Chemistry Subject Outline For Teaching in 2014

Chemistry
2014 Subject Outline

Stage 1 and Stage 2
Published by the SACE Board of South Australia, 0 !reenhill "oad, #ay$ille, South Australia %0&4 Co'yright ( SACE Board of South Australia 2010 )irst 'ublished 2010 "eissued for 2011 *'ublished online October 2010, 'rinted +anuary 2011,, 2012, 201&, 2014 -SB. /01 1 04102 % % 1 *online 2icrosoft #ord $ersion,
ref3 A200012
CONTENTS
-ntroduction4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 1 Pur'oses of the SACE44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444441 Subject 5escri'tion444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 1 Ca'abilities4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 1 6iteracy in Che7istry4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 & .u7eracy in Che7istry444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 & Ethical Study and "esearch44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 4 Aboriginal and 8orres Strait -slander 9no:ledge, Cultures, and Pers'ecti$es44444444444444 Stage 1 Chemistry 6earning Sco'e and "e;uire7ents444444444444444444444444444444444444444444444444444444444444444444444444444444444444 6earning "e;uire7ents444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 Che7istry -n$estigation S<ills444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 Content44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 1& Assess7ent Sco'e and "e;uire7ents444444444444444444444444444444444444444444444444444444444444444444444444444441% E$idence of 6earning44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 1% Assess7ent 5esign Criteria4444444444444444444444444444444444444444444444444444444444444444444444444444444444444441% School Assess7ent4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 10 Perfor7ance Standards444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 1/ Assess7ent -ntegrity 4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 2& Su''ort 2aterials4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 24 Subject=s'ecific Ad$ice4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 24 Ad$ice on Ethical Study and "esearch444444444444444444444444444444444444444444444444444444444444444444444424 Stage 2 Chemistry 6earning Sco'e and "e;uire7ents44444444444444444444444444444444444444444444444444444444444444444444444444444444442 6earning "e;uire7ents4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 2 Che7istry -n$estigation S<ills44444444444444444444444444444444444444444444444444444444444444444444444444444444444442 Content44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 && Assess7ent Sco'e and "e;uire7ents44444444444444444444444444444444444444444444444444444444444444444444444444444%% E$idence of 6earning44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 %% Assess7ent 5esign Criteria444444444444444444444444444444444444444444444444444444444444444444444444444444444444444%% School Assess7ent4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 %0 E>ternal Assess7ent44444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 %/ Perfor7ance Standards444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 %/ Assess7ent -ntegrity 4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 4 Su''ort 2aterials4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 % Subject=s'ecific Ad$ice4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444 % Ad$ice on Ethical Study and "esearch4444444444444444444444444444444444444444444444444444444444444444444444 % This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011
INTRODUCTION
PURPOSES OF THE SACE
8he South Australian Certificate of Education *SACE, is designed to enable students to3 de$elo' the ca'abilities to li$e, learn, :or<, and 'artici'ate successfully in a changing :orld 'lan and engage in a range of challenging, achie$able, and 7anageable learning e>'eriences, ta<ing into account their goals and abilities build their <no:ledge, s<ills, and understanding in a $ariety of conte>ts, for e>a7'le, schools, :or<'laces, and training and co77unity organisations gain credit for their learning achie$e7ents against 'erfor7ance standards4
SUBJECT DESCRIPTION
Che7istry 7ay be underta<en as a 10=credit subject or a 20=credit subject at Stage 1, and as a 20=credit subject at Stage 24 8he study of Che7istry offers students o''ortunities to consider the use that hu7an beings 7a<e of the 'lanet?s resources and the i7'act of hu7an acti$ities on the en$iron7ent4 An understanding of che7istry, and the a''lication of this understanding, hel's students to a''reciate the factors that influence the 'ursuit of science and to 7a<e infor7ed decisions about 7odifying and interacting :ith nature4 Scientific in;uiry co77only in$ol$es tea7s of 'eo'le :ith di$erse s<ills and <no:ledge4 Che7ists can contribute to such tea7s through their study of the 'ro'erties, uses, 7eans of 'roduction, and reactions of natural and 'rocessed 7aterials4 Che7ists also 7a<e a critical study of the social and en$iron7ental i7'act of 7aterials and che7ical 'rocesses4 8heir s<ills in obser$ation, and in designing and 'erfor7ing e>'eri7ents, 7a<e an i7'ortant contribution to ad$ances in scientific theories4 8hrough the study of che7istry, students de$elo' an understanding of the 'hysical :orld that enables the7 to be ;uestioning, reflecti$e, and critical thin<ers4 As a :ay of <no:ing, students can use che7istry to e>'lore and e>'lain their e>'eriences of 'heno7ena around the74
CAPABILITIES
8he ai7 of the SACE is to de$elo' :ell=rounded, ca'able young 'eo'le :ho can 7a<e the 7ost of their 'otential4 8he ca'abilities include the <no:ledge and s<ills essential for 'eo'le to act in effecti$e and successful :ays4
Chemistry 2014 Subject Outline Stage 1 and Stage 2
8he fi$e ca'abilities that ha$e been identified are3 co77unication citi@enshi' 'ersonal de$elo'7ent :or< learning4 8he ca'abilities enable students to 7a<e connections in their learning :ithin and across subjects in a :ide range of conte>ts4 8he ca'abilities for learning and co77unication are the focus of the learning re;uire7ents su''orting students? de$elo'7ent of s<ills for :or<ing scientifically to ac;uire, understand, and co77unicate <no:ledge of che7istry4 8he study of Che7istry can contribute to a student?s citi@enshi' by de$elo'ing <no:ledge and s<ills that can be used in 7a<ing infor7ed decisions about co77unity issues4 8he ca'ability for 'ersonal de$elo'7ent is reflected in the de$elo'7ent of students? o'inions on issues and their a''reciation of the role of che7istry in the :orld4 8hrough the ca'ability for :or<, students de$elo' s<ills in 'roble7=sol$ing and critical thin<ing that are a''licable to e7'loyability in a range of career 'ath:ays4
Communication
-n this subject, students de$elo' their ca'ability for co77unication by, for e>a7'le3 using infor7ation and co77unication technologies to gather, sort, analyse, and dis'lay data using a''ro'riate ter7inology and no7enclature to co77unicate che7ical infor7ation to suit 'articular 'ur'oses and conte>ts constructing <no:ledge through co77unication :ith others using $arious co77unication strategies for coo'erati$e and inde'endent learning4
Citizenship
-n this subject, students de$elo' their ca'ability for citi@enshi' by, for e>a7'le3 ac;uiring an a''reciation of the co7'le>ity of en$iron7ental issues res'onsibly a''lying <no:ledge of che7istry to address co77unity issues :or<ing ethically4
Pe sona! De"e!opment
-n this subject, students de$elo' their ca'ability for 'ersonal de$elo'7ent by, for e>a7'le3 ac;uiring an a:areness of the role of che7istry in the :orld 7a<ing decisions about 'ersonal futures on the basis of an understanding of che7istry and its role in the :orld gaining s<ills of 'ersistence, reflection, and e$aluation through the study of che7istry4
#o $
-n this subject, students de$elo' their ca'ability for :or< by, for e>a7'le3 a''lying s<ills and co7'etencies, including 'roble7=sol$ing, critical=thin<ing, and nu7eracy s<ills, that are a''licable to a range of career 'ath:ays :or<ing scientifically in school, :or<, and co77unity life :or<ing safely, both indi$idually and collaborati$ely4
Lea nin%
-n this subject, students de$elo' their ca'ability for learning by, for e>a7'le3 ac;uiring che7ical <no:ledge and s<ills accessing and organising data inter'reting and analysing che7ical data and synthesising infor7ation into understanding critical, inno$ati$e, and reflecti$e thin<ing, in;uiry, and 'roble7=sol$ing recognising ho: che7ical <no:ledge changes o$er ti7e 7a<ing connections bet:een che7ical conce'ts recognising that 7odels are re'resentations that can assist understanding of che7istry4
LITERAC& IN CHE'ISTR&
Students ha$e o''ortunities to de$elo' s'ecific literacy s<ills through their learning in Che7istry4 8hese s<ills enable students to3 access, critically read, and su77arise che7ical infor7ation select and use for7ats a''ro'riate to a 'ur'ose and an audience co77unicate :ithin and beyond the scientific co77unity, using the ter7inology and con$entions of che7istry de$elo' and dis'lay s<ills in the use of a range of co77unication for7s, including :eb= based 'resentations, $isual 7edia, :ritten te>ts, and oral 'resentations ac<no:ledge sources of infor7ation a''ro'riately4
NU'ERAC& IN CHE'ISTR&
Students ha$e o''ortunities to de$elo' s'ecific nu7eracy s<ills through their learning in Che7istry4 8hese s<ills enable students to3 use 7easure7ent tools and units a''ro'riate to the tas< 7ani'ulate ;uantitati$e data dis'lay ;uantitati$e data, using a''ro'riate scientific con$entions use ;uantitati$e data to in$estigate trends and relationshi's and dra: inferences critically e$aluate data analyse data in order to su''ly e$idence for or against a gi$en 'ro'osal4
ETHICAL STUDY AND RESEARCH

Ad$ice for students and teachers on ethical study and research 'ractices is a$ailable in the guidelines on the ethical conduct of research in the SACE on the SACE :ebsite *:::4sace4sa4edu4au,4
Occupationa! Hea!th( Sa)et*( an+ #e!)a e

Conducting 'ri7ary research in$ol$es 're'aring and 7ani'ulating a range of delicate and co7'le> a''aratus and therefore re;uires a''ro'riate occu'ational health, safety, and :elfare 'rocedures4 -nfor7ation about these 'rocedures is a$ailable fro7 a''licable school sectors4
Sa)et* P actices in the La,o ato *

8he follo:ing safety 'ractices 7ust be obser$ed in all laboratory :or<3 Ase e;ui'7ent only under the direction and su'er$ision of a teacher or other ;ualified 'erson4 )ollo: safety 'rocedures :hen 're'aring or 7ani'ulating a''aratus4 Ase a''ro'riate safety gear :hen 're'aring or 7ani'ulating a''aratus4 Particular care 7ust be ta<en :hen using glass:are, electronic a''aratus, and che7icals, but care 7ust not be li7ited to only these ite7s4
ABORI-INAL AND TORRES STRAIT ISLANDER .NO#LED-E( CULTURES( AND PERSPECTI/ES

-n 'artnershi' :ith Aboriginal and 8orres Strait -slander co77unities, and schools and school sectors, the SACE Board of South Australia su''orts the de$elo'7ent of high= ;uality learning and assess7ent design that res'ects the di$erse <no:ledge, cultures, and 'ers'ecti$es of -ndigenous Australians4 8he SACE Board encourages teachers to include Aboriginal and 8orres Strait -slander <no:ledge and 'ers'ecti$es in the design, deli$ery, and assess7ent of teaching and learning 'rogra7s by3 'ro$iding o''ortunities in SACE subjects for students to learn about Aboriginal and 8orres Strait -slander histories, cultures, and conte7'orary e>'eriences recognising and res'ecting the significant contribution of Aboriginal and 8orres Strait -slander 'eo'les to Australian society dra:ing students? attention to the $alue of Aboriginal and 8orres Strait -slander <no:ledge and 'ers'ecti$es fro7 the 'ast and the 'resent 'ro7oting the use of culturally a''ro'riate 'rotocols :hen engaging :ith and learning fro7 Aboriginal and 8orres Strait -slander 'eo'les and co77unities4
LEARNIN- SCOPE AND RE0UIRE'ENTS

LEARNIN- RE0UIRE'ENTS
Stage 1 Chemistry
8he learning re;uire7ents su77arise the <no:ledge, s<ills, and understanding that students are e>'ected to de$elo' and de7onstrate through their learning4 -n this subject, students are e>'ected to3 14 de7onstrate and a''ly <no:ledge and understanding of che7ical conce'ts and interrelationshi's 24 for7ulate ;uestions, 7ani'ulate a''aratus, and record obser$ations in 'ractical che7ical acti$ities, and design and underta<e che7istry in$estigations &4 de7onstrate an understanding of ho: <no:ledge of che7istry can be used to dra: infor7ed conclusions or 7a<e infor7ed decisions, ta<ing into account social and en$iron7ental conte>ts 44 de$elo' 'ossible solutions to a $ariety of 'roble7s in che7istry, in ne: or fa7iliar conte>ts %4 critically analyse and e$aluate che7ical infor7ation and 'rocedures fro7 different sources 4 co77unicate in a $ariety of for7s, using a''ro'riate che7ical ter7s and con$entions4 8hese learning re;uire7ents for7 the basis of the3 learning sco'e e$idence of learning that students 'ro$ide assess7ent design criteria le$els of achie$e7ent described in the 'erfor7ance standards4
CHE'ISTR& IN/ESTI-ATION S.ILLS

6
Stage 1 Chemistry 2014
8he conce'ts of che7istry are based on careful obser$ation and 7easure7ent and the analysis and inter'retation of results4 Proficiency in the handling of a''aratus is the result of continual 'ractice in a su''orti$e learning en$iron7ent4 Practical acti$ities in this subject are also designed to su''ort conce'tual de$elo'7ent4 Conce'tual <no:ledge and understanding in Stage 1 Che7istry are su''orted through in;uiry and co77unication about 'heno7ena in che7istry4 Students underta<e in$estigations to de$elo' their <no:ledge and understanding4 5ata and infor7ation, including obser$ations, fro7 these in$estigations 'ro$ide the e$idence on :hich infor7ed decisions can be 7ade4 Che7istry in$estigations are carried out by students through indi$idual andBor collaborati$e tas<s4
P actica! In"esti%ations
Students collect and inter'ret their o:n data in 'ractical in$estigations that in$ol$e a range of acti$ities and e>'eri7entation4 8hey de$elo' and select in$estigable ;uestions and 7easurable hy'otheses, collect data, using a''ro'riate e;ui'7ent and 7easure7ent s<ills, dis'lay and analyse data, and 'resent conclusions a''ro'riate to the initial ;uestion or hy'othesis4 Students critically e$aluate the outco7es of 'ractical in$estigations and consider a range of e>'lanations for their obser$ations4 6iteracy and nu7eracy s<ills are de$elo'ed by ;uestioning, dis'laying, and analysing data, and by co77unicating outco7es4 E>'eri7ents are a 'art of 'ractical in$estigations in Che7istry4
Issues In"esti%ations
-n issues in$estigations, students use infor7ation fro7 different sources, :hich 7ay include 'ri7ary source data they generate the7sel$es such as obser$ations and 7easure7ents 7ade in the laboratory4 Students de$elo' ;uestions for in$estigation, underta<e research a''roaches, and collect e$idence to infor7 their in$estigations4 8hey learn to thin< critically and reflecti$ely :hen relating their e$idence to the issue under in$estigation4 8hey describe the different $ie:s 'eo'le hold on an issue, based on their e$idence4 8eachers assist students to de$elo' a fra7e:or< :ithin :hich an in$estigation is underta<en4 )ra7e:or<s de$elo'ed around the assess7ent design criteria enable students to 'resent the 7ost suitable e$idence of their learning4
Communication
A $ast a7ount of infor7ation is a$ailable on a :ide range of che7istry=related to'ics, and 7any 7eans e>ist for obtaining that infor7ation4 Students ha$e o''ortunities to beco7e 'roficient in a range of techni;ues for obtaining and e$aluating infor7ation4 -n che7istry=related in$estigations it is i7'ortant that 'rocedures and results are o'en to scrutiny4 8his re;uires the clear and accurate co77unication of the details of an in$estigation4 -n this subject, co77unication s<ills 7ay be assessed through oral 'resentations, e>tended :riting on che7istry 'heno7ena, re'orts of 'ractical in$estigations, and :ritten assign7ents4 Students de$elo' their literacy s<ills as they ac;uire <no:ledge of che7istry ter7inology and its a''ro'riate a''lication, gain understanding of conte>tual uses of data and conce'ts, and critically analyse infor7ation fro7 different sources4
S$i!!s
8he :ays in :hich che7istry in$estigation s<ills are e>'ressed are set out in the follo:ing table on intended student learning4
.e* I+eas
Students should know and understand the following:
Inten+e+ Stu+ent Lea nin%

