Chemistry Subject Outline (for Teaching in 2013)

7/28/2019 Chemistry Subject Outline (for Teaching in 2013)

1/71

Chemistry

2013 Subject Outline

Stage 1 and Stage 2

Published by the SACE Board of South Australia,60 Greenhill Road, Wayville, South Australia 5034

Copyright SACE Board of South Australia 2010

First published 2010

Reissued for 2011 (published online October 2010,printed January 2011), 2012, 2013

ISBN 978 1 74102 565 1 (online Microsoft Word version)ref: A207712


2/71

This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011

CONTENTS

Introduction......................................................................................................................... 1

Purposes of the SACE.................................................................................................1

Subject Description......................................................................................................1

Capabilities...................................................................................................................1

Literacy in Chemistry....................................................................................................3

Numeracy in Chemistry................................................................................................3

Ethical Study and Research.........................................................................................4

Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives.............4

Stage 1 Chemistry

Learning Scope and Requirements....................................................................................6Learning Requirements................................................................................................6

Chemistry Investigation Skills.......................................................................................6

Content.......................................................................................................................13

Assessment Scope and Requirements.............................................................................15

Evidence of Learning..................................................................................................15

Assessment Design Criteria.......................................................................................15

School Assessment....................................................................................................17

Performance Standards.............................................................................................19

Assessment Integrity ................................................................................................. 23

Support Materials.............................................................................................................24

Subject-specific Advice..............................................................................................24

Advice on Ethical Study and Research......................................................................24

Stage 2 Chemistry

Learning Scope and Requirements..................................................................................26

Learning Requirements..............................................................................................26

Chemistry Investigation Skills.....................................................................................26

Content.......................................................................................................................33

Assessment Scope and Requirements.............................................................................55

Evidence of Learning..................................................................................................55

Assessment Design Criteria.......................................................................................55

School Assessment....................................................................................................57

External Assessment..................................................................................................59

Performance Standards.............................................................................................59

Assessment Integrity ................................................................................................. 64

Support Materials.............................................................................................................65

Subject-specific Advice..............................................................................................65

Advice on Ethical Study and Research......................................................................65


3/71


4/71

INTRODUCTION

PURPOSES OF THE SACE

The South Australian Certificate of Education (SACE) is designed to enable students to:

develop the capabilities to live, learn, work, and participate successfully in a changing

world plan and engage in a range of challenging, achievable, and manageable learning

experiences, taking into account their goals and abilities

build their knowledge, skills, and understanding in a variety of contexts, for example,schools, workplaces, and training and community organisations

gain credit for their learning achievements against performance standards.

SUBJECT DESCRIPTION

Chemistry may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1,and as a 20-credit subject at Stage 2.

The study of Chemistry offers students opportunities to consider the use that humanbeings make of the planets resources and the impact of human activities on theenvironment. An understanding of chemistry, and the application of this understanding,helps students to appreciate the factors that influence the pursuit of science and to makeinformed decisions about modifying and interacting with nature.

Scientific inquiry commonly involves teams of people with diverse skills and knowledge.Chemists can contribute to such teams through their study of the properties, uses, meansof production, and reactions of natural and processed materials. Chemists also make acritical study of the social and environmental impact of materials and chemical processes.Their skills in observation, and in designing and performing experiments, make animportant contribution to advances in scientific theories.

Through the study of chemistry, students develop an understanding of the physical world

that enables them to be questioning, reflective, and critical thinkers. As a way of knowing,students can use chemistry to explore and explain their experiences of phenomenaaround them.

CAPABILITIES

The aim of the SACE is to develop well-rounded, capable young people who can makethe most of their potential. The capabilities include the knowledge and skills essential forpeople to act in effective and successful ways.

Chemistry 2013 Subject Outline Stage 1 and Stage 2 1


5/71

The five capabilities that have been identified are:

communication

citizenship

personal development work

learning.

The capabilities enable students to make connections in their learning within and acrosssubjects in a wide range of contexts.

The capabilities for learning and communication are the focus of the learningrequirements supporting students development of skills for working scientifically toacquire, understand, and communicate knowledge of chemistry. The study of Chemistrycan contribute to a students citizenship by developing knowledge and skills that can beused in making informed decisions about community issues. The capability for personaldevelopment is reflected in the development of students opinions on issues and their

appreciation of the role of chemistry in the world. Through the capability for work,students develop skills in problem-solving and critical thinking that are applicable toemployability in a range of career pathways.

