Chemistry Stg6 Syl 03

Chemistry
Stage 6
Syllabus
Amended October 2002
Original published version updated:

June 2004-Board Bulletin/Official Notices Vol 13 No 3 (BOS 34/04) (2005035)
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Published by
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ISBN 1 74099 439 6
2005035
Contents
1
The Higher School Certificate Program of Study.............................................................. 5
Rationale for Chemistry in the Stage 6 Curriculum........................................................... 6
Continuum of Learning for Chemistry Stage 6 Students................................................... 7
Aim
.. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
Objectives.......................................................................................................................... 8
Course................................................................................................................Structure
6.1..............................
...................................
............................... PreliminaryCourse
6.2................................
.....................................
.................................... HSCCourse
6.3................................
.....................................
.....................................
....
6.4................................
.....................................
...................... OtherConsiderations
Overview
9
9
10
11
15
Objectives................................................................................................andOutcomes 16
7.1................................
..................................... TableofObjectivesan
. dOutcomes
16
7.2................................
.....................................
.......................... KeyCompetencies
18
Content:............................................................ChemistryStage6PreliminaryCourse
8.1................................
.....................................
.............................. ChemistrySkills
8.2................................
.....................................
......................... TheChemicalEarth
8.3................................
.....................................
.....................................
........
8.4................................
.....................................
.....................................
..........
8.5................................
.....................................
.....................................
........
19
19
22
Metals
28
Water
33
Energy
38
Content:.......................................................................ChemistryStage6HSCCourse
9.1................................
.....................................
.............................. ChemistrySkills
9.2................................
..................................... ProductionofMaterial
.................. s
9.3................................
..................................... TheAcidicEnvironme
................. nt
9.4................................ ChemicalMonitoringa
............................... ndManagement
9.5................................
..................................... Option
..... IndustrialChemistry
Option
9.6................................ Shipwrecks,Corrosio
.......... nandConservation
Option
9.7................................ TheBiochemistryofM
........................ ovement
9.8................................
..................................... Option
... TheChemistryofArt
9.9................................
..................................... Option
....... ForensicChemistry
43
43
46
52
57
62
66
70
76
81
10
Course......................................................................................................Requirements 85
11
Post..............................................................................................-schoolOpportunities 86
12 Assessment and Reporting
87
12.1 Requirements and Advice

12.2 Internal Assessment
87
88
12.3 External Examination 88

12.4
Board Requirements for the Internal Assessment Mark

in Board Developed Courses
12.5 Assessment Components, Weightings and Tasks 90

12.6 HSC External Examination Specifications 92
12.7 Summary of Internal and External Assessment
93
12.8 Reporting Student Performance Against Standards

13 Appendices
95
Appendix 1: Glossary 95
Appendix 2: Biochemical Pathways Flowchart
96
94
89
Chemistry Stage 6 Syllabus
11
m
of
T Study
h
The purpose of the
e
Higher School
Certificate (HSC)
program of study is
H
to:
i1
g
h
e
r
2
S
c
h
o
o
l
C
e
r
t
i
f
i
c
a
t
e
P
r
o
3
g
r
a
provide
a
curriculum
structure which
encourages
students
to
complete
secondary
education;
foster
the
intellectual,
social and moral
development of
students,
in
particular
developing their:
knowledge,
skills,
understanding
and attitudes
in the fields of
study
they
choose
capacity to
manage their
own learning
desire to
continue
learning
in
formal
or
informal
settings after
school
capacity to
work together
with others
respect for
the
cultural
diversity
of
Australian
society;
provide
a
flexible
structure
within
which
students can
prepare for:

f
u
r
t
h
4
e
r
e
d
u
c
a5
t
i
o
n
a
n
d
training
employment
full and
active
participation
as citizens;
provide formal
assessment
and
certification of
students
achievements;
provide
a
context within
which schools
also have the
opportunity to
foster
students
physical and
spiritual
development.
12
6
R Curriculu
a m
tChemistry in
iScience Stage 6
provides students
o
with a
n
contemporary and
coherent
a
understanding of
lmatter and its
interactions. It
e
focuses on
investigating the
physical and
chemical properties
of substances,
chemical reactions
and processes, and
the interaction of
energy and matter,
and attempts to
explain and predict
events at the atomic
and molecular level.
f
o
r
C
h
e
m
iThe study of
sChemistry
recognises that a
tstudy of the nature
materials
rof
includes natural and
ymade substances,
their structures,
changes and
ienvironmental
importance. The
n
history and
philosophy of
tscience as it relates
to the development
h
of the
understanding,
e
utilisation and
manipulation of
chemical systems is
S
important in
tdeveloping current
understanding in
a
Chemistry and its
g
applications in the
contexts of
e
tech developing body of

nolo knowledge, the role of
in
gy, experiment
socie deciding
between
ty
competing theories,
and the provisional nature
the of
scientific
envir explanations,
the
onm interdisciplinary
ent. nature of science, the
complex relationship
Chembetween
evidence
istry and ideas and the
in
impact of science on
Stage society.
6
draws The study of
upon Chemistry involves
and the students
builds working individually
onto and with others in
the practical, field and
knowl interactive media
edge experiences related
and to the theoretical
under concepts
standiconsidered in the
ng, course. It is
skills, expected that
and students studying
value Chemistry will apply
s andinvestigative and
attitu problem-solving
des skills, effectively
devel communicate the
oped theoretical concepts
considered in the
in
Stage course and
s 45appreciate the
Scien contribution that a
ce. Itstudy of Chemistry
furthe makes to our
understanding of
r
the world.
devel
ops
The Chemistry
stude
Stage 6 course is
nts
designed for those
under
students who have
standi
a substantial
ng of
achievement level
scien
based on the
ce as
Stages 45
a
Science course
contin
performance
ually
descriptors. The
su
bje
ct
ma
tter
of
the
Ch
em
istr
y
co
urs
e
rec
og
nises the different

needs and
interests of
students by
providing a
structure that
builds upon the
foundations laid in
Stage 5 yet
recognises that
students entering
Stage 6 have a
wide range of
abilities,
circumstances and
expectations.
inuum of
C Learning
o for
n Chemistr
t y Stage 6
Students
13
ace
University
TAFE
Other
Stages 13
Scie
nce
and
Tech
nolo
gy
Stage 6
Stage 6
Biology
Science
W
or
k
pl
inExperience
patterns
phenomenaexploringenvironment,madeandnaturaltheaboutlearning and
lifeeverydaytosciencerelatingandskillsscientifcacquiringevents,of
14
A
i
m
To
provi
de
learn
ing
expe
rienc
es
throu
gh
whic
h
stud
ents
will:
a
2
c
q
u
i
r
e
k
n
o
w
l
e
d
g
e
a
n
d
u
n
d
e
r
s
t
a
n
ding about
fundament
al
concepts
related to
matter and
its
interaction
s,
the
historical
developme
nt of those
concepts
and their
application
to
personal,
social,
economic,
technologi
cal
and
environme
ntal
situations
progress from
the
consideration
of specific data
and knowledge
to the
understanding
of models and
concepts and
to the use of
generalised
terms related
to chemistry in
their
explanations,
from the
collection and
organisation of
information to
problemsolving and
from the use of
simple
communication
skills to those
which are
more
sophisticated
develop
positive
attitudes
t
o
w
a
r
d
s
t
h
e
s
t
u
d
y
onment
and
opinions held
by
others,
recognising the
importance of
evidence and
the
use
of
critical
evaluation
of
differing
scientific
opinions
related
to
various aspects
of chemistry.
o15 Objective
f
s
m
a
t Students will
t develop knowledge
eand understanding
r of:
a
1. the history of
n
chemistry
d
2. the nature and
practice
of
i
chemistry
t
s3. applications
and uses of
chemistry
i
n4. the
t
implications of
e
chemistry for
r
society and the
a
environment
c5. current issues,
t
research and
i
developments
o
in chemistry
n
6. atomic
s
structure, the
,
periodic table
t
and bonding
h
e7. energy
8. chemical
reactions,
e
including
n
acid/base
v
reactions and
i
chemical
r
9.
e
chiometry.
q
uStudents will
i develop further
l skills in:
i
11. planning
b
investigations
r
i 12. conducting
investigations
u
m13. communicating
information
and
c
understanding
a
r 14. developing
b
scientific
o
thinking
and
n
problemsolving
c
techniques
h15. working
e
individually
m
and in teams.
i
sStudents will
t develop positive
r values about and
yattitudes towards:
10. s16. themselves,

t others, learning as
oa lifelong process,
i chemistry and the
environment.
8
16
s has a
Preliminary
course and a
C
HSC course.
o
The
Preliminary
u
and HSC
rcourses are
sorganised into
a number of
e
modules. The
Preliminary
modules
S
consist of core
tcontent that
would be
rcovered in 120
indicative
u
hours.
c
tThe HSC course
consists of core
u
and options
rorganised into a
number of
e
modules. The
T
h
e
C
h
e
m
i
s
t
r
y
S
t
a
g
e
6
S
y
ll
a
b
u
core content
covers 90
indicative hours
with options
covering 30
indicative hours.
Students are
required to
complete one of
the options.
Practical
experiences are an
essential
component of both
the Preliminary and
HSC courses.
Students will
complete 80
indicative hours of
practical/field work
during the
Preliminary and
HSC courses with
no less than 35
indicative hours of
practical
experiences in the
HSC course.
Practical
expe
rienc
es
must
inclu
de at
least
one
open
ende 2
d
3
inves
tigati 4
on
integ
ratin
g the
5
skills
and
know
ledge
and
unde
rstan 6
ding
outco
mes
7
in
both
the
Preli
mina
ry
and
HSC
cours
es.
Pract
ical
expe
rienc
es
shou 8
ld
emp
hasis
e
hand
s-on
activi
ties
inclu
ding:
1 u
ndertaking
laboratory
experiments,
including the
use
of
appropriate
computerbased
and
digital
technology
fieldwork
research using
the library
research using
Internet
and
digital
technologies
the use of
computer
simulations for
modelling
or
manipulating
data
using
and
reorganising
secondary
data
the
extractio
n
and
reorgani
sation of
informati
on in the
form of
flow
charts,
tables,
graphs,
diagram
s, prose
and
keys
the use of
animation,
video and
film
resources
to
capture/o
btain
informatio
n
not
available
in
other
forms.
6.1
course
Preliincorporates the
min study of :
ary 1 The Chemical
Earth
(30
Cou
indicative
rse
hours)
120 2 Metals
(30
indic
indicative
ative
hours)
hour
3 Water
(30
s
indicative
The
hours)
Preli 4 Energy
(30
mina
indicative
ry
hours)
6.2
ains content that

considered
HS is
assumed
C
Cou knowledge for
the HSC course.
rse The HSC course
120 incorporates the
hour study of:
s
indic 1) the core which
ative
constitutes 90
time
indicative
hours
and
Th
includes:
e
H
Production of
S
Materials
(30
C
indicative hours)
co
The Acidic
ur Environment
(30
se indicative hours)
bui
Chemical
lds
and
up Monitoring
Management
(30
on
indicative hours)
th
e
Pr
eli
mi
na
ry
co
ur
se.
Th
e
Pr
eli
mi
na
ry
co
ur
se
co
nt
2)
ONE
option,
which
constitutes 30
indicative hours
and
may
comprise
any
one
of
the
following:
Industrial
Chemistry
Shipwrecks,
Corrosion
and
Conservation
The
Biochemistry
of
Movement
The Chemistry
of Art
Forensic
Chemistry.
1
0
6.3
at
tit
u
d
e
s
Ove
rvie
w
The
followi
ng
diagra
m
summ
arises
the
relatio
nship
betwe
en the
variou
s
eleme
nts of
the
cours
e:
Outcomes
define the
intended
results of
teaching
Aim
states the overall
purpose of the
syllabus
Con
tent
s of
eac
h
mo
dul
e
Contexts
Objectives
define in broad
to
increase
motivation,
conceptual
meaning, literacy
or confidence
Prescribed Focus Areas

identify emphases that
are applied to what is
being learnt
An
independe
nt learner
creative,
respons
ible,
scientifi
cally
literate,
confide
nt,
ready to
take
their
place
as a
membe
r
o
f
s
o
c
i
e
t
y
1
1

ate meanings that
Cont are culturally
ext shaped or defined.
Con Contexts draw on
text the framework of
society in all
s
are aspects of everyday
life. The contexts for
fra
me each module
wor encourage students
to recognise and
ks
devi use their current
sed understanding to
further develop and
to
assi apply more
specialised
st
stu scientific
den understanding and
knowledge.
ts
to
ma
ke
me
ani
ng
of
the
Pre
scri
bed
Foc
us
Are
as
and
Do
mai
n.
Con
text
s
are
cult
ural
ly
bou
nd
and
ther
efor
e
co
mm
unic
Prescribed Focus
Areas
The Prescribed
Focus Areas are
different curriculum
emphases or
purposes designed
to increase
students
understanding of
chemistry as an
ever-developing
body of knowledge,
the provisional
nature of scientific
explanations in
chemistry, the
complex
relationship
between evidence
and ideas in
chemistry and the
impact of chemistry
on society.
The following
Prescribed Focus
Areas are
developed in this
syllabus:
History of
chemistry
Knowledge of the
hist
oric
al
bac
kgr
oun
d of
che
mist
ry is
imp
orta
nt
for
an
ade
qua
te
und
erst
and
ing
of
the
dev
elo
pm
ent
of
ide
as
to
expl
ain
mat
ter
and
its
inte
ract
ions
and
the
app
licat
ions
of
the
se
ide
as
in
curr
ent
tec
hno
logies.
Students
should
develop
knowledge of:
1 the
developmental
nature of our
understanding
about matter
and
its
interactions
2 the part that an
understanding
of matter and
its interactions
plays
in
shaping
society
3 how
our
understanding
of matter and
its interactions
is influenced
by society.
Nature and
practice of
chemistry
A study of chemistry
should enable
students to
participate in
scientific activities
and develop
knowledge of the
practice of
chemistry. Students
should also develop
knowledge of the
provisional nature
of explanations
about natural
phenomena and the
complex
relationships
between:
existing views
and
the
evidence
supporting
these
the
process
and methods
of
exploring,
generating,
t
e
s
t
i
n
g
a
n
d
r
e
l
a
t
i
n
g
i
d
e
a
s
3
t
h
e
s
t
i
m
u
l
a
t
i
o
n
p
r
o
v
i
d
e
d
b
y
t
echno
logica
l
advan
ces
and
the
constr
aints
impos
ed on
under
standi
ng in
chemi
stry
by
limitat
ions
of
curre
nt
techn
ology
which
neces
sitate
the
devel
opme
nt of
the
requir
ed
techn
ology
and
techn
ologic
al
advan
ces.
Applications and
uses of chemistry
Setting the study
of chemistry into
broader contexts
allows students to
deal with real
problems and
applications. The
study of chemistry
should increase
students'
kno
wle
dge
of:
1 t 2
h
e
r
e
l
e
v
a
n
c
e
,
u
s
e
f
u
l
n
e
s3
s
a
n
d
a
p
p
li
c
a
b
il
i
t
y of discoveries
and
ideas
related
to
chemistry
how
increa
ses in
our
under
standi
ng in
chemi
stry
have
led to
the
devel
opme
nt of
useful
techn
ologie
s and
syste
ms
the
contrib
utions
chemis
try has
made
to
society
with
particul
ar
empha
sis on
Austral
ian
achiev
ements
.
1
2

the
environme
Impli
catio nt
and
ns students
for need
to
sociedevelop
ty
knowledge
and of
the
the importanc
envir e
of
onm positive
ent values
and
C
practices
h
in relation
e
to society
m
and
the
i
environme
s
nt.
The
t
study
of
r
chemistry
y
should
enable
h
students
a
to
s
develop:
a
1 understanding
n
of the impact
i
m
p
a
c
t
o
n
o
u
r
s
o
c
i
e
t
y
a
n
d
and the role of

chemistry
in
society and the
environment
skills
in
decisionmaking about
issues
concerning
chemistry,
society and the
environment
an awareness
of the social
and
environmental
responsibility
of the chemist.
Current issues,
research and
developments in
chemistry
Issues and
developments
related to
ch
em
istr
y
are
mo
re
rea
dily
kn
ow
n
an
d
mo
re
inf
or
ma
tio
n is
av
aila
ble
to
stu
de
nts
tha
n
ev
er
bef
ore
ab
out
cur
ren
t
iss
ue
s,
res
ear
ch
an
d
de
vel
op
me
nts
in
ch
em
istr
y.
The syllabus
should develop
students
knowledge of:
1 areas currently
being
researched in
chemistry
2 career
opportunities
in
chemistry
and
related
fields
3 interpretati
on
and
critique of
media
coverage
of events
that
require an
understand
ing
of
some
aspect of
chemistry.
Domain
Knowledge and
understanding
Chemistry
presents a
particular way of
thinking about the
world. It
encourages
students to use
inference,
deductive
reasoning and
creativity. It
presumes that the
interactions within
and between
matter in the
universe occur in
consistent patterns
that can be
understood
through careful,
systematic study.
The course
extends the
stu
dy
de
vel
op
ed
in
th
e
St
ag
es
4
5
Sc
ien
ce
co
ur
se,
pa
rtic
ula
rly
in
rel
ati
on
to
kn
ow
led
ge
an
d
un
de
rst
an
din
g
of:
pa
rtic
le
th
eo
ry
of
m
att
er;
at
omic theory; law