Students should provide evidence that they are able to do the following:
Purposes of Investigations
-n$estigations and e>'eri7ents ha$e a clearly defined 'ur'ose4 -n$estigations are based on e>isting infor7ation or issues4 Before searching for infor7ation it is necessary to ha$e a clear idea of the infor7ation re;uired, the le$el of detail needed, and the a''ro'riate facilities for e>tracting the infor7ation4 Before underta<ing an infor7ation search it is necessary to be fa7iliar :ith search techni;ues, the :ay in :hich the infor7ation is structured, and the 7eans of retrie$ing the infor7ation4 State the 'ur'ose of the in$estigation or e>'eri7ent4 )or a gi$en to'ic, state the <ey ideas or issues rele$ant to the infor7ation re;uired, and identify the ty'e of resource that 7ight 'ro$ide the infor7ation4
-dentify <ey search :ords and 'hrases for a gi$en to'ic4 Ase an infor7ation source *e4g4 library catalogue, C5="O2, or the -nternet, to obtain infor7ation about a to'ic4
Questions and Hypotheses

-n$estigable ;uestions guide in$estigations on che7istry issues4 -n$estigations are often designed to e>'lore ;uestions and to de$elo' 'ossible solutions to those ;uestions4 E>'eri7ents 7ay be used to test hy'otheses4 )or7ulate a ;uestion for an in$estigation based on a che7istry issue4 Suggest 'ossible in$estigations to test the ;uestion4 State a testable hy'othesis, :here a''ro'riate4
Designing Investigations Design

Scientific in;uiry in$ol$es designing 'rocedures, including in$estigations based on the scientific 7ethod or obser$ations 7ade in the field, to in$estigate ;uestions4 5esigning an in$estigation in$ol$es identifying3 :hat needs to be obser$ed
the 7easure7ents that need to be ta<en the techni;ues that need to be used the a''aratus or 7easuring instru7ents
5esign 'rocedures to in$estigate 'osed ;uestions or hy'otheses4 5esign and carry out in$estigations to e>'lore a che7istry issue4 5esign and carry out e>'eri7ents, using the scientific 7ethod4 "ecord and analyse obser$ations4
needed4 E$ery ste' in a 'ractical or issues in$estigation ser$es a 'ur'ose4 5escribe the ste's of an in$estigation4 5ra: or inter'ret diagra7s of the a''aratus used in an e>'eri7ent4
Variables
.e* I+eas
Students should know and understand the following: 2any 'ractical in$estigations in$ol$e deliberately changing one ;uantity and deter7ining the effect on another ;uantity4 8hese ;uantities are referred to as C$ariables?4 8he ;uantity being deliberately changed is called the Cinde'endent $ariable?4 8he ;uantity that changes as a result, and is 7easured, is called the Cde'endent $ariable?4 Other $ariables are held constant, if 'ossible, throughout a 'ractical in$estigation4

Students should provide evidence that they are able to do the following: -dentify the $ariables in a 'ractical in$estigation4
Classify a''ro'riate $ariables in a 'ractical in$estigation as inde'endent or de'endent4
-dentify any $ariables that are deliberately held constant throughout a 'ractical in$estigation4
Conducting Investigations Procedures

Practical in$estigations re;uire a 'articular set of actions to be carried out in a :ell=defined order4 A''ro'riate a''aratus is selected to underta<e3 7easure7ent of 7ass, $olu7e, te7'erature, and 'D $olu7etric analysis
construction of electroche7ical cells 're'aration of si7'le organic co7'ounds4
)ollo: instructions accurately and safely4
Select a''ro'riate a''aratus for the 7easure7ent of 7ass, $olu7e, te7'erature, and 'D4 Pre'are standard solutions, carry out dilutions, and underta<e titrations4 Construct gal$anic and electroche7ical cells4 Pre'are organic co7'ounds, using distillation, reflu>, and li;uidEli;uid e>traction4
Safety and Ethics

Ethical 'ractices 7ust be follo:ed :hen conducting 'ractical and issues in$estigations4 Safety 7ust be considered :hen conducting in$estigations4 2any in$estigations in$ol$e the collaborati$e efforts of a tea74 2e7bers of a tea7 :or< together4 2aintain confidentiality, re'ort accurately, and ac<no:ledge the :or< of other 'eo'le4 "ecognise ha@ards and :or< safely during a 'ractical in$estigation4 .egotiate 'rocedures :ith the other 7e7bers of a tea74 5efine the role of each 7e7ber4 Perfor7 the role of a tea7 7e7ber4
Errors in Measurements
2easure7ents are affected by rando7 andBor syste7atic errors4 "ando7 errors are 'resent :hen there is scatter in the 7easured $alues4 Syste7atic errors are 'resent :hen 7easured $alues differ consistently fro7 the true $alue4 -dentify sources of errors and uncertainty that 7ay occur in a 'ractical in$estigation4 5istinguish bet:een rando7 and syste7atic errors4
.e* I+eas
Students should know and understand the following: #here a''licable, increasing the nu7ber of sa7'les 7ini7ises the effects of rando7 errors and i7'ro$es the reliability of the data4 Syste7atic errors can be identified and results $erified by re'eating an e>'eri7ent using an alternati$e source of e;ui'7ent and 7aterials4

Students should provide evidence that they are able to do the following: E>'lain the i7'ortance of increasing the nu7ber of sa7'les in a 'ractical in$estigation4 E>'lain the i7'ortance of re'eating a 'ractical in$estigation :here feasible4
Precision, Reliability, and Accuracy

8he reliabilityB'recision of data collection is related to the re'roducibility of the 7easure7ents4 2easure7ents are 7ore reliableB'recise :hen there is less scatter in the results4 "eliabilityB'recision de'ends on the e>tent to :hich rando7 errors are 7ini7ised4 #here 'ossible, collect data using 7easure7ents that can be re'roduced consistently4 5eter7ine :hich of t:o or 7ore 7easuring instru7ents or sets of 7easure7ents is 7ost reliableB'recise4 Ase a$erages or gra'hing as a 7eans of detecting or 7ini7ising the effects of rando7 errors4 State :hich result of t:o or 7ore e>'eri7ents is 7ost accurate, gi$en the true $alue4
8he accuracy of an e>'eri7ental $alue indicates ho: close the result is to the true $alue and de'ends on the e>tent to :hich syste7atic errors are 7ini7ised4 8he resolution of a 7easuring instru7ent is the s7allest incre7ent 7easurable by the 7easuring instru7ent4 8he nu7ber of significant figures for a 7easure7ent is deter7ined by the re'roducibility of the 7easure7ent and the resolution of the 7easuring instru7ent4
Select an instru7ent of a''ro'riate resolution for a 7easure7ent4 "ecord and use 7easure7ents to an a''ro'riate nu7ber of significant figures4
Information and Data

Falid conclusions de'end on gathering a''ro'riate e$idence4 Practical in$estigations in$ol$e obser$ations, :hich 7ay be ;uantitati$e or ;ualitati$e4 5ata can be 7ore easily inter'reted if 'resented in a :ell=structured table4 -n in$estigations, 7a<e and record careful and honest obser$ations and 7easure7ents4 5istinguish bet:een ;ualitati$e and ;uantitati$e e$idence4 Present data in an a''ro'riate tabular for74 -nclude a title, colu7n headings sho:ing the ;uantities 7easured and units used, and the $alues obser$ed or researched4 Plot a gra'h of de'endent $ariable $ersus inde'endent $ariable4 -nclude a title, labelled a>es, and a''ro'riate scales and units4
!ra'hs are a useful :ay of dis'laying so7e for7s of data4 #hen a gra'h is 'lotted, the inde'endent $ariable *or a ;uantity deri$ed fro7 it, is 'lotted hori@ontally and the de'endent $ariable *or a ;uantity deri$ed fro7 it, is 'lotted $ertically4 A line of best fit can sho: relationshi's bet:een $ariables in an e>'eri7ent4
5ra: a line of best fit through a series of 'oints on a gra'h such that the 'lotted 'oints are scattered e$enly abo$e and belo: the line of best fit4
10
.e* I+eas
Students should know and understand the following: Anderstanding of a to'ic, issue, or ;uestion is enhanced, using infor7ation fro7 different sources4

Students should provide evidence that they are able to do the following: Obtain infor7ation fro7 different sources4 6i7it in$estigations to a 7anageable si@e and identify a$ailable sources of rele$ant infor7ation4 E$aluate e$idence for bias, credibility, accuracy, and suitability4 6ist the sources of infor7ation, using an a''ro'riate for7at4
E$idence obtained should be critically e>a7ined for accuracy and its suitability for the 'ur'ose for :hich it :as sought4 8he source of infor7ation 7ust be recorded so that the infor7ation is accessible to others4
Interpretation and Evaluation

Careful obser$ation in a 'ractical in$estigation is essential for analysis and for co7'arison :ith other e>'eri7ents4 8he scatter of data 'oints abo$e and belo: the line of best fit is 'robably due to rando7 errors4 Subse;uent in$estigations can be i7'ro$ed by the critical e$aluation of the 'rocedure and results4 A conclusion should be :ritten at the end of each in$estigation4 5escribe a 'attern obser$ed in the results of an e>'eri7ent4 Asing the scatter in the gra'hs of data fro7 si7ilar e>'eri7ents, co7'are the rando7 errors in the e>'eri7ents4 Analyse and e$aluate infor7ation fro7 a series of obser$ations or an in$estigation, and suggest i7'ro$e7ents or indicate the additional infor7ation needed4 #rite a conclusion that is based on the results of an in$estigation and related to the ;uestion 'osed and the 'ur'ose of, or the hy'othesis for, the in$estigation4
Alternative Views
8he e$idence collected through in$estigations 7ay be inter'reted in a $ariety of :ays4 5escribe a range of alternati$e inter'retations or 'oints of $ie: based on e$idence, and state reasons for the selection of the 'referred inter'retation4 Construct for=and=against argu7ents on an issue based on infor7ation gathered fro7 different credible sources4 Present a justification of, or e$idence for, a 'ersonal $ie:4
Argu7ents can be 'resented for and against an issue on the basis of infor7ation selected fro7 different sources4 Personal $ie:s 7ust be substantiated by the e$idence collected through an in$estigation4
Communication
Co77unication in che7istry uses s'ecific ter7inology, con$entions, and sy7bols4 Che7ical reactions can often be described by 7eans of a che7ical e;uation4 Co77unication for different audiences re;uires the use of a for7at suitable for the 'ur'ose4 Ase che7istry ter7inology, con$entions, and sy7bols that are a''ro'riate for the 'ur'ose of the co77unication4 #rite a''ro'riate che7ical e;uations4 Select the a''ro'riate for7at for a 'articular audience4
11
.e* I+eas
Students should know and understand the following: All co77unication needs to be :ell structured, :ell organised, and clearly 'resented4

Students should provide evidence that they are able to do the following: Present co77unications *oral, :ritten, and 7ulti7edia, clearly and logically, using che7istry conce'ts a''ro'riate for the audience4 #rite a re'ort of an in$estigation that includes a descri'tion of its 'ur'ose and e>'eri7ental 'rocedure *if designed by the student,, results, analysis, inter'retation, and conclusions4
#ritten re'orts should state :hat :as done and :hy, the results, the analysis and inter'retation of the results, and the conclusions dra:n fro7 the results4 Sufficient infor7ation should be included to enable the 'rocedure to be re'eated by others4 2ulti7edia 'resentations use 7ini7al language and a $ariety of gra'hics to 'resent infor7ation4
Ase concise language and gra'hics to 'resent infor7ation4
12
CONTENT
At Stage 1 in this subject, the design and content of the 'rogra7 are deter7ined at the school le$el4 8he follo:ing table is 'resented as a guide to the sco'e of areas of study considered a''ro'riate at this le$el4 8he areas of study, the to'ics, and the conte>ts listed are not intended to be 'rescri'ti$e or e>hausti$e4
A ea o) Stu+*
2atter
Topic
Particles Physical 'ro'erties Structure Pri7ary bonding Secondary bonding Ato7ic structure Periodic table 2olecular sha'es Che7ical changes E;uations Co7bustion Solubility 5issociation Preci'itation -onisation Acids and bases "eactions of acids 'D "edo> 2etal reacti$ity Electrolytic and gal$anic cells Dydrocarbons Organic no7enclature 8y'es of for7ulae )unctional grou's Do7ologous series 2ole conce't Significant figures Stoichio7etry Concentrations 2ani'ulati$e s<ills E>'eri7ental design "ecording obser$ations and data !ra'hing -dentifying sources of errors -nfor7ation search
"eactions
Carbon che7istry
Che7ical calculations
S<ills
8o'ics can be taught :ithin the conte>t of, for e>a7'le3 2aterials 2etals and corrosion )oods Poly7ers #ater Petroleu7
13
#ine 'roduction Energy Agriculture 8he at7os'here4
14
ASSESS'ENT SCOPE AND RE0UIRE'ENTS

Assess7ent at Stage 1 is school based4 8eachers design a set of assess7ents that enable students to de7onstrate the <no:ledge, s<ills, and understanding they ha$e de$elo'ed to 7eet the learning re;uire7ents of the subject4 8hese assess7ents 'ro$ide students? e$idence of learning4
E/IDENCE OF LEARNIN8he follo:ing assess7ent ty'es enable students to de7onstrate their learning in Stage 1 Che7istry3 Assess7ent 8y'e 13 -n$estigations )olio Assess7ent 8y'e 23 S<ills and A''lications 8as<s4 )or a 10=credit subject, students should 'ro$ide e$idence of their learning through four or fi$e assess7ents, at least one of :hich in$ol$es collaborati$e :or<4 Each assess7ent ty'e should ha$e a :eighting of at least 20G4 Students underta<e3 at least one 'ractical in$estigation and at least one issues in$estigation for the folio at least one s<ills and a''lications tas<4 )or a 20=credit subject, students should 'ro$ide e$idence of their learning through eight to ten assess7ents, at least one of :hich in$ol$es collaborati$e :or<4 Each assess7ent ty'e should ha$e a :eighting of at least 20G4 Students underta<e3 at least t:o 'ractical in$estigations and at least t:o issues in$estigations for the folio at least t:o s<ills and a''lications tas<s4 Students should be 'ro$ided :ith assess7ent o''ortunities in a range of settings *e4g4 classroo7, laboratory, and field, that are su'er$ised andBor $erified4
ASSESS'ENT DESI-N CRITERIA

8he assess7ent design criteria are based on the learning re;uire7ents and are used by teachers to3 clarify for the student :hat he or she needs to learn design o''ortunities for the student to 'ro$ide e$idence of his or her learning at the highest 'ossible le$el of achie$e7ent4 8he assess7ent design criteria consist of s'ecific features that3 students should de7onstrate in their learning teachers loo< for as e$idence that students ha$e 7et the learning re;uire7ents4
15
)or this subject the assess7ent design criteria are3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4 8he s'ecific features of these criteria are listed belo:4 8he set of assess7ents, as a :hole, 7ust gi$e students o''ortunities to de7onstrate each of the s'ecific features by the co7'letion of study of the subject4
In"esti%ation
8he s'ecific features are as follo:s3 -1 5esign of a che7istry in$estigation4 -2 Selection and ac<no:ledg7ent of infor7ation about che7istry and issues in che7istry fro7 different sources4 -& 2ani'ulation of a''aratus and technological tools to i7'le7ent safe and ethical in$estigation 'rocedures4 -4 8he obtaining, recording, and dis'lay of findings of in$estigations, using a''ro'riate con$entions and for7ats4
Ana!*sis an+ E"a!uation

8he s'ecific features are as follo:s3 AE1 Analysis of data and conce'ts and their connections, to for7ulate conclusions and 7a<e rele$ant 'redictions4 AE2 E$aluation of 'rocedures, :ith suggestions for i7'ro$e7ents4
App!ication
8he s'ecific features are as follo:s3 A1 A''lication of che7istry conce'ts and e$idence fro7 in$estigations to sol$e 'roble7s in ne: and fa7iliar conte>ts4 A2 Ase of a''ro'riate che7istry ter7s, con$entions, for7ulae, and e;uations4 A& 5e7onstration of s<ills in indi$idual and collaborati$e :or<4
.no1!e+%e an+ Un+e stan+in%

8he s'ecific features are as follo:s3 9A1 5e7onstration of <no:ledge and understanding of che7istry conce'ts4 9A2 Ase of <no:ledge of che7istry to understand and e>'lain social or en$iron7ental issues4 9A& Co77unication of <no:ledge and understanding of che7istry in different for7ats4
SCHOOL ASSESS'ENT Assessment T*pe 23 In"esti%ations Fo!io

