3 oC$T5 $tandard Tem" and 5ressure:- -.=3 5a and oC

n no. of "articles A where A H # - 3= which is called AvogadroPs constantV6=2 UW X V26' W -'-7 where V W concentration in mol

"6 ' log - V6=2U

WV6=2 UW -'"6 5- ! - T - 53 ! 3 T 39A/ A r Z (isoto"ic mass X relative abundance)

Z (total relative abundance)& 'SThe e;uations and information in all "racs in your "rac boo is e#aminable material.

U; S :0 +% ST0*'#*0M T % & 0 ; M-. 4rite a balanced e;uation3. 4rite given and re;uired information under the a""ro"riate s"ecies in the e;uation.

=. 4hen necessary, determine which reactant is in e#cess and then use the limiting reactant to calculateamounts of "roduct formed. n (reactant -) n (reactant 3)coefficient of reactant - coefficient of reactant 3

7. $et u" mole ratio between n (un nown) coefficient of un nown n ( nown) coefficient of nown

. <se a""ro"riate e;uation from the list above to calculate the re;uired n(un nown).

U; S :0 5 T M*+*+, S&0+T + 0US 50J 'T*0+S• A s"ontaneous reaction will occur when the strongest o#idant is 6IG6E9 in the table than the strongest

reductant.

• 4hen more than one reductant or o#idant is "resent, the strongest reductant al ays reacts ith thestrongest o2idant.

• The rule for "redicting that a reaction will occur when using the electrochemical table isstongest o2idant (is higher than)

strongest reductant

• 02idation< always occurs at the anode/ "roduces electrons, increases the o#idation number.

51



6' 'hanges in !913

The !CAA has rewritten the Essential Onowledge and the Assessment for the <nits = and 7Chemistry course. The changes to the Chemistry course are briefly summari ed below.

Iey Ino ledgeUnit 3• o reference to Green ChemistryD• Inclusion of titration curvesD• ?etails of the instrumentation and o"eration of chromatogra"hic and s"ectrosco"ic

instruments are e#cludedD• /ore details about the level of inter"retation of I9 and /9 s"ectra is "rovidedD

• /ore details of the re;uired nowledge for "rotein and en yme structure and effects arelisted.

Unit 4• Energy efficiencies of a range of energy resources are to be consideredD• Ethene cannot be chosen as a chemical to study in detailD• ?eduction of ∆6 from energy "rofile diagrams is re;uiredD• Inclusion of the determination of a cell E o under standard conditionsD

ssessmentUnit 3 School assessment• o changes to assessment, e#ce"t to more clearly state that the e#tended e#"erimental

investigation must be chosen from a different Area of $tudy to the other two assessmenttas s.

Unit 4 School assessment• The two assessment tas s from Area of $tudy - must be a written re"ort of a "ractical

activity A ? a re"ort res"onse analysis of uses, e;uilibrium and rate considerations,safety as"ects and associated wastes of a chemical selected from ammonia, sulfuric acidor nitric acidD

• A summary re"ort must be "roduced for Area of $tudy 3 involving annotations of three"ractical activities relating to energy transformations in chemical reactions.

2ternal 2amination• 2ne 3. hour e#amination in ovember (no e#ternal mid'year e#amination)D

52



• All listed essential nowledge will be assessed in the e#amination, e#ce"t for the s"ecificdetails of the selected chemical.

53

suggestions foyayr teaching units 3 and 4

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