of conservation
of energy;
properties of
solids, liquids
and gases;
change of state;
elements,
compounds and
mixtures;
chemical
reactions; and
resource use.
The course builds
upon the fundamental
knowledge of
structures and
systems in matter as
well as
interrelationships
between the living
and non-living world
developed in the
Stages 45 Science
course.
Skills
The Chemistry
Stage 6 course
involves the
further
development of
the skills that
students have
developed in the
Stages 45
Science course
through a range of
practical
experiences in
both the
Preliminary and
HSC courses. The
skills developed in
Stages 45 are
fundamental to
Stage 6 where a
more
sophisticated level
will be developed.
13
practical
Prac experiences in the
tical HSC course.
exp Practical
erie experiences have
nces been designed to
are utilise and further
an develop students
esse expertise in each
ntial of the following
com skill areas:
pon
ent 1 planning
of
investigations
both
This involves
the
increasing
Preli
students skills
min
in: planning
ary
and organising
and
activities;
HSC
effectively
cour
using time and
ses.
resources;
Stud
selecting
ents
appropriate
will
techniques,
com
materials,
plet
specimens and
e 80
equipment to
indic
complete
ative
activities;
hour
establishing
s of
priorities
prac
between tasks;
tical/
and identifying
field
ways of
work
reducing risks
duri
when using
ng
laboratory and
the
field
Preli
equipment.
min
ary
and 2 conducting
investigations
HSC
cour
This
ses
involves
with
increasing
no
students
less
skills in
than
locating and
35
gathering
indic
information
ative
for a
hour
planned
s of
investigatio
n
.
I
t
i
n
c
l
u
d
e
s
i
n
c
r
e
a3
s
i
n
g
s
t
u
d
e
n
t
s
s
k
i
l
l
s
i
n
p
e
r
f
o
r
m
i
n
g
first-hand
investigatio
ns,
gathering
first-hand
data and
accessing
and
collecting
information
relevant to
Chemistry
from
secondary
sources
using a
variety of
technologie
s.
communicating
information
and
understanding
This involves
increasing
students skills
in processing
and presenting
information. It
includes
increasing
students skills
in speaking,
writing and
using
nonverbal
communication
such as
diagrams,
graphs and
symbols to
convey
chemical
information and
understanding.
Throughout the
course
students
become
increasingly
efficient and
competent in
the use of both
technical
t
e
r
m
i 4
n
o
l
o
g
y
a
n
d
t
h
e
f
o
r
m
a
n
d
s
t
y
l
e
r
e
q
u
i
r
e
5
d
f
o
r
w
r
i
t
t
e
n
and oral
communication
in Chemistry.
developing
scientific
thinking
and
problemsolving
techniques
This involves
further
increasing
students
skills in
clarifying
issues and
problems
relevant to
Chemistry,
framing a
possible
problemsolving
process,
developing
creative
solutions,
anticipating
issues that
may arise
and devising
appropriate
strategies to
deal with
those issues
and working
through the
issues in a
logical and
coherent way.
working
individually
and in teams
This involves
further
increasing
students skills
in identifying a
collective goal,
defining and
allocating
roles and
assuming an
increasing
v
a
r
i
e
t
y
o
f
r
o
l
e
s
i
n
w
o
rking as an
effective
member of a
team within
the agreed
timeframe to
achieve the
goal.
Throughout
the course
students are
provided with
further
opportunities
to improve
their ability to
communicate
and relate
effectively to
each other in
a team.
1
4
informed critical
Valu attitudes. These
es include a
and responsible
attitu regard for both
des the living and
By non-living
refl components of
ect the environment,
ing ethical behaviour,
ab a desire for
out critical evaluation
pa of the
st, consequences of
pre the applications
se of science and
recognising their
nt
an responsibility to
conserve, protect
d
fut and maintain the
ure quality of all
inv environments for
olv future
em generations.
ent
of
ch
em
istr
y
wit
h
so
cie
ty,
stu
de
nts
are
en
co
ura
ge
d
to
de
vel
op
po
siti
ve
val
ue
s
an
d
Students are
encouraged to
develop attitudes on
which scientific
investigations
depend, such as
curiosity, honesty,
flexibility, persistence,
critical thinking,
willingness to
suspend judgement,
tolerance of
uncertainty and an
acceptance of the
provisional status of
scientific knowledge.
Students need to
balance these with
commitment, tenacity,
a willingness to take
risks and make
informed judgements
and, at times,
inflexibility. As well as
knowing something of
and/or about
chemistry, students
need to value and
appreciate chemistry
if they are to become
6.4
scient ey comply with the

ificall Occupational
Health and Safety
y
literat Act 2000 (NSW)
the Occupational
e
perso Health and Safety
ns. Regulation 2001,
the Dangerous
Goods Act 1975
Oth (NSW), the
er Dangerous Goods
Regulation 1978
Con
(NSW) and
side the
ratio Hazardous
ns Substances
Regulation
Safet 1996
(NSW), as
y
Issu well as
es system and
school
Sc
requirement
ho
s in relation
ols to safety
ha
when
ve
implementin
a
g their
leg programs.
al
obl
iga
tio
n
in
rel
ati
on
to
saf
ety
.
Te
ac
he
rs
wil
l
ne
ed
to
en
su
re
th
at
th
Schools should
refer to the
resource package
Chemical Safety
in Schools (DET,
1999) to assist
them in meeting
their legislative
obligations.
Animal Research
Act
Schools have
a legal
responsibility
in relation to
the welfare of
animals. All
practical
activities
involving
animals must
comply with
the Animal
Research Act
1985 (NSW)
a
s
d
e
s
c
r
i
b
e
d
i
n
t
he
Animals in
Schools: Animal
Welfare
Guidelines for
Teachers
(2002)
produced on
behalf of the
Schools Animal
Care and Ethics
Committee
(SACEC) by the
NSW
Department of
Education and
Training.
1
5
7 Objectives and Outcomes

7.1 Table of Objectives and Outcomes
Domain
:
Knowledge
Prescribed
Focus Area
Objectives
Students will develop
knowledge and
understanding of:
1. the history of
chemistry
Preliminary Course Outcomes
HSC Course Outcomes
A student:
A student:
P1. outlines the historical

H1.
development of major
principles, concepts and ideas
in chemistry
evaluates how major

advances in scientific
understanding and
technology have changed the
direction or nature of
scientific thinking
2. the nature and practice P2. applies the processes that are H2.
of chemistry
used to test and validate
models, theories and laws of
science with particular
emphasis on first-hand
investigations in chemistry
analyses the ways in which

models, theories and laws in
chemistry have been tested
and validated
3. applications and uses P3. assesses the impact of

H3.
of chemistry
particular technological
advances on understanding in
chemistry
assesses the impact of

particular advances in
chemistry on the
development of technologies
4. implications for
society and the
environment
P4. describes applications of

chemistry which affect
society or the environment
assesses the impacts of

applications of chemistry on
society and the environment
5. current issues,
research and
developments
P5. describes the scientific

H5.
principles employed in
particular areas of research in
chemistry
describes possible future

directions of chemical
research
6. atomic structure and

periodic table
P6
explains trends and

H6.
relationships between
elements in terms of atomic
structure and bonding
explains reactions between

elements and compounds in
terms of atomic structures
and periodicity
8.
P8.
describes factors that
assesses the range of factors
chemical reactions
7. energy
9. carbon chemistry
10. stoichiometry
H4.
H8.
P7. describes chemical changes in H7.

terms of energy inputs and
outputs
describes the chemical basis

of energy transformations in
chemical reactions
P9. relates the uses of carbon to H9.

influence the type and rate of
chemical reactions
describes and predicts

which influence the type and
rate of chemical reactions
the unique nature of carbon

chemistry
reactions involving carbon

compounds
P10. applies simple stoichiometric H10. analyses stoichiometric

relationships
relationships
16
Domain:Values&Attitudes
Domain:
Skill
s

Objectives
Students will develop
knowledge and
understanding of:
11. planning
investigations
Preliminary Course Outcomes
HSC Course Outcomes
A student:
A student:
P11. identifies and implements

improvements to
investigation plans
H11. justifies the appropriateness

of a particular investigation
plan
12. conducting
investigations
P12. discusses the validity and

reliability of data gathered
from first-hand
investigations and
secondary sources
H12. evaluates ways in which

accuracy and reliability
could be improved in
investigations
13. communicating
information and
understanding
P13. identifies appropriate

terminology and reporting
styles to communicate
information and
understanding
H13. uses terminology and

reporting styles
appropriately and
successfully to
communicate information
and understanding
14. developing scientific

thinking and
problem-solving
P14. draws valid conclusions

from gathered data and
information
H14. assesses the validity of

conclusions from gathered
data and information
15. working individually

and in teams
P15. implements strategies to

work effectively as an
individual or as a member
of a team
H15. explains why an

investigation is best
undertaken individually or
by a team
16. themselves, others, P16. demonstrates positive values H16. justifies positive values
learning as a lifelong
about, and attitude towards,
about and attitude towards
process, chemistry
both the living and nonboth the living and nonand the environment
living components of the
living components of the
environment, ethical
environment, ethical
behaviour and a desire for a
behaviour and a desire for
critical evaluation of the
consequences of the
applications of science
critical evaluation of the
consequences of the
applications of science
17
7.2
velop general
Key competencies
Co essential for
mpe the
acquisition of
tenc effective,
ies higher-order
thinking skills
C
necessary for
h
further
e
education,
m
work and
i
everyday life.
s
t
Key
r
competencies are
y
embedded in the
Chemistry Stage
p
6 Syllabus to
r
enhance student
o
learning and are
v
explicit in the
i
objectives and
d
outcomes of the
e
syllabus. The key
s
competencies of
collecting,
t
analysing and
h
organising
e
information and
communicating
c
ideas and
o
information reflect
n
core processes of
t
scientific inquiry
e
and the skills
x
identified in the
t
syllabus assist
students to
w
continue to
i
develop their
t
expertise in these
h
areas.
i
n
Students work as
individuals and as
w
members of groups
h
to conduct
i
investigations and,
c
through this, the key
h
competencies
planning and
t
organising activities
o
and working with
others and in teams
d
are developed.
e
Durin etency of using

g
technology. The
inves exploration of
tigati issues and
ons, investigation of
studeproblems
nts contributes towards
use students
appr development of the
opria key competency
te
solving problems.
infor Finally when
matiostudents analyse
n
statistical evidence,
technapply mathematical
ologi concepts to assist
es analysis of data and
and information and
so construct table and
devel graphs, they are
op developing the key
the competency using
key mathematical ideas
compand techniques.
1
8
18
8.1
Content: Chemistry Stage 6 Preliminary Course

Chemistry Skills
During the Preliminary course it is expected that students will further develop skills in planning
and conducting investigations, communicating information and understanding, scientific thinking
and problem-solving and working individually and in teams. Each module specifies content
through which skill outcomes can be achieved. Teachers should develop activities based on
that content to provide students with opportunities to develop the full range of skills.
Preliminary Course
Outcomes
Content
A student:
Students:
P11. identifies and

implements
improvements to
investigation
plans
11.1 identify data sources to:

a) analyse complex problems to determine appropriate ways in which each aspect may be
researched
b) determine the type of data which needs to be collected and explain the qualitative or
quantitative analysis that will be required for this data to be useful
c) identify the orders of magnitude that will be appropriate and the uncertainty that may be
present in the measurement of data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for data collection or
gathering information that will assist efficient future analysis
11.2 plan first-hand investigations to:
1) demonstrate the use of the terms dependent and independent to describe
variables involved in the investigation
2) identify variables that need to be kept constant, develop strategies to ensure
that these variables are kept constant, and demonstrate the use of a control
3)
4)
design investigations that allow valid and reliable data and information to be collected
design and trial procedures to undertake investigations and explain why a
procedure, a sequence of procedures or repetition of procedures is appropriate
5) predict possible issues that may arise during the course of an investigation and
identify strategies to address these issues if necessary
11.3 choose equipment or resources by:
1) identifying and/or setting up the most appropriate equipment or
combination of equipment needed to undertake the investigation
2) carrying out a risk assessment of intended experimental procedures and
identifying and addressing potential hazards
3)
identifying technology that could be used during investigations and determining its
suitability and effectiveness for its potential role in the procedure or investigations
4) recognising the difference between destructive and non-destructive testing of

material and analysing potentially different results of these two procedures
19
A student:
Students:
P12. discusses the

validity and
12.1 perform first-hand investigations by:

a) carrying out the planned procedure, recognising where and when modifications are needed
reliability of data
gathered from
first-hand
investigations
and secondary
sources
and analysing the effect of these adjustments

b) efficiently undertaking the planned procedure to minimise hazards and wastage of
resources
c) disposing of any waste materials produced carefully and safely during the investigation
d) identifying and using safe work practices during investigations
12.2 gather first-hand information by:
a) using appropriate data collection techniques, employing appropriate technologies
including data loggers and sensors
b) measuring, observing and recording results in accessible and recognisable forms, carrying
out repeat trials as appropriate
12.3 gather information from secondary sources by:
1) accessing information from a range of resources including popular scientific
journals, digital technologies and the Internet
2) practising efficient data collection techniques to identify useful information in
secondary sources
3) extracting information from numerical data in graphs and tables as well as
from written and spoken material in all its forms
4) summarising and collating information from a range of resources
5) identifying practising male and female Australian scientists, the areas in which
they are currently working and information about their research
12.4 process information to:
a) assess the accuracy of any measurements and calculations and the relative importance of
the data and information gathered
b) identify and apply appropriate mathematical formulae and concepts
c) best illustrate trends and patterns by selecting and using appropriate methods, including
computer-assisted analysis
d) evaluate the relevance of first-hand and secondary information and data in relation to the
area of investigation
e) assess the reliability of first-hand and secondary information and data by considering
information from various sources
f) assess the accuracy of scientific information presented in mass media by comparison with
similar information presented in scientific journals
P13. identifies
appropriate
terminology and
reporting styles
to communicate
information and
understanding
20
13.1 present information by:

a) selecting and using appropriate text types or combinations thereof, for oral and written
presentations
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate methods to acknowledge sources of information
d) using symbols and formulae to express relationships and using appropriate units for
physical quantities
e) using a variety of pictorial representations to show relationships and presenting
information clearly and succinctly
f) selecting and drawing appropriate graphs to convey information and relationships clearly
and accurately
g) identifying situations where use of a curve of best fit is appropriate to present graphical
information
A student:
P14. draws valid
conclusions from
gathered data and
information
Students:
14.1 analyse information to:
a) identify trends, patterns and relationships as well as contradictions in data and
information
b) justify inferences and conclusions
c) identify and explain how data supports or refutes an hypothesis, a prediction or a
proposed solution to a problem
d) predict outcomes and generate plausible explanations related to the observations
e) make and justify generalisations
f) use models, including mathematical ones, to explain phenomena and/or make
predictions
g) use cause and effect relationships to explain phenomena
h) identify examples of the interconnectedness of ideas or scientific principles
14.2 solve problems by:
a) identifying and explaining the nature of a problem
b) describing and selecting from different strategies those which could be used to solve a
problem
c) using identified strategies to develop a range of possible solutions to a particular
problem
d) evaluating the appropriateness of different strategies for solving an identified problem
14.3 use available evidence to:
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical progression and include correct
use of scientific principles and ideas
c) apply critical thinking in the consideration of predictions, hypotheses and the results
of investigations
d) formulate cause and effect relationships
21
8.2
the use of this

The pool of resources
Che requires the
mic separation of
useful
al substances. The
Eart processes of
h separation will be
Cont determined by the
extu physical and
chemical
al
Outli properties of the
ne substances.
The
Eart
h
incl
ude
sa
clea
rly
iden
tifia
ble
bios
phe
re,
litho
sph
ere,
hyd
ros
phe
re
and
atm
osp
her
e.
All
of
thes
e
are
mixt
ure
s of
tho
usa
nds
of
sub
stan
ces
and
In order to use the

Earths resources
effectively and
efficiently, it is
necessary to
understand the
properties of the
elements and
compounds found in
mixtures that make
up earth materials.
Applying appropriate
models, theories and
laws of chemistry to
the range of earth
materials allows a
useful classification
of the materials and
a better
understanding of the
properties of
substances.
This module
increases
students
understandin
g of the
nature,
practice,
applications
and uses of
chemistry.
Assumed
Knowledge
Domain:
knowledge and
understanding
Refer to the
Science Stages 4
5
Sylla
bus
for
the
follo
wing:
small
est
unit of
an
eleme
nt and
distin
5.7.1
guish
a
betwe
desc
en
ribe
atoms
featu
and
res
molec
of
ules
and
5.7.2b describe
the
some relationships
locati
between elements
on of
using the periodic
proto
table
ns,
neutr 5.7.3a identify that a
ons new compound is
and formed by
rearranging atoms
elect rather than creating
rons matter
in
the 5.7.3b classify
atom compounds into
groups based on
5.7.2a
common chemical
i
characteristics
d
5.7.3c construct
e
word
n
equations
t
from
i
observatio
f
ns and
y
written
descriptio
t
ns of a
h
range of
e
chemical
reactions
a
t
o
m
a
s
t
h
e
5.7.3d identify a
range of common
compounds using
their common names
and chemical
formulae
5.7.3e qualitatively
describe reactants
and products in
decomposition
reactions
2
2

Studen
ts:
1. The living and

1
non-living
components of
the Earth contain
mixtures
g
a
t
h
e
r
a
n
d
p
r
e
s
e
n
t
i
n
f
o
r
m
a
t
i
o
n
f
r
o
m
f
i
r
s
t
h
a
n
d
o
r
s
e
c
o
n
d
a
r
y
s
o
pment
and
perform
a firsthand
investiga
tion to
separate
the
compone
nts of a
naturally
occurring
or
appropri
ate
mixture
such as
sand,
salt and
water
ur
ce
s
to
wri
te
eq
ua
tio
ns
to
re
pr
es
en
t
all
ch
e
mi
cal
re
act
ion
s
en
co
un
ter
ed
in
th
e
Pr
eli
mi
na
ry
co
ur
se
3 gather
firsthand
informat
ion by
carrying
out a
gravime
tric
analysis
of a
mixture
to
estimat
e its
percent
age
composi
tion
2 id 4 identify
e
nt
ify
d
at
a
s
o
ur
c
e
s,
pl
a
n,
c
h
o
o
s
e
e
q
ui
data
sources,
gather,
process
and
analyse
informati
on from
secondar
y
sources
to
identify
the
industrial
separatio
n
processe
s used
on a
mixture
obtained
from the
biospher
1-
e,
lith
osp
her
e,
hyd
ros
phe
re
or
atm
osp
her
e
and
use
the
evi
den
ce
ava
ilab
le
to:
i
d
e
n
t
i
f
y
t
h
e
p
r
o
p
e
r
t
i
e
s
o
f
t
h
e
m
i
x
t
u
r
e
u
s
e
d
i
n
i
t
s
s
e
p
a
r
a
t
i
o
n
2- i
d
e
n
t
i
f
y
t
h
e
p
r
o
d
u
ct
s
o
f
s
e
p
a
r
a
ti
o
n
a
n
d
t
h
ei
r
u
s
e
s
ss
is
su
es
as
so
ci
at
ed
wi
th
w
as
te
s
fr
o
m
th
e
pr
oc
es
se
s
us
ed
3- discu
2
3

e
s
s
Students:
i
1 plan and n
2. Although
most
perform
f
elements
an are
o
found in
investiga r
combinations
tion to on m
Earth, examine
some
a
elements
are
some
ti
found physical
o
uncombined
propertie n
s,
f
including r
malleabil o
ity,
m
hardnes
s and
s
electrical e
conducti
c
vity, and
o
some
n
uses of a d
range of
a
r
common
elements y
s
to
o
present
u
informati
r
on about
c
the
classifica e
s
tion of
elements a
n
as
d
metals,
u
nons
metals
e
or semia
metals
P
e
2 analys
ri
e
o
informa
d
tion
i
from
c
second
T
ary
a
source
b
s to
l
disting
e
uish
t
the
o
physica
p
l
r
properti
e
es of
s
metals
e
and
n
nont
metals
i
3 pr
oc
n
f
o
r
m
a
t
i
o
n
a
b
o
u
t
t
h
e
c
l
a
s
s
i
f
ica
tio
n
of
ele
me
nts
as:
1- me
tal
s,
no
nme
tal
s
an
d
se
mime
tal
s
2- solid
s,
liqui
ds
a
n
d
g
as
es
at
2
5
C
a
n
d
n
or
m
al
at
m
os
p
h
er
ic
pr
es
su
re
2
4