16
)or a 10=credit subject, students underta<e at least one 'ractical in$estigation and at least one issues in$estigation to include in the folio4 )or a 20=credit subject, students underta<e at least t:o 'ractical in$estigations and at least t:o issues in$estigations to include in the folio4 Students in;uire into as'ects of che7istry through 'ractical disco$ery and data analysis, or by selecting, analysing, and inter'reting infor7ation4 As students design and carry out in$estigations they learn to 'ose ;uestions about the :orld around the74 8hey use their obser$ations and gather data and infor7ation to generate e$idence, :hich enables the7 to construct reasonable e>'lanations in res'onse to these ;uestions and to de$elo' a better understanding of the7sel$es and their en$iron7ent4
Practical Investigations
Students for7ulate ;uestions and hy'otheses, design and conduct 'ractical in$estigations, identify $ariables, collect, analyse, and inter'ret data, e$aluate results, dra: conclusions, and co77unicate their <no:ledge and understanding of conce'ts4 8hese 'rocesses 7ay occur in one assess7ent or in se'arate assess7ents4 Practical in$estigations 7ay be conducted indi$idually or collaborati$ely, but each student 'resents an indi$idual re'ort4 Suggested for7ats for 'resentation of a 'ractical in$estigation re'ort include3 a :ritten re'ort a 7ulti7edia 'roduct4
Issues Investigations
Students in$estigate an as'ect of che7istry that affects the7sel$es, society, or the en$iron7ent4 8hey access infor7ation fro7 different sources, analyse their findings, critically e$aluate the e$idence, and de$elo' and e>'lain their o:n conclusions fro7 the in$estigation4 Suggested for7ats for 'resentation of an issues in$estigation re'ort include3 an indi$idual or collaborati$e oral 'resentation a 7ulti7edia 'roduct4 An issues in$estigation should be a 7a>i7u7 of 0%0 :ords if :ritten or a 7a>i7u7 of % 7inutes for an oral 'resentation, or the e;ui$alent in 7ulti7edia for74 )or this assess7ent ty'e, students 'ro$ide e$idence of their learning in relation to the follo:ing assess7ent design criteria3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4
17
)urther infor7ation about conducting in$estigations can be found in the section on che7istry in$estigation s<ills4
Assessment T*pe 43 S$i!!s an+ App!ications Tas$s

)or a 10=credit subject, students underta<e at least one s<ills and a''lications tas<4 Students 7ay underta<e 7ore than one s<ills and a''lications tas<, but at least one should be under the direct su'er$ision of the teacher4 8he su'er$ised setting *e4g4 classroo7, laboratory, or field, should be a''ro'riate to the tas<4 )or a 20=credit subject, students underta<e at least t:o s<ills and a''lications tas<s4 Students 7ay underta<e 7ore than t:o s<ills and a''lications tas<s, but at least t:o should be under the direct su'er$ision of the teacher4 8he su'er$ised setting *e4g4 classroo7, laboratory, or field, should be a''ro'riate to the tas<4 S<ills that could be assessed include using che7ical ter7s, con$entions, and notationsH :riting e;uationsH calculatingH de7onstrating understandingH a''lying <no:ledgeH gra'hingH analysing data and dra:ing conclusionsH and designing an in$estigation to test a hy'othesis4 S<ills and a''lications tas<s should be designed to enable students to de7onstrate <no:ledge and understanding of the <ey che7istry conce'ts and learning co$ered in the 'rogra7 and to a''ly this <no:ledge and understanding to sol$e 'roble7s4 So7e of these 'roble7s could be defined in a 'ractical, social, or en$iron7ental conte>t4 Students use a''ro'riate che7ical ter7s and con$entions to e>'lain lin<s bet:een che7istry conce'ts4 S<ills and a''lication tas<s 7ay include3 a gra'hical s<ills e>ercise a 7ulti7edia 'roduct an oral 'resentation a de7onstration 'artici'ation in a debate an e>tended res'onse a $ideo or audio recording a :ritten assign7ent a historical study 7ulti'le=choice ;uestions an e>cursion re'ort short=ans:er ;uestions a structured inter$ie: a res'onse to te>t*s,4 )or this assess7ent ty'e, students 'ro$ide e$idence of their learning in relation to the follo:ing assess7ent design criteria3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4
18
PERFORMANCE STANDARDS
8he 'erfor7ance standards describe fi$e le$els of achie$e7ent, A to E4 Each le$el of achie$e7ent describes the <no:ledge, s<ills, and understanding that teachers refer to in deciding, on the basis of the e$idence 'ro$ided, ho: :ell a student has de7onstrated his or her learning4 5uring the teaching and learning 'rogra7 the teacher gi$es students feedbac< on, and 7a<es decisions about, the ;uality of their learning, :ith reference to the 'erfor7ance standards4 Students can also refer to the 'erfor7ance standards to identify the <no:ledge, s<ills, and understanding that they ha$e de7onstrated and those s'ecific features that they still need to de7onstrate to reach their highest 'ossible le$el of achie$e7ent4 At the student?s co7'letion of study of a subject, the teacher 7a<es a decision about the ;uality of the student?s learning by3 referring to the 'erfor7ance standards ta<ing into account the :eighting gi$en to each assess7ent ty'e assigning a subject grade bet:een A and E4 8eachers can use a SACE Board school assess7ent grade calculator to hel' the7 to assign the subject grade4 8he calculator is a$ailable on the SACE :ebsite *:::4sace4sa4edu4au,4
19
Pe )o mance Stan+a +s )o Sta%e 2 Chemist *
20
Stage 1 Chemi stry 2014
Investigation
Analysis and Evaluation

Syste7atically analyses data and their connections :ith conce'ts, to for7ulate logical and 'erce'ti$e conclusions and 7a<e rele$ant 'redictions4 6ogically e$aluates 'rocedures and suggests a range of a''ro'riate i7'ro$e7ents4
Application
A''lies che7istry conce'ts and e$idence fro7 in$estigations to suggest solutions to co7'le> 'roble7s in ne: and fa7iliar conte>ts4 Ases a''ro'riate che7ical ter7s, con$entions, for7ulae, and e;uations highly effecti$ely4 5e7onstrates initiati$e in a''lying constructi$e and focused indi$idual and collaborati$e :or< s<ills4
Knowledge and Understanding

Consistently de7onstrates a dee' and broad <no:ledge and understanding of a range of che7istry conce'ts4 Ases <no:ledge of che7istry 'erce'ti$ely and logically to understand and e>'lain social or en$iron7ental issues4 Ases a $ariety of for7ats to co77unicate <no:ledge and understanding of che7istry coherently and highly effecti$ely4
5esigns a logical, coherent, and detailed che7istry in$estigation4 Critically and logically selects and consistently and a''ro'riately Stage 1 Chemi stry 2014
21
Investigation

6ogically analyses data and their connections :ith conce'ts, to for7ulate consistent conclusions and 7ostly rele$ant 'redictions4 E$aluates 'rocedures and suggests so7e a''ro'riate i7'ro$e7ents4
Application
A''lies che7istry conce'ts and e$idence fro7 in$estigations to suggest solutions to 'roble7s in ne: and fa7iliar conte>ts4 Ases a''ro'riate che7ical ter7s, con$entions, for7ulae, and e;uations effecti$ely4 A''lies 7ostly constructi$e and focused indi$idual and collaborati$e :or< s<ills4

5e7onstrates so7e de'th and breadth of <no:ledge and understanding of a range of che7istry conce'ts4 Ases <no:ledge of che7istry logically to understand and e>'lain social or en$iron7ental issues4 Ases a $ariety of for7ats to co77unicate <no:ledge and understanding of che7istry coherently and effecti$ely4
5esigns a :ell=considered and clear che7istry in$estigation4 6ogically selects and a''ro'riately ac<no:ledges infor7ation about
22
Investigation

Analyses data and their connections :ith conce'ts, to for7ulate generally a''ro'riate conclusions and 7a<e si7'le 'redictions, :ith so7e rele$ance4 E$aluates so7e 'rocedures in che7istry and suggests so7e i7'ro$e7ents that are generally a''ro'riate4
Application
A''lies che7istry conce'ts and e$idence fro7 in$estigations to suggest so7e solutions to basic 'roble7s in ne: or fa7iliar conte>ts4 Ases generally a''ro'riate che7ical ter7s, con$entions, for7ulae, and e;uations, :ith so7e general effecti$eness4 A''lies generally constructi$e indi$idual and collaborati$e :or< s<ills4

5e7onstrates <no:ledge and understanding of a general range of che7istry conce'ts4 Ases <no:ledge of che7istry :ith so7e logic to understand and e>'lain one or 7ore social or en$iron7ental issues4 Ases different for7ats to co77unicate <no:ledge and understanding of che7istry, :ith so7e general effecti$eness4
5esigns a considered and generally clear che7istry in$estigation4 Selects :ith so7e focus, and 7ostly a''ro'riately ac<no:ledges, infor7ation Stage 1 Chemi stry 2014
21
Investigation

5escribes basic connections bet:een so7e data and conce'ts, and atte7'ts to for7ulate a conclusion and 7a<e a si7'le 'rediction that 7ay be rele$ant4 )or so7e 'rocedures, identifies i7'ro$e7ents that 7ay be 7ade4
Application
A''lies so7e e$idence to describe so7e basic 'roble7s and identify one or 7ore si7'le solutions, in fa7iliar conte>ts4 Atte7'ts to use so7e che7ical ter7s, con$entions, for7ulae, and e;uations that 7ay be a''ro'riate4 Atte7'ts indi$idual :or< inconsistently, and contributes su'erficially to as'ects of collaborati$e :or<4

5e7onstrates so7e basic <no:ledge and 'artial understanding of che7istry conce'ts4 -dentifies and e>'lains so7e che7istry infor7ation that is rele$ant to one or 7ore social or en$iron7ental issues4 Co77unicates basic infor7ation to others, using one or 7ore for7ats4
Pre'ares the outline of a che7istry in$estigation4 Selects and 7ay 'artly ac<no:ledge one or 7ore sources of infor7ation
22
Investigation

Atte7'ts to connect data :ith conce'ts, for7ulate a conclusion, and 7a<e a 'rediction4 Ac<no:ledges the need for i7'ro$e7ents in one or 7ore 'rocedures4
Application
-dentifies a basic 'roble7 and atte7'ts to identify a solution in a fa7iliar conte>t4 Ases so7e che7ical ter7s or for7ulae4 Sho:s e7erging s<ills in indi$idual and collaborati$e :or<4

5e7onstrates so7e li7ited recognition and a:areness of che7istry conce'ts4 Sho:s an e7erging understanding that so7e che7istry infor7ation is rele$ant to social or en$iron7ental issues4 Atte7'ts to co77unicate infor7ation about che7istry4
-dentifies a si7'le 'rocedure for a che7istry in$estigation4 -dentifies a source of infor7ation about che7istry or an issue in che7istry4 Stage 1 Chemi stry 2014
21
ASSESSMENT INTEGRITY
8he SACE Assuring Assess7ent -ntegrity Policy outlines the 'rinci'les and 'rocesses that teachers and assessors follo: to assure the integrity of student assess7ents4 8his 'olicy is a$ailable on the SACE :ebsite *:::4sace4sa4edu4au, as 'art of the SACE Policy )ra7e:or<4 8he SACE Board uses a range of ;uality assurance 'rocesses so that the grades a:arded for student achie$e7ent in the school assess7ent are a''lied consistently and fairly against the 'erfor7ance standards for a subject, and are co7'arable across all schools4 -nfor7ation and guidelines on ;uality assurance in assess7ent at Stage 1 are a$ailable on the SACE :ebsite *:::4sace4sa4edu4au,4
23
SUPPORT 'ATERIALS
SUBJECT5SPECIFIC AD/ICE
Online su''ort 7aterials are 'ro$ided for each subject and u'dated regularly on the SACE :ebsite *:::4sace4sa4edu4au,4 E>a7'les of su''ort 7aterials are sa7'le learning and assess7ent 'lans, annotated assess7ent tas<s, annotated student res'onses, and reco77ended resource 7aterials4
AD/ICE ON ETHICAL STUD& AND RESEARCH

See the CEthical Study and "esearch? section in the -ntroduction for infor7ation on3 ethical study and research 'ractices occu'ational health, safety, and :elfare safety 'ractices in the laboratory4
24
LEARNIN- SCOPE AND RE0UIRE'ENTS

LEARNIN- RE0UIRE'ENTS
Stage 2 Chemistry
8he learning re;uire7ents su77arise the <no:ledge, s<ills, and understanding that students are e>'ected to de$elo' and de7onstrate through their learning4 -n this subject, students are e>'ected to3 14 de7onstrate and a''ly <no:ledge and understanding of che7ical conce'ts and interrelationshi's 24 for7ulate ;uestions, 7ani'ulate a''aratus, and record obser$ations in 'ractical che7ical acti$ities, and design and underta<e che7istry in$estigations &4 de7onstrate an understanding of ho: <no:ledge of che7istry can be used to 7a<e infor7ed conclusions or decisions, ta<ing into account social and en$iron7ental conte>ts 44 de$elo' 'ossible solutions to a $ariety of 'roble7s in che7istry in ne: or fa7iliar conte>ts %4 critically analyse and e$aluate che7ical infor7ation and 'rocedures fro7 different sources 4 co77unicate in a $ariety of for7s, using a''ro'riate che7ical ter7s and con$entions4 8hese learning re;uire7ents for7 the basis of the3 learning sco'e e$idence of learning that students 'ro$ide assess7ent design criteria le$els of achie$e7ent described in the 'erfor7ance standards4
CHE'ISTR& IN/ESTI-ATION S.ILLS

26
8he conce'ts of che7istry are based on careful obser$ation and 7easure7ent and the analysis and inter'retation of results4 Proficiency in the handling of a''aratus is the result of continual 'ractice in a su''orti$e learning en$iron7ent4 Practical acti$ities in this subject are also designed to su''ort conce'tual de$elo'7ent4 Conce'tual <no:ledge and understanding in Stage 2 Che7istry are su''orted through in;uiry and co77unication about 'heno7ena in che7istry4 Students underta<e in$estigations to de$elo' their <no:ledge and understanding4 5ata and infor7ation, including obser$ations, fro7 these in$estigations 'ro$ide the e$idence on :hich infor7ed decisions can be 7ade4 Che7istry in$estigations are carried out by students through indi$idual andBor collaborati$e tas<s4
P actica! In"esti%ations
Students collect and inter'ret their o:n data in 'ractical in$estigations that in$ol$e a range of acti$ities and e>'eri7entation4 8hey de$elo' and select in$estigable ;uestions and 7easurable hy'otheses, collect data, using a''ro'riate e;ui'7ent and 7easure7ent s<ills, dis'lay and analyse data, and 'resent conclusions a''ro'riate to the initial ;uestion or hy'othesis4 Students critically e$aluate the outco7es of 'ractical in$estigations and consider a range of e>'lanations for their obser$ations4 6iteracy and nu7eracy s<ills are de$elo'ed by ;uestioning, dis'laying, and analysing data, and by co77unicating outco7es4 E>'eri7ents are a 'art of 'ractical in$estigations in Che7istry4
Issues In"esti%ations
-n issues in$estigations, students use infor7ation fro7 different sources, :hich 7ay include 'ri7ary source data they generate the7sel$es such as obser$ations and 7easure7ents 7ade in the laboratory4 8hey de$elo' ;uestions for in$estigation, underta<e research a''roaches, and collect e$idence to infor7 their in$estigations4 8hey learn to thin< critically and reflecti$ely :hen relating their e$idence to the issue under in$estigation4 8hey describe the different $ie:s 'eo'le hold on an issue, based on their e$idence4 8eachers assist students to de$elo' a fra7e:or< :ithin :hich an in$estigation is underta<en4 )ra7e:or<s de$elo'ed around the assess7ent design criteria enable students to 'resent the 7ost suitable e$idence of their learning4
Communication
A $ast a7ount of infor7ation is a$ailable on a :ide range of che7istry=related to'ics, and 7any 7eans e>ist for obtaining that infor7ation4 Students ha$e o''ortunities to beco7e 'roficient in a range of techni;ues for obtaining and e$aluating infor7ation4 -n che7istry=related in$estigations it is i7'ortant that 'rocedures and results are o'en to scrutiny4 8his re;uires the clear and accurate co77unication of the details of an in$estigation4 -n this subject, co77unication s<ills 7ay be assessed through oral 'resentations, e>tended :riting on che7istry 'heno7ena, re'orts of 'ractical in$estigations, and other :ritten assign7ents4 Students de$elo' their literacy s<ills as they ac;uire <no:ledge of che7istry ter7inology and its a''ro'riate a''lication, gain understanding of conte>tual uses of data and conce'ts, and critically analyse infor7ation fro7 different sources4
27
S$i!!s
8he :ays in :hich che7istry in$estigation s<ills are e>'ressed are set out in the follo:ing table on intended student learning4
.e* I+eas