Communication

In this subject, students develop their capability for communication by, for example:

using information and communication technologies to gather, sort, analyse, and displaydata

using appropriate terminology and nomenclature to communicate chemical information

to suit particular purposes and contexts

constructing knowledge through communication with others

using various communication strategies for cooperative and independent learning.

Citizenship

In this subject, students develop their capability for citizenship by, for example:

acquiring an appreciation of the complexity of environmental issues

responsibly applying knowledge of chemistry to address community issues

working ethically.

Personal Development

In this subject, students develop their capability for personal development by, forexample:

acquiring an awareness of the role of chemistry in the world

making decisions about personal futures on the basis of an understanding of chemistryand its role in the world

gaining skills of persistence, reflection, and evaluation through the study of chemistry.



6/71

Work

In this subject, students develop their capability for work by, for example:

applying skills and competencies, including problem-solving, critical-thinking, andnumeracy skills, that are applicable to a range of career pathways

working scientifically in school, work, and community life

working safely, both individually and collaboratively.

Learning

In this subject, students develop their capability for learning by, for example:

acquiring chemical knowledge and skills

accessing and organising data

interpreting and analysing chemical data and synthesising information intounderstanding

critical, innovative, and reflective thinking, inquiry, and problem-solving

recognising how chemical knowledge changes over time

making connections between chemical concepts

recognising that models are representations that can assist understanding of chemistry.

LITERACY IN CHEMISTRY

Students have opportunities to develop specific literacy skills through their learning inChemistry. These skills enable students to:

access, critically read, and summarise chemical information

select and use formats appropriate to a purpose and an audience

communicate within and beyond the scientific community, using the terminology andconventions of chemistry

develop and display skills in the use of a range of communication forms, including web-based presentations, visual media, written texts, and oral presentations

acknowledge sources of information appropriately.

NUMERACY IN CHEMISTRY

Students have opportunities to develop specific numeracy skills through their learning inChemistry. These skills enable students to:

use measurement tools and units appropriate to the task

manipulate quantitative data

display quantitative data, using appropriate scientific conventions

use quantitative data to investigate trends and relationships and draw inferences

critically evaluate data

analyse data in order to supply evidence for or against a given proposal.



7/71

ETHICAL STUDY AND RESEARCH

Advice for students and teachers on ethical study and research practices is available inthe guidelines on the ethical conduct of research in the SACE on the SACE website

(www.sace.sa.edu.au).

Occupational Health, Safety, and Welfare

Conducting primary research involves preparing and manipulating a range of delicate andcomplex apparatus and therefore requires appropriate occupational health, safety, andwelfare procedures. Information about these procedures is available from applicableschool sectors.

Safety Practices in the Laboratory

The following safety practices must be observed in all laboratory work:

Use equipment only under the direction and supervision of a teacher or other qualifiedperson.

Follow safety procedures when preparing or manipulating apparatus.

Use appropriate safety gear when preparing or manipulating apparatus.

Particular care must be taken when using glassware, electronic apparatus, andchemicals, but care must not be limited to only these items.

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE,CULTURES, AND PERSPECTIVES

In partnership with Aboriginal and Torres Strait Islander communities, and schools andschool sectors, the SACE Board of South Australia supports the development of high-quality learning and assessment design that respects the diverse knowledge, cultures,and perspectives of Indigenous Australians.

The SACE Board encourages teachers to include Aboriginal and Torres Strait Islanderknowledge and perspectives in the design, delivery, and assessment of teaching andlearning programs by:

providing opportunities in SACE subjects for students to learn about Aboriginal andTorres Strait Islander histories, cultures, and contemporary experiences

recognising and respecting the significant contribution of Aboriginal and Torres StraitIslander peoples to Australian society

drawing students attention to the value of Aboriginal and Torres Strait Islanderknowledge and perspectives from the past and the present

promoting the use of culturally appropriate protocols when engaging with and learningfrom Aboriginal and Torres Strait Islander peoples and communities.

4 Chemistry 2013 Subject Outline Stage 1 and Stage 2


8/71

LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS

The learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.

In this subject, students are expected to:

1. demonstrate and apply knowledge and understanding of chemical concepts andinterrelationships

2. formulate questions, manipulate apparatus, and record observations in practicalchemical activities, and design and undertake chemistry investigations

3. demonstrate an understanding of how knowledge of chemistry can be used to drawinformed conclusions or make informed decisions, taking into account social andenvironmental contexts

4. develop possible solutions to a variety of problems in chemistry, in new or familiarcontexts

5. critically analyse and evaluate chemical information and procedures from different

sources6. communicate in a variety of forms, using appropriate chemical terms and conventions.