Students:
1 analys
3. Elements
e in Earth
materials
are
inform
presentation
mostly as
by
compounds
constr
because
of
ucting
interactions
or
the atomic
using
model
s
showi
ng the
structu
re of
metals
, ionic
compo
unds
and
covale
nt
compo
unds
2 construc
t ionic
equation
s
showing
metal
and
nonmetal
atoms
forming
ions
2
5

th
e
us
Students:
e
1 plan
of
4. Energyand
is
thi
required
safely
s
extractperform
re
from their
a firstac
hand
naturally
tio
investig
n
occurring
sources
the ation
boilingtoand 2- o
show of waterb
electrolysis
theexample of the
s
as an
decombetweener
difference
position
physical
and chemical
v
of a
change
e
carbon
th
ate by
e
heat,
el
using
e
appropr
ct
iate
ro
tests to
ly
identify
si
carbon
s
dioxide
of
and the
w
oxide
at
as the
er
product
,
s of the
a
reactio
n
n
al
ys
2 gathe
e
r
th
e
infor
in
matio
fo
n
r
using
m
firstat
hand
io
or
n
secon
pr
dary
o
sourc
vi
es to:
d
1- obs
e
erv
d
e
a
the
s
effe
e
ct of
vi
light
d
on
e
silv
n
er
c
salt
e
s
th
and
at
iden
w
tify
at
an
er
appl
is
icati
a
on
c
of
o
m
p
o
u
n
d
a
n
d
i
d 3
e
n
ti
f
y
a
n
a
p
p
li
c
a
tion
of
the
use
of
this
rea
ctio
n
analyse
and
present
informati
on to
model
the
boiling of
water
and the
electroly
sis of
water
tracing
the
mo
ve
me
nts
of
an
d
ch
an
ge
s
in
arr
an
ge
me
nts
of
mo
lec
ule
s
2
6

l
pr
o
Students:
p
1 perform
er
5. The properties
a firstof
ti
elements
handand
e
compounds
are
investig
s
determined
by
ation to
of
their compar
a
and e the
ra
properti
n
es of
g
some
e
commo
of
n
c
element
o
s in
m
their
m
element
o
al state
n
with the
properti
s
es of
u
the
b
compou
st
nd(s) of
a
these
n
element
c
s (eg
e
magnes
s
ium and
in
oxygen)
or
d
2 choose
er
resourc
to
es and
cl
process
a
informat
ss
ion from
ify
second
th
ary
e
sources
m
to
a
constru
s
ct and
m
discuss
et
the
all
limitatio
ic,
ns of
io
models
ni
of ionic
c
lattices,
or
covalen
c
t
o
molecul
v
es and
al
covalen
e
t and
nt
metallic
m
lattices
ol
3 perform
e
an
c
investig
ul
ation to
ar
examin
or
e the
c
physica
o
v
a
l
e
n
t
n
e
twork
substa
nces
and
relate
their
charact
eristics
to
th
ei
r
u
s
e
s
2
7
8.3

materials they
Met learned to use. This
als has included their
use of metals and
Cont discoveries of
extu increasingly
al
sophisticated
Outli methods of
ne
extraction of metals
The from their ores.
cultur
Because
al
make
devel metals
opme up the majority
nt of of elements, an
huma examination of
the
physical
ns
and
chemical
has
of
been properties
metals
is
also
closel
an appropriate
y
context
in
conn
which
to
ected
consider
the
with
organisation of
their
the
common
disco
Periodic Table.
very
The
of
development of
matera
Periodic
ials Table
and represented a
inven breakthrough
tion in
the
of
systematic
tools organisation
to the and study of
point chemistry and
wher enabled
e
scientists
to
major predict
the
adva discovery
of
nces further
in
elements.
cultur
al
This module
achie increases
veme students
understanding of
nt
have the history,
been applications and
descr use of chemistry
ibed and current
issues, research
in
and developments
terms
in chemistry.
of the
Assu
med
Kno
wled
ge
bers of
protons,
neutrons
and
electrons
5.7.3c construct
word
equations
from
observati
ons and
written
descriptio
ns of a
range of
chemical
Refe
reactions
r to
the 5.7.1d describe an
Scie appropriate model
nce that has been
Stag developed to
es describe atomic
45 structure
Sylla 5.7.2b describe
bus some relationships
for between elements
the using the Periodic
follo
Table
wing:
5.7.1b
describe reactants
and products in the
distin
following chemical
guis
reactions:
h
betw
1) corrosi
een
on
elem
2) acids
ents,
on
usin
metals
g
and
infor
acids
mati
on
on
carbon
abou
ates
t the
3) neutrali
num
sation
Dom
ain:
know
ledg
e
and
unde
rstan
ding
2
8

to
det
Students:
er
mi
1 gather,
1. Metalsprocess
have been ne
the
extracted
and
,
me
used for
many
analyse
tal
thousands
and of
acti
years present
vity
informat
ser
ion from
ies
second
ary
sources2 co
ns
on the
range of tru
ct
alloys
produce wo
rd
d and
an
the
reasons d
ba
for the
producti la
on and
nc
use of
ed
these
for
2. Metalsalloys
differ in m
ul
their
ae
2 analyse
with
chemicals
informati
and eq
ua
this on to
tio
their relate
ns
the
for
chronolo
th
gy of the
e
Bronze
re
Age, the
ac
Iron Age
tio
and the
n
modern
of
era and
m
possible
et
future
als
wit
develop
h
ments
wa
ter
,
ox
yg
en
,
dil
ut
e
1 perform aci
d
a firsthand
investiga 3 co
ns
tion
tru
incorpor
ct
ating
ha
informati
lfon from
eq
seconda
ua
ry
tio
sources
n
s
t
o
r
e
p
r
e
s
e
n
t the
electron
transfer
reaction
s
occurrin
g when
metals
react
with
dilute
hydroch
lor
ic
an
d
dil
ut
e
sul
fur
ic
aci
ds
29

gr
a
p
Students:
h
1 process
of
3. As metals
and
informati
c
other on from
h
were seconda
a
scientists
ry
n
sources
recognised
g
to
patterns
e
develop
physical
s
a
chemical
in
Periodic
properties
Table
by
o
be used to
recognis
n
organise
ing
e
elements
patterns
p
Periodic
andTable
h
trends in
y
the
si
properti
c
es of
al
element
pr
s and
o
use
p
availabl
er
e
evidenc
ty
e to
a
predict
cr
the
o
characte
s
ristics of
s
unknow
a
n
p
element
er
s both in
io
groups
d
and
a
across
n
periods
d
d
2 use
o
comput
w
ern
based
a
technol
gr
ogies to
o
produc
u
e
a
p
table
and a
3
0

os
nu
mb
Students:
er
1 proce
an
4. For efficient
ss
d
resource
inforuse,
the
industrial
matio
eq
chemical
n
uat
reactions
frommust
ion
use measured
seco
for
amounts
of each
ndary
cal
reactant
sourc
cul
ati
es to
ng
interp
the
ret
nu
balan
mb
ced
er
chem
of
ical
mo
equat
les
ions
of
in
a
terms
su
of
bst
mole
an
ratios
ce:
2 perform
a firsthand
investiga
tion to
measure
and
identify
the
mass
ratios of
metal to
nonmetal(s)
in a
common
compou
nd and
calculate
its
empirical
formula
3 solve
problem
s and
analyse
informati
on from
seconda
ry
sources
to
perform
calculati
ons
involving
Avogadr
n
M
1 pr
o
c
e
ss
in
fo
r
m
at
io
n
fr
o
m
s
e
c
o
n
d
ar
y
s
o
ur
c
e
s
to
in
v
e
sti
g
at
e
t
h
e
r
e
l
a
ti
o
n
s
h
i
p
b
etween
the
volume
s of
gases
involve
d in
reactio
ns
involvin
ga
metal
and
relate
this to
an
u
n
d
er
st
a
n
di
n
g
of
th
e
m
ol
e
3
1

an
d
en
Students:
er
1 discu
gy
5. The relative
ss
ex
abundance
the and
pe
ease of
impor
ndi
tance
extraction
tur
of
metals
e
predi
influences
inv
cting
value and
yield
olv
breadth of use in
in the
ed
the community
identi
in
ficati
th
on,
e
minin
ext
g and
ra
extra
cti
ction
on
of
of
com
merci
alu
al ore
mi
depo
niu
sits
m
fro
2 justify
m
the
its
increase
or
d
e
recyclin
an
g
of
d
metals
th
in
our
e
society
re
and
across
cy
the
cli
world
ng
of
3 analyse
alu
informati
mi
on to
niu
compare
m
the cost
3
2
8.4
ous forms on and

Wat around its surface.
er The particular
properties of the
Cont water molecule
extu assisted the
al
evolution of life and
Outli continue to support
ne life processes by
The maintaining a
first narrow
astro temperature range
naut on the Earths
surface.
s
who
view The concepts of
ed bonding and
the intermolecular
Eart forces are used to
increase
h
from understanding of
spac the special nature
of the water
e
com molecule. The
ment chemistry of
ed solutions is
on examined in
the greater detail.
beau
ty of This module
our increases
wate students
r-rich understandi
blue ng of the
plan nature and
et. practice of
Eart chemistry
h's and the
positi implications
on in of chemistry
the for society
solar and the
systeenvironment
.
m
enab Assumed
les Knowledge
its
Domain:
reten
knowledge and
tion
understanding
of
wate Refer to the
r in Science Stages 4
solid,5 Syllabus for the
liquidfollowing:
and 5.7.3e qualitatively
gase
desc ants and products

ribe in precipitation
the reactions
react
3
3

por
e,
tan
lit
ce
St
ho
of
sp
ud
wa
he
ent
1. W s
ter
re,
at lea
as
hy
er rn
a
dr
is to:
sol
os
ve
di
ph
nt
1st d
er
ri e
e
b f
3 c
an
d
o
ut i
at
m
e n
m
p
d e
os
a
o
t
ph
r
n h
er
e
E e
e
t
ar
h
th t
e 4 o
a e
s
ut
s r
t
li
a m
a
n
s s
t
e
oli
e
th
d, s
,
e
liq o
p
si
l
ui
e
g
u
d
r
ni
t
a
c
fi
e
n
e
c
,
d
n
a
g s
t
n
a o
a
c
g
s l
e
e
of
v
a
e
th
n
n
e
d
t
di
d
ff
i
a
er
s
n
e
tr
d
nt
i
st
b
s
at
u
o
e
ti
l
s
u
o
of
t
n
w
i
o
at
o
f
er
n
w
o
a
n
t
E
e
2 i
ar
r
d
th
i
e
in
n
n
te
t
t
r
i
h
m
f
e
s
y
b
of
i
w
t
o
at
h
s
er
e
p
a
h
s:
i
e
1- a
m
r
t
e
m
p
e
r
a
t
u
r
e
e
x
t
r
e
m
e
s
a
r
e
l
e
s
s
t
h
a
n
n
e
a
r
b
y
t
e
r
r
e
s
t
ri
a
l
h
a
b
it
a
t
h
s
a
b 3- a
n
it
a
a
g
t
e
i
n
n
t
w o
f
h
w
i
e
c
a
h
t
h
c
o
n
st
it
u
e
nt
of
c
el
ls
a
n
d
it
s
r
ol
e
a
s
b
ot
h
a
s
ol
v
e
nt
a
n
d
a
r
a
w
m
at
e
ri
al
in
m
et
a
b
ol
is
m
2- a
e
ri
n
g
o
f
r
o
c
k
s
b
o
t
h
a
s
li
q
u
i
d
a
n
d
s
o
li
d
4- a
n
a
t
u
r
a
l
r
e
s
o
u
r
c
e
f
o
r
h
u
m
a
n
s
a
n
d
o
t
h
e
r
o
r
g
a
n
i
s
m
s
i
t
Stude y
a
ti
o
n
nts: o
f
b
1 p w
y
e a
u
r t
f e
si
o r
n
r a
g
ms
m
a a
o
n
d
li
e
i q
n u
ls
v i
t
e d
o
s
t a
a
i n
c
g d
c
a
o
t a
i
u
o s
n
n o
t
li
i d
f
n
o
v u
r
o s
t
l i
v n
h
i g
e
n :
d
g
if
density
c
f
a
e
l
ri
c
u
n
l
g
a
d
t
i
e
o
n
n
si
s
ti
o
e
f
s
1t an
o
h al
f
e ys
ic
e
e
d
e inf
a
n or
n
s m
d
m
se
1 p co
2. The wide
r nd
o ary
c so
e urc
s es
s to
gr
i
n ap
h
f
o an
r d
m co
a mp
ti ar
o e
n the
fr boi
o lin
liq
uid
wa
ter
2 pla
g
an
d
m
elt
in
g
po
int2
s
of
w
at
er
wit
h
ot
he
r
si
mi
n
an
d
per
for
m
an
inv
est
iga
tio
n
to
ide
ntif
y
an
d
de
scr
ibe
the
eff
ect
of
ant
ifre
ez
e
or
sal
t
on
the
boi
lin
g
poi
nt
of
wa
ter
lar
siz
ed
mo
lec
ule
s
ide
ntif
y
da
ta
an
d
pr
oc
es
s
inf s
or
ma o
tio f 3
n
fro f
m o
se r
co c
nd e
ary s
so
urc b
es e
to t
mo w
del e
the e
str n
uct
ur w
e a
of t
the e
wa r
ter
mo m
lec o
ule l
an e
d c
eff u
ect l
e
s
c
h
o
o
s
e
e
q
u
i
p
m
e
n
t
a
n
d
p
e
r
f
o
r
m
f
i
r
s
t
h
a
n
d
i
n
v
e
s
t
i
g
a
t
i
o
n
s
t
o
d
e
m
o
n
s
t
r
a
t
e
t
h
e
f
w
a
t
e
r
:
1- s
u
r
f
a
c
e
f
o
l
l
o
w
i
n
g
p
r
o
p
e
r
t
i
e
s
t
e
n
s
i
o
n
2- v
i
s
c
o
s
i
t
y
34

with water:
- a soluble ionic
compound
Studen such
Students learn
ts:
asto:
sodium chloride
- a soluble
3.
1 per
molecular
Wate
for
compound
r is
m sucrose
such as
a
an
- a soluble
or
firssoluble
partially
t- element
explai
molecular
ha
n
or
nd
chan
compound
such
inv
as iodine,
ges, if
esti
oxygen
or
any,
gat
hydrogen
chloride
to
ion
- a covalent
i
to
network
m
tes
structure
p
t
or substance
the
such as
ta
sol
silicon
nt
ubil
dioxide
itie
- a substance
p
s in
ar
with large
wat such as
tic
molecules,
er or
le
cellulose
of
s
polyethylene
a
a
ran
n
ge
d
the of
a
su
cc
relationship
o
bst
between
u
an
the solubility
of
nt
ces in
substances
fo
water tha
and the
r
t
polar
nature
of
th
incl
the
o
water ud
molecule
s
e
e
ioni
so
c,
lv
sol
e
ubl
nt
e
mo
ch
lec
a
ula
n
r,
g
ins
es
olu
w
ble
h
mo
e
lec
n
ula
r,
th
cov
e
ale
fol
nt
lo
net
wi
wo
n
rks
g
an
ty
d
p
lar
es
ge
of chemicals interact
m
ol
ec
ul
es
2 p
r
o
c
e
s
s
i
n
f
o
r
m
a
ti
o
n from
seconda
ry
sources
to
visualis
e the
dissoluti
on in
water of
various
types of
substan
ces and
solve
problem
s by
using
models
to show
the
changes
that
oc
cu
r
in
pa
rti
cl
e
arr
an
ge
m
en
t
as
di
ss
ol
uti
on
oc
cu
rs
3
5

Students:
1 constru
4. The ct ionic
concentration
equatio
salts ns to
repres
will vary
ent the
according
to
their dissolu
and tion
and when
can occur
precipit
the ions
of an
ation
of
insoluble
ionicsalt
in solution
compo
together
unds in
water
2 presen
t
inform
ation in
balanc
ed
chemic
al
equatio
ns and
identify
the
approp
riate
phase
descrip
tors
(s), (l),
(g),
and
(aq) for
all
chemic
al
specie
s
3 perform
a firsthand
investiga
tion,
using
microtechniqu
es, to
compare
the
solubility
of
appropri
ate salts
in
solution
through
precipita
tion
reaction
s
4 c
a
r
r
y
o
u
t
s
i
m
p
l
e
c
a
l
c
u
l
a
t
i
o
n
s
t
o
d
e
s
c
r
i
b
e
t
h
e
c
o
n
c
e
n
t
r
a
t
i
o
n
o
f
g
i
ve
n
sol
uti
on
s,
giv
en
ma
ss
es
of
sol
ute
an
d
vol
um
es
of
sol
uti
on
5 p
rst-hand
investig
ation to
make
solution
s to
specifie
d
volumetovolume
and
masstovolume
specific
ations
and
dilute
them to
specifie
d
concent
rations
(cV =
constan
t)
e
rf
o 6 calculat
r
e mass
m
and
concent
a
ration
fi
re
lat
io
ns
hi
ps
in
pr
ec
ipi
ta
tio
n
re
ac
tio
ns
as
th
ey
ar
e
e
nc
o
u
nt
er
e
d
3
6