Purposes of Investigations
-n$estigations and e>'eri7ents ha$e a clearly defined 'ur'ose4 -n$estigations are based on e>isting infor7ation or issues4 Before searching for infor7ation it is necessary to ha$e a clear idea of the infor7ation re;uired, the le$el of detail needed, and the a''ro'riate facilities for e>tracting the infor7ation4 Before underta<ing an infor7ation search it is necessary to be fa7iliar :ith search techni;ues, the :ay in :hich the infor7ation is structured, and the 7eans of retrie$ing the infor7ation4 State the 'ur'ose of the in$estigation or e>'eri7ent4 )or a gi$en to'ic, state the <ey ideas or issues rele$ant to the infor7ation re;uired, and identify the ty'e of resource that 7ight 'ro$ide the infor7ation4
-dentify <ey search :ords and 'hrases for a gi$en to'ic4 Ase an infor7ation source *e4g4 library catalogue, C5="O2, or the -nternet, to obtain infor7ation about a to'ic4
Questions and Hypotheses

-n$estigable ;uestions guide in$estigations on che7istry issues4 -n$estigations are often designed to e>'lore ;uestions and to de$elo' 'ossible solutions to those ;uestions4 E>'eri7ents 7ay be used to test hy'otheses4 )or7ulate a ;uestion for an in$estigation based on a che7istry issue4 Suggest 'ossible in$estigations to test the ;uestion4 State a testable hy'othesis, :here a''ro'riate4
Designing Investigations Design

Scientific in;uiry in$ol$es designing 'rocedures, including in$estigations based on the scientific 7ethod or obser$ations 7ade in the field, to in$estigate ;uestions4 5esigning an in$estigation in$ol$es identifying3 :hat needs to be obser$ed the 7easure7ents that need to be ta<en the techni;ues that need to be used the a''aratus or 7easuring instru7ents needed4 E$ery ste' in a 'ractical or issues in$estigation ser$es a 'ur'ose4 5esign 'rocedures to in$estigate 'osed ;uestions or hy'otheses4 5esign and carry out in$estigations to e>'lore a che7istry issue4 5esign and carry out e>'eri7ents, using the scientific 7ethod4 "ecord and analyse obser$ations4
5escribe the ste's of an in$estigation4 5ra: or inter'ret diagra7s of the a''aratus used in an e>'eri7ent4
Variables
28
.e* I+eas
Students should know and understand the following: 2any 'ractical in$estigations in$ol$e deliberately changing one ;uantity and deter7ining the effect on another ;uantity4 8hese ;uantities are referred to as C$ariables?4 8he ;uantity being deliberately changed is called the Cinde'endent $ariable?4 8he ;uantity that changes as a result, and is 7easured, is called the Cde'endent $ariable?4 Other $ariables are held constant, if 'ossible, throughout a 'ractical in$estigation4

Students should provide evidence that they are able to do the following: -dentify the $ariables in a 'ractical in$estigation4
Classify a''ro'riate $ariables in a 'ractical in$estigation as inde'endent or de'endent4
-dentify any $ariables that are deliberately held constant throughout a 'ractical in$estigation4
Conducting Investigations Procedures

Practical in$estigations re;uire a 'articular set of actions to be carried out in a :ell=defined order4 A''ro'riate a''aratus is selected to underta<e3 7easure7ent of 7ass, $olu7e, te7'erature, and 'D $olu7etric analysis
construction of electroche7ical cells 're'aration of si7'le organic co7'ounds4
)ollo: instructions accurately and safely4
Select a''ro'riate a''aratus for the 7easure7ent of 7ass, $olu7e, te7'erature, and 'D4 Pre'are standard solutions, carry out dilutions, and underta<e titrations4 Construct gal$anic and electroche7ical cells4 Pre'are organic co7'ounds, using distillation, reflu>, and li;uidEli;uid e>traction4
Safety and Ethics

Ethical 'ractices 7ust be follo:ed :hen conducting in$estigations4 Safety 7ust be considered :hen conducting in$estigations4 2any in$estigations in$ol$e the collaborati$e efforts of a tea74 2e7bers of a tea7 :or< together4 2aintain confidentiality, re'ort accurately, and ac<no:ledge the :or< of other 'eo'le4 "ecognise ha@ards and :or< safely during a 'ractical in$estigation4 .egotiate 'rocedures :ith the other 7e7bers of a tea74 5efine the role of each 7e7ber4 Perfor7 the role of a tea7 7e7ber4
Errors in Measurements
2easure7ents are affected by rando7 andBor syste7atic errors4 "ando7 errors are 'resent :hen there is scatter in the 7easured $alues4 Syste7atic errors are 'resent :hen 7easured $alues differ consistently fro7 the true $alue4 #here a''licable, increasing the nu7ber of sa7'les 7ini7ises the effects of rando7 errors and i7'ro$es the reliability of the data4 Syste7atic errors can be identified and results $erified by re'eating an e>'eri7ent using an alternati$e source of e;ui'7ent and 7aterials4 -dentify sources of errors and uncertainty that 7ay occur in a 'ractical in$estigation4 5istinguish bet:een rando7 and syste7atic errors4
E>'lain the i7'ortance of increasing the nu7ber of sa7'les in a 'ractical in$estigation4 E>'lain the i7'ortance of re'eating a 'ractical in$estigation :here feasible4
29
.e* I+eas

Precision, Reliability, and Accuracy

8he reliabilityB'recision of data collection is related to the re'roducibility of the 7easure7ents4 2easure7ents are 7ore reliableB'recise :hen there is less scatter in the results4 "eliabilityB'recision de'ends on the e>tent to :hich rando7 errors are 7ini7ised4 8he accuracy of an e>'eri7ental $alue indicates ho: close the result is to the true $alue and de'ends on the e>tent to :hich syste7atic errors are 7ini7ised4 8he resolution of a 7easuring instru7ent is the s7allest incre7ent 7easurable by the 7easuring instru7ent4 8he nu7ber of significant figures for a 7easure7ent is deter7ined by the re'roducibility of the 7easure7ent and the resolution of the 7easuring instru7ent4 #here 'ossible, collect data using 7easure7ents that can be re'roduced consistently4 5eter7ine :hich of t:o or 7ore 7easuring instru7ents or sets of 7easure7ents is 7ost reliableB'recise4 Ase a$erages or gra'hing as a 7eans of detecting or 7ini7ising the effects of rando7 errors4 State :hich result of t:o or 7ore e>'eri7ents is 7ost accurate, gi$en the true $alue4 Select an instru7ent of a''ro'riate resolution for a 7easure7ent4 "ecord and use 7easure7ents to an a''ro'riate nu7ber of significant figures4
Information and Data

Falid conclusions de'end on gathering a''ro'riate e$idence4 Practical in$estigations in$ol$e obser$ations, :hich 7ay be ;uantitati$e or ;ualitati$e4 5ata can be 7ore easily inter'reted if 'resented in a :ell=structured table4 -n in$estigations, 7a<e and record careful and honest obser$ations and 7easure7ents4 5istinguish bet:een ;ualitati$e and ;uantitati$e e$idence4 Present data in an a''ro'riate tabular for74 -nclude a title, colu7n headings sho:ing the ;uantities 7easured and the units used, and the $alues obser$ed or researched4 Plot a gra'h of de'endent $ariable $ersus inde'endent $ariable4 -nclude a title, labelled a>es, and a''ro'riate scales and units4
!ra'hs are a useful :ay of dis'laying so7e for7s of data4 #hen a gra'h is 'lotted, the inde'endent $ariable *or a ;uantity deri$ed fro7 it, is 'lotted hori@ontally and the de'endent $ariable *or a ;uantity deri$ed fro7 it, is 'lotted $ertically4 A line of best fit can sho: relationshi's bet:een $ariables in an e>'eri7ent4
5ra: a line of best fit through a series of 'oints on a gra'h such that the 'lotted 'oints are scattered e$enly abo$e and belo: the line of best fit4 Obtain infor7ation fro7 different sources4 6i7it in$estigations to a 7anageable si@e and identify a$ailable sources of rele$ant infor7ation4 E$aluate e$idence for bias, credibility, accuracy, and suitability4
Anderstanding of a to'ic, issue, or ;uestion is enhanced, using infor7ation fro7 different sources4
E$idence obtained should be critically e>a7ined for accuracy and its suitability for the 'ur'ose for :hich it :as sought4
30
.e* I+eas
Students should know and understand the following: 8he source of infor7ation 7ust be recorded so that the infor7ation is accessible to others4

Students should provide evidence that they are able to do the following: 6ist the sources of infor7ation, using an a''ro'riate for7at4
Interpretation and Evaluation

Careful obser$ation in a 'ractical in$estigation is essential for analysis and for co7'arison :ith other e>'eri7ents4 8he scatter of data 'oints abo$e and belo: the line of best fit is 'robably due to rando7 errors4 Subse;uent in$estigations can be i7'ro$ed by the critical e$aluation of the 'rocedure and results4 A conclusion should be :ritten at the end of each in$estigation4 5escribe a 'attern obser$ed in the results of an e>'eri7ent4 Asing the scatter in the gra'hs of data fro7 si7ilar in$estigations, co7'are the rando7 errors4 Analyse and e$aluate infor7ation fro7 a series of obser$ations or an in$estigation, and suggest i7'ro$e7ents or indicate the additional infor7ation needed4 #rite a conclusion that is based on the results of an in$estigation and related to the ;uestion 'osed and the 'ur'ose of, or the hy'othesis for, the in$estigation4
Alternative Views
8he e$idence collected through in$estigations 7ay be inter'reted in a $ariety of :ays4 5escribe a range of alternati$e inter'retations or 'oints of $ie: based on e$idence, and state reasons for the selection of the 'referred inter'retation4 Construct for=and=against argu7ents on an issue, based on infor7ation gathered fro7 different credible sources4 Present a justification of, or e$idence for, a 'ersonal $ie:4
Argu7ents can be 'resented for and against an issue on the basis of infor7ation selected fro7 different sources4 Personal $ie:s 7ust be substantiated by the e$idence collected through an in$estigation4
Communication
Co77unication in che7istry uses s'ecific ter7inology, con$entions, and sy7bols4 Che7ical reactions can often be described by 7eans of a che7ical e;uation4 Co77unication for different audiences re;uires the use of a for7at suitable for the 'ur'ose4 All co77unication needs to be :ell structured, :ell organised, and clearly 'resented4 Ase che7istry ter7inology, con$entions, and sy7bols that are a''ro'riate for the 'ur'ose of the co77unication4 #rite a''ro'riate che7ical e;uations4 Select the a''ro'riate for7at for a 'articular audience4 Present co77unications *oral, :ritten, and 7ulti7edia, clearly and logically, using che7istry conce'ts a''ro'riate for the audience4 #rite a re'ort of an in$estigation that includes a descri'tion of its 'ur'ose and e>'eri7ental 'rocedure *if designed by the student,, results, analysis, inter'retation, and conclusions4
#ritten re'orts should state :hat :as done and :hy, the results, the analysis and inter'retation of the results, and the conclusions dra:n fro7 the results4 Sufficient infor7ation should be included to enable the 'rocedure to be re'eated by others4
31
.e* I+eas
Students should know and understand the following: 2ulti7edia 'resentations use 7ini7al language and a $ariety of gra'hics to 'resent infor7ation4

Students should provide evidence that they are able to do the following: Ase concise language and gra'hics to 'resent infor7ation4
32
CONTENT
Stage 2 Che7istry is a 20=credit subject in :hich the to'ics are 'rescribed4 8he subject is organised so that each intended student learning is related to a <ey idea or conce't4 #ithin the study of these che7ical ideas and conce'ts, students de$elo' their che7istry in$estigation s<ills through 'ractical in$estigations and other learning acti$ities4
Topics an+ Su,topics

Topic ! Elemental and Environmental Chemistry
141 142 14& 144 14% 14 8he Periodic 8able Cycles in .ature 8he !reenhouse Effect Acid "ain Photoche7ical S7og #ater 8reat7ent
Topic "! Analytical Techni#ues

241 242 24& Folu7etric Analysis Chro7atogra'hy Ato7ic S'ectrosco'y
Topic $! %sing and Controlling &eactions

&41 &42 &4& &44 &4% &4 &40 2easuring Energy Changes )uels Electroche7istry "ate of "eaction Che7ical E;uilibriu7 Che7ical -ndustry 2etal Production
Topic '! (rganic and )iological Chemistry

441 442 44& 444 44% 44 440 441 44/ 4410 4411 %41 %42 Syste7atic .o7enclature Physical Pro'erties Alcohols Aldehydes and 9etones Carbo>ylic Acids A7ines Esters A7ides Proteins 8riglycerides Carbohydrates Poly7ers Silicates
Topic *! +aterials
33
%4&
Cleaning Agents
34
Topic 23 E!ementa! an+ En"i onmenta! Chemist *

8his to'ic deals :ith so7e of the underlying 'rinci'les of che7istry *Cele7ental che7istry?, and then considers the che7istry of the en$iron7ent4 8he ele7ental che7istry co7'onent of the to'ic focuses on the 'eriodic table and the conce't of electronegati$ityH together these underlie 7ost of the other to'ics in this subject outline4 8he en$iron7ental che7istry co7'onent focuses on a s7all nu7ber of inorganic 7olecular substances and their i7'acts on the en$iron7ent4 #hen the che7ical ele7ents are arranged in a 'eriodic table, si7ilarities and trends in 'ro'erties beco7e a''arent4 8his to'ic e>a7ines the 'ro'erties of co7'ounds and ele7entsH these 'ro'erties can be e>'lained in ter7s of the electronegati$ities of the ele7ents and their 'ositions in the 'eriodic table4 -n the last hundred years, concern about the effects of hu7ans on the en$iron7ent has e>tended fro7 the local to the global scale4 Students are often e>'osed to en$iron7ental issues, so7eti7es in e7oti$e :ays4 -n this to'ic students are e>'osed to factual infor7ation and consider the causes of and solutions to en$iron7ental 'roble7s4
262
The Pe io+ic Ta,!e .e* I+eas Inten+e+ Stu+ent Lea nin%

#rite, using subshell notation, the electron configuration of an ato7 or 7onato7ic ion of any of the first thirty=eight ele7ents in the 'eriodic table4 -dentify the s, p, d, and f bloc< ele7ents in the 'eriodic table4 Predict the follo:ing 'ro'erties of the s and p bloc< ele7ents of any of the first thirty=eight ele7ents in the 'eriodic table3 7etal, 7etalloid, or non=7etal nature of the ele7ent charge of the 7onato7ic ions
li<ely o>idation nu7ber*s, of the ele7ent in its
8he arrange7ent of electrons in any ato7 can be described in ter7s of shells and subshells4
8he 'osition of an ele7ent in the 'eriodic table reflects its electron configuration4 8he 'eriodic table is the unifying fra7e:or< for the study of the che7ical ele7ents and their co7'ounds4 Ele7ents :ithin each grou' of the 'eriodic table ha$e si7ilar che7ical 'ro'erties that can be e>'lained in ter7s of their si7ilar outer=shell electron configurations4
co7'ounds *including octet e>'ansion for 'hos'horus, sulfur, and chlorine,4 8he electronegati$ities of non=7etallic ato7s are higher than those of 7etalsH non=7etallic ato7s tend to gain electrons in che7ical reactions4 8he trend fro7 7etallic to non=7etallic beha$iour across a 'eriod is related to the increase in electronegati$ity4 8hese trends are reflected in changes in the acidicBbasic character of the o>ides4 8he o>ides of non=7etals are acidic4 8heir acidic character can be dis'layed by reaction :ith hydro>ide ions to 'roduce an o>yanion and, in 7ost cases, by reaction :ith :ater to 'roduce an o>yacid4 )ind regions in the 'eriodic table :ith ele7ents of high, inter7ediate, and lo: electronegati$ity4
Predict the acidicBbasic character of the o>ides of an ele7ent fro7 the 'osition of the ele7ent in the 'eriodic table4
#rite e;uations for the reactions of o>ides of non=7etals such as SiO2, CO2, SO2, SO&, and P4O10 :ith hydro>ide ions and :ith :ater, :here a reaction occurs4
35
.e* I+eas
8he o>ides of 7etals are basic4 8heir basic character can be dis'layed by reaction :ith an acid to 'roduce a cation and, in so7e cases, by reaction :ith :ater to 'roduce OD in solution4 2etalloids for7 a7'hoteric o>ides4 A7'hoteric o>ides can dis'lay basic character by reaction :ith hydrogen ions and acidic character by reaction :ith hydro>ide ions4 S7all 7olecules are for7ed fro7 ele7ents in a s7all section of the 'eriodic table4 S7all 7olecules are those either of non=7etallic ele7ents or of co7'ounds of non=7etallic ele7ents4 Ato7s in a 7olecule are bound strongly to each other by co$alent bonds4 2olecules interact :ea<ly :ith each other4 8he strengths of secondary interactions bet:een non='olar 7olecules de'end on their 7olar 7ass4 8he sha'e of 7olecules can be e>'lained and 'redicted by re'ulsion bet:een 'airs of bonding and non=bonding electrons4