These learning requirements form the basis of the:

learning scope

evidence of learning that students provide

assessment design criteria

levels of achievement described in the performance standards.

CHEMISTRY INVESTIGATION SKILLS

6 Stage 1 Chemistry 2013

Stage 1 Chemistry


9/71

The concepts of chemistry are based on careful observation and measurement and theanalysis and interpretation of results. Proficiency in the handling of apparatus is the resultof continual practice in a supportive learning environment. Practical activities in thissubject are also designed to support conceptual development.

Conceptual knowledge and understanding in Stage 1 Chemistry are supported throughinquiry and communication about phenomena in chemistry. Students undertakeinvestigations to develop their knowledge and understanding. Data and information,including observations, from these investigations provide the evidence on which informeddecisions can be made.

Chemistry investigations are carried out by students through individual and/orcollaborative tasks.

Practical Investigations

Students collect and interpret their own data in practical investigations that involve arange of activities and experimentation. They develop and select investigable questionsand measurable hypotheses, collect data, using appropriate equipment and

measurement skills, display and analyse data, and present conclusions appropriate to theinitial question or hypothesis. Students critically evaluate the outcomes of practicalinvestigations and consider a range of explanations for their observations. Literacy andnumeracy skills are developed by questioning, displaying, and analysing data, and bycommunicating outcomes.

Experiments are a part of practical investigations in Chemistry.

Issues Investigations

In issues investigations, students use information from different sources, which mayinclude primary source data they generate themselves such as observations andmeasurements made in the laboratory. Students develop questions for investigation,undertake research approaches, and collect evidence to inform their investigations. Theylearn to think critically and reflectively when relating their evidence to the issue underinvestigation. They describe the different views people hold on an issue, based on theirevidence.

Teachers assist students to develop a framework within which an investigation isundertaken. Frameworks developed around the assessment design criteria enablestudents to present the most suitable evidence of their learning.

Communication

A vast amount of information is available on a wide range of chemistry-related topics, andmany means exist for obtaining that information. Students have opportunities to becomeproficient in a range of techniques for obtaining and evaluating information.

In chemistry-related investigations it is important that procedures and results are open toscrutiny. This requires the clear and accurate communication of the details of aninvestigation. In this subject, communication skills may be assessed through oralpresentations, extended writing on chemistry phenomena, reports of practicalinvestigations, and written assignments.

Students develop their literacy skills as they acquire knowledge of chemistry terminologyand its appropriate application, gain understanding of contextual uses of data andconcepts, and critically analyse information from different sources.

Stage 1 Chemistry 2013 7


10/71

Skills

The ways in which chemistry investigation skills are expressed are set out in the followingtable on intended student learning.

Key Ideas

Students should know and understand thefollowing:

Intended Student Learning

Students should provide evidence that they areable to do the following:

Purposes of Investigations

Investigations and experiments have a clearlydefined purpose.

Investigations are based on existing informationor issues.

Before searching for information it is necessaryto have a clear idea of the information required,the level of detail needed, and the appropriatefacilities for extracting the information.

State the purpose of the investigation orexperiment.

For a given topic, state the key ideas or issuesrelevant to the information required, and identifythe type of resource that might provide the

information.

Before undertaking an information search it isnecessary to be familiar with search techniques,the way in which the information is structured,and the means of retrieving the information.

Identify key search words and phrases for agiven topic.

Use an information source (e.g. librarycatalogue, CD-ROM, or the Internet) to obtaininformation about a topic.

Questions and Hypotheses

Investigable questions guide investigations onchemistry issues.

Investigations are often designed to explorequestions and to develop possible solutions tothose questions.

Formulate a question for an investigation basedon a chemistry issue.

Suggest possible investigations to test thequestion.

Experiments may be used to test hypotheses. State a testable hypothesis, where appropriate.

Designing Investigations

Design

Scientific inquiry involves designing procedures,including investigations based on the scientificmethod or observations made in the field, toinvestigate questions. Designing aninvestigation involves identifying:

what needs to be observed

the measurements that need to be taken

the techniques that need to be used

the apparatus or measuring instruments

needed.