Students:
1 choose
5. Water has
a
resourc
higheres
heat
and
capacity
than
perform
many aother
firstliquidshand
investig
ation to
measur
e the
change
in
tempera
ture
when
substan
ces
dissolve
in water
and
calculat
e the
molar
heat of
solution
2
process
and
present
informati
on from
seconda
ry
sources
to
assess
the
limitatio
ns
of
ca
lo
ri
m
et
ry
ex
p
er
im
e
nt
s
a
n
d
d
es
ig
n
m
o
dif
ic
ati
o
ns
to
e
q
ui
p
m
e
nt
us
e
d
3
7
then one of the
8.5
Ene most common and

rgy oldest chemical
reactions. People
Cont
meet this in their
extu
everyday life in
al
such varied ways
Outli
ne as lighting a match,
cooking with gas
Ant and using fires.
hrop
olog The arrival of the
ists industrial revolution
and and the increased
pala need for fuels to
eont power machinery
olog mean that humans
ists have become
tell increasingly
us dependent on fuels.
that Heat is a major
one product of the burning
of
process. Most burning
the of fuels in our society
imp is done to produce
orta heat for powering
nt
machinery, cooking or
cult
providing warmth. The
ural
efficiency with which
achi
this is done is
eve
becoming of
men
increasing concern to
ts of
society because fossil
earl
fuels, which have
y
been the mainstay
hum
ans fuels, are finite and
was non-renewable.
the
People are
disc
becoming
over
y of increasingly
fire concerned about
and the damage done
the to the Earths
inve environment by
ntio careless and
n of inefficient use of
way fossil fuels.
s to Strategies for the
use efficient use of fuels
fire. can be assessed in
Bur the light of the
ning factors that drive
chemical reactions,
is
including
com
bust
ion.
As
foss
il
fuel
s
are
car
bon
com
pou
nds,
an
und
erst
andi
ng
of
the
stru
ctur
e
and
pro
pert
ies
of
sim
ple
car
bon
com
pou
nds
assi
sts
und
erst
andi
ng
of
the
issu
es
ass
ocia
ted
with
the
use
of
thes
e
fuels.
This module
increases
students
understanding
of the
applications
and uses of
chemistry and
the
implications of
chemistry for
society and
the
environment.
Assumed
Knowledge
Domain:
knowledge and
understanding
Refer to the
Science Stages 4
5 Syllabus for the
following:
5.7.3a identify that a
new compound is
formed by
rearranging atoms
rather than by
creating matter
5.7.3b classify
compounds into
groups based on
common chemical
characteristics
5.7.3c construct
word equations from
observations and
written descriptions
of a range of
reactions
5.7.3d identify a
range of common
compounds using
their common names
and chemical
formulae
describe reactants
and products in
combustion and
decomposition
reactions
5.11. pollution to
2a contamination by
relat unwanted
e
substances.
3
8

des
orming
crib
light
e
energy
its
Students
learn
to:
to
co
which
1. L
mp
are
iv
ou
i
nd
chemical
n
s
energy
g
and
o
ele
recall the
r
ctr
raw
g
on
importa
co
a
nt
nfi
n
gur
is
material
ati
m
s for this
on
s
process
describe
sources
o
of
the
structure
of
energy
u
the
tli
diamond and
the
role
of
n
the
graphite allotropes
e
production
and account for their
t
of high
physical
h
energy
properties in terms of
e
bonding
r carbohydrat
es from
o
carbon dioxide identify
l
as the important
that carbon can
e
step in the
form
o
stabilisation
of double or
single,
f
the
p
triple covalent
suns energy in
h
bonds with other
a form that can
o
carbon atoms
be
t
used by animals explain
o
as well as plants
s
the relationship
y
between
n
carbons combining
the
t
power and
photosynthe
h
ability to form a
tic
e
variety of bonds
origins of the
si
and the existence of
chemical a large
s
energy innumber of carbon
m
coal, petroleum
a
compounds
and natural gas
k
e
c
o
m
p 2. There is
o a wide
u identify the
n position of
d carbon in
s
variety
i
of
n
carbon
tr
the
a
Periodic
n
Table
s
and
f
Stude
nts:
1 pr
o
c
e
ss
a
n
d
pr
e
s
e
nt
in
fo
r
m
at
io
n
fr
o
m
s 1
e
c
o
n
d
ar
y
s
o
ur
c
e
s
o
n
th
e
ra
n
g
e
of
c
o
m
p 2
o
u
n
d
s
fo
u
n
d
in
ei
th
er
c
o
al
,
petroleu
m or
natural
gas and
on the
location
of
deposits
of the
selected
fossil
fuel in
Australi
a
perform
a firsthand
investiga
tion,
analyse
informati
on and
use
available
evidence
to model
the
differenc
es in
atomic
arrange
ment of
diamond
,
graphite
and
fullerene
s
proces
s and
presen
t
inform
ation
from
second
ary
source
s on
the
uses of
diamo
nd and
graphit
e
a
n
d
r
el
a
t
e
t
h
ei
r
u
s
e
s
t
o
t
h
ei
r
p
h
y
si
c
al
p
r
o
p
e
rt
ie
s
3 ide
ntif
y
dat
a,
an
d
ch
oo
se
res
our
ce
s
fro
m
se
co
nd
ary
so
urc
es
su
ch
as
mo
lec
ula
r
mo
d
el
kit
s,
di
gi
ta
l
te
c
h
n
ol
o
gies or
compute
r
simulati
ons to
model
the
formatio
n of
single,
double
and
triple
bonds in
si
mp
le
car
bo
n
co
mp
ou
nd
s
3
9

forces (dispersion
xtracted
forces)
from
Students
learn to:
identify
3. A
variet
y of
descri
be the
use of
fractio
nal
c
ar
b
o
n
di
sti
lla
ti
o
n
to
s
e
p
ar
at
e
th
e
c
o
m
p
o
u
n
d
s
ar
e
co
m
p
o
n
e
nt
s
of
p
et
ro
le
u
m
a
n
d
e
the uses
of each
fraction
organic
sources
obtained
and use the

IUPAC
nomenclature
for describing
straight-chained
alkanes and
alkenes from
C1 to C8
and contrast
the
properties of
alkanes and
alkenes
C1 to C8 and
use the term
homologous
series to
describe a
series with the
same functional
group
the
relationship
between
the melting
point, boiling
point
and volatility of
the above
hydrocarbo
ns, and
their nonpolar
nature and
intermolecular
forces
(dispersion
forces)
safety issues
associated
with the storage

of alkanes C1 to
C8 in view of
their weak
intermolecular
Stude
nts:
1 p
er
fo
r
m
a
fir
st
h
a
n
d 2
in
ve
sti
g
ati
o
n
a
n
d
g
at
h
er
fir
st
h
a
3
n
d
inf
or
m
ati
o
n
us
in
g
th
e
process
of
fractiona
l
distillatio
n to
separate
the
compon
ents of a
mixture
such as
ethanol
and
water
plan,
identify
and
gather
data
from
second
ary
source
s to
model
the
structu
re of
alkane
s and
alkene
s C1 to
C8
proces
s and
present
informa
tion
from
second
ary
source
s and
use
availabl
e
e
vi
d
e
n
c
e
to
id
e
nt
if
y
s
af
et
y
is
s
u
e
s
a
s
s
o
ci
at
e
d
w
it
h
th
e
st
o
r
a
g
e
of
al
k
a
n
e
s
4
0

3 pe
rfo
Students:
rm
firs
1 solve
t4. Combustion
problem
ha
provides
another
s and
nd
opportunity
to
perform
inv
a firstexamine
the
est
handunder
conditions
iga
which investig
chemical
tio
ationoccur
to
reactions
ns
measure
to
the
ob
change
ser
in mass
ve
when a
an
mixture
d
such as
de
wood is
scr
burned
ibe
in an
ex
open
am
containe
r
ple
s
of
2 ide
en
ntify
dot
the
he
cha
rmi
nge
c
s of
an
stat
d
e
ex
invo
oth
lved
er
in
mi
com
c
bust
ch
ion
em
of a
ica
bur
l
nin
re
g
act
can
ion
dle
s
4
1

t
i
b
o
e
Stu
n
den
t
s
ts
w
5. T lear
e
u
h n
e
n
e to:
n
d
ra
e
1te de
r
r
sc
of ri
e
e b
a
w
n e
h
c
i
er c
t
c
o
i
g
h
m
n
y
b
g
re u
t
le sti
h
p
a o
e
a
s
s n
r
e
e in
t
is te
o
i
r
af m
c
c
fe s
c
l
ct of
u
e
r
e sl
s
d o
b w,
a
y s 2 e
s
p
x
fa o
p
ct nt
a
l
or a
a
c
s n
i
e
r
s
n
o
i
u
u
t
c s
t
e
h a
h
r
a n
e
i
s d
o
ty e
i
n
p x
m
pl
p
e o
f
o
s si
o
r
of v
r
t
re e
a
a re
d
a
n
ct
e
cti
c
a o
t
e
e
nt n
r
s s
o
m
a
f
i
n
d
e
x
pl
ai
n
th
e
c
o
n
di
c
o
l
l
i
s
i
o
n
s
n
i
n
g
r
e
a
c
t
i
en
er
gy
of
pa
rti
cl
es
o
n
r
a
t
e
s
n
g
a
n
a
m
e
d
in
d
u
st
ri
al
c
at
al
y
st
a
s
a
n
e
x
a
m
pl
e
4 d
3 e
x
p
l
a
i
n
e
s
c
r
i
b
e
t
h
e
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
t
e
m
p
e
r
a
t
u
r
e
a
n
d
t
h
e
k
i
n
e
t
i
c
r
o
l
e
o
f
c
5a ex
t
a
l
y
s
t
s
i
n
c
h
e
m
i
c
a
l
r
e
a
c
t
i
o
n
s
,
u
s
i
pl
ai
n
th
e
rol
e
of
ca
tal
ys
ts
in
ch
an
gi
ng
th
e
ac
tiv
ati
on
en
er
gy
an
d
he
nc
e
th
e
rat
e
of
ch
e
m
i
c
a
l
r
e
a
c
t
i
o
n
r
firs
Stude tnts: ha
nd
1 s da
o ta
l wh
v er
e e
p ap
r pr
o op
b ria
l te,
e to
m ob
s se
, rv
i e
d th
e e
n im
ti pa
f ct
y on
d re
a act
t ion
a rat
, es
p of:
e 1r
c
f
h
o
a
r
n
m
g
i
fi
n
r
g
s
t
t
e
m
h
p
a
e
n
r
d
a
i
t
n
u 2
v
r
e
e
s
ti
g 2a c
h
ti
a
o
n
n
g
s
i
a
n
n
g
d
g
c
a
o
t
n
h
c
e
e
n
t
r
a
t
i
o
n
3si
z
e
o
f
s
o
l
i
d
p
a
r
t
i
c
l
e
s
4a
d
d
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n
g
c
a
t
a
l
y
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t
s
p
r
o
c
e
s
s
i
n
f
o
r
m
a
t
i
o
n
fr
o
m
s
e
c
o
n
d
ar
y
s
o
ur
c
e
s
to
in
v
e
st
ig
at
e
th
e
c
o
n
di
ti
o
n
s
u
n
d
er
w
hi
c
h
e
x
pl
o
si
o
n
s
o
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ur
a
n
d
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la
te
th
e
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o
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h
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i
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r
t
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o
f
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o
ll
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s
i
o
n
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b
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t
w
e
e
n
r
e
a
c
ti
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p
a
r
ti
c
l
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s
3 a
n
al
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e
in
fo
r
m
at
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n
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ur
to
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e
n
e
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fo
r
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af
et
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in
w
or
k
e
n
vi
ro
n
m
e
nt
s
w
h
er
e
fi
n
e
p
ar
ti
cl
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m
ix
wi
th
ai
r
4 a
n
a
l
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e
i
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f
o
r
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a
t
i
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4
2
19
9.1
Content: Chemistry Stage 6 HSC Course

Chemistry Skills
During the HSC course it is expected that students will further develop skills in planning and
conducting investigations, communicating information and understanding, scientific thinking and
problem-solving and working individually and in teams. Each module specifies content through
which skill outcomes can be achieved. Teachers should develop activities based on that content
to provide students with opportunities to develop the full range of skills.
HSC Course Outcomes
A student:
Content
Students:
H11. justifies the appropriateness of 11.1 identify data sources to:

a particular investigation plan a) analyse complex problems to determine appropriate ways in which each
aspect may be researched
b) determine the type of data which needs to be collected and explain the
qualitative or quantitative analysis that will be required for this data to be
useful
c) identify the orders of magnitude that will be appropriate and the uncertainty
that may be present in the measurement of data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for data
collection or gathering information that will assist efficient future analysis
11.2 plan first-hand investigations to:
1) demonstrate the use of the terms dependent and independent to
describe variables involved in the investigation
2)
identify variables that need to be kept constant, develop strategies to ensure that
these variables are kept constant, and demonstrate the use of a control
3) design investigations that allow valid and reliable data and

information to be collected
4)
design and trial procedures to undertake investigations and explain why a

procedure, a sequence of procedures or repetition of procedures is appropriate
5)
predict possible issues that may arise during the course of an investigation
and identify strategies to address these issues if necessary
11.3 choose equipment or resources by:

1) identifying and/or setting up the most appropriate equipment or
combination of equipment needed to undertake the investigation
2) carrying out a risk assessment of intended experimental
procedures and identifying and addressing potential hazards
3) identifying technology that could be used during investigations
and determining its suitability and effectiveness for its potential
role in the procedure or investigations
4)
recognising the difference between destructive and non-destructive testing of

material and analysing potentially different results of these two procedures
43

H12. evaluates ways in which
accuracy and reliability
could be improved in
investigations
12.1 perform first-hand investigations by:

a) carrying out the planned procedure, recognising where and when modifications
are needed and analysing the effect of these adjustments
b) efficiently undertaking the planned procedure to minimise hazards and wastage of
resources
c) disposing carefully and safely of any waste materials produced during the
investigation
d) identifying and using safe work practices during investigations
12.2 gather first-hand information by:
1) using appropriate data collection techniques, employing appropriate
technologies including data loggers and sensors
2) measuring, observing and recording results in accessible and
recognisable forms, carrying out repeat trials as appropriate
12.3 gather information from secondary sources by:
1) accessing information from a range of resources including popular
scientific journals, digital technologies and the Internet
2) practising efficient data collection techniques to identify useful
information in secondary sources
3) extracting information from numerical data in graphs and tables as well
as from written and spoken material in all its forms
4) summarising and collating information from a range of resources
5)
identifying practising male and female Australian scientists, the areas in

which they are currently working and information about their research
12.4 process information to:

1) assess the accuracy of any measurements and calculations and
the relative importance of the data and information gathered
2) identify and apply appropriate mathematical formulae and concepts
3) best illustrate trends and patterns by selecting and using appropriate
methods, including computer-assisted analysis
4) evaluate the relevance of first-hand and secondary information and data
in relation to the area of investigation
5) assess the reliability of first-hand and secondary information and
data by considering information from various sources
6)
H13. uses terminology and
reporting styles
appropriately and
successfully to
communicate information
and understanding
assess the accuracy of scientific information presented in mass media

by comparison with similar information presented in scientific journals
13.1 present information by:

a) selecting and using appropriate text types or combinations thereof, for oral and
written presentations
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate methods to acknowledge sources of information
d) using symbols and formulae to express relationships and using appropriate units
for physical quantities
e) using a variety of pictorial representations to show relationships and presenting
information clearly and succinctly
f) selecting and drawing appropriate graphs to convey information and relationships
clearly and accurately
g) identifying situations where use of a curve of best fit is appropriate to present
graphical information
44

ata and
informati
14.
on
H14. assesses 1
2) justify
the
ana
inferences
validity lyse
and
info
of
conclusions
conclus rma
3) identify and
tion
ions
explain how
to:
from
data
i
gathere
supports or
d
d data
refutes an
e
and
hypothesis,
n
a prediction
informa ti
or
a
tion
f
proposed
y
solution to a
tr
problem
e
n
d
s
,
p
a
tt
e
r
n
s
a
n
d
r
e
l
a
ti
o
n
s
h
i
p
s
a
s
w
e
ll
a
s
c
o
n
tr
a
d
i
c
ti
o
n
s
i
n
d
4)
predict
outcomes
and generate
plausible
explanations
related to the
observations
5) make
6)
7)
8)
and
justify
generalisati
ons
use
models,
including
mathem
atical
ones, to
explain
phenom
ena
and/or
make
predictio
ns
use cause
and effect
relationship
s to explain
phenomena
identify
examples of
the
interconnect
edness
of
ideas
or
scientific
principles
14.2 solve
1)
2)
problems
by:
identifying
and
explaining
the nature
of
a
problem
describin
g e
u
a s
n e
d d
t
s o
e s
l o
e l
c v
t e
i a
n p
g r
o
f b
r l
o e
m m
d
i
f
f
e
r
e
n
t
s
t
r
a
t
e
g
i
e
s
t
h
o
s
e
w
h
i
c
h
c
o
u
l
d
b
usi
ng
ide
ntifi
ed
stra
tegi
es
to
dev
elo
p a
ran
ge
of
pos
sibl
e
sol
utio
ns
to a
par
ticu
lar
pro
ble
m
e
v
a
l
u
a
t
i
n
g
the
appropr
iatenes
s
of
differen
t
strategi
es for
solving
an
identifie
d
proble
m
14.3 use
available
evidence to:
1) design and
produce
creative
solutions to
problems
2) propose
ideas
that
demons
trate
coheren
ce and
logical
progres
sion and
include
correct
use of
scientifi
c
principle
s
and
ideas
3) apply
critical
thinking
in
the
consider
ation of
predictio
ns,
hypothe
ses and
the
results
of
investiga
tions
4) formulate
cause and
effect
relationship
s
4
5
9.2
clothing
and
Pro shelter. As the
duct cultural
ion development of
humans
of continued, they
Mat looked for a
erial greater variety of
materials
to
s
cater for their
Cont
needs.
extu
al
The
twentieth
Outli
century
saw
an
ne
H
u
m
an
s
ha
ve
al
w
ay
s
ex
pl
oit
ed
th
eir
na
tur
al
en
vir
on
m
en
t
for
all
th
eir
ne
ed
s
in
cl
ud
in
g
fo
od
,
explosion in both the

use of traditional
materials and in the
research
for
development of a
wider
range
of
materials to satisfy
technological
developments.
Added to this was a
reduction
in
availability of the
traditional resources
to
supply
the
increasing
world
population.
Chemists and
chemical engineers
continue to play a
pivotal role in the
search for new
sources of
traditional materials
such as those from
the petrochemical
industry. As the
fossil organic
reserves dwindle,
new sources of the
organic chemicals
presently used have
to be found. In
addition, chemists
are continually
searching for
compounds to be
used in the design
and production of
new materials to
replace those that
have
bee
n
dee
med
no
long
er
satis
facto
ry
for
nee
ds.
This module
increases
students
understanding of
the implications
of chemistry for
society and the
environment and
the current
issues, research
and
developments in
chemistry.
4
6