#rite e;uations for the reactions of o>ides of 7etals such as 2gO, .a2O, CuO, and )e2O& :ith acids and :ith :ater, :here a reaction occurs4 #rite e;uations for the reactions of a7'hoteric o>ides such as Al2O& and InO :ith hydrogen ions or hydro>ide ions4 Predict :hether or not a co7'ound or ele7ent is li<ely to be 7olecular, gi$en its 'ro'erties, na7e, ele7ental co7'osition, or for7ula4
Co7'are the strengths of co$alent bonds :ith the strengths of secondary interactions4 E>'lain the higher 7elting 'oints and boiling 'oints of substances of large 7olar 7ass4 5ra: diagra7s sho:ing co$alent bonds, non=bonding 'airs, and sha'es for three= ele7ent 7olecules and t:o=ele7ent ions containing no 7ore than fi$e ato7s4 E>a7'les that in$ol$e $alence shell octet e>'ansion are li7ited to PO4& tetrahedra, SO2 , and SO&4 Predict :hether or not a 7olecule is 'olar, gi$en its s'atial arrange7ent4 E>'lain the higher 7elting 'oints and boiling 'oints of 'olar substances co7'ared :ith those of non='olar substances of si7ilar 7olar 7ass4 5escribe, :ith the aid of diagra7s, hydrogen bonding bet:een 7olecules4
8he 'olarity of a 7olecule results fro7 the 'olar character of the bonds and their s'atial arrange7ent4 8he strengths of secondary interactions bet:een 7olecules of si7ilar 7olar 7ass de'end on the 'olarity of the 7olecules4 2olecules containing .ED or OED grou's can for7 hydrogen bonds to . or O ato7s in other 7olecules4
264
C*c!es in Natu e .e* I+eas Inten+e+ Stu+ent Lea nin%

State, for aerobic and anaerobic conditions, the 'roducts of the deco7'osition of organic 7atter containing carbon, nitrogen, 'hos'horus, or sulfur4 5escribe and :rite e;uations for the 'rocesses of 'hotosynthesis and aerobic res'iration in$ol$ing glucose4 5escribe and :rite e;uations for the for7ation of o>ides of nitrogen by the reaction of nitrogen and o>ygen at high te7'eratures4
8he 'resence *aerobic conditions, or absence *anaerobic conditions, of o>ygen affects the 'roducts of the deco7'osition of the organic co7'ounds deri$ed fro7 li$ing organis7s4 Photosynthesis and res'iration are i7'ortant 'rocesses in the cycles of carbon and o>ygen4 .itrogen 7ay be con$erted into co7'ounds by biological 'rocesses such as fi>ation or by reaction :ith o>ygen during lightning discharges and at high te7'eratures such as those :hich occur in engines and furnaces4
36
.e* I+eas
.itrogen co7'ounds are i7'ortant in the che7istry of life 'rocesses4

5escribe ho: the nitrogen cycle o'erates by natural 'rocesses *e4g4 lightning, nitrogen=fi>ing bacteria, and decay, and industrial 'rocesses *e4g4 fertiliser 7anufacture and co7bustion engines,4 E>'lain :hy fertilisers need to contain nutrients in soluble for74
Plants re;uire substantial a7ounts of nitrogen and 'hos'horus, :hich they obtain fro7 the soil4
267
The - eenhouse E))ect .e* I+eas Inten+e+ Stu+ent Lea nin%

5escribe the action of the co77on greenhouse gases, carbon dio>ide and 7ethane, that ser$e to 7aintain a steady te7'erature in the Earth?s at7os'here4 E>'lain the enhanced greenhouse effect and its 'otential conse;uences for the en$iron7ent4
So7e gases in the at7os'here, called Cgreenhouse gases?, ser$e as insulation to 7aintain the te7'erature of the Earth?s at7os'here4 8his is <no:n as the Cnatural greenhouse effect?4 Du7an acti$ity that affects the concentration of greenhouse gases has the 'otential to disru't the ther7al balance of the at7os'here4 8his is <no:n as the Cenhanced greenhouse effect?4
268
Aci+ Rain .e* I+eas Inten+e+ Stu+ent Lea nin%

Calculate the concentration of D+ and OD of solutions, gi$en their 'D, and $ice $ersa4 #rite e;uations to sho: ho: carbon dio>ide 'roduces acidic rain4 5escribe and :rite e;uations for the for7ation of acid rain4 5escribe the en$iron7ental effects of acid rain, including its action on 7etals and carbonates *:ith e;uations, and on the 7obilisation of to>ic cations such as alu7iniu74 Calculate the 'D of solutions of strong bases and strong 7ono'rotic acids4
'D is a 7easure of the concentration of hydrogen ions3 i4e4 'D = log JD+K4 "ain containing dissol$ed carbon dio>ide is acidic4 "ainfall :ith a 'D of less than %4 , <no:n as Cacid rain?, is for7ed :hen o>ides of nitrogen and sulfur dissol$e in :ater in the at7os'here4 Acid rain has har7ful en$iron7ental effects4
8he lo: 'D of acid rain is due to the 'resence of sulfuric and nitric acids4
269
Photochemica! Smo% .e* I+eas Inten+e+ Stu+ent Lea nin%

#rite e;uations for the for7ation of nitrogen o>ides .O and .O24 5escribe and :rite e;uations sho:ing the role of nitrogen o>ides in the for7ation of o@one in the tro'os'here4
.itrogen o>ides are for7ed in high=te7'erature engines and furnaces4 .itrogen o>ides lead to the for7ation of o@one in the tro'os'here4
37
.e* I+eas
.itrogen o>ides and o@one in the tro'os'here are 'ollutants4

E>'lain the ter7s C'ri7ary 'ollutants? and Csecondary 'ollutants? :ith reference to the har7ful effects of nitrogen o>ides and o@one in the tro'os'here4 5escribe ho: catalytic con$erters reduce the ;uantities of nitrogen o>ides generated by cars4
-t is 'ossible to reduce the ;uantities of nitrogen o>ides generated by cars4
26:
#ate T eatment .e* I+eas Inten+e+ Stu+ent Lea nin%

5escribe the use of alu7iniu7 ions in the re7o$al of sus'ended 7atter fro7 :ater4 State that hy'ochlorous acid, chlorine, and hy'ochlorites <ill bacteria by their o>idising action4 E>'lain the effect of 'D on the e;uilibriu7 bet:een chlorine, :ater, and hydrochloric acid and hy'ochlorous acid4
Sus'ended 7atter is re7o$ed fro7 :ater by flocculation follo:ed by sedi7entation or filtration4 Dy'ochlorous acid, chlorine, and hy'ochlorites are used for :ater 'urification4 Chlorine is used for :ater 'urification4
38
Topic 43 Ana!*tica! Techni;ues

Che7ists 'erfor7 a :ide $ariety of 7onitoring roles, including analysing for drug residues and 7easuring the concentrations of 'ollutants such as 'esticides in the en$iron7ent4 Che7ists are also e7'loyed to analyse 7aterials used in or 'roduced by 7any branches of industry, including 'har7aceuticals, 'oly7ers, 7etal 'roduction, and food 're'aration4 -n this to'ic students consider so7e of the 7ore co77on 7eans of analysis and underta<e 'ractical acti$ities in 7easure7ent4
462
/o!umet ic Ana!*sis .e* I+eas Inten+e+ Stu+ent Lea nin%

Con$ert concentrations fro7 one unit to another *e4g4 7ol 61, g 61, G:B$, ''7, and ''b,4 Perfor7 stoichio7etric calculations :hen gi$en the reaction e;uation and the necessary data4 5escribe the correct use of a $olu7etric flas<, a 'i'ette, and a burette4 5escribe and e>'lain the 'rocedure in$ol$ed in carrying out a titration, 'articularly rinsing glass:are and deter7ining the end='oint4 5eter7ine the concentration of a solution of a reactant in a che7ical reaction by using the results of a titration4
Concentrations of solutes in solutions can be described by using a nu7ber of standard con$entions4 9no:ledge of the 7ole ratios of reactants can be used in ;uantitati$e calculations4 A titration can be used to deter7ine the reacting $olu7es of t:o solutions4 Analysis of a $ariety of che7icals de'ends on an understanding of ;uantitati$e as'ects of che7ical reactions, including acidEbase and redo> reactions4 A titration can be used to deter7ine the concentration of a solution of a reactant in a che7ical reaction4
464
Ch omato% aph* .e* I+eas Inten+e+ Stu+ent Lea nin%

-dentify the stationary and 7obile 'hases in an adsor'tion chro7atogra'hy 'rocess4 Predict the relati$e strengths of attraction of co7'onents for the stationary 'hase and the 7obile 'hase on the basis of their 'olarities4 Predict the relati$e rates of 7o$e7ent of co7'onents along a stationary 'hase, gi$en the structural for7ulae or relati$e 'olarities of the co7'onents and the t:o 'hases4 5escribe and a''ly R) $alues and retention ti7es in the identification of co7'onents in a 7i>ture4
Adsor'tion chro7atogra'hy in$ol$es the use of a stationary 'hase and a 7obile 'hase to se'arate the co7'onents of a 7i>ture4 8he strength of attraction bet:een t:o substances de'ends on their relati$e 'olarities4 8he rate of 7o$e7ent of any co7'onent along a stationary 'hase is deter7ined by the structure or relati$e 'olarity of the co7'onent and the relati$e 'olarities of the stationary 'hase and the 7obile 'hase4 8he rate of 7o$e7ent of a co7'onent along a stationary 'hase is co7'ared :ith a <no:n standard in order to identify the co7'onent4
39
467
Atomic Spect oscop* .e* I+eas Inten+e+ Stu+ent Lea nin%

State the effect of the absor'tion or e7ission of radiation on the energy le$els of electrons in ato7s or ions4 State that the :a$elengths of radiation e7itted and absorbed by an ele7ent are uni;ue to that ele7ent4 E>'lain the 'rinci'les of ato7ic absor'tion s'ectrosco'y in identifying ele7ents in a sa7'le4 5escribe the construction and use of calibration gra'hs in deter7ining the concentration of an ele7ent in a sa7'le4
Electrons 7o$e to a higher or lo:er energy le$el :hen ato7s or ions absorb or e7it radiation4 8he :a$elengths of radiation e7itted and absorbed by an ele7ent are uni;ue to that ele7ent4 8he :a$elengths of radiation absorbed by an ele7ent can be used to identify its 'resence in a sa7'le4 Ato7ic absor'tion s'ectrosco'y is used for ;uantitati$e analysis4
40
Topic 73 Usin% an+ Cont o!!in% Reactions

8he use and control of che7ical reactions are i7'ortant tas<s underta<en by che7ists4 8his to'ic loo<s at the energy changes that acco7'any che7ical reactions and their rates and e>tents4 -t also e>a7ines the :ays in :hich che7ical reactions are controlled and used to 7a<e 7aterials and generate the energy needed by a 7odern industrial society4 8he increased use of energy fro7 che7ical reactions has been a 7ajor factor in the de$elo'7ent of the industrialised :orld4 -n this to'ic students consider the :ays in :hich this energy is 'roduced and begin ;uantitati$e consideration of the energy changes that acco7'any che7ical reactions4 8he 'roduction of che7icals is the 7ain function of the che7ical industry4 8hese che7icals allo: naturally occurring 7aterials to be 7odified or re'laced, and 're$iously un<no:n 7aterials to be de$elo'ed4 8he industrialised :orld de'ends on the che7ical industry for the 7anufacture of a di$erse range of 7aterials4 -n this to'ic students loo< at ho: che7icals are 'roduced and ho: the 'roduction can be 'erfor7ed 7ost efficiently4 9no:ledge of che7istry can be a''lied to 7ani'ulate the reaction conditions of industrial 'rocesses in order to deter7ine the ;uantity or ;uality of the 'roduct4
762
'easu in% Ene %* Chan%es .e* I+eas Inten+e+ Stu+ent Lea nin%
-dentify co7bustion and res'iration as reactions that release energy and 'hotosynthesis as a reaction that absorbs energy4 5educe :hether a reaction is e>other7ic or endother7ic fro7 infor7ation 'ro$ided4 Calculate the heat released or absorbed for a reaction fro7 e>'eri7ental data, gi$en the s'ecific heat ca'acity of :ater *4411 + g1 91,4 5eter7ine enthal'y changes fro7 e>'eri7ental data for reactions, including3 the co7bustion of alcohols
the neutralisation of acids :ith bases solution 'rocesses4
Al7ost all che7ical reactions occur :ith either an absor'tion or a release of heat or light energy4 Other for7s of energy, such as electrical energy, can also be released4 E>other7ic reactions release energy to the surroundings, :hereas endother7ic reactions absorb energy fro7 the surroundings4 8he 7easure7ent of the heat change in che7ical reactions is called Ccalori7etry?H the insulated a''aratus used for the 7easure7ent is a calori7eter4 8he heat released or absorbed in a reaction at constant 'ressure is called the Centhal'y change for the reaction?H it is re'resented by the sy7bol 4
E>other7ic reactions ha$e negati$e $alues4 Endother7ic reactions ha$e 'ositi$e $alues4 8her7oche7ical e;uations e>'ress a ;uantitati$e relationshi' bet:een the ;uantities of reactants and the enthal'y change4 8he 7agnitude of the heat absorbed or e$ol$ed for a reaction is directly 'ro'ortional to the ;uantities of reactants in$ol$ed4
-dentify a reaction as e>other7ic or endother7ic, gi$en a ther7oche7ical e;uation or the $alue of its enthal'y change4 #rite ther7oche7ical e;uations that corres'ond to gi$en 7olar enthal'ies of co7bustion, neutralisation, and solution4 Calculate the theoretical te7'erature change of a s'ecified 7ass of :ater or solution heated or cooled by a reaction, gi$en 7olar enthal'ies and ;uantities of reactants4
764
Fue!s
41
.e* I+eas
Carbon=based fuels 'ro$ide energy and are feedstoc< for the che7ical industry4

5escribe the ad$antages and disad$antages of the use of carbon=based fuels as sources of heat energy, co7'ared :ith their use as feedstoc<4 #rite balanced e;uations for the co7'lete co7bustion of fuels in :hich the only 'roducts are carbon dio>ide and :ater4 5escribe the undesirable conse;uences of inco7'lete co7bustion4
Carbon dio>ide and :ater are 'roduced by the co7'lete co7bustion of co7'ounds containing carbon and hydrogen4 8he 'roducts of the inco7'lete co7bustion of carbon=based fuels include carbon *soot, and carbon 7ono>ide4 Soot and carbon 7ono>ide are har7ful to the en$iron7ent4 )uels can be co7'ared on the basis of the ;uantity of heat released4
Calculate the ;uantities of heat e$ol$ed 'er 7ole, 'er gra7, and 'er litre *for li;uids, for the co7'lete co7bustion of fuels4
767
E!ect ochemist * .e* I+eas Inten+e+ Stu+ent Lea nin%

-dentify a cell as gal$anic or electrolytic, gi$en sufficient infor7ation4
Electroche7ical cells are con$eniently di$ided into gal$anic cells, :hich 'roduce electrical energy fro7 s'ontaneous redo> reactions, and electrolytic cells, :hich use electrical energy fro7 an e>ternal source to cause a non= s'ontaneous che7ical reaction4 "edo> reactions can be considered as t:o half=reactions, one in$ol$ing o>idation and the other reduction4 !al$anic and electrolytic cells in$ol$e o>idation at the anode and reduction at the cathode, :ith electrons being transferred fro7 one electrode to the other through an e>ternal circuit4 !al$anic cells are co77only used as 'ortable sources of electric currents4
#rite half=e;uations for half=reactions, including those in acidic solution, gi$en infor7ation about the reactants and the 'roducts4 -dentify the anode and cathode in a gal$anic cell or an electrolytic cell, gi$en infor7ation about the reactants and the 'roducts4 -dentify the3 charge on the electrodes
direction of electron flo: 7o$e7ent of ions in the salt bridge or
electrolyte gi$en a s<etch for a gal$anic cell and infor7ation about electrode reactions4 )uel cells are gal$anic cells in :hich the electrode reactants are a$ailable in continuous su''ly4 So7e gal$anic cells can be recharged by using an e>ternal electrical su''ly to re$erse the electrode reactions4 Electrolytic cells are used in the 'roduction of acti$e 7etals4 State the ad$antages and disad$antages of fuel cells co7'ared :ith other gal$anic cells4 5escribe the co7'le7entary nature of the charging and discharging of rechargeable gal$anic cells4 5escribe, :ith the aid of e;uations, the electrolytic 'roduction of acti$e 7etals4
768
42
Rate o) Reaction
.e* I+eas
8he ti7e ta<en for a reaction to reach a s'ecified 'oint is an indication of the rate of the reaction4 8he rates of a reaction at different ti7es can be co7'ared by considering the slo'e of a gra'h of ;uantity *or 7olar concentration, of reactant or 'roduct against ti7e4 8he rates of a reaction are affected by changes in the3 concentration of reactants
te7'erature of the reaction 7i>ture 'ressure of the reaction 7i>ture *for syste7s