Design procedures to investigate posedquestions or hypotheses.

Design and carry out investigations to explore achemistry issue.

Design and carry out experiments, using thescientific method.

Record and analyse observations.

Every step in a practical or issues investigationserves a purpose.

Describe the steps of an investigation.

Draw or interpret diagrams of the apparatusused in an experiment.

Variables



11/71

Key Ideas




Many practical investigations involvedeliberately changing one quantity anddetermining the effect on another quantity.These quantities are referred to as variables.

Identify the variables in a practical investigation.

The quantity being deliberately changed iscalled the independent variable. The quantitythat changes as a result, and is measured, iscalled the dependent variable.

Classify appropriate variables in a practicalinvestigation as independent or dependent.

Other variables are held constant, if possible,throughout a practical investigation.

Identify any variables that are deliberately heldconstant throughout a practical investigation.

Conducting Investigations

Procedures

Practical investigations require a particular setof actions to be carried out in a well-definedorder.

Follow instructions accurately and safely.

Appropriate apparatus is selected to undertake:

measurement of mass, volume, temperature,

and pH

volumetric analysis

construction of electrochemical cells

preparation of simple organic compounds.

Select appropriate apparatus for themeasurement of mass, volume, temperature,and pH.

Prepare standard solutions, carry out dilutions,and undertake titrations.

Construct voltaic and electrochemical cells.

Prepare organic compounds, using distillation,

reflux, and liquidliquid extraction.

Safety and Ethics

Ethical practices must be followed whenconducting practical and issues investigations.

Maintain confidentiality, report accurately, andacknowledge the work of other people.

Safety must be considered when conductinginvestigations.

Recognise hazards and work safely during apractical investigation.

Many investigations involve the collaborativeefforts of a team.

Members of a team work together.

Negotiate procedures with the other members ofa team. Define the role of each member.

Perform the role of a team member.

Errors in Measurements

Measurements are affected by random and/orsystematic errors.

Random errors are present when there isscatter in the measured values. Systematicerrors are present when measured values differconsistently from the true value.

Identify sources of errors and uncertainty thatmay occur in a practical investigation.

Distinguish between random and systematicerrors.



12/71

Key Ideas




Where applicable, increasing the number ofsamples minimises the effects of random errorsand improves the reliability of the data.

Explain the importance of increasing the numberof samples in a practical investigation.

Systematic errors can be identified and resultsverified by repeating an experiment using analternative source of equipment and materials.

Explain the importance of repeating a practicalinvestigation where feasible.

Precision, Reliability, and Accuracy

The reliability/precision of data collection isrelated to the reproducibility of themeasurements.

Measurements are more reliable/precise when

there is less scatter in the results.Reliability/precision depends on the extent towhich random errors are minimised.

Where possible, collect data usingmeasurements that can be reproducedconsistently.

Determine which of two or more measuring

instruments or sets of measurements is mostreliable/precise.

Use averages or graphing as a means ofdetecting or minimising the effects of randomerrors.

The accuracy of an experimental value indicateshow close the result is to the true value anddepends on the extent to which systematicerrors are minimised.

State which result of two or more experiments ismost accurate, given the true value.

The resolution of a measuring instrument is thesmallest increment measurable by themeasuring instrument.

Select an instrument of appropriate resolutionfor a measurement.

The number of significant figures for ameasurement is determined by thereproducibility of the measurement and theresolution of the measuring instrument.

Record and use measurements to anappropriate number of significant figures.

Information and Data

Valid conclusions depend on gatheringappropriate evidence.

In investigations, make and record careful andhonest observations and measurements.

Practical investigations involve observations,which may be quantitative or qualitative.

Distinguish between qualitative and quantitativeevidence.

Data can be more easily interpreted if presentedin a well-structured table.

Present data in an appropriate tabular form.Include a title, column headings showing thequantities measured and units used, and thevalues observed or researched.

Graphs are a useful way of displaying someforms of data. When a graph is plotted, theindependent variable (or a quantity derived fromit) is plotted horizontally and the dependentvariable (or a quantity derived from it) is plottedvertically.

Plot a graph of dependent variable versusindependent variable. Include a title, labelledaxes, and appropriate scales and units.

A line of best fit can show relationships betweenvariables in an experiment.

Draw a line of best fit through a series of pointson a graph such that the plotted points arescattered evenly above and below the line ofbest fit.



13/71

Key Ideas




Understanding of a topic, issue, or question isenhanced, using information from differentsources.