e
w
at
Students:
er
1 gathe
1. Fossil fuels
r and
3 an
provide
both
prese
aly
energyntand raw
se
materials
infor
inf
ethylene,
or
matio
production
of
ma
n
other substances
tio
from
n
firstfro
hand
m
or
se
secon
co
dary
nd
sourc
ary
es to
so
write
urc
equati
es
ons to
su
ch
repre
as
sent
co
all
mp
chemi
ute
cal
r
reacti
si
ons
mu
encou
lati
ntere
on
d in
s,
the
mo
HSC
lec
cours
ula
r
e
mo
del
2 identify
kit
by both
data,their
systematic
plan and s
common
and names or
mu
perfor
lti
m
a
1
me
firstdia
hand
res
investi
our
gation
ce
to
s
compa
to
re the
mo
reactivi
del
ties of
the
approp
pol
riate
ym
alkene
eri
s with
sat
the
ion
corres
pro
pondin
ce
g
ss
alkane
s in
bromin
47

us
e
of
Students:
the
1 use
pol
2. Some scientists
available
ym
research
the
evidence
er
extraction
to gather
pro
materials
and
du
biomass
to
present
ce
reducedata
our
d
dependence
from on
rel
seconda
fo
ate
ss
ry
d
il
sources
fu
to
el
and
its
s
analyse
pro
progress
per
in the
ties
recent
develop
ment
and use
of a
named
biopolym
er. This
analysis
should
name
the
specific
enzyme(
s) used
or
organis
m used
to
synthesi
se the
material
and an
evaluatio
n of the
use or
potential
4
8

identify the
Studen
ts:
3. Other resources,
1 p
such
r
are
o
available from c
renewable
e
resources such as
s
plants
s
production of ethanol
and identify the ineed
for a catalyst in nthis
process and thef
catalyst used o
r
m
a
t
i
o
n
f
r
o
m
s
e
c
o
n
d
a
r
y
s
o
u
r
c
e
s
s
u
c
h
a
s
m
o
l
e
c
u
l
a
r
m
o
e
a
d
di
ti
o
n
of
w
at
er
to
et
h
yl
e
n
e
d
e
l
k
i
t
s
,
d
i
g
i
t
a
l
ng
the
su
cc
es
s
of
cur
ren
t
us
ag
e
4 sol
2- the
t
e
c
h
n
o
l
o
g
i
e
s
dehy
drati
on of
etha
nol
o
r
c
o
m
p
u
t
e
r
s
i
m
u
l
a
t
i
o
n
s
proces
s
inform
ation
from
secon
dary
source
s to
summ
arise
the
proces
ses
involve
d in
the
industr
ial
produc
tion of
ethano
l from
sugar
cane
3 process
t
o
m
o
d
e
l
:
1- t
informati
on from
seconda
ry
sources
to
summari
se the
use of
ethanol
as an
alternati
ve car
fuel,
5 pr
evaluati
es
ve
pr
obl
e
ms
,
pla
n
an
d
pe
rfo
rm
a
firs
tha
nd
inv
est
iga
tio
n
to
ca
rry
ou
t
th
e
fer
m
en
tati
on
of
glu
co
se
an
d
m
oni
tor
m
as
s
ch
an
ge
s
e
nt
in
fo
r
m
at
io
n
fr
o
m
s
e
c
o
n
d
a
ry
s
o
u
rc
e
s
b
y
w
rit
in
g
a
bala
nce
d
equ
atio
n for
the
ferm
enta
tion
of
gluc
ose
to
etha
nol
6 identify
data
sources,
choose
resource
s and
perform
a firsthand
investiga
tion to
determin
e and
co
mp
are
he
ats
of
co
mb
ust
ion
of
at
lea
st
thr
ee
liq
uid
alk
an
ols
per
gra
m
an
d
per
mo
le
4
9

g:
1- bu
Students:
tto
n
ce
1 perform
4. Oxidationll
a firstreduction
2fu
hand
reactions
are
el
investig
ce
increasingly
ation to
ll
important
as a
identify
sourcethe
of energy 3- va
na
conditio
di
ns
u
under
m
which a
re
galvanic
do
cell is
x
produce
ce
d
ll
4lit
2 perform
hi
a firstu
hand
m
investig
ce
ation
ll
and
5l
gather
i
firsthand
q
informa
u
tion to
i
measur
d
e the
differen
j
ce in
u
potenti
n
al of
c
differen
t
t
i
combin
o
ations
n
of
metals
p
in an
electrol
h
yte
o
solution
t
o
3 gather
v
and
o
present
l
informat
t
ion on
a
the
i
structur
c
e and
chemist
ry of a
dry cell
or leadacid cell
and
evaluat
e it in
compari
son to
one of
the
followin
d
e
v
i
c
e
(
e
g
t
h
e
G
r
a
t
z
e
l
2- cost
and
pract
icalit
y
3- impa
ct on
socie
ty
4- envir
onm
ental
impa
ct
c
e
l
l
) 2 solve
problem
s and
in
analyse
te
informat
r
ion to
m
calculat
s
of
e the
:
potentia
l
1- c
h
require
e
ment of
m
named
is
electroc
tr
hemical
pr
oc
es
se
s
us
in
g
ta
bl
es
of
st
an
da
rd
po
te
nti
al
s
an
d
ha
lfeq
ua
tio
ns
5
0

ed
wit
h
Students:
th
1 proces
e
5. Nuclears
us
chemistry
inform
e
provides
a range
ation
of
of materials
from
ra
secon
dio
dary
act
source
ive
s to
iso
descri
to
be
pe
recent
s
discov
in
eries
ide
of
ntif
eleme
ied
nts
ind
ust
rie
2 use
s
available
an
evidence
d
to
m
analyse
edi
benefits
cin
and
e
problem
s
associat
5
1
9.3
onments to assist
The the breakdown of
Acid the biopolymers
ic constituting food.
Indeed,
Envi microorganisms
ron found in the
men digestive system
are well adapted to
t
acidic or basic
Cont
environments.
extu
al
Many industries
Outli
ne use acidic and
basic compounds
Acidi for a wide range of
c andpurposes and these
basic compounds are
envir found in daily use
onm within the home.
ents Because of this, an
exist awareness of the
everyproperties of acids
wher and bases is
e.
important for safe
The handling of
hum materials. Currently,
an concerns exist
body about the increased
has arelease of acidic
slight and basic
ly
substances into the
acidi environment and
c
the impact of these
skin substances on the
surfa environment and
ce to the organisms
assis within those
t in environments.
disea
se This module
contr increases students
ol
understanding of
and the history, nature
diges
and practice of
tion
occurchemistry, the
s in applications and
both uses of chemistry
acidi and implications of
c andchemistry for
basic society and the
envir environment.
the observation
1. Indicators
that the colour of
identified
identify that indicators
some flowers c
depends on soil h
a
composition
Students:
1 perform
a firsthand
investig
ation to
prepare
and test
a
natural
indicato
r
2 identify
data
and
choose
resourc
es to
gather
informat
ion
about
the
colour
change
s of a
range of
indicato
rs
3 solve
proble
ms by
applyi
ng
inform
ation
about
the
colour
n
g
e
s
o
f
i
n
d
i
c
a
t
o
r
s
t
o
c
l
a
s
s
i
f
y
s
o
m
e
h
o
u
s
e
h
o
l
d
s
u
b
s
t
a
n
c
e
s
a
s
a
c
i
d
i
c
,
n
e
u
t
r
a
l
o
r
b
a
s
i
c
5
2

Studen
ts:
2. While
1
usually
the air around us
as neutral, the
atmosphere
naturally
contains acidic
oxides of carbon,
nitrogen and
sulfur. The
concentrations of
these acidic
oxides have been
increasing since
the Industrial
Revolution
reaction
id
en
tif
y
da
ta,
pl
an
an
d
pe
rfo
rm
a
fir
stha
nd
in
ve
sti
ga
tio
n
to
de
ca
rb
on
at
e
so
ft
dri
nk
an
d
ga
th
er
da
ta
to
m
ea
su
re
th
e
m
as
s
ch
an
ge
s
in
vo
lv
ed
an
d
ca
lc
u
l
a
t
e
t 2
h
e
v
o
l
u
m
e
o
f
g
a
s
r
e
l
e
ased at
25C
and
100kPa
analyse
informati
on from
secondar
y
sources
to
summari
se the
industrial
origins of
sulfur
dioxide
and
oxides of
nitrogen
and
eva
luat
e
rea
son
s
for
con
cer
n
abo
ut
thei
r
rele
ase
into
the
env
iron
me
nt
5
3

r
e
p
Students:
r
e
1 solve
s
3. Acids occur
in
proble
e
many ms
foods,
and
n
drinksperform
and even
t
within aour
firstt
stomachs
hand
h
investig
e
ation to
use pH
i
meters/
o
probes
n
and
indicato
i
rs to
s
distingu
a
ish
t
betwee
i
n
o
acidic,
n
basic
and
o
neutral
f
chemic
a
als
c
i
2 plan
d
and
s
perfor
ma
first4 u
hand
s
invest
e
igatio
a
n to
v
meas
ai
ure
la
the
pH of
bl
identi
e
cal
e
conce
vi
ntrati
d
ons of
e
stron
n
g and
c
weak
e
acids
to
m
3 gather
o
and
d
proce
el
th
ss
e
inform
m
ation
ol
from
e
secon
c
dary
ul
sourc
ar
es to
n
write
at
ionic
ur
equati
e
ons to
o
weak
f
acids
a
c 5 gather
i
and
d
process
s
informati
a
on from
n
seconda
d
ry
sources
s
to
i
explain
m
the use
u
of acids
l
as food
a
additives
t
e
6 identify
t
data,
h
gather
e
and
process
i
informati
o
on from
n
seconda
i
ry
s
sources
a
to
ti
identify
o
example
n
s of
o
naturally
f
occurrin
s
g acids
t
and
r
bases
o
and their
n
chemical
g
composi
tion
a
n
d 7 process
informat
ion from
se
co
nd
ar
y
so
ur
ce
s
to
ca
lc
ul
at
e
p
H
of
str
on
g
ac
id
s
gi
ve
n
ap
pr
op
ria
te
hy
dr
og
en
io
n
co
nc
en
tra
tio
ns
5
4

ivel
y
Students:
an
d
1 gather
qu
4. Because
of
and
alit
prevalence
process
ativ
importance
informa
ely
acids,tion
they have
de
been used and
from
scri
studied for
second
be
hundreds of
ary
the
years. Over
sources
rea
the definitions of
to
trace
ctio
acid and base
develop
n
have been
bet
ments
refined
we
in
en
underst
sel
anding
ect
and
ed
describi
aci
ng
ds
acid/ba
an
se
d
reaction
ba
s
ses
2 choose
equipme
nt and
perform
a firsthand
investiga
tion to
identify
the pH
of a
range of
salt
solutions
3 perform
a firsthand
investiga
tion and
solve
problem
s using
titrations
and
including
the
preparati
on of
standard
solutions
, and
use
available
evidence
to
quantitat
4 per
for
m
a
firs
tha
nd
inv
est
iga
tio
n
to
det
er
mi
ne
the
co
nc
ent
rati
on
of
a
do
me
sti
c
aci
dic
su
bst
an
ce
u
si
n 5
g
c
o
m
p
ut
er
b
a
s
e
d
te
c
h
nologies
analyse
informat
ion from
second
ary
sources
to
assess
the use
of
neutrali
sation
reaction
s as a
safety
measur
e or to
minimis
e
da
ma
ge
in
ac
cid
ent
s
or
ch
em
ica
l
spi
lls
5
5

per
fu
me
Students:
s
in
1 identif
5. Esterification
is a
pro
y
ce
naturally
data,
ss
occurring
process
plan,
ed
which select
can be
foo
equipin the
performed
ds
ment
laboratory
an
and
d
perfor
co
ma
sm
firsteti
hand
cs
investi
gation
to
prepa
re an
ester
using
reflux
2 process
informat
ion from
second
ary
sources
to
identify
and
describ
e the
uses of
esters
as
flavours
and
5
6

survival of all
9.4 organisms, including
Che humans. An
mic understanding of the
chemical processes
al involved in
Mon interactions in the full
itori range of global
ng environments,
and including
Man atmosphere and
is
age hydrosphere,
indispensable to an
men understanding of
t
how environments
Cont behave and change.
extu It is also vital in
understanding how
al
Outli technologies, which
ne in part are the result
of chemical
The
research, have
state
affected
of our
environments. This
envir
module encourages
onme
discussion of how
nt is
chemists can assist
an
in reversing or
impor
minimising the
tant
environmental
issue
problems caused by
for
technology and the
socie
human demand for
ty.
products and
Pollut
services.
ion of
air,
Some modern
land
technologies can
and
facilitate the
water
gathering of
in
information about
urban
the occurrence of
, rural
chemicals
and
both those
wilde occurring in
rness natural
areas environments
is a and those that
phen are released as a
omen result of human
on technological
that activity. Such
affect technologies
s the include systems
healt that have been
h and
dev
elo
pe
d
to
qu
anti
fy
an
d
co
mp
are
am
ou
nts
of substances.
This module
increases
students
understanding
of the nature,
practice,
applications
and uses of
chemistry and
the
implications of
chemistry for
society and the
environment.
m
i
c
a
l
o
Students:
c
c
1 gather,
1. Much
of the worku
process
p
and
a
present
t
informat
i
ion from
o
second
n
ary
s
sources
about
2- a
the
work of
s
practisin
p
g
e
scientist
c
s
i
identifyi
f
ng:
i
1- the
c
vari
ety
c
of
h
che
e
m
ic
al
o
c
c
u
p
a
ti
o
n
f
o
r
a
m
o
r
e
d
e
t
ai
le
d
st
u
d
y
7
5

Stude
nts:
2. Chemical
1 ga
processes
th
industry
er
monitoring and
an
management to
d
maximise
pr
pr
oc
od
es
uc
tio
s
n
inf
or
m
ati
on
fro
m
se
co
nd
ar
y
so
ur
ce
s
to
de
sc
rib
e
th
e
co
nd
iti
on
s
un
de
r
w
hi
ch
H
ab
er
de
ve
lo
pe
d
th
e
in
du
str
ial
sy
nt
he
si
s
of
a
m
m
on
ia and
evaluate
its
significanc
e at that
time in
world
hi
st
or
y
5
8

nt
a
n
Students:
d
1 perform
p
3. Manufactured
firster
products,
hand
fo
including
food,
investig
r
drugs ations
and to
m
carry
household
fir
out aare
st
chemicals,
range
analysed
to of
tests,
h
determine or
includin
a
ensuregtheir
flame
n
chemical
tests, to
d
composition
identify
in
the
ve
followin
sti
g ions:
g
1- phos
ati
phat
o
e
ns
2- sulfa
to
te
m
e
3- carb
as
onat
ur
e
e
4- chlor
th
ide
e
5- bariu
su
m
lfa
6- calci
te
um
co
7- lead
nt
8- copp
e
er
nt
of
9- iron
la
w
2 gather,
n
process
fe
and
rtil
present
is
informat
er
ion to
a
describ
n
e and
d
explain
ex
evidenc
pl
e for the
ai
need to
n
monitor
th
levels of
e
one of
ch
e
the
mi
above
st
ions in
ry
substan
in
ces
vo
used in
lv
society
e
d
3 identify
data,
4 a
plan,
n
select
a
equipme
l
y
s
e
i
n
f
o
r
m
a
t
i
o
n
t
o
e
v
a
l
u
a
t
e
t
he
reliabilit
y of the
results
of the
above
investig
ation
and to
propose
solution
s to
problem
s
encount
ered in
the
procedu
re
5 gather,
process
and
present
informati
on to
interpret
secondar
y data
from
AAS
m
ea
su
re
m
en
ts
an
d
ev
al
ua
te
th
e
eff
ec
tiv
en
es
s
of
thi
s
in
po
llu
tio
n
co
ntr
ol
5
9

Stude
nts:
4. Human activity
1 pr
has caused
e
changes in
s
composition
e
nt
the structure of
in
the atmosphere.
fo
Chemists
r
monitor these
m
changes so that
at
further damage
io
can be limited
n
fr
o
m
s
e
c
o
n
d
ar
y
s
o
ur
c
e
s
to
w
rit
them on the basis of e
molecular structure and
th
bonding
e
e
q
u
at
io
n
s
to
s
h
o
w
th
e
re
a
cti
o
n
s
in
v
ol
vi
n
g
C
F
C
s
a
n
d 2
o
z
o
n
e
to
d
e
m
o
n
st
r
at
e
th
e
r
e
m
o
v
al
of
o
z 3
o
n
e
fr
o
m
th
e
at
m
o
s
p
h
ere
gather,
process
and
present
informati
on from
secondar
y
sources
including
simulatio
ns,
molecula
r model
kits or
pictorial
represen
tations to
model
isomers
of
haloalka
nes
present
informati
on from
secondar
y
sources
to
identify
alternativ
e
chemical
s used to
replace
CFCs
and
e
v
al
u
at
e
th
e
ef
fe
ct
iv
e
n
e
s
s
of
th
ei
r
u
s
e
a
s
a
re
pl
a
c
e
m
e
nt
fo
r
C
F
C
s
6
0

f
Students:
1 perform
w
a
t
e
r
5. Humanfirstalso impacts
hand on
waterways.
investiga
Chemical
tions to
2- m
monitoring
use and
o
management
qualitativ
n
assistse in
and
i
providing
safe
quantitat
t
water ive
for tests
human
o
use and
to to
r
protectanalyse
habitats
p
and
organisms
o
compare
s
the
s
quality
i
of water
b
samples
l
e
2 gather,
process
and
present
informatio
n on the
range and
chemistry
of the
tests used
to:
1- i
d
e
n
t
i
f
y
h
e
a
v
y
m
e
t
a
l
p
o
l
l
u
t
i
o
n
o
e
u
t
r
o
p
h
i
c
a
t
i
o
n
o
f
w
a
t
e
r
w
a
y
s
2 ga
th
er,
pr
oc
es
s
an
d
pr
es
en
t
inf
or
m
ati
on
on
th
e
fe
at
ur
es
of
th
e
lo
ca
l
to
w
n
w
at
er
su
pp
ly
in
te
r
m
s
of:
1- ca
tc
h
m
en
t
ar
ea
2- p
o
s
s
i
b
l
e
s
o
u
r
c
e
s
o
f
c
o
n
t
a
m
i
n
a
t
i
o
n
i
n
t
h
i
s
c
a
t
c
h
m
e
n
t
3- chemi
cal
tests
availa
ble to
deter
mine
levels
and
types
of
conta
minant
s
1- ph
ysi
cal
an
d
ch
em
ica
l
pr
oc
es
se
s
us
ed
to
pu
rify
wa
ter
2- chem
ical
additi
ves
in the
water
and
the
reas
ons
for
the
pres
ence
of
these
additi
v
e
s
6
1
9.5
been produced to
Opti replace naturally
on occurring
chemicals that are
no longer available
Indu or are not
stria economically
l
viable. The
Che concepts of
mist qualitative and
ry quantitative
equilibrium are
Cont further developed.
extu
al
Industrial chemical
Outli processes cover
ne the full range of
Indu reactions but
stry concentration on
uses some case studies
che is sufficient to
mica illustrate the range
of reactions and
l
reac the role of
tions chemists and
chemical engineers
to
prod involved in these
uce processes. This
che allows some
mica insight into the
qualitative and
ls
for quantitative
use aspects of the
by chemical industry
soci and allows a
ety. consideration of
This the analytical
mod processes and
ule monitoring that are
dev necessary for
elop efficient production.
s
the This module
idea increases
students
s
that understanding of
som the history,
applications and
e
che uses of
mica chemistry, and
current issues,
ls
hav research and
developments in
e
chemistry.
processes have
1. Industrial
enabled
chemistry
regard to one identified