5eter7ine the effect of $arying conditions on the rate of a gi$en reaction, using e>'eri7ental data4 5ra: and inter'ret gra'hs re'resenting changes in ;uantities or concentration of reactants or 'roducts against ti7e4 Predict and e>'lain the effect that changes in condition ha$e on the rates of reactions in ter7s of the3 fre;uency of collisions bet:een reactant 'articles orientation of colliding 'articles
energy of colliding 'articles acti$ation energy4
in$ol$ing gases,
state of subdi$ision of reactants 'resence of catalysts *including en@y7es, intensity of light *for 'hotoche7ical reactions,4
8he energy changes in a reaction can be re'resented by an energy 'rofile diagra74
5ra: and inter'ret energy 'rofile diagra7s that sho: the relati$e enthal'ies of reactants and 'roducts, the acti$ation energy, and the enthal'y change for the reaction4
769
Chemica! E;ui!i, ium .e* I+eas Inten+e+ Stu+ent Lea nin%

5escribe the dyna7ic nature of a che7ical syste7 at e;uilibriu74
All che7ical reactions carried out in a closed syste7 at a fi>ed te7'erature e$entually reach a state of dyna7ic e;uilibriu7 in :hich the concentrations of all the reactants and 'roducts cease to change :ith ti7e4 8he total 7ass of reactants and 'roducts in a closed syste7 re7ains constant4 8he 'osition of e;uilibriu7 in a che7ical syste7 at a gi$en te7'erature can be indicated by a constant, !c, related to the concentrations of reactants and 'roducts4 8he changes in concentrations of reactants and 'roducts as a syste7 reaches e;uilibriu7 can be re'resented gra'hically4 8he final e;uilibriu7 concentrations for a gi$en reaction de'end on the3 initial concentrations of the reactants and 'roducts te7'erature
$alue of !c 'ressure *for syste7s in$ol$ing gases,4
#rite !c e>'ressions that corres'ond to gi$en reaction e;uations, and 'erfor7 calculations in$ol$ing !c and e;uilibriu7 concentrations in :hich all reacting s'ecies are included in the e>'ression4 5ra: and inter'ret gra'hs re'resenting changes in concentration of reactants and 'roducts against ti7e4 Calculate the initial andBor e;uilibriu7 concentrations or ;uantities of reactants and 'roducts, gi$en sufficient infor7ation about a 'articular syste7 initially andBor at e;uilibriu74
43
.e* I+eas
-f a change is 7ade to a syste7 at e;uilibriu7 so that it is no longer at e;uilibriu7, a net reaction :ill occur *if 'ossible, in the direction that counteracts the change4 8his is a state7ent of 6e ChLtelier?s 'rinci'le4

Predict, using 6e ChLtelier?s 'rinci'le, the effect on the e;uilibriu7 'osition of a syste7 of a change in the3 concentration of a reactant or 'roduct
o$erall 'ressure of a gaseous 7i>ture te7'erature of an e;uilibriu7 7i>ture for
:hich the $alue for the for:ard or bac< reaction is s'ecified4
76:
Chemica! In+ust * .e* I+eas Inten+e+ Stu+ent Lea nin%

E>'lain the reaction conditions that :ill 7a>i7ise yield4
-n any industrial che7ical 'rocess it is necessary to select conditions that :ill gi$e 7a>i7u7 yield in a short ti7e4 8his :ill often in$ol$e co7'ro7ises bet:een conditions that 'roduce the 7a>i7u7 rate, conditions that 'roduce the 7a>i7u7 yield, and costs4 8he ste's in industrial che7ical 'rocesses can be con$eniently dis'layed in flo: charts4
-nter'ret flo: charts and use the7 for such 'ur'oses as identifying3 ra: 7aterialsH che7icals 'resent at different ste's in the 'rocessH :aste 'roductsH and by='roducts4
76<
'eta! P o+uction .e* I+eas Inten+e+ Stu+ent Lea nin%

Predict :hether a 7etal is li<ely to occur in nature unco7bined or co7bined :ith other ele7ents, gi$en the relati$e 'osition of the 7etal in a table of 7etal reacti$ities4 -dentify the stages in the 'roduction of a 7etal fro7 its ore and e>'lain :hy not all stages are necessary in the 'roduction of so7e 7etals4
8he li<elihood that an unco7bined 7etal :ill occur naturally increases :ith lac< of reacti$ity4
8he stages in the 'roduction of 7etals fro7 their ores include concentration of the 7ineralH con$ersion of the 7ineral into a co7'ound suitable for reductionH reductionH and refine7ent of the 7etal4 8he stages in the electrolytic 'roduction of @inc fro7 its ore are concentration of the @inc 7ineralH con$ersion of the @inc 7ineral into a for7 suitable for reductionH and electrolytic reduction4 Electrolysis of 7olten electrolyte is used in the reduction stage for the 'roduction of 7ore reacti$e 7etals4 "eduction of the o>ide using carbon can be used for the 'roduction of less acti$e 7etals4
5escribe, :ith the aid of e;uations, the 'roduction of @inc fro7 its ore4
E>'lain :hy the 'roduction of alu7iniu7 re;uires a 7olten non=a;ueous electrolyte4 E>'lain :hy @inc and iron can be obtained by reduction using carbon :hereas this is not 'ossible for alu7iniu74
44
.e* I+eas
8he 7ethod used in the reduction stage in the 'roduction of a 7etal is related to the reacti$ity of the 7etal4 Energy cost is a factor ta<en into account in the 'roduction of all 7etals4

Predict the li<ely 7ethod of reduction of a 7etal co7'ound to the 7etal, gi$en the 'osition of the 7etal in the acti$ity series of 7etals4 E>'lain :hy reduction using electrolysis of an a;ueous solution is 'referable to electrolysis of a 7elt4
45
Topic 83 O %anic an+ Bio!o%ica! Chemist *

2ost che7icals are co7'ounds of carbon :ith other ele7ents, 7ainly hydrogen, o>ygen, and nitrogen, :ith 7any 7ore being synthesised each year4 8he $ariety and i7'ortance of carbon co7'ounds are so great that there is a s'ecific branch of che7istry <no:n as Corganic che7istry?4 -n this to'ic students are introduced to the che7istry of the 7ore co77on organic co7'ounds4 Biological che7istry is a gro:ing area of researchH it includes 7edical technology, genetic engineering, and the de$elo'7ent of 'har7aceuticals4 -n this to'ic students are introduced to the 7ajor grou's of co7'ounds of biological significance4 8he reactions of the larger 7acro7olecules can often be e>'lained by referring to the reactions and 'ro'erties of s7aller 7olecules :ith the sa7e functional grou's4
862
S*stematic Nomenc!atu e .e* I+eas Inten+e+ Stu+ent Lea nin%

-dentify the functional grou's in the structural for7ulae of alcohols, aldehydes, <etones, carbo>ylic acids, a7ines, esters, and a7ides4 State, gi$en its structural for7ula, the syste7atic na7e of an organic co7'ound containing3 u' to eight carbon ato7s arranged as either a straight chain or a branched chain one or 7ore of the sa7e functional grou's *:ith these li7ited to hydro>yl, aldehyde, <etone, carbo>yl, or 'ri7ary a7ino grou's,4 !i$en its syste7atic na7e, dra: the structural for7ula of an organic co7'ound containing3 u' to eight carbon ato7s arranged as either a straight chain or a branched chain one or 7ore of the sa7e functional grou's *:ith these li7ited to hydro>yl, aldehyde, <etone, carbo>yl, or 'ri7ary a7ino grou's,4 State the syste7atic na7es of 7ethyl and ethyl esters of straight=chain acids containing u' to eight carbon ato7s4 !i$en its syste7atic na7e, dra: the structural for7ula of an organic 7ethyl or ethyl ester of a straight=chain acid containing u' to eight carbon ato7s4
8he 'resence or absence of functional grou's in an organic co7'ound deter7ines its 'hysical and che7ical 'ro'erties4 Organic co7'ounds are na7ed syste7atically to 'ro$ide una7biguous identification4
8he structural for7ula of an organic co7'ound can be deduced fro7 its syste7atic na7e4
Esters are na7ed as deri$ati$es of a carbo>ylic acid4 8he structural for7ula of an ester can be deduced fro7 its syste7atic na7e4
46
864
Ph*sica! P ope ties .e* I+eas Inten+e+ Stu+ent Lea nin%

Predict and e>'lain the 7elting 'oints and boiling 'oints of an organic co7'ound in co7'arison :ith those of other co7'ounds that contain the sa7e functional grou'4 Predict and e>'lain the boiling 'oints of alcohols in co7'arison :ith those of aldehydes and <etones of si7ilar 7olar 7ass4
8he 7elting 'oints and boiling 'oints of organic co7'ounds that contain the sa7e functional grou' increase :ith the length of carbon chain4 8he boiling 'oints of organic co7'ounds that dis'lay hydrogen bonding bet:een 7olecules are higher than those of co7'ounds of si7ilar 7olar 7ass that do not dis'lay hydrogen bonding4 8he boiling 'oints of esters are lo:er than those of iso7eric acids because of the absence of hydrogen bonding bet:een 7olecules of the ester4 Organic co7'ounds are generally insoluble in :ater4 Dydrogen bonding bet:een functional grou's and :ater can e>'lain the solubility in :ater of so7e s7aller organic co7'ounds4 8he solubility in :ater of an organic co7'ound de'ends on its 7olar 7ass and the functional grou's 'resent4
Predict and e>'lain the boiling 'oints of esters in co7'arison :ith those of iso7eric acids4
E>'lain the insolubility in :ater of 7ost organic co7'ounds4 Predict and e>'lain the solubility in :ater of the s7aller a7ino acids, carbo>ylic acids, alcohols, aldehydes, and <etones4 Predict and e>'lain the relati$e solubilities in :ater of t:o organic co7'ounds, gi$en their structural for7ulae4
867
A!coho!s .e* I+eas Inten+e+ Stu+ent Lea nin%

5escribe the conditions, and :rite e;uations, for the hydrolysis of 'olysaccharides and disaccharides, and the 'roduction of ethanol by the fer7entation of glucose4 -dentify a hydro>yl grou' in an alcohol as 'ri7ary, secondary, or tertiary, gi$en the structural for7ula4 5escribe ho: 'ri7ary and secondary alcohols can be distinguished fro7 tertiary alcohols by their reaction :ith acidified dichro7ate solution4 Predict the structural for7ula*e, of the 'roduct*s, of dichro7ate o>idation of a 'ri7ary or secondary alcohol, gi$en its structural for7ula4
Ethanol is 'roduced by the fer7entation of glucose, :hich can be deri$ed by the hydrolysis of co7'le> carbohydrates4 Alcohols are classified as 'ri7ary, secondary, or tertiary4 Pri7ary and secondary alcohols can be distinguished fro7 tertiary alcohols by their reaction :ith acidified dichro7ate solution4 8he ty'e of 'roduct obtained by o>idising an alcohol de'ends on :hether the alcohol is 'ri7ary or secondary4
47
868
A!+eh*+es an+ .etones .e* I+eas Inten+e+ Stu+ent Lea nin%

!i$en the structural for7ula of the aldehyde or <etone, dra: the structural for7ula of the alcohol fro7 :hich it could be 'roduced by o>idation, and describe the necessary reaction conditions4 5ra: the structural for7ula of the o>idation 'roduct of a gi$en aldehyde in either acidic or al<aline conditions4 5escribe ho: acidified dichro7ate solution and 8ollens? reagent *a77oniacal sil$er nitrate solution, can be used to distinguish bet:een aldehydes and <etones4
Aldehydes and <etones are 'roduced by the o>idation of the corres'onding 'ri7ary and secondary alcohols res'ecti$ely4 Aldehydes are readily o>idised and so 7ust be distilled off fro7 the reaction 7i>ture as they are for7ed4 Aldehydes can be o>idised to for7 carbo>ylic acids or, in al<aline solutions, carbo>ylate ions4 9etones cannot readily be o>idised4 8his difference in 'ro'erties bet:een aldehydes and <etones can be used to distinguish one fro7 the other4
869
Ca ,o=*!ic Aci+s .e* I+eas Inten+e+ Stu+ent Lea nin%

-dentify the aldehyde or 'ri7ary alcohol fro7 :hich a carbo>ylic acid could be 'roduced by o>idation, gi$en its structural for7ula4 #rite an e;uation for the ionisation of a carbo>ylic acid in :ater4 #rite e;uations for the reactions of carbo>ylic acids :ith hydro>ides, carbonates, and hydrogencarbonates, and describe changes that acco7'any these reactions4 E>'lain :hy so7e drugs :ith carbo>yl grou's are usually ta<en in the for7 of their salts4
Carbo>ylic acids can be 'roduced by the o>idation of aldehydes or 'ri7ary alcohols4 Carbo>ylic acids are :ea< acids and, to a s7all e>tent, ionise in :ater4 Carbo>ylic acids react :ith bases to for7 ionic carbo>ylate salts4
8he salts of sodiu7 and 'otassiu7 carbo>ylates are soluble in :ater because of the ionEdi'ole attraction bet:een the ions and :ater4
86:
Amines .e* I+eas Inten+e+ Stu+ent Lea nin%

5ra: the structural for7ula of the 'rotonated for7 of an a7ine, gi$en the structural for7ula of its 7olecular for7, and $ice $ersa4 -dentify an a7ino grou' in an a7ine as 'ri7ary, secondary, or tertiary, gi$en the structural for7ula4 E>'lain :hy so7e drugs :ith a7ine grou's are usually ta<en in the for7 of their salts4
O:ing to the 'resence of an unbonded electron 'air, a7ines are able to act as bases and acce't D+ ions4 A7ines are classified as 'ri7ary, secondary, or tertiary4 8he salts of a7ines are soluble in :ater because of the ionEdi'ole attraction bet:een the ions and :ater4
48
86<
Este s .e* I+eas Inten+e+ Stu+ent Lea nin%

5ra: the structural for7ula of the ester that could be 'roduced by the condensation reaction bet:een an alcohol and a carbo>ylic acid, gi$en their structural for7ulae, and :rite an e;uation for the reaction4 E>'lain the use of heating under reflu> and the 'resence of a trace of concentrated sulfuric acid in the laboratory 'roduction of esters4 -dentify the 'roducts of hydrolysis of an ester, gi$en its structural for7ula4
An ester can be 'roduced by a condensation reaction bet:een an alcohol and a carbo>ylic acid4
8he 'roduction of an ester fro7 the reaction of an alcohol and a carbo>ylic acid is slo: at 2%MC4 Esters 7ay be hydrolysed under acidic or al<aline conditions4
86>
Ami+es .e* I+eas Inten+e+ Stu+ent Lea nin%

5ra: the structural for7ula of the a7ide that could be 'roduced by the condensation reaction bet:een an a7ine and a carbo>ylic acid, gi$en their structural for7ulae4 -dentify the 'roducts of hydrolysis of an a7ide, gi$en its structural for7ula4
An a7ide can be 'roduced by a condensation reaction bet:een an a7ine and a carbo>ylic acid4 A7ides 7ay be hydrolysed under acidic or al<aline conditions4
86?
P oteins .e* I+eas Inten+e+ Stu+ent Lea nin%

5eter7ine :hether or not a co7'ound is an a7ino acid, gi$en its structural for7ula4 5ra: the structural for7ula of the 'roduct for7ed :hen an a7ino acid self=ionises4 -dentify the a7ide grou' and deduce the structural for7ula*e, of the 7ono7er*s,, gi$en the structural for7ula of a section of a 'rotein4 #rite the general for7ula of a7ino acids and recognise their structural for7ulae4 -dentify :here hydrogen bonding can occur bet:een 'rotein chains or bet:een the chain and :ater, gi$en the structural for7ula of a section of the chain4 E>'lain :hy the biological function of a 'rotein *e4g4 an en@y7e, is altered if its s'atial arrange7ent is altered4 E>'lain :hy 'roteins are sensiti$e to changes in 'D and te7'erature4
A7ino acids contain a carbo>yl grou' and an a7ino grou'4 A7ino acids can self=ionise to 'roduce an ion4 Proteins are large 7olecules in :hich a7ide grou's lin< 7ono7er units4 -n 'roteins the a7ide grou' is called a C'e'tide lin<? or a C'e'tide bond?4 Proteins are 'olya7ides consisting of co$alently bonded long chains of a7ino acid units4 Proteins ha$e sites that allo: hydrogen bonding bet:een sections of chains and bet:een the chain and :ater4 8he biological function of a 'rotein is a conse;uence of its uni;ue s'atial arrange7ent4 Changes in 'D and te7'erature disru't the secondary interactions, and hence the s'atial arrange7ents, of a 'rotein chain4
49
862@ T i%!*ce i+es .e* I+eas