Obtain information from different sources.

Limit investigations to a manageable size andidentify available sources of relevantinformation.

Evidence obtained should be critically examinedfor accuracy and its suitability for the purposefor which it was sought.

Evaluate evidence for bias, credibility, accuracy,and suitability.

The source of information must be recorded sothat the information is accessible to others.

List the sources of information, using anappropriate format.

Interpretation and Evaluation

Careful observation in a practical investigation isessential for analysis and for comparison withother experiments.

Describe a pattern observed in the results of anexperiment.

The scatter of data points above and below theline of best fit is probably due to random errors.

Using the scatter in the graphs of data fromsimilar experiments, compare the random errorsin the experiments.

Subsequent investigations can be improved bythe critical evaluation of the procedure andresults.

Analyse and evaluate information from a seriesof observations or an investigation, and suggestimprovements or indicate the additionalinformation needed.

A conclusion should be written at the end ofeach investigation.

Write a conclusion that is based on the resultsof an investigation and related to the questionposed and the purpose of, or the hypothesis for,

the investigation.

Alternative Views

The evidence collected through investigationsmay be interpreted in a variety of ways.

Describe a range of alternative interpretations orpoints of view based on evidence, and statereasons for the selection of the preferredinterpretation.

Arguments can be presented for and against anissue on the basis of information selected fromdifferent sources.

Construct for-and-against arguments on anissue based on information gathered fromdifferent credible sources.

Personal views must be substantiated by theevidence collected through an investigation.

Present a justification of, or evidence for, apersonal view.

Communication

Communication in chemistry uses specificterminology, conventions, and symbols.

Use chemistry terminology, conventions, andsymbols that are appropriate for the purpose ofthe communication.

Chemical reactions can often be described bymeans of a chemical equation.

Write appropriate chemical equations.

Communication for different audiences requiresthe use of a format suitable for the purpose.

Select the appropriate format for a particularaudience.



14/71

Key Ideas




All communication needs to be well structured,well organised, and clearly presented.

Present communications (oral, written, andmultimedia) clearly and logically, usingchemistry concepts appropriate for theaudience.

Written reports should state what was done andwhy, the results, the analysis and interpretationof the results, and the conclusions drawn fromthe results. Sufficient information should beincluded to enable the procedure to be repeatedby others.

Write a report of an investigation that includes adescription of its purpose and experimentalprocedure (if designed by the student), results,analysis, interpretation, and conclusions.

Multimedia presentations use minimal languageand a variety of graphics to present information.

Use concise language and graphics to presentinformation.



15/71

CONTENT

At Stage 1 in this subject, the design and content of the program are determined at theschool level.

The following table is presented as a guide to the scope of areas of study consideredappropriate at this level. The areas of study, the topics, and the contexts listed are notintended to be prescriptive or exhaustive.

Area of Study Topic

Matter ParticlesPhysical propertiesStructurePrimary bondingSecondary bondingAtomic structure

Periodic tableMolecular shapes

Reactions Chemical changesEquationsCombustionSolubilityDissociationPrecipitationIonisationAcids and basesReactions of acidspHRedoxMetal reactivity

Electrolytic and galvanic cells

Carbon chemistry HydrocarbonsOrganic nomenclatureTypes of formulaeFunctional groupsHomologous series

Chemical calculations Mole conceptSignificant figuresStoichiometryConcentrations

Skills Manipulative skillsExperimental design

Recording observations and dataGraphingIdentifying sources of errorsInformation search

Topics can be taught within the context of, for example:

Materials

Metals and corrosion

Foods

Polymers

Water

Petroleum



16/71

Wine production

Energy

Agriculture

The atmosphere.



17/71

ASSESSMENT SCOPE AND REQUIREMENTS

Assessment at Stage 1 is school based.

Teachers design a set of assessments that enable students to demonstrate theknowledge, skills, and understanding they have developed to meet the learning

requirements of the subject. These assessments provide students evidence of learning.

EVIDENCE OF LEARNING

The following assessment types enable students to demonstrate their learning in Stage 1Chemistry:

Assessment Type 1: Investigations Folio

Assessment Type 2: Skills and Applications Tasks.

For a 10-credit subject, students should provide evidence of their learning through four orfive assessments, at least one of which involves collaborative work. Each assessmenttype should have a weighting of at least 20%. Students undertake:

at least one practical investigation and at least one issues investigation for the folio

at least one skills and applications task.