product that is not a fos
i
n
v
Students:
e 4
1 identify
s
data,
ti
gather
g
and
a
2. Many
industrial
process
ti
processes
informat
o
manipulation
of
ion to
n
equilibrium
identify
t
and
reactions
o
discuss
concentration
g
the
temperature
a
issues
associat
t
1 ed with
h
the
e
increas
r
ed need
i
for a
n
natural
f
resourc
o
e that is
r
not a
m
fossil
a
2 fuel and
ti
evaluat
o
e the
progres
n
s
a
currentl
n
y being
d
made to
q
solve
u
the
a
problem
li
s
t
identifie
a
d
ti
v
e
l
2 identif
y
y data,
a
plan
n
and
a
perfor
l
m
a
y
firsthand
s
investi
e
gation
a
to
n
model
e
an
q
equilib
u
rium
ili
reactio
b
n
ri
u
3 choose
m
equipm
ent and
r
perfor
e
ma
a
firstc
hand
ti
o
n
p
r
o
c
e
s
s
a
n
d
p
r
e
s
e
n
t
i
n
f
o
r
m
a
ti
o
n
f
r
o
m
s
e
c
o
n
d
a
r
y
s
o
u
r
c
e
s
t
o
c
a
l
c
u
l
a
t
e
K
f
r
o
m
e
q
uilibri
um
condit
i
o
n
s
6
2

e
vi
Students:
d
e
1 gather,
n
3. Sulfuricproces
acid is
c
andmost
one ofsthe
e
present
important
informa
t
industrial
tion
o
from
chemicals
r
second
el
ary
a
source
s to
t
describ
e
e the
t
steps
h
and
chemis
e
try
p
involve
r
d in the
o
industri
p
al
product
e
ion of
rt
ie
H2SO
s
o
4 and
use
f
availab
s
le
ul
eviden
f
ce to
u
analys
e the
ri
proces
c
s to
a
predict
ci
ways in
which
d
the
t
output
o
of
s
sulfuric
a
acid
can be
f
maximi
e
sed
ty
p
1 perform
r
firste
hand
c
investig
a
ations to
u
observe
ti
the
o
reaction
n
s of
s
sulfuric
n
acid
e
acting
c
as:
e
an
s
oxidisin
s
g agent
a
a
r
dehydra
y
ting
f
agent
o
r
2 use
it
availab
s
le
tr
a
n
s
port
and
storage
6
3

1 pe
rfo
Students:
rm
a
1 identify
firs
4. The industrial
data,
tproduction
plan of
ha
sodiumand
nd
perfor
hydroxide
inv
m the
a use
requires
est
firstof electrolysis
iga
hand
tio
investi
n
gation
to
to
car
identify
ry
the
out
produc
sa
ts of
po
the
nifi
electro
cat
lysis of
ion
sodiu
an
m
chlorid
d
e
tes
t
the
2 analys
pr
e
od
inform
uct
ation
5. Saponification
is
from
an important
2 ga
second
organicary
th
industrial
er,
source
process
pr
s to
oc
predict
es
and
s
explain
an
the
d
differen
pr
t
es
produc
en
ts of
t
the
inf
electrol
or
ysis of
m
aqueo
ati
us and
on
molten
fro
sodium
m
chlorid
se
e
co
nd
ar
y
so
ur
ce
s
to
id
en
tif
y
a
r
a
n
g
e
o
f
f
a
t
s
a
n
d
o
il
s
u
s
e
d
f
o
r
s
o
a
p
m
a
k
i
n
g
3 p
er
fo
r
m
a
fir
st
h
and
investiga
tion to
gather
informati
on and
describe
the
propertie
s of a
named
emulsion
and
relate
these
propertie
s to its
uses
4 perform
a firsthand
investig
ation to
demons
trate
the
effect of
soap as
an
emulsifi
er
5 solve
proble
ms
and
use
availa
ble
evide
nce to
discus
s,
using
exam
ples,
the
enviro
n
m
e
n
t
a
l
i
m
p
a
c
t
s
o
f
t
h
e
u
s
e
o
f
s
o
a
p
s
a
n
d
d
e
t
e
r
g
e
n
t
s
6
4

3 us
e
av
1 perform
ail
6. The Solvay
a firstab
process
has been le
hand
in useinvestiga
since
ev
1860stion to
id
assess
en
risk
ce
factors
to
and then
de
carry out
te
a
r
chemical
mi
step
ne
involved
th
in the
e
Solvay
cri
process,
te
identifyin
ria
g any
us
anddifficultie
explain how these
ed
s are addressed
issues
to
associat
lo
ed with
ca
the
te
laborator
a
y
ch
modellin
e
g of the
mi
step
ca
l
2 proces
in
s
du
inform
str
ation
to
y
solve
us
proble
in
ms
g
and
th
quantit
e
atively
S
analys
ol
e the
va
relativ
y
e
quantit
pr
ies of
oc
reacta
es
nts
s
and
as
produ
an
cts in
ex
each
a
step of
m
the
pl
proces
e
s
6
5
9.6
wledge and
Opti understanding of
on the reactions
involved have
greatly increased.
ShipToday
wre electrochemistry is
cks, used in a wide
Corr range of
osio applications, from
n space travel to
pacemakers to the
and mobile phone
Con battery.
serv
atio The ocean
n represents a
massive
Cont electrolyte and
extu the effects of
al
the saline
Outli environment
ne can be
Elec investigated
troc and analysed
hemi from the
stry perspective of
play prevention of
s an corrosion and
impo its effects. The
rtant salvaging of
part iron ships that
have sunk into
in
both deep-water
theo environments
retic requires
consideration
al
and of the effects of
prac anaerobic
tical environments
che on corrosion.
mistr Conservation
of salvaged
y.
Sinc artefacts can
require
e
the electrolytic
disc reactions.
over
y of This module
its increases students
theo understanding of
retic the history,
applications and
al
basi uses of chemistry
and current issues,
s,
kno research and
deve ents in chemistry.

lopm
Students:
1.
1 process
informat
ion from
second
ary
sources
to
outline
and
analyse
the
impact
of the
work of
Galvani,
Volta,
Davy
and
Faraday
in
underst
anding
electron
transfer
reaction
s
2.
m
e
t
a
l
s
2 u
s
e
a
v
a
il
a
b
l
e
e
v
i
d
e
n
c
e
t
o
a
n
a
l
y
s
e
a
n
d
1 identify
data,
select
equipm
ent,
plan
and
perform
a firsthand
investig
ation to
compar
e the
rate of
corrosio
n of
iron
and an
identifie
d form
of steel
e
x
p
l
a
i
n
t
h
e
c
o
n
d
it
i
o
n
s
u
n
d
e
r
w
hi
c
h
r
u
st
in
g
o
c
c
u
r
s
3 g
a
t
h
e
r
a
n
d
p
r
o
c
e
s
s
i
n
f
o
r
m
a
ti
o
n
fr
o
m
s
e
c
o
n
d
a
r
y
s
o
u
r
c
e
s
t
o
c
o
m
p
a
r
e
t
h
e
compo
sition,
proper
ties
and
uses
of a
r
a
n
g
e
66
f
s
t
e
e
l
s

th
e
r
Students:
at
1 plan
e
3. Electrolytic
and cells
of
involveperfor
oxidationa
reduction
ma
n
firstel
reactions
hand
e
investi
ct
gation
r
and
ol
gather
y
firstsi
hand
s
data
r
to
e
identif
a
y the
ct
factor
io
s that
n
affect
c
c
oo
h
e
se
1 ide
o
a
eq
4. Iron
and
steel
ntif
i
n
uip
corrode
quickly
y
c
me
in
a
marine
dat
e andg
nt,
environment
a,
o
gat be protected pla
must
o
i
n
he
f
n
an
r
m g
d
an
a
v
per
d
t
e
for
pr
e
s
m
oc
r
s
a
es
i
e
firs
s
a
ls
tinf
l
w
ha
or
s
it
nd
ma
h
inv
tio
u
a
est
n
s
f
iga
fro
e
o
tio
m
d
c
n
firs
u
to
ti
s
co
ha
n
o
mp
nd
n
are
or
t
t
the
se
h
h
cor
co
e
e
ros
nd
m
ion
ary
c
e
rat
so
o
t
e,
urc
n
a
in
es
s
ls
a
to
t
u
sui
tra
r
s
tab
ce
u
e
le
his
c
d
ele
tori
t
ctr
cal
i
oly
2
id
de
o
en te,
vel
n
of
tif
op
a
y
me
o
var
da
nts
f
ta, iet
in
o
ch y
the
of
me
tal
s,
inc
lud
ing
na
me
d
mo
de
rn
all
oy
s
to
ide
ntif
y
tho
se
be
st
sui
ted
for
us
e
in
ma
rin
e
ve
ss
els
3 pla
n
an
d
per
for
m
a
firs
tha
n
d
i
n
v
e
s
t
i
g
a
t
i
o
n
t
o
c
o
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p
a
r
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t
h
e
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f
f
e
c
t
i
v
e
n
e
s
s
o
f
d
if
f
e
r
e
n
t
p
r 4
o
t
e
c
ti
o
n
s
u
s
e
d
t
o
c
o
a
t
a
m
e
t
a
l
s
u
c
h
a
s
ir
o
n
a
nd
pr
ev
en
t
co
rr
os
io
n
g
at
h
er
a
n
d
pr
o
c
e
s
s
in
fo
r
m
at
io
n
to
id
e
nt
if
y
a
p
pl
ic
at
io
n
s
of
c
at
ho
di
c
pr
ot
ec
tio
n,
an
d
us
e
av
ail
ab
le
ev
id
en
ce
to
id
en
tif
y
th
e
re
as
on
s
for
th
eir
us
e
an
d
th
e
ch
e
mi
str
y
in
vo
lv
ed
6
7

Students:
1 perform
5. When aa firstship
sinks, hand
decayinvestig
and
ationmay
to be
corrosion
compar
dependent on the1
e andof the
final depth
wreck describe
the rate
of
corrosio
n of
material
s in
different
:
1- oxy
gen
conce
ntratio
ns
2- tem
peratu
6. Predictions
res of
slow corrosion
3- salt at
great conce
were ntratio
ns
in
co
rr
ec 2 use
t
availa
1 ble
eviden
ce to
predict
the
rate of
corrosi
on of
2 a
metal
wreck
at
great
depths
in the
ocean
s and
give
reaso
ns for
the
predict
ion
made
per
for
m
a
firs
tha
nd
inv
est
iga
tio
n
to
co
mp
are
an
d
de
scr
ibe
the
rat
e
of
cor
ros
ion
of
me
tal
s
in
diff
ere
nt
aci
dic
an
d
ne
utr
al
sol
uti
on
s
6
8

ogi
cal
pr
Students:
oje
1 perform
cts
7. Salvage,
investig
conservation
ations and
restoration
and of objects
from wrecks
gatherrequires
careful informati
planning
and understanding
on from
of the behaviour
seconda of
chemicals
ry
sources
to
compar
e
conserv
ation
and
restorati
on
techniqu
es
applied
in two
Australi
an
maritime
archaeol
6
9
9.7

their
diet.
An
increased
Opti
on understanding of the
of
the
nature
biochemical reactions
The
involved in muscular
Bioc contraction leads to a
hem better and more
istry informed selection of
of foods.
Mov
eme Biochemists
nt interested in sports
performance will
Cont continue to seek
extu natural methods of
al
improving
Outli performance by
ne paying close
Mode attention to the
chains of enzymern
athlet catalysed reactions
occurring in cells.
es
are This module
more provides an
overview of the two
awar
extremes of
e of
exercise and
diet
allows discussion
than
of possible
previ directions of further
ous research.
gener
ations This module
,
increases
beca students
use understandi
more ng of the
nature,
is
know practice,
applications
n
and use of
about
chemistry
the
and current
chemi
issues,
stry research
of theand
subst development
ances s in
in
chemistry.
n
the
ts
energy
S
le1
currency
a
of everyt
u
r
living
1. AT
d
n
cell
P
e
t
is
o:
id
e
nt
if
y
th
tant
at
r
a
part of e
d
s
the
e
molecul p
n
i
e
os
contain r
in
a
s three
e
t
phosph i
tri
ate
p
o
groups n
h
1
os
p 3 identify a
h
the role n
at
d
of
e
enzym
is
es as t
us
catalyst h
e
s in the e
d
conver
as
sion of s
a
ATP to i
n
t
ADP
e
e
with
n
energy
er
made o
gy
availabl f
so
e for
ur
metabo m
ce
o
lism,
fo
given a s
r
t
flow
n
chart of
e
A
the
ar
bioche T
ly
P
mical
all
pathwa s
ce
ys
llu
y
la
n
r 4 expla t
in
m
h
that
et
e
bioch
a
s
emic
b
i
oli
s
al
c
fuels
pr
are
oc
brok
es
en
se
down
s
to
relea
2 ex
se
ener
pl
gy
ai
for
n
maki
th
ng
at
ATP
th
e
bi
ol
o
gi
ca
lly
im
p
or
5 identify
mitoch
ondria
as the
cell
organel
les
involve
d in
aerobic
S
t
u
d
e
n
ts
:
s
o
l
v
e
p
r
o
b
l
e
m
s
a
n
d
p
r
o
c
e
s
s
i
n
f
o
r
m
a
ti
o
n
f
r
o
m
a
d
i 2
a
g
r
a
m
o
r
m
o
d
e
l
o
f
th
e
str
uc
tur
e
of
th
e
ad
en
os
in
e
tri
ph
os
ph
at
e
m
ol
ec
ul
e
to
di
sc
us
s
th
e
na
tur
e
an
d
or
ga
ni
sa
tio
n
of
th
e
ph
os
ph
at
e
gr
ou
ps
pr
oc
es
s
inf
or
m
ati
on
fro
m
se
co
nd
ar
y
so
urc
es
to
loc
ate the o
site of n
each
step of i
respirati n
t
h
e
c
ell
7
0

Studen
ts:
2. Carbohydrates
1 ch
are an important oo
part of an
se
athletes diet
re
3. Fats are also

important fuels
for cells
CH
so
ur
ce
s
an
d
pe
rfo
rm
fir
stha
nd
in
ve
sti
ga
tio
ns
to
co
m
pa
re
th
e
str
uc
tur
es
of
gl
yc
og
en
an
d
gl
uc
os
e
fro
m
di
ag
ra
m
s
or
m
od
el
s
1 s
ol
v
e
p
r
o
bl
e 2
m
s,
id
e
n
tif
y
r
e
s
o
u
r
c
e
s
and
perform
firsthand
investig
ations
to
compar
e the
structur
es of
fatty
acids
and
glycerol
from
diagram
s or
models
use
availabl
e
evidenc
e and
process
informat
ion from
seconda
ry
sources
to
analyse
the
structur
e of the
glycerol
mo
lec
ule
an
d
pr
edi
ct
its
vis
co
sit
y
an
d
sol
ubi
lity
in
wa
ter,
giv
ing
re
as
on
s
for
the
ir
pr
edi
cti
on
s
7
1

3 pr
oc
Students:
es
s
1 proces
4. Proteins
an
s
as bothinforma
structural
d
tion and as
an
molecules
from
al
enzymes
second
ys
catalyse
ary
e
re
source
inf
ac
s to
tio
or
ns
draw
m
1 the
ati
general
on
ised
fro
structur
m
al
se
formula
co
for an
nd
amino
ar
acid
y
so
2 identify
ur
data,
ce
2 plan,
s
choose
to
equipm
ent and
di
perform
sc
firstus
hand
s
investig
th
ations to
e
observe
us
the
e
effect of
of
3 changes
m
in pH
od
and
el
tempera
s
1- ture on
in
2- the
th
reaction
e
3- of a
de
4- named
ve
enzyme
lo
and use
2 the
p
m
availabl
en
e
evidenc
t
e to
of
3 relate
un
this to
de
possible
rst
changes
an
in the
di
primary,
ng
of
4 seconda
ry
en
and/or
zy
tertiary
m
structur
e
e of the
fu
enzyme
nc
involved
tio
n
7
2

bi
oc
Students:
he
mi
1 analyse
5. Muscleinforma
cells cause ca
l
tion by
movement
pa
from
contraction
along
second
th
their length
ary
w
sources
ay
to
s
describ
to
e the
id
appear
en
ance of
tif
type 1
y
and
an
type 2
d
skeletal
de
muscle
sc
cells
rib
e
th
e
ox
id
ati
on
6. Fats are oxidised
of
to
a
in
ty
pi
ca
l
fat
ty
ac
id
to
ac
1 process
et
informati
yl
on from
C
a
oA
simplifie
d flow
chart of
7
3

o
ut
p
Students:
ut
1 proces
fr
7. Glycolysis,
s
o
first stage
informa
m
respiration,
tion is
gl
from a
the aerobic
yc
simplifi
ol
decomposition
ed
flow
ys
glucose
chart
of
is
release
bioche
mical
pathwa
ys to
analyse
the
total
energy
1 d
i
s
c
u
s
s
t
h
e
role
of
the
oxid
ation
of
fatty
acid
s in
the
inhib
ition
of
ow
ch
1 p art
8. Gentle r of
o bi
c oc
he
4 e mi
r
s
e
s cal
s
p
i pa
i
n th
r
f wa
a
t
o ys
i
r to
o
n
m pr
1
a od
ti uc
o e
n a
f flo
r w
o ch
m art
su
2
a m
s m
i ari
m sin
p g
li th
fi e
3
e st
d ep
fl s
t
h
e
p
y
r
u
v
a
t
e
i
n
a
e
r
o
b
i
c
r
e
s
p
i
r
a
t
i
o
n
2 p
r
o
c
e
s
s
i
n
co
nv
er
si
on
to
ac
et
yl
C
o
A
fo
r
m
at
io
n
fr
o
m
a
si
m
pl
ifi
e
d
fl
o
w
c
h
ar
t
of
bi
o
c
h
e
m
ic
al
p
at
h
w
ay
s
to
an
al
ys
e
th
e
tot
al
en
er
gy
o
u
t
p
u
t
f
r
o
m
g
l
y
c
ol
y
si
s
a
n
d
c
o
m
p
ar
e
i
t
e
r
g
w y
i
t o
h u
t
t p
h u
e t
f
e r
n o
m
th
e
T
C
A
c
y
cl
e
7
4