Edible oils and fats are esters of 'ro'ane=1,2,&=trio *glycerol, and $arious carbo>ylic acids4 8he carbo>ylic acids are unbranched and usually contain an e$en nu7ber of carbon ato7s bet:een t:el$e and t:enty4 8riglycerides can be hydrolysed to 'roduce 'ro'ane=1,2,&=triol and $arious carbo>ylic acids4 Edible oils are li;uids at 2%MC and are co77only obtained fro7 'lants and fish4 Edible fats are solids at 2%MC and are co77only obtained fro7 land ani7als4 2ost li;uid triglycerides contain a larger 'ro'ortion of unsaturated carbon chains than solid triglycerides contain4 6i;uid triglycerides can be con$erted into triglycerides of higher 7elting 'oint by a 'rocess that in$ol$es the addition of hydrogen under 'ressure and at increased te7'erature, in the 'resence of a catalyst4

5ra: the structural for7ula of an edible oil or fat, gi$en the structural for7ula*e, of the carbo>ylic acid*s, fro7 :hich it is deri$ed4
-dentify the alcohol and acid*s, fro7 :hich a triglyceride is deri$ed, gi$en its structural for7ula4 -dentify the 7ost li<ely source of a triglyceride, gi$en its state at 2%MC4
5escribe and e>'lain the use of a solution of bro7ine or iodine to deter7ine the degree of unsaturation of a co7'ound4 5ra: the structural for7ula of the reaction 'roduct4 E>'lain the role of 'ressure, te7'erature, and a catalyst in the hydrogenation of li;uid triglycerides4
8622 Ca ,oh*+ ates .e* I+eas

Carbohydrates are naturally occurring sugars and their 'oly7ers4 8hey usually ha$e the general for7ula C>D2yOy4 8hey are defined 7ore 'recisely as either 'olyhydro>y aldehydes or 'olyhydro>y <etones, or their 'oly7ers4 Carbohydrates can be classified as 7onosaccharides, disaccharides, or 'olysaccharides4 Polysaccharides are 'roduced by the condensation of 7any 7onosaccharide units lin<ed in chains by co$alent bonds4 !lucose 7olecules can occur in either a chain for7 or a ring for74 8here is e;uilibriu7 bet:een the t:o structures4 -n the chain for7 an aldehyde grou' is 'resent4 2any si7'le carbohydrates are soluble in :ater, :hereas 'olysaccharides are insoluble in :ater4

!i$en its structural for7ula, deter7ine the 7olecular for7ula of an organic co7'ound, and :hether or not it is a carbohydrate4
#rite 7olecular for7ulae for glucose, and for disaccharides and 'olysaccharides based on glucose 7ono7ers4 -dentify the re'eating unit and dra: the structural for7ula of the 7ono7er, gi$en the structural for7ula of a section of a 'olysaccharide deri$ed fro7 one 7ono7er4 E>'lain the ability of glucose to react as an aldehyde :hen in chain for7 but not :hen in ring for74 E>'lain the differences in solubility in :ater of si7'le carbohydrates and 'olysaccharides in ter7s of the si@e of the 7olecules and the nu7ber of hydro>yl grou's4
50
Topic 93 'ate ia!s

-n this to'ic students consider the che7ical and 'hysical 'ro'erties of a range of 7aterials and de$elo' an understanding of the che7istry behind these 'ro'erties4 Poly7ers are i7'ortant in nature and synthetic 'oly7ers re'resent one of the benefits of scientific ad$ances4 Silicates and alu7inosilicates are the 7ost co77on 7aterials in the Earth?s crust4 8hey for7 the basis of roc<s and 7ost 7inerals and are the 7ajor co7'onents of soils4 8he silicates of :hich they are co7'osed deter7ine the soils? che7ical 'ro'erties4 Dealthy soils are essential for sustainable food 'roduction4 Cleaning agents are fa7iliar household che7icals that hel' in the 7aintenance of a healthy lifestyle4 8hey function in a $ariety of :ays that include dissol$ing, sus'ension, and o>idation4
962
Po!*me s .e* I+eas Inten+e+ Stu+ent Lea nin%

5iscuss the ad$antages and disad$antages of synthetic 'oly7ers4 -dentify the re'eating unit of a 'oly7er, gi$en the structural for7ula of a section of a chain4 -dentify a 'oly7er as being the 'roduct of an addition 'oly7erisation or a condensation 'oly7erisation, gi$en its structural for7ula4 5ra: the structural for7ula of an addition 'oly7er that could be 'roduced fro7 7ono7ers containing one carbonEcarbon double bond, gi$en the structural for7ula*e, of the 7ono7er*s,, or $ice $ersa4 -dentify the ester grou' in a 'olyester and the a7ide grou' in a 'olya7ide4 5ra: the structural for7ula*e, of the 'olyester or 'olya7ide 'oly7ers that could be 'roduced fro7 7ono7ers, gi$en the structural for7ula*e, of the 7ono7er*s,, or $ice $ersa4 5escribe the effect on rigidity of increasing the nu7ber of 'ri7ary and secondary interactions bet:een 'oly7er chains4 5escribe the effects of heating on ther7o'lastic and ther7oset 'oly7ers, and the conse;uent difference in the ease of recycling4
8he 'roduction of synthetic 'oly7ers allo:s the 7anufacture of 7aterials :ith a di$erse range of 'ro'erties4 Poly7ers or 7acro7olecules are $ery large 7olecules co7'osed of s7all re'eating structural units4 Poly7ers are 'roduced fro7 s7all 7olecules *7ono7ers, by one of t:o 7ain 'oly7erisation reactions3 addition or condensation4 Addition 'oly7erisation occurs :hen 7ono7er 7olecules lin< :ithout the loss of ato7s4 8he 7ono7er usually has at least one carbonEcarbon double bond 'er 7olecule4 Polyesters and 'olya7ides are large 7olecules in :hich 7ono7er units are lin<ed by ester and a7ide grou's res'ecti$ely4 Condensation 'oly7erisation occurs :hen one or 7ore co7'ounds *such as :ater, are 'roduced as the 7ono7er 7olecules lin<4 Organic 'oly7ers can ha$e different 'ro'erties, such as rigidity, de'ending on the 7ono7ers and the degree of cross=lin<ing bet:een chains4 Deat affects ther7o'lastic and ther7oset 'oly7ers differently4
51
964
Si!icates .e* I+eas Inten+e+ Stu+ent Lea nin%

#rite the for7ula of the anion in a silicate or alu7inosilicate, gi$en its for7ula4 -dentify the SiO4 structural unit in diagra7s of silicate anions4 5ra: the re'eating unit and :rite the for7ula of an e>tended silicate anion, gi$en its structural for7ula4 State the charge on a silicate anion, gi$en the Si3O ratio4 #rite the for7ula of a silicate 7ineral, gi$en the structural for7ula of the silicate anion and the 7etal ions 'resent4 State the charge of an alu7inosilicate ion, gi$en its for7ula4 E>'lain ho: cations held on the surface of soil silicates are 7ade a$ailable to 'lants4
Silicon dio>ide, silicates, and alu7inosilicates are i7'ortant co7'onents of roc<s and soils4 8he structure of silicates is based on SiO4 tetrahedra4 -n silicates, o>ygen ato7s can be shared bet:een t:o SiO4 tetrahedra4 -n silicates the o>idation state of silicon is +4 :hereas that of o>ygen is 24 8he charge balance in silicate 7inerals is achie$ed by the 'resence of cations, 7ost co77only Ca2+, 2g2+, 9+, .a+, )e2+, and )e&+4 -n 7inerals <no:n as Calu7inosilicates?, alu7iniu7 ato7s re'lace so7e of the silicon ato7s4 Cations held on the surface of soil silicates are in e;uilibriu7 :ith the cations in soil :ater, :hich are a$ailable as sources of 'lant nutrients4 Soil silicates are able to adsorb D+ in the soil :ater and release cations4 8he surface of fine silicate 'articles in clays is negati$ely charged and can be flocculated into larger 'articles by the addition of salts containing highly charged cations such as alu7iniu7 ions4 Silicates such as @eolites are able to soften :ater by the e>change of cations4
5escribe the effect of acid rain in releasing cations fro7 soil silicates4 E>'lain the use of alu7iniu7 ions in flocculating clay 'articles sus'ended in :ater4
E>'lain the use of silicates in :ater softeners4
967
C!eanin% A%ents .e* I+eas Inten+e+ Stu+ent Lea nin%

5escribe the use of non='olar sol$ents to dissol$e non='olar 7aterials and the use of 'olar sol$ents to dissol$e 'olar 7aterials4 5escribe and e>'lain ho: soa's and synthetic sulfonate detergents re7o$e grease4
2any stains can be re7o$ed by the use of an a''ro'riate sol$ent4 Soa's and synthetic sulfonate detergents consist of a non='olar hydrocarbon chain, :hich is hydro'hobic, and an ionic region, :hich is hydro'hilic4 )ats and oils can be hydrolysed by boiling :ith sodiu7 hydro>ide solution4 8he carbo>ylate salts for7ed are soa's4 Soa's for7 an insoluble 7aterial :hen used in hard :ater4
#rite e;uations for the al<aline hydrolysis of triglycerides4 #rite an e;uation for the for7ation of 7agnesiu7 or calciu7 'reci'itate fro7 soa', gi$en the structural for7ula of the soa' anion4
52
.e* I+eas
8he effecti$eness of soa's is significantly reduced :hen they are used in hard :ater, :hereas the effecti$eness of synthetic detergents is not greatly changed :hen they are used in hard :ater4 8he structure of 'hos'hates is based on PO4 tetrahedra4 -n tri'oly'hos'hates, o>ygen ato7s can be shared bet:een PO4 tetrahedra4 8ri'oly'hos'hates are added to 7any detergent for7ulations4 8ri'oly'hos'hates i7'ro$e the effecti$eness of detergent for7ulations4 Phos'hates can cause eutro'hication in :ater bodies4 Chlorine bleaches are 7ost stable at a 'D abo$e 04 En@y7es are added to so7e detergent for7ulations4 Solid o>ygen bleaches release hydrogen 'ero>ide as an o>idising agent4 Dydrogen 'ero>ide deco7'oses to release o>ygen4 Solid o>ygen bleaches are added to so7e detergent for7ulations because they release hydrogen 'ero>ide and hence o>ygen in solution4

5escribe ho: the reaction of soa' :ith hard :ater differs fro7 that of synthetic detergents4
5ra: the structural for7ula of the PO4& ion4 5ra: the structural for7ulae of linear and cyclic tri'oly'hos'hate ions4 E>'lain ho: tri'oly'hos'hate ions <ee'3 calciu7 and 7agnesiu7 ions in solutionH clay 'articles in sus'ensionH and 'D 7ildly al<aline4 E>'lain the i7'ortance of the actions of tri'oly'hos'hate ions4 5escribe the ad$antages and disad$antages of the use of 'hos'hate fertilisers and 'oly'hos'hates in detergent for7ulations4 E>'lain the effect of lo:ering 'D on the deco7'osition of hy'ochlorites to chlorine4 5escribe the use of en@y7es in detergents and e>'lain :hy they are sensiti$e to changes in 'D and te7'erature4 Ase the change in o>idation nu7ber of o>ygen to sho: hydrogen 'ero>ide and o>ygen acting as o>idising agents4 5escribe ho: solid o>ygen bleaches release o>idising agents :hen dissol$ed in :ater4 E>'lain :hy the effecti$eness of solid o>ygen bleaches is affected by changes in te7'erature4
53
ASSESS'ENT SCOPE AND RE0UIRE'ENTS

All Stage 2 subjects ha$e a school assess7ent co7'onent and an e>ternal assess7ent co7'onent4 8eachers design a set of school assess7ents that enable students to de7onstrate the <no:ledge, s<ills, and understanding they ha$e de$elo'ed to 7eet the learning re;uire7ents of the subject4 8hese assess7ents 'ro$ide students? e$idence of learning in the school assess7ent co7'onent4
E/IDENCE OF LEARNIN8he follo:ing assess7ent ty'es enable students to de7onstrate their learning in Stage 2 Che7istry3 School "ssessment #$0%& Assess7ent 8y'e 13 -n$estigations )olio *40G, Assess7ent 8y'e 23 S<ills and A''lications 8as<s *&0G, '(ternal "ssessment #)0%& Assess7ent 8y'e &3 E>a7ination *&0G,4 Students should 'ro$ide e$idence of their learning through eight to ten assess7ents, including the e>ternal assess7ent co7'onent4 Students underta<e3 at least three 'ractical in$estigations, and one issues in$estigation for the in$estigations folio at least three s<ills and a''lications tas<s one e>a7ination4 At least one in$estigation or s<ills and a''lications tas< should in$ol$e collaborati$e :or<4
ASSESS'ENT DESI-N CRITERIA

8he assess7ent design criteria are based on the learning re;uire7ents and are used by3 teachers to clarify for the student :hat he or she needs to learn teachers and assessors to design o''ortunities for the student to 'ro$ide e$idence of his or her learning at the highest 'ossible le$el of achie$e7ent4 8he assess7ent design criteria consist of s'ecific features that3 students should de7onstrate in their learning teachers and assessors loo< for as e$idence that students ha$e 7et the learning re;uire7ents4
55
)or this subject the assess7ent design criteria are3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4 8he s'ecific features of these criteria are listed belo:4 8he set of assess7ents, as a :hole, 7ust gi$e students o''ortunities to de7onstrate each of the s'ecific features by the co7'letion of study of the subject4
In"esti%ation
8he s'ecific features are as follo:s3 -1 5esign of che7istry in$estigations4 -2 Selection and ac<no:ledg7ent of infor7ation about che7istry and issues in che7istry fro7 different sources4 -& 2ani'ulation of a''aratus and technological tools to i7'le7ent safe and ethical in$estigation 'rocedures4 -4 8he obtaining, recording, and dis'lay of findings of in$estigations, using a''ro'riate con$entions and for7ats4
Ana!*sis an+ E"a!uation

8he s'ecific features are as follo:s3 AE1 Analysis of data and conce'ts and their connections, to for7ulate conclusions and 7a<e rele$ant 'redictions4 AE2 E$aluation of 'rocedures, :ith suggestions for i7'ro$e7ent4
App!ication
8he s'ecific features are as follo:s3 A1 A''lication of che7istry conce'ts and e$idence fro7 in$estigations to sol$e 'roble7s in ne: and fa7iliar conte>ts4 A2 Ase of a''ro'riate che7istry ter7s, con$entions, for7ulae, and e;uations4 A& 5e7onstration of s<ills in indi$idual and collaborati$e :or<4
.no1!e+%e an+ Un+e stan+in%

8he s'ecific features are as follo:s3 9A1 5e7onstration of <no:ledge and understanding of che7istry conce'ts4 9A2 Ase of <no:ledge of che7istry to understand and e>'lain social or en$iron7ental issues4 9A& Co77unication of <no:ledge and understanding of che7istry in different for7ats4
SCHOOL ASSESSMENT Assessment T*pe 23 In"esti%ations Fo!io A8@BC