For a 20-credit subject, students should provide evidence of their learning through eightto ten assessments, at least one of which involves collaborative work. Each assessmenttype should have a weighting of at least 20%. Students undertake:

at least two practical investigations and at least two issues investigations for the folio

at least two skills and applications tasks.

Students should be provided with assessment opportunities in a range of settings(e.g. classroom, laboratory, and field) that are supervised and/or verified.

ASSESSMENT DESIGN CRITERIA

The assessment design criteria are based on the learning requirements and are used byteachers to:

clarify for the student what he or she needs to learn

design opportunities for the student to provide evidence of his or her learning at thehighest possible level of achievement.

The assessment design criteria consist of specific features that:

students should demonstrate in their learning

teachers look for as evidence that students have met the learning requirements.



18/71

For this subject the assessment design criteria are:

investigation

analysis and evaluation

application knowledge and understanding.

The specific features of these criteria are listed below.

The set of assessments, as a whole, must give students opportunities to demonstrateeach of the specific features by the completion of study of the subject.

Investigation

The specific features are as follows:

I1 Design of a chemistry investigation.

I2 Selection and acknowledgment of information about chemistry and issues inchemistry from different sources.

I3 Manipulation of apparatus and technological tools to implement safe and ethicalinvestigation procedures.

I4 The obtaining, recording, and display of findings of investigations, usingappropriate conventions and formats.

Analysis and Evaluation


AE1 Analysis of data and concepts and their connections, to formulate conclusions andmake relevant predictions.

AE2 Evaluation of procedures, with suggestions for improvements.

Application


A1 Application of chemistry concepts and evidence from investigations to solveproblems in new and familiar contexts.

A2 Use of appropriate chemistry terms, conventions, formulae, and equations.

A3 Demonstration of skills in individual and collaborative work.

Knowledge and Understanding


KU1 Demonstration of knowledge and understanding of chemistry concepts.

KU2 Use of knowledge of chemistry to understand and explain social or environmentalissues.

KU3 Communication of knowledge and understanding of chemistry in different formats.

SCHOOL ASSESSMENT

Assessment Type 1: Investigations Folio



19/71

For a 10-credit subject, students undertake at least one practical investigation and atleast one issues investigation to include in the folio.

For a 20-credit subject, students undertake at least two practical investigations and at

least two issues investigations to include in the folio.Students inquire into aspects of chemistry through practical discovery and data analysis,or by selecting, analysing, and interpreting information.

As students design and carry out investigations they learn to pose questions about theworld around them. They use their observations and gather data and information togenerate evidence, which enables them to construct reasonable explanations in responseto these questions and to develop a better understanding of themselves and theirenvironment.


Students formulate questions and hypotheses, design and conduct practical

investigations, identify variables, collect, analyse, and interpret data, evaluate results,draw conclusions, and communicate their knowledge and understanding of concepts.These processes may occur in one assessment or in separate assessments. Practicalinvestigations may be conducted individually or collaboratively, but each student presentsan individual report.

Suggested formats for presentation of a practical investigation report include:

a written report

a multimedia product.


Students investigate an aspect of chemistry that affects themselves, society, or theenvironment. They access information from different sources, analyse their findings,critically evaluate the evidence, and develop and explain their own conclusions from theinvestigation.

Suggested formats for presentation of an issues investigation report include:

an individual or collaborative oral presentation

a multimedia product.

An issues investigation should be a maximum of 750 words if written or a maximum of5 minutes for an oral presentation, or the equivalent in multimedia form.

For this assessment type, students provide evidence of their learning in relation to thefollowing assessment design criteria:

investigation


application

knowledge and understanding.



20/71

Further information about conducting investigations can be found in the section onchemistry investigation skills.

Assessment Type 2: Skills and Applications TasksFor a 10-credit subject, students undertake at least one skills and applications task.Students may undertake more than one skills and applications task, but at least oneshould be under the direct supervision of the teacher. The supervised setting(e.g. classroom, laboratory, or field) should be appropriate to the task.

For a 20-credit subject, students undertake at least two skills and applications tasks.Students may undertake more than two skills and applications tasks, but at least twoshould be under the direct supervision of the teacher. The supervised setting(e.g. classroom, laboratory, or field) should be appropriate to the task.

Skills that could be assessed include using chemical terms, conventions, and notations;writing equations; calculating; demonstrating understanding; applying knowledge;

graphing; analysing data and drawing conclusions; and designing an investigation to testa hypothesis.

Skills and applications tasks should be designed to enable students to demonstrateknowledge and understanding of the key chemistry concepts and learning covered in theprogram and to apply this knowledge and understanding to solve problems. Some ofthese problems could be defined in a practical, social, or environmental context. Studentsuse appropriate chemical terms and conventions to explain links between chemistryconcepts.

Skills and application tasks may include:

a graphical skills exercise

a multimedia product

an oral presentation a demonstration

participation in a debate

an extended response

a video or audio recording

a written assignment

a historical study

multiple-choice questions

an excursion report

short-answer questions

a structured interview a response to text(s).

For this assessment type, students provide evidence of their learning in relation to thefollowing assessment design criteria:

investigation


application

knowledge and understanding.



21/71

PERFORMANCE STANDARDS

The performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding thatteachers refer to in deciding, on the basis of the evidence provided, how well a studenthas demonstrated his or her learning.

During the teaching and learning program the teacher gives students feedback on, andmakes decisions about, the quality of their learning, with reference to the performancestandards.

Students can also refer to the performance standards to identify the knowledge, skills,and understanding that they have demonstrated and those specific features that they stillneed to demonstrate to reach their highest possible level of achievement.

At the students completion of study of a subject, the teacher makes a decision about thequality of the students learning by:

referring to the performance standards taking into account the weighting given to each assessment type

assigning a subject grade between A and E.

Teachers can use a SACE Board school assessment grade calculator to help them toassign the subject grade. The calculator is available on the SACE website(www.sace.sa.edu.au).



22/71

Performance Standards for Stage 1 Chemistry

20Stage

1Chemi

stry2013


23/71

Investigation Analysis and Evaluation Application Knowledge andUnderstanding

A Designs a logical, coherent, and detailedchemistry investigation.

Critically and logically selects andconsistently and appropriately

Systematically analyses data and theirconnections with concepts, to formulatelogical and perceptive conclusions andmake relevant predictions.

Logically evaluates procedures andsuggests a range of appropriateimprovements.

Applies chemistry concepts andevidence from investigations to suggestsolutions to complex problems in newand familiar contexts.

Uses appropriate chemical terms,conventions, formulae, and equationshighly effectively.

Demonstrates initiative in applyingconstructive and focused individual andcollaborative work skills.

Consistently demonstrates a deep andbroad knowledge and understanding of arange of chemistry concepts.

Uses knowledge of chemistryperceptively and logically to understandand explain social or environmentalissues.

Uses a variety of formats tocommunicate knowledge andunderstanding of chemistry coherentlyand highly effectively.

Stage

1Chemistry

2013

21


24/71


B Designs a well-considered and clearchemistry investigation.

Logically selects and appropriatelyacknowledges information about

Logically analyses data and theirconnections with concepts, to formulateconsistent conclusions and mostlyrelevant predictions.

Evaluates procedures and suggestssome appropriate improvements.

Applies chemistry concepts andevidence from investigations to suggestsolutions to problems in new and familiarcontexts.

Uses appropriate chemical terms,conventions, formulae, and equationseffectively.

Applies mostly constructive and focusedindividual and collaborative work skills.

Demonstrates some depth and breadthof knowledge and understanding of arange of chemistry concepts.

Uses knowledge of chemistry logically tounderstand and explain social orenvironmental issues.

Uses a variety of formats tocommunicate knowledge andunderstanding of chemistry coherentlyand effectively.

22Stage

1Chemi

stry2013


25/71


C Designs a considered and generallyclear chemistry investigation.

Selects with some focus, and mostlyappropriately acknowledges, information

Analyses data and their connections withconcepts, to formulate generallyappropriate conclusions and makesimple predictions, with some relevance.

Evaluates some procedures in chemistryand suggests some improvements thatare generally appropriate.

Applies chemistry concepts andevidence from investigations to suggestsome solutions to basic problems in newor familiar contexts.

Uses generally appropriate chemicalterms, conventions, formulae, andequations, with some generaleffectiveness.

Applies generally constructive individualand collaborative work skills.

Demonstrates knowledge andunderstanding of a general range ofchemistry concepts.

Uses knowledge of chemistry with somelogic to understand and explain one ormore social or environmental issues.

Uses different formats to communicateknowledge and understanding ofchemistry, with some generaleffectiveness.

Stage

1Chemistry

2013

21


26/71


D Prepares the outline of a chemistryinvestigation.

Selects and may partly acknowledgeone or more sources of information

Describes basic connections betweensome data and concepts, and attemptsto formulate a conclusion and make asimple prediction that may be relevant.

For some procedures, identifiesimprovements that may be made.

Applies some evidence to describesome basic problems and identify one ormore simple solutions, in familiarcontexts.

Attempts to use some chemical terms,conventions, formulae, and equationsthat may be appropriate.

Attempts individual work inconsistently,and contributes superficially to aspectsof collaborative work.

Demonstrates some basic knowledgeand partial understanding of chemistryconcepts.

Identifies and explains some chemistryinformation that is relevant to one ormore social or environmental issues.

Communicates basic information toothers, using one or more formats.

22Stage

1Chemi

stry2013


27/71


E Identifies a simple procedure for achemistry investigation.

Identifies a source of information aboutchemistry or an issue in chemistry.

Attempts to connect data with concepts,formulate a conclusion, and make aprediction.

Acknowledges the need forimprovements in one or moreprocedures.

Identifies a basic problem and attemptsto identify a solution in a familiar context.

Uses some chemical terms or formulae.

Shows emerging skills in individual andcollaborative work.

Demonstrates some limited recognitionand awareness of chemistry concepts.

Shows an emerging understanding thatsome chemistry information is relevantto social or environmental issues.

Attempts to communicate informationabout chemistry.

Stage

1Chemistry

2013

21


28/71

ASSESSMENT INTEGRITY

The SACE Assuring Assessment Integrity Policy outlines the principles and processesthat teachers and assessors follow to assure the integrity of student assessments. This

policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACEPolicy Framework.

The SACE Board uses a range of quality assurance processes so that the gradesawarded for student achievement in the school assessment are applied consistently andfairly against the performance standards for a subject, and are comparable across allschools.

Information and guidelines on quality assurance in assessment at Stage 1 are availableon the SACE website (www.sace.sa.edu.au).



29/71

SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICE

Online support materials are provided for each subject and updated regularly on theSACE website (www.sace.sa.edu.au). Examples of support materials are sample learningand assessment plans, annotated assessment tasks, annotated student responses, andrecommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCH

See the Ethical Study and Research section in the Introduction for information on:

ethical study and research practices

occupational health, safety, and welfare

safety practices in the laboratory.



30/71

LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS

The learning requirements summarise the knowledge, skills, and understanding thatstudents are expected to develop and demonstrate through their learning.

In this subject, students are expected to:

1. demonstrate and apply knowledge and understanding of chemical concepts andinterrelationships

2. formulate questions, manipulate apparatus, and record observations in practicalchemical activities, and design and undertake chemistry investigations

3. demonstrate an understanding of how knowledge of chemistry can be used to makeinformed conclusions or decisions, taking into account social and environmentalcontexts

4. develop possible solutions to a variety of problems in chemistry in new or familiarcontexts

5. critically analyse and evaluate chemical information and procedures from different

sources6. communicate in a variety of forms, using appropriate chemical terms and conventions.

These learning requirements form the basis of the:

learning scope

evidence of learning that students provide

assessment design criteria

levels of achievement described in the performance standards.

CHEMISTRY INVESTIGATION SKILLS


Stage 2 Chemistry


31/71

The concepts of chemistry are based on careful observation and measurement and theanalysis and interpretation of results. Proficiency in the handling of apparatus is the resultof continual practice in a supportive learning environment. Practical activities in thissubject are also designed to support conceptual development.

Conceptual knowledge and understanding in Stage 2 Chemistry are supported throughinquiry and communication about phenomena in chemistry. Students undertakeinvestigations to develop their knowledge and understanding. Data and information,including observations, from these investigations provide the evidence on which informeddecisions can be made.

Chemistry investigations are carried out by students through individual and/orcollaborative tasks.


Students collect and interpret their own data in practical investigations that involve arange of activities and experimentation. They develop and select investigable questionsand measurable hypotheses, collect data, using appropriate equipment and

measurement skills, display and analyse data, and present conclusions appropriate to theinitial question or hypothesis. Students critically evaluate the outcomes of practicalinvestigations and consider a range of explanations for their observations. Literacy andnumeracy skills are developed by questioning, displaying, and analysing data, and bycommunicating outcomes.

Experiments are a part of practical investigations in Chemistry.


In issues investigations, students