Students:
1 process
9. ATP used
in
informat
muscleion from
contraction
a
simplifie
continually
d flow
regenerated
chart of
biochem
ical
pathway
s to
analyse
the
steps in
oxidativ
e
phosph
orylation
the production of ATP
outline the problems associated with

the supply and use of fuels during
sprinting and relate this to the
sprinting muscles reliance on nonoxygen/non-mitochondrial based
ATP production
10. Sprinting involves

muscles
contracting
powerfully and
rapidly and
utilises type 2
muscle cells
e
x
p
l
a
i
n
t
h
e
r
e
l
a
ti
o
n
s
h
i
p
b
e
t
w
e
e
n
t
h
e
p
r
o
d
u
c
ti
o
n
o
f
2
h
y
d
r
o
x
y
p
r
o
p
a
n
o
i
c
(
l
a
c
ti
c
)
a
c
i
d
d
u
r
i
n
g
a
n
a
e
r
o
b
i
c
r
e
s
p
i
r
a
ti
o
n
a
n
d
t
h
e
i
m
p
a
i
r
m
e
n
t
o
f
m
u
s
c
l
e
c
o
n
t
r
a
c
ti
o
n
s
b
y
c
h
a
n
g
e
s
i
n
c
e
ll
u
l
a
r
p
H
1 solve problems and
process information
from a simplified flow
chart of biochemical
pathways to summarise
the steps in anaerobic
glycolysis and analyse
the total energy output
from this process
2 use available evidence

and process information
from a simplified flow
chart of biochemical
pathways to trace the
path of lactic acid
formation and compare
this with the process of
fermentation
3 process information to
discuss the use of

multiple naming
systems in chemistry
using lactic acid (2hydroxypropanoic acid
or 2-hydroxypropionic
acid) as an example
7
5
9.8
from
Opti prehistoric
on times by
records on
walls, in
The parchments
Che and in
mist sculptures.
ry ofPeople have
Art been
fascinated by
Cont colour
extu throughout
al
time and
Outli artists have
ne searched for
pigments to
H
colour their
u
works.
m
a
Until the advent of
n
modern chemistry,
many pigments
c
were prepared
u
from natural
l
resources and the
t
recipes for these
u
pigments survived
r
over thousands of
a
years. Part of the
l
continued need for
d
restoration of
e
v
medieval artworks
e
results from the
l
fading and peeling
o
of pigments that
p
were prepared
m
without knowledge
e
of the chemistry of
n
the canvas or the
t
paints.
h
a
The advent of
s
fireworks and
coloured neon
b
lights are other
e
examples of the use
e
of colour. Our
n
fascination with
colour is evident
m
from the numbers of
a
people who gather
p
to watch the night
p
sky light up during
e
fireworks displays.
d
This ies of atomic

mod structure. These
ule theories have
devel helped us to
ops understand, in
the particular, the
idea chemistry and
that colours of the
the transition elements.
study
This module
of
the increases
originstudents
s of understanding of
colou the history,
r in nature, practice,
chemapplications and
icals use of chemistry
led toand the
more implications of
adva chemistry for
nced society and the
theor environment.
7
6

or
Ro
Students:
ma
n
1 solve
an
1. From problem
d
times, s and
us
used colour
to
perform
e
decorate
a firstav
hand and
themselves
ail
their investiga
tion or
abl
process
e
informati
evi
on from
de
seconda
nc
ry
e
sources
to
to
as
identify
se
minerals
ss
that
the
have
pot
been
used as
ent
pigment
ial
s and
he
describe
alt
their
h
chemical
ris
composit
k
ion with
as
particula
so
r
cia
referenc
ted
e to
wit
pigment
h
s
the
available
and
ir
used in
us
tradition
e
al art by
Aborigin 3 id
al
en
people
tif
y
2 process
da
informati
ta,
on from
ga
secondar
th
y
er
sources
an
to
d
identify
pr
the
oc
chemical
es
compositi
s
on of
inf
identified
or
cosmetic
m
ati
s used in
on
an
fro
ancient
m
culture
se
such as
co
early
nd
Egyptian
a
r
y
s
o
u
r
c
e
s
t
o
identify
and
analyse
the
chemica
l
composi
tion of
an
identifie
d
ra
ng
e
of
pi
g
m
en
ts
7
7

n
t
Students:
i
1 perform
2. By the firsttwentieth n
f
hand
century,
chemistso
investig
ationsa
were using
r
to
range observ
of
m
e the
technologies
flame to a
t
study colour
the spectra,
+
i
of to
leading
+Na ,
o
increased
K ,
n
2+
understanding
Ca ,
about the2+
origins t
Ba ,
2+of
of colours
o
Sr elements
,
:
different
and
2+
Cu
1- d
2 gather
e
and
sc
process
ri
informati
b
on from
e
secondar
th
y
e
m
sources
et
to
h
analyse
o
the
d
emission
ol
spectra
o
of
g
sodium
y
and
in
present
v
informati
ol
on by
v
drawing
e
energy
d
level
in
diagrams
la
to
s
represent
er
these
m
spectral
ic
lines
ro
s
p
3 g
e
a
ct
t
ra
h
l
e
a
r,
p
n
r
al
o
ys
c
is
e
2- a
s
s
s
s
a
e
n
s
d
s
p
t
r
h
e
e
s
i
e
m
p
o
r
t
a
n
c
e
tific
atio
n of
ele
men
ts in
a
com
pou
nd
o 3- p
f
r
o
t
vi
h
d
e
e
e
t
x
e
a
c
m
h
pl
n
e
o
s
l
of
o
th
g
e
y
te
c
i
h
n
n
ol
a
o
s
g
s
y
i
s
s
u
t
s
i
e
n
g 2 solve
proble
i
ms and
d
use
e
availabl
n
e
e
vi
d
e
n
c
e
to
di
s
c
u
s
s
th
e
m
er
it
s
a
n
d
li
m
it
at
io
n
s
of
th
e
B
o
hr
m
o
d
el
of
th
e
at
o
m
7
8

Stude
nts:
3. The distribution of 1
electrons
elements
related
position
Periodic Table
sub-shell
pr
o
c
e
s
s
in
fo
r
m
at
io
n
fr
o
m
s
e
c
o
n
d
ar
y
s
o
ur
c
e
s
to
a
n
al
y
s
e
in
fo
r
m
at
io
n
a
b
o
ut
th
e
re
la
ti
o
n
s
hi
p
b
et
w
e
e
n
i
orbitals
o
of
n
electron
is
s
a
ti 2 process
o
informati
n
on from
e
seconda
n
ry
e
sources
r
to use
g
Hunds
i
rule to
e
predict
s
the
a
electron
n
configur
d
ation of
t
an
h
element
e
ac
co
rdi
ng
to
its
po
sit
io
n
in
th
e
P
eri
od
ic
Ta
bl
e
7
9

e
s
Students:
i
1 process
n
4. The chemical
and
properties
present
o
transition
informati
x
can beon
explained
from
i
by theirsecondar
more
d
complicated
y
a
electronic
sources
t
configurations
by
i
writing
o
electron
n
configura
tions of
s
the first
t
a
transition
t
series in
e
terms of
subshells
4 cho
2 perform os
e
a firsteq
hand
uip
me
investig
nt,
ation to
per
observ
for
e the
m
a
colour
firs
change
ts of a
ha
named
nd
transitio
inv
esti
n
gat
elemen
ion
t as it
to
change
de
mo
s in
nst
oxidatio
rat
n state
e
an
d
3 solve
gat
proble
her
ms
firs
tand
ha
proces
nd
s
inf
or
inform
ma
ation
tio
from
n
ab
secon
out
dary
the
source
oxi
s to
disi
ng
write
str
halfen
equati
gth
of
ons
KM
and
nO
accou
nt for
4
the
chang
el
ing
Le
the
5. The eformation
wi offirs
t
av s
str
tra
ail
nsi
abl uct
ur
tio
e
n
evi es
ser
de an
ies
nc d
an
e
an aly 2 pr
se
d
oc
thi
pr
es
s
oc s
inf
es inf
or
or
s
m
inf ma
ati
tio
or
on
n
m
fro
ati to
m
on ind
se
fro ica
co
te
m
nd
se the
ar
co bo
y
nd ndi
so
ng
ar
ur
in
y
ce
so sel
s
ect
ur
to
ce ed
giv
co
s
e
mp
to
an
lex
dr
ex
aw ion
a
s
m
or
inv
pl
m
e
od olv
1 us
of
th
e
ra
ng
e
of
col
ou
rs
th
at
ca
n
be
ob
tai
ne
d
fro
m
on
e
m
et
al
su
ch
as
Cr
in
diff
er
en
t
ion
co
m
ple
xe
s
8
0
9.9
. A physicist wants
Opti an explanation for
on the different
spectra obtained
from two
For apparently similar
ensi stars. The earth
c
and environmental
Che scientist wants to
mist know why trees are
ry growing well at one
site and the same
Cont species is dying off
extu at a similar site
al
close by. Local
Outli council authorities
ne want to trace the
source of the
A
biol chemical that
ogis caused a fish kill in
the river
t
ask downstream of a
s for park used by the
conf general public.
irma
tion
of a
long
held
view
that
two
simil
ar
grou
ps
of
orga
nis
ms
hav
e
evol
ved
from
a
com
mon
anc
esto
r in
the
near
past
All of the above and

others from
palaeontologists to
plumbers, from
investors in oil to
investors in
jewellery, will ask
chemists to identify
materials. From
engineers faced with
identifying the cause
of road slippage to
specialist art
restorers,
technicians will ask
chemists to describe
and explain the
qualities of
molecules involved
in their work. The
signature shapes,
compositions or
behaviours of
chemicals are useful
tools in solving
many problems
faced by people in
all sectors of our
society.
Fore s from a wide range

nsic of investigations.
chemThe accuracy of the
ists forensic chemists
work analysis is crucial
withi and after the
n the analysis and
gene problem-solving is
ral completed, the
field forensic chemist
of
must also have the
analy skills to select and
tical use reporting styles
chemthat appropriately,
istry. as well as
They accurately,
will communicate the
be information
aske obtained from the
d to evidence.
work
throu This
gh module
sampincreases
les, students
analy understandi
se ng of the
compapplications
ound and uses of
s andchemistry,
mixtu the
res implications
to
of
identi chemistry
fy thefor society
trend and the
s or environmen
patte t and
rns incurrent
evide issues,
nce research
and and
draw developme
concl nts in
usion chemistry.
outcome of a
forensic
investigation
1. The job of the

which can be
identified by
distinguishing
tests
Stu
de
nts
:
1 sol
ve
pro
ble
ms
an
d
us
e
av
aila
ble
evi
de
nc
e 3
to
dis
cus
s
the
im
por
tan
ce
of
acc
ura
cy
in
for
en
sic
ch
em
istr
y
availabl
e
eviden
ce to
discuss
ethical
issues
that
may
need to
be
addres
sed
during
an
analytic
al
investig
ation
identif
y
data,
plan
and
perfor
m
firsthand
invest
igatio
ns to
deter
mine
a
sequ
ence
of
tests
to
distin
guish
betwe
en
organ
ic and
inorg
anic
comp
ound
s
inf
or
m
ati
o
n
su
m
m
ar
isi
n
g
a
se
ri
es
of
di
sti
n
g
ui
sh
in
g
te
st
s
to
se
p
ar
at
e:
1- th
e
gr
ou
ps
of
hy
dr
2 s
oc
ol
ar
v
bo
e
ns
p
2- ac
r
id
o
s,
bl
ba
e 4 gather
se
and
m
s
process
s
an
informati
a
d
on from
n
ne
seconda
d
utr
ry
u
al
sources
s
sa
to
e
lts
present
81
i
n
t
h
e
s
c
h
o
o
l
l
a
b
o
r
a
t
o
r
y
a
n
d
i
n
t
h
e
f
o
r
e
n
s
i
c
c
h
e
m
i
s
t
s
l
a
b
o
r
a
t
o
r
y

ha
nd
Students:
inv
est
1 choose
iga
2. Analysis
equipm
tio
organic
ent,
ns
can distinguish
plan
usi
and animal
plant and
ng
perform
material
mo
a firstlec
hand
ula
investig
r
ation to
mo
carry
del
out a
kits
series
,
of
co
distingu
mp
ishing
ute
tests
r
for the
si
carboh
mu
ydrates
lati
:
on
1- r
s
e
or
d
oth
u
er
c
mu
i
lti
n
me
g
dia
res
a
our
n
ce
d
s
to
n
co
o
mp
n
are
the
r
str
e
uct
d
ure
u
s
c
of
i
org
n
ani
g
c
co
s
mp
u
ou
g
nd
a
s
r
incl
s
udi
ng:
2- starc 1- mo
h
no
sa
2 use
cc
availabl
har
e
ide
evidenc
s
e and
2- sta
perform
rch
first-
8
2

mi
xt
ur
Students:
e
1 perform
of
3. Because
proteins
or
firstare a major
ga
hand
structural
and
nic
investig
metabolic
m
ations
at
component
using of all
eri
living organisms,
molecul
als
the analysis
of
ar
su
proteinmodel
samples
ch
can bekits,
useful in
as
comput
forensic
th
er
chemistry
e
simulati
pi
ons or
g
other
m
multim
en
edia
ts
in
resourc
pl
es to
an
present
ts
informa
tion
4 pe
which
rfo
describ
rm
es the
a
compo
fir
sition
stand
ha
general
nd
ised
inv
structur
es
e of
tig
protein
ati
s
on
an
2 perform
d
a firstga
hand
th
investig
er
ation
fir
and
stgather
ha
firstnd
hand
inf
informat
or
ion
m
about a
ati
distingui
on
shing
to
test for
id
proteins
en
tify
3 perform
th
a firste
hand
ra
investig
ng
ation to
e
carry
of
out
sol
chromat
ve
ography
nt
to
s
separat
th
ea
at
m
a
y
b
e
u
s
e
d
fo
r
c
h 5
r
o
m
at
o
g
r
a
p
h
y
a
n
d
s
u
g
gest
mixture
s that
may be
separat
ed and
identifie
d by the
use of
these
solvents
perform
a firsthand
investiga
tion to
carry out
the
electrop
horesis
of an
appropri
ate
mixture
and use
available
evidence
to
ide
ntif
y
the
ch
ara
cte
risti
cs
of
the
mix
tur
e
whi
ch
allo
w it
to
be
se
par
ate
d
by
this
pro
ces
s
8
3
Students learn to:
outline the structure and

composition of DNA
4. DNA is an
important
compound found
in all living
things and is a
most useful
identification
molecule
5.
6.
1 analyse
and
present
informa
tion
from
second
ary
sources
to
discuss
the
ways in
which
analytic
al
techniq
ues
may
provide
evidenc
e about
sample
s
1 identify
data,
choose
equipme
nt, plan,
and
perform
a firsthand
investig
ation
using
flame
tests
and/or
sp
ec
tr
os
co
pe
an
al
ys
is
as
ap
pr
op
ria
te2
to
id
en
tif
y
an
d
ga
th
er
fir
stha
nd
inf
or
m
ati
on
to
de
sc
rib
e
th
e
e
mi
ss
io
n
sp
ec
tr
u
m
of
a
explain why analysis of DNA

allows identification of individuals
describe the process used to
analyse DNA and account for its
use in:
- identifying relationships
between people
- identifying individuals
ra
ng
e
of
ele
me
nts
inc
lud
ing
Na
an
d
Hg
pro
ces
s
an
d
pre
se
nt
inf
or
ma
tio
n
fro
m
sec
on
dar
y
so
urc
es
to
an
aly
se
an
d
ide
ntif
y
indi
vid
ual
ele
me
nts
Students:
analyse i
range of
forensic
available
issues a
terms of
mainten
DNA
pre
se
nt
in
a
mix
ed
em
issi
on
spectrum
and use
available
evidence
to
explain
how
such
informati
on can
as
sis
t
an
aly
sis
of
th
e
ori
gin
s
of
a
mix
tur
e
8
4
10 2
Co
urs
e
Re 3
qui
re
me
nts
4
o complete the
course
the content in
each module
must
be
addressed
over
the
course
experiences
over the course
must cover the
scope of each
skill
as
described
in
Section 8.1
practical
experiences
should occupy
a minimum of
45
indicative
hours of course
time
For
the
Preli
mina
ry
cours
5 at least one
e:
open-ended
1 1
investigation
2
integrating the
0
skills
and
i
knowledge
n
and
d
understanding
i
outcomes
c
must
be
a
included in the
ti
course.
v
eFor the HSC
course:
h1 the
o
Preliminary
u
course is a
r
prerequisite
s
2 the content in
a
each module of
r
the core and
e
one option must
r
e
3
q
u
i
r
e
d
4
t
be addressed
over the course
experiences
over the course
must cover the
scope of each
skill
as
described
in
Section 9.1
120 indicative
hours
are
r
e5
q
u
i
r
e
d
6
t
o
c
o
m
p
l
e
t
e
the course
practical
experiences
should occupy
a minimum of
35
indicative
hours of course
time
at least one
open-ended
investigation
integrating the
skills
and
knowledge
and
understanding
outcomes
must
be
included in the
course.
8
5

tudents with
knowledge,
understanding
and skills that
form a valuable
foundation for a
range of courses
at university and
other tertiary
institutions.
11
Po
stsch
ool
Op
por In addition, the study
tun of Chemistry Stage
itie 6 assists students to
prepare
for
s employment and full
T
h
e
s
t
u
d
y
o
f
C
h
e
m
i
s
t
r
y
S
t
a
g
e
6
p
r
o
v
i
d
e
s
s
and
active
participation
as
citizens.
In
particular, there are
opportunities
for
students to gain
recognition
in
vocational education
and
training.
Teachers
and
students should be
aware
of
these
opportunities.
Recognition of
Student
Achievement in
Vocational
Education and
Training (VET)
Wherever
appropriate, the
skills and
knowledge acquired
by students in their
study of HSC
courses should be
recognised by
industry and training
organisations.
Recognition of
student
achievement means
that students who
have satisfactorily
completed HSC
cou
rse
s
will
not
be
req
uire
d to
rep
eat
thei
r
lear
nin
g in
cou
rse
s in
TAF
E
NS
W
or
oth
er
Re
gist
ere
d
Trai
nin
g
Org
ani
sati
ons
(RT
Os)
.
R
e
g
i
s
t
e
r
e
d
T
r
a
i
ning
Organisati
ons, such
as TAFE
NSW,
provide
industry
training
and issue
qualificati
ons within
the
Australian
Qualificati
ons
Framewor
k (AQF).
The degree of
recognition
available to
students in each
subject is based
on the similarity of
outcomes
between HSC
courses and
industry training
packages
endorsed within
the AQF. Training
packages are
documents that
link an industrys
competency
standards to AQF
qualifications.
More information
about industry
training packages
can be found on
the National
Training
Information
Service (NTIS)
website
(www.ntis.gov.au)
.
Recognition by
TAFE NSW
TAFE NSW conducts
courses in a wide
range of industry
areas, as outlined
each year in the
TAFE is produced by the

NSW Board of Studies and
Hand TAFE NSW and is
book. distributed annually
Unde to all schools and
r
colleges. Teachers
curre should refer to this
nt
guide and be aware
arran of the recognition
geme available to their
nts, students through the
the study of Chemistry
recog Stage 6. This
nition information can be
avail found on the HSC /
able TAFE Credit Transfer
to
website
stude (www.det.nsw.edu.au
nts of /hsctafe).
Che
mistr Recognition by
y in other Registered
relev Training
ant Organisations
cours
es
Students may also
cond negotiate
ucted recognition into a
by
training package
TAFE
qualification with
is
another Registered
descr
Training
ibed
Organisation. Each
in the
HSC/ student will need to
TAFE provide the RTO
Credi with evidence of
satisfactory
t
Trans achievement in
fer Chemistry Stage 6
Guid so that the degree
of recognition
e.
This available can be
guide determined.
8
6
ion of the
syllabus
12 relates to the
of
As Board
Studies
sesrequirements
assessing
sm for
and reporting
ent achievement
the
an in
Preliminary
HSC
d and
for
Re courses
the
Higher
por School
Certificate.
tin
g
12.1
Assessment is the
process of
Req gathering
information and
uire making judgements
men about student
ts achievement for a
and variety of
Advi purposes.
ce In the Preliminary
T
h
e
i
n
f
o
r
m
a
t
i
o
n
i
n
t
h
i
s
s
e
c
t
and HSC courses

those purposes
include:
1 assisting
student
learning
2 evaluating and
improving
teaching and
learning
programs
3 providing
evidence
of
satisfactory
achievement
and completion
in
the
Preliminary
course
4 providing the
Higher School
Certificate
results.
Reporting refers to
the Higher School
Certificate
docu
ment
s
recei
ved
by
stud
ents
that
are
used
by
the
Boar
d to 2
repor
t
both
the
inter
nal
and R
exter
e
nal
s
mea
sure u
s of l
achi t
eve s
ment
w
.
i
NSW l
High l
er
Scho b
e
ol
Certi
ficat r
e
e
resul p
ts
o
will r
be t
base e
d on: d
1
a
n
a
s
s
e
s
s
m
e
n
u
s
i
n
g
a
c
o
t
mark
submitted
by
the
school and
produced
in
accordanc
e with the
Boards
requiremen
ts for the
internal
assessmen
t program
an
examination
mark derived
from the HSC
external
examinations.
u
r
s
e
r
e
p
o
r
t
c
o
n
t
a
i
n
i
n
g
a
p
e
r
f
o
r
m
a
n
c
e
s
c
a
l
e
w
i
t
h
b
a
n
d
s
d
e
s
c
r
i
b
i
n
g
s
t
a
n
d
a
r
d
s
o
f
a
c
h
i
e
v
e
m
e
n
t
i
n
t
h
e
c
o
u
r
s
e
.
The use of both

internal
assessment and
external
examinations of
student
achievement
allo
ws
me
asu
res
and
obs
erv
atio
ns
to
be
ma
de
at
sev
eral
poi
nts
and
in
diff
ere
nt
wa
ys
thr
oug
hou
t
the
HS
C
course. Taken
together, the
external
examinations and
internal
assessment
marks provide a
valid and reliable
assessment of
the achievement
of the knowledge,
understanding
and skills
described for
each course.
Standards
Referencing and
the HSC
Examination
The Board of
Studies will adopt
a standardsreferenced
approach to
assessing and
reporting student
achievement in
the Higher
School Certificate
examination.
8
7
The
stan
dard
s in
the
HSC
are:
2
t
h
e
k
n
o
w
l
e
d
g
e
,
s
k
i
l
l
s
a
n
d
u
n
d
e
r
s
t
a
n
d
i
n
g
e
x
p
e
c
t
e
d
to
be
learned
by
students
the
syllabus
standard
s
the
levels
of
achiev
ement
of the
knowle
dge,
skills
and
unders
tandin
g
the
perfor
mance
standa
rds.
Both syllabus
standards and
performance
standards are based
on the aims,
objectives,
outcomes and
content of a course.
Together they
specify what is to be
learned and how
well it is to be
achieved.
Teacher
understanding of
standards come
from the set of
aims, objectives,
outcomes and
content in each
syllabus together
with:
the
performanc
e
descriptions
that
su on assessment and
m
examination tasks.
m
ar 12.2
Internal
is
Assessm
e
ent
th
e
The
internal
dif assessment
fe
mark submitted
re by the school will
nt
provide
a
le
summation
of
ve each
students
ls
achievements
of
measured
at
p
points
er throughout
the
fo
course. It should
r
reflect the rank
m
order of students
a
and
relative
nc differences
e
between
of
students
th
achievements.
e
co
Internal assessment
ur
se provides a measure
of a students
o
achievement based
ut
co on a wider range of
syllabus content
m
es and outcomes than
may be covered by
HSC the external

exa examination alone.
mina
tion The assessment
pape components,
weightings and
rs
and task-requirements
mark to be applied to
ing internal
guid assessment are
eline identified on page
91. They ensure a
s
common focus for
internal
sam
assessment in the
ples
course across
of
schools, while
stud
allowing for
ents
flexibility in the
achi
design of tasks. A
eve
variety of tasks
ment
should be used to
12.3
give y Stage 6 the

stud external
ents examinations
the include
opp written
ortu papers for
nity external
marking. The
to
dem specifications
onst for the
rate examination
outc in Chemistry
ome Stage 6 are
s in on page 92.
diffe
rent The external
way examination
provides a
s
and measure of
student
to
impr achievement in a
ove range of syllabus
the outcomes that can
valid be reliably
ity measured in an
examination
and
setting.
relia
bility
The external
of
examination and its
the
marking and
asse
reporting will relate
ssm
to syllabus
ent.
standards by:
Exte1 providing clear
links
to
rnal
syllabus
Exa
outcomes
min 2 enabling
atio
students to
n
demonstrate
the levels of
I
achievemen
n
t outlined in
the course
C
performanc
h
e scale
e
3 applying
m
marking
i
guidelines
s
based
on
t
established
r
criteria.
8
8
12.4
B
o
a
r
d
R
e
q
u
i
r
e
m
e
n
t
s
f
o
r
t
h
e
I
n
t
e
r
n
a
l
A
s
s
e
s
s
m
e
n
t
M
a
r
k
in
Bo
ar
d
De
vel
op
ed
Co
urs
es
For each course the
Board requires
schools to submit an
assessment mark for
each candidate.
The collection
of information
for the HSC
internal
assessment
mark must not
begin prior to
the completion
of the
Preliminary
course.
The Board requires
that the assessment
tasks used to
determine the internal
assessment mark
must comply with the
components,
weightings and types
of tasks specified in
the table on page 91.
Schools are
required to develop
an internal
assessment
program which:
1 specifies the
various
assessment
tasks and the
weightings
allocated
to
each task
2 provides
a
schedule
of
t
h
e
t
a
s
k
s
d
e
s
i
g
n
e
d
f
o
r
t
h2
e
w
h
o
l
e
c3
o
u
r
s
e
.
4
The
scho
ol
must
also
devel
op
and 5
imple
ment
proc
edur
es
to:
1
nform
stude
nts in
writin
g of
the
asses
sment
requir
ement
s for
each
cours
e
before
the
comm
ence
ment
of the
HSC
cours
e
ensure that
students are
given
adequate
written notice
of the nature
and timing of
assessment
tasks
provide
meaningful
feedback
on
students
performance in
all assessment
tasks
maintain
records
of
marks
awarded
to
each student
for
all
assessment
tasks
address issues
relating
to
illness,
misadventure
and
malpractice in
assessment
tasks
address issues
r
e
l
a7
t
i
n
g
t
o
l
a
t
e
8
s
u
b
m
i
s
s9
i
o
n
etion
of
assessment
tasks
advise students
in writing if they
are not meeting
the assessment
requirements in
a course and
indicate what is
necessary
to
enable
the
students
to
satisfy
the
requirements
inform
students about
their
entitlements to
school reviews
and appeals to
the Board
conduct school
reviews
of
assessments
when
requested by
a
students
n
that
d10 ensure
students are
aware
that
n
they
can
o
collect
their
n
Rank
Order
Advice at the
c
end of the
o
external
m
examinations
p
at
their
l
school.
8
9
12.5 Assessment Components, Weightings and Tasks

Preliminary Course
The suggested components, weightings and tasks for the Preliminary
course are detailed below.
Component
Knowledge and understanding

of:
the history, nature, and
practice of chemistry,
applications and uses of
chemistry and their
implications for society and
the environment, and current
issues, research and
developments in chemistry
atomic structure and periodic
table, energy, chemical
reactions, carbon chemistry
and stoichiometry
Skills in planning and
conducting first-hand
investigations and in
communicating information and
understanding based on these
investigations
Skills in scientific thinking,
problem-solving, and in
communicating understanding
and conclusions
Total
Weighting
40
Tasks may include:

Assignments
Fieldwork
Model making
Open-ended investigations
Oral reports
Practical tests
Reports
Research projects
Topic tests and examinations
30
30
100
One task may be used to assess several components. It is suggested that 3

5 tasks are sufficient to assess the Preliminary course outcomes.
90
HSC Course
The internal assessment mark for Chemistry Stage 6 is to be based on the
HSC course only. Final assessment should be based on a range and balance
of assessment instruments.
Component
Weighting
Knowledge and understanding

of:
the history, nature, and
practice of chemistry,
applications and uses of
chemistry and their
implications for society and
the environment, and current
issues, research and
developments in chemistry
atomic structure and periodic
table, energy, chemical
reactions, carbon chemistry
and stoichiometry
40
Assignments
Fieldwork
Model making
Open-ended investigations
Oral reports
Practical tests
Reports
Research projects
Topic tests and examinations
Note:
No more than 50% weighting may
be allocated to examinations and
topic tests.
Skills in planning and

conducting first-hand
investigations and in
communicating information and
understanding based on these
investigations
30
Skills in scientific thinking,

problem-solving, and in
communicating understanding
and conclusions
30
Total
Tasks may include:
Assessment of knowledge,
understanding and skills developed
through conducting first-hand
investigations individually and in
teams, should be incorporated into
the Core and Option as appropriate.
100
One task may be used to assess several components. It is suggested that 3

5 tasks are sufficient to assess the HSC course outcomes.
91
12.6
HSC 3
Exte
rnal
Exa 4
mina
tion
Spec
ificat
ions 5
Secti
on I:
Core
(75
mark
s)
estions.
All questions
will
be
compulsory.
All questions
will
be
of
equal value.
Questions will
be based on
the HSC Core
Modules 9.2
9.4.
There will be
approximatel
y
equal
weighting
given
to
each
HSC
Core Module
9.29.4.
Questions
focusing
on
Core Module
9.1 will be
incorporated
into Part A.
Part 6
A (15
mark
s)
1 T
h
e Part B (60 marks)
r 1 Short-answer
e
questions.
w
2 All questions
ill
will
be
b
compulsory.
e
F 3 Question parts
will be up to 8
I
marks.
F
T 4 Questions will
be based on
E
the HSC Core
E
Modules 9.2
N
9.4.
m
ul 5 There will be
ti
approximatel
pl
y
equal
e
weighting
given
to
c
each
HSC
h
Core Module
oi
9.29.4.
c
e 6 Questions/que
q
stion
parts
u
fo Options (25
c marks)
u
si 1 There will be
FIVE
n
questions: one
g
on each of the
o
FIVE
HSC
n
options.
C 2 Candidates
o
must attempt
r
ONE question.
e 3 All questions
M
will
be
of
o
equal value.
d 4 Each question
will consist of
ul
several parts.
e
9. 5 Question parts
will be up to 8
1
marks.
w
ill 6 Question
part(s)
b
focusing on
e
Core
in
Module 9.1
c
will
be
o
incorporate
r
d into each
p
option
o
question.
r
at
e HSC options list
d 1 Industrial
Chemistry
in
to 2 Shipwrecks,
Corrosion and
P
Conservation
a
rt 3 The
Biochemistry
B
of Movement
.
4 The Chemistry
of Art
Secti
on II: 5 Forensic
Chemistry
9
2
12.7 Summary of Internal and External Assessment

Internal Assessment
Knowledge and
understanding
Weighting
External Assessment
40
A written examination paper
consisting of:
Weighting
Firsthand investigations
30
Core Modules
Multiple-choice questions
Short-answer questions
75
Scientific thinking,
problem-solving and
communication
30
Options
Short-answer part-questions
25
Note: Assessment of
knowledge, understanding,
and skills developed
through conducting firsthand investigations
individually and in teams
should be incorporated into
the Core and Option as
appropriate.
Marks
Questions/question parts
focusing on Core Module 9.1
will be incorporated into both
the Core and Options sections
of the paper.
100
Marks
100
93
12.8
course report
Rep contains a
ortin performance scale
g for the course
describing levels
Stu (bands) of
dent achievement, an
Perf HSC examination
orm mark and the
anc internal assessment
e mark. It will also
Agaishow, graphically,
the statewide
nst distribution of
Sta examination marks
ndarof all students in the
ds course.
Stud
Each band on
ent
the
perfo
performance
rman
scale (except
ce in for band 1),
an includes
HSC descriptions
coursthat summarise
e will the attainments
be typically
repor demonstrated
ted in that band.
again
st
The distribution of
standmarks will be
ards determined by
on a students
coursperformances
e
against the known
repor standards and not
scaled to a
t.
The predetermined
pattern of marks.
9
4
13
App
end
ices
Appe
ndix
1:
Glos
sary
The
follo
wing
infor
matio
n
clarifi
es
termi
nolog
y
used
in the
sylla
bus.
Biopo
lymer
s
Thes
e are
natur
ally
occur
ring
polym
ers
such
as
cellul
ose,
starc
h,
and
gluten which are
already being
used in several
food and nonfood areas.
Biopolymers
offer unique
possibilities for
the
development of
n
e
w
pr
o
d
u
ct
s
in
a
la
rg
e
v
ar
ie
ty
of
a
p
pl
ic
at
io
n
ar
e
a
s.
A
la
rg
e
v
ar
ie
ty
of
n
at
ur
al
p
ol
y
m
er
s
is
a
v
ai
la
bl
e
Passivating
with
specialmetals
Reactive
metals
properties
and
which
form
with the an
inactive coating
advantage
of as a
result of reaction
biodegradability
wi
and
th
renewability.
su
IUPA
C
nam
es
The
intern
ation
al
Union
of
Pure
and
Appli
ed
Chem
istry
provi
des a
system for the
clear
communication
of chemical
nomenclature
with an
explicit or
implied
relationship to
the structure of
compounds.
Semi-systematic
or trivial names
also exist, such
as methane,
propanol,
styrene and
cholesterol which
are so familiar
that few
chemists realise
that they are not

fully systematic.
They are
retained, and
indeed, in
some cases
there are no
better
systematic
alternatives.
bs
ta
nc
es
su
ch
as
w
at
er
or
ox
yg
en
.
F
or
ex
a
m
pl
e,
al
u
mi
ni
u
m
ha
s
a
n
in
h
er
e
nt
o
xi
d
e
fil
m
,
th
at
o
c
c
ur
s
n
at
urally to
varying degrees
according to the
alloy
composition.
This film is inert,
tenacious and
re-forms
immediately if
removed by
abrasive action.
Stand
ard
Press
ure
The
Com
mitte
e on
Data
for
Scien
ce
and
Techn
ology
(COD
ATA,
1989)
100
kPa
2
5
C.
R
ef
er
to
A
yl
w
ar
d,
G
&
Fi
n
dl
a
y,
T,
SI
C
h
e
m
ic
al
D
at
a,
t
5
h
establ
ished
that
the
agree
d
value
for
stand
ard
state
press
ure is
100
kPa
(1 bar). All
thermochemical
data should be
stated at
standard state
pressure of 100
kPa and a
temperature of
e
di
ti
o
n,
W
il
e
y
P
re
s
s,
2
0
0
2.
95
Appendix 2: Biochemical Pathways Flowchart
96

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Chemistry

Amended October 2002

Original published version updated:

to include this copyright notice in any copy made

The Higher School Certificate Program of Study.............................................................. 5

Rationale for Chemistry in the Stage 6 Curriculum........................................................... 6

Continuum of Learning for Chemistry Stage 6 Students................................................... 7

12 Assessment and Reporting

12.1 Requirements and Advice

12.3 External Examination 88

Board Requirements for the Internal Assessment Mark

12.5 Assessment Components, Weightings and Tasks 90

12.8 Reporting Student Performance Against Standards

Chemistry Stage 6 Syllabus

Chemistry Stage 6 Syllabus

tech developing body of

nises the different

Chemistry Stage 6 Syllabus

Chemistry Stage 6 Syllabus

10. s16. themselves,

Chemistry Stage 6 Syllabus

Chemistry Stage 6 Syllabus

ains content that

Chemistry Stage 6 Syllabus

Prescribed Focus Areas

Chemistry Stage 6 Syllabus

Chemistry Stage 6 Syllabus

and the role of

omic theory; law

Chemistry Stage 6 Syllabus

Chemistry Stage 6 Syllabus

scient ey comply with the

Chemistry Stage 6 Syllabus

7 Objectives and Outcomes

Preliminary Course Outcomes

HSC Course Outcomes

P1. outlines the historical

evaluates how major

analyses the ways in which

3. applications and uses P3. assesses the impact of

assesses the impact of

P4. describes applications of

assesses the impacts of

P5. describes the scientific

describes possible future

6. atomic structure and

explains trends and

explains reactions between

describes factors that

assesses the range of factors

P7. describes chemical changes in H7.

describes the chemical basis

P9. relates the uses of carbon to H9.

describes and predicts

the unique nature of carbon

reactions involving carbon

P10. applies simple stoichiometric H10. analyses stoichiometric

Chemistry Stage 6 Syllabus

Preliminary Course Outcomes

HSC Course Outcomes

P11. identifies and implements

H11. justifies the appropriateness

P12. discusses the validity and

H12. evaluates ways in which