Students underta<e at least three 'ractical in$estigations and one issues in$estigation to include in the folio4 56
As students design and carry out in$estigations they learn to 'ose ;uestions about the :orld around the74 8hey use their obser$ations and gather data and infor7ation to generate e$idence, :hich enables the7 to construct reasonable e>'lanations in res'onse to these ;uestions and to de$elo' a better understanding of the7sel$es and their en$iron7ent4
Practical Investigations
Students for7ulate ;uestions and hy'otheses, design and conduct 'ractical in$estigations, identify $ariables, collect, analyse, and inter'ret data, e$aluate results, dra: conclusions, and co77unicate their <no:ledge and understanding of conce'ts4 8hese 'rocesses 7ay occur in one assess7ent or in se'arate assess7ents4 Practical in$estigations 7ay be conducted indi$idually or collaborati$ely, but each student 'resents an indi$idual re'ort4 Students sub7it at least three 'ractical in$estigation re'orts4 8here are no s'ecific re;uired 'ractical in$estigations, but the follo:ing 7ust be included across the range of re'orts 'resented3 gra'hing results designing and 'erfor7ing an e>'eri7ent to test a hy'othesis 7a<ing a solution of <no:n concentration or dilution, :hich is then used in a titration 're'aring an organic co7'ound by ste's that include at least t:o of reflu>, distillation, and li;uidEli;uid e>traction dis'laying and inter'reting results e$aluating an in$estigation or e>'eri7ent and suggesting i7'ro$e7ents identifying and e>'laining the sources of errors for7ulating a conclusion and 7a<ing rele$ant 'redictions describing and e>'laining safety considerations in a 'ractical in$estigation4 .ote that one 'ractical in$estigation 7ight ser$e se$eral of these functions4 )or e>a7'le, an e>'eri7ent designed by the student 7ight be used for gra'hing and 7ight also be e$aluated and used to de7onstrate understanding of the sources of errors4 At least one 'ractical in$estigation 7ust gi$e students the o''ortunity to design the 7ethod4 Suggested for7ats for 'resentation of 'ractical in$estigations re'orts include3 a :ritten re'ort a 7ulti7edia 'roduct4
Issues Investigation
Students underta<e one issues in$estigation, in :hich they in;uire into an issue of social or en$iron7ental rele$ance to che7istry4 Students for7ulate a ;uestion and conduct the in$estigation4 8hey gather infor7ation fro7 different sources, identify and discuss at least t:o different 'oints of $ie: that 7e7bers of the co77unity hold on the issue, analyse their findings, critically e$aluate the e$idence, and de$elo' and e>'lain their o:n conclusions4 Students use a''ro'riate che7ical ter7s and con$entions to e>'lain lin<s bet:een che7ical data, conce'ts, and issues4 8he co7'leted issues in$estigation should include3 an introduction that identifies the che7istry issue in$estigated rele$ant che7ical bac<ground for the issue the identification of alternati$e $ie:s
57
an e>'lanation of the 'ers'ecti$es of the issue an e$aluation of infor7ation gathered a su77ary of results or findings and conclusions dra:n citations and a reference list4
8he issues in$estigation 7ay be di$ided into s7aller sections that can be 'resented in different for7ats4 Students select fro7 a range of for7ats to co77unicate their understanding of the issue4 Students 7ay :or< collaborati$ely to gather infor7ation, but each student 7ust 'roduce an indi$idual in$estigation re'ort4 8he issues in$estigation should be a 7a>i7u7 of 1%00 :ords if :ritten or a 7a>i7u7 of 10 7inutes for an oral 'resentation, or the e;ui$alent in 7ulti7edia for74 )or this assess7ent ty'e, students 'ro$ide e$idence of their learning in relation to the follo:ing assess7ent design criteria3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4 )urther infor7ation about conducting in$estigations can be found in the section on che7istry in$estigation s<ills4
Assessment T*pe 43 S$i!!s an+ App!ications Tas$s A7@BC

S<ills and a''lications tas<s re;uire students to use their <no:ledge and understanding of rele$ant che7ical ideas, facts, and relationshi's in a range of tas<s that 7ay be3 routine, analytical, andBor inter'retati$e 'osed in ne: and fa7iliar conte>ts indi$idual or collaborati$e assess7ents, de'ending on the design of the assess7ent4 Students underta<e at least three s<ills and a''lications tas<s4 Students 7ay underta<e 7ore than three s<ills and a''lications tas<s, but at least three should be under the direct su'er$ision of the teacher4 8he su'er$ised setting should be a''ro'riate to the tas<4 S<ills that could be assessed include using che7ical ter7s, con$entions, and notationsH :riting e;uationsH calculatingH de7onstrating understandingH a''lying <no:ledgeH gra'hingH analysing data and dra:ing conclusionsH and designing an in$estigation to test a hy'othesis4 Students should be able to select a''ro'riate data and rele$ant che7istry e$idence and infor7ation to successfully sol$e a range of 'roble7s4 So7e of these 'roble7s should be set in a 'ersonal, social, or global conte>t4 S<ills and a''lication tas<s 7ay include3 a data inter'retation e>ercise a 7ulti7edia 'roduct an oral 'resentation a 'ractical de7onstration an e>tended res'onse a :ritten assign7ent 7ulti'le=choice ;uestions short=ans:er ;uestions
58
a structured inter$ie: a res'onse to te>t*s,4
)or this assess7ent ty'e, students 'ro$ide e$idence of their learning in relation to the follo:ing assess7ent design criteria3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4
EDTERNAL ASSESS'ENT Assessment T*pe 73 E=amination A7@BC

Students underta<e one &=hour :ritten e>a7ination in :hich they are assessed on their <no:ledge and understanding of the <ey ideas and the intended student learning in the fi$e to'ics and the in$estigation s<ills4 )or the e>a7ination, students are gi$en a sheet containing a 'eriodic table, standard S'refi>es, and a table sho:ing the relati$e acti$ities of a nu7ber of 7etals4 )or this assess7ent ty'e, students 'ro$ide e$idence of their learning in relation to the follo:ing assess7ent design criteria3 in$estigation analysis and e$aluation a''lication <no:ledge and understanding4
PERFOR'ANCE STANDARDS
8he 'erfor7ance standards describe fi$e le$els of achie$e7ent, A to E4 Each le$el of achie$e7ent describes the <no:ledge, s<ills, and understanding that teachers and assessors refer to in deciding, on the basis of the e$idence 'ro$ided, ho: :ell a student has de7onstrated his or her learning4 5uring the teaching and learning 'rogra7 the teacher gi$es students feedbac< on, and 7a<es decisions about, the ;uality of their learning, :ith reference to the 'erfor7ance standards4 Students can also refer to the 'erfor7ance standards to identify the <no:ledge, s<ills, and understanding that they ha$e de7onstrated and those s'ecific features that they still need to de7onstrate to reach their highest 'ossible le$el of achie$e7ent4 At the student?s co7'letion of study of each school assess7ent ty'e, the teacher 7a<es a decision about the ;uality of the student?s learning by3 referring to the 'erfor7ance standards
assigning a grade bet:een A+ and E for the assess7ent ty'e4
A SACE Board school assess7ent grade calculator is a$ailable on the SACE :ebsite *:::4sace4sa4edu4au, to co7bine the grades for the school assess7ent4 -n the e>ternal assess7ent, assessors use the 'erfor7ance standards to 7a<e a decision about the ;uality of students? learning, based on the e$idence 'ro$ided4
59
8he student?s school assess7ent and e>ternal assess7ent are co7bined for a final result, :hich is re'orted as a grade bet:een A+ and E4
60
Pe )o mance Stan+a +s )o Sta%e 4 Chemist *
61
Investigation

Critically and syste7atically analyses data and their connections :ith conce'ts, to for7ulate logical and 'erce'ti$e conclusions and 7a<e rele$ant 'redictions4 Critically and logically e$aluates 'rocedures and suggests a range of a''ro'riate i7'ro$e7ents4
Application
A''lies che7istry conce'ts and e$idence fro7 in$estigations to suggest solutions to co7'le> 'roble7s in ne: and fa7iliar conte>ts4 Ases a''ro'riate che7ical ter7s, con$entions, for7ulae, and e;uations highly effecti$ely4 5e7onstrates initiati$e in a''lying constructi$e and focused indi$idual and collaborati$e :or< s<ills4

Consistently de7onstrates a dee' and broad <no:ledge and understanding of a range of che7istry conce'ts4 Ases <no:ledge of che7istry 'erce'ti$ely and logically to understand and e>'lain social or en$iron7ental issues4 Ases a $ariety of for7ats to co77unicate <no:ledge and understanding of che7istry coherently and highly effecti$ely4
5esigns logical, coherent, and detailed che7istry in$estigations4 Critically and logically selects and consistently and a''ro'riately
62
Investigation

Clearly and logically analyses data and their connections :ith conce'ts, to for7ulate consistent conclusions and 7a<e 7ostly rele$ant 'redictions4 6ogically e$aluates 'rocedures and suggests so7e a''ro'riate i7'ro$e7ents4
Application
A''lies che7istry conce'ts and e$idence fro7 in$estigations to suggest solutions to 'roble7s in ne: and fa7iliar conte>ts4 Ases a''ro'riate che7ical ter7s, con$entions, for7ulae, and e;uations effecti$ely4 A''lies 7ostly constructi$e and focused indi$idual and collaborati$e :or< s<ills4

5e7onstrates so7e de'th and breadth of <no:ledge and understanding of a range of che7istry conce'ts4 Ases <no:ledge of che7istry logically to understand and e>'lain social or en$iron7ental issues4 Ases a $ariety of for7ats to co77unicate <no:ledge and understanding of che7istry coherently and effecti$ely4
5esigns :ell=considered and clear che7istry in$estigations4 6ogically selects and a''ro'riately ac<no:ledges infor7ation about Stage 2 Chemi stry 2014
63
Investigation

Analyses data and their connections :ith conce'ts, to for7ulate generally a''ro'riate conclusions and 7a<e si7'le 'redictions, :ith so7e rele$ance4 E$aluates so7e 'rocedures in che7istry and suggests so7e i7'ro$e7ents that are generally a''ro'riate4
Application
A''lies che7istry conce'ts and e$idence fro7 in$estigations to suggest so7e solutions to basic 'roble7s in ne: or fa7iliar conte>ts4 Ases generally a''ro'riate che7ical ter7s, con$entions, for7ulae, and e;uations, :ith so7e general effecti$eness4 A''lies generally constructi$e indi$idual and collaborati$e :or< s<ills4

5e7onstrates <no:ledge and understanding of a general range of che7istry conce'ts4 Ases <no:ledge of che7istry :ith so7e logic to understand and e>'lain one or 7ore social or en$iron7ental issues4 Ases different for7ats to co77unicate <no:ledge and understanding of che7istry, :ith so7e general effecti$eness4
5esigns considered and generally clear che7istry in$estigations4 Selects :ith so7e focus, and 7ostly a''ro'riately ac<no:ledges, infor7ation
62
Investigation

5escribes basic connections bet:een so7e data and conce'ts, and atte7'ts to for7ulate a conclusion and 7a<e a si7'le 'rediction that 7ay be rele$ant4 )or so7e 'rocedures, identifies i7'ro$e7ents that 7ay be 7ade4
Application
A''lies so7e e$idence to describe so7e basic 'roble7s and identify one or 7ore si7'le solutions, in fa7iliar conte>ts4 Atte7'ts to use so7e che7ical ter7s, con$entions, for7ulae, and e;uations that 7ay be a''ro'riate4 Atte7'ts indi$idual :or< inconsistently, and contributes su'erficially to as'ects of collaborati$e :or<4

5e7onstrates so7e basic <no:ledge and 'artial understanding of che7istry conce'ts4 -dentifies and e>'lains so7e che7istry infor7ation that is rele$ant to one or 7ore social or en$iron7ental issues4 Co77unicates basic infor7ation to others using one or 7ore for7ats4
Pre'ares the outline of one or 7ore che7istry in$estigations4 Selects and 7ay 'artly ac<no:ledge one or 7ore sources of infor7ation Stage 2 Chemi stry 2014
63
Investigation

Atte7'ts to connect data :ith conce'ts, for7ulate a conclusion, and 7a<e a 'rediction4 Ac<no:ledges the need for i7'ro$e7ents in one or 7ore 'rocedures4
Application
-dentifies a basic 'roble7 and atte7'ts to identify a solution in a fa7iliar conte>t4 -dentifies so7e che7ical ter7s or for7ulae4 Sho:s e7erging s<ills in indi$idual and collaborati$e :or<4

5e7onstrates so7e li7ited recognition and a:areness of che7istry conce'ts4 Sho:s an e7erging understanding that so7e che7istry infor7ation is rele$ant to social or en$iron7ental issues4 Atte7'ts to co77unicate infor7ation about che7istry4
-dentifies a si7'le 'rocedure for a che7istry in$estigation4 -dentifies a source of infor7ation about che7istry or an issue in che7istry4
62
ASSESSMENT INTEGRITY
8he SACE Assuring Assess7ent -ntegrity Policy outlines the 'rinci'les and 'rocesses that teachers and assessors follo: to assure the integrity of student assess7ents4 8his 'olicy is a$ailable on the SACE :ebsite *:::4sace4sa4edu4au, as 'art of the SACE Policy )ra7e:or<4 8he SACE Board uses a range of ;uality assurance 'rocesses so that the grades a:arded for student achie$e7ent, in both the school assess7ent and the e>ternal assess7ent, are a''lied consistently and fairly against the 'erfor7ance standards for a subject, and are co7'arable across all schools4 -nfor7ation and guidelines on ;uality assurance in assess7ent at Stage 2 are a$ailable on the SACE :ebsite *:::4sace4sa4edu4au,4
64
SUPPORT 'ATERIALS
SUBJECT5SPECIFIC AD/ICE
Online su''ort 7aterials are 'ro$ided for each subject and u'dated regularly on the SACE :ebsite *:::4sace4sa4edu4au,4 E>a7'les of su''ort 7aterials are sa7'le learning and assess7ent 'lans, annotated assess7ent tas<s, annotated student res'onses, and reco77ended resource 7aterials4 )or Stage 2 Che7istry, the su''ort 7aterials include ad$ice about assu7ed <no:ledge and s<ills4
AD/ICE ON ETHICAL STUD& AND RESEARCH

See the CEthical Study and "esearch? section in the -ntroduction for infor7ation on3 ethical study and research 'ractices occu'ational health, safety, and :elfare safety 'ractices in the laboratory4
65

Chemistry Subject Outline For Teaching in 2014

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Chemistry Subject Outline For Teaching in 2014

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Chemistry

2014 Subject Outline

Chemistry 2014 Subject Outline Stage 1 and Stage 2

Chemistry 2014 Subject Outline Stage 1 and Stage 2

Chemistry 2014 Subject Outline Stage 1 and Stage 2

ETHICAL STUDY AND RESEARCH

Occupationa! Hea!th( Sa)et*( an+ #e!)a e

Sa)et* P actices in the La,o ato *

ABORI-INAL AND TORRES STRAIT ISLANDER .NO#LED-E( CULTURES( AND PERSPECTI/ES

Chemistry 2014 Subject Outline Stage 1 and Stage 2

LEARNIN- SCOPE AND RE0UIRE'ENTS

CHE'ISTR& IN/ESTI-ATION S.ILLS

Stage 1 Chemistry 2014

Inten+e+ Stu+ent Lea nin%

Questions and Hypotheses

Designing Investigations Design

Stage 1 Chemistry 2014

Inten+e+ Stu+ent Lea nin%

Classify a''ro'riate $ariables in a 'ractical in$estigation as inde'endent or de'endent4

Conducting Investigations Procedures

)ollo: instructions accurately and safely4

Safety and Ethics

Stage 1 Chemistry 2014

Inten+e+ Stu+ent Lea nin%

Precision, Reliability, and Accuracy

Information and Data

Stage 1 Chemistry 2014

Inten+e+ Stu+ent Lea nin%

Interpretation and Evaluation

Stage 1 Chemistry 2014

Inten+e+ Stu+ent Lea nin%

Ase concise language and gra'hics to 'resent infor7ation4

Stage 1 Chemistry 2014

#ine 'roduction Energy Agriculture 8he at7os'here4

Stage 1 Chemistry 2014

ASSESS'ENT SCOPE AND RE0UIRE'ENTS

ASSESS'ENT DESI-N CRITERIA

Stage 1 Chemistry 2014

Ana!*sis an+ E"a!uation

.no1!e+%e an+ Un+e stan+in%

SCHOOL ASSESS'ENT Assessment T*pe 23 In"esti%ations Fo!io

Stage 1 Chemistry 2014

Assessment T*pe 43 S$i!!s an+ App!ications Tas$s

Stage 1 Chemistry 2014

Stage 1 Chemistry 2014

Pe )o mance Stan+a +s )o Sta%e 2 Chemist *

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Stage 1 Chemistry 2014

AD/ICE ON ETHICAL STUD& AND RESEARCH

Stage 1 Chemistry 2014

LEARNIN- SCOPE AND RE0UIRE'ENTS

CHE'ISTR& IN/ESTI-ATION S.ILLS

Stage 2 Chemistry 2014

Inten+e+ Stu+ent Lea nin%

Cc!es in Natu e .e I+eas Inten+e+ Stu+ent Lea nin%

/o!umet ic Ana!sis .e I+eas Inten+e+ Stu+ent Lea nin%

Sstematic Nomenc!atu e .e I+eas Inten+e+ Stu+ent Lea nin%

Phsica! P ope ties .e I+eas Inten+e+ Stu+ent Lea nin%

A!+eh+es an+ .etones .e I+eas Inten+e+ Stu+ent Lea nin%

Ca ,o=!ic Aci+s .e I+eas Inten+e+ Stu+ent Lea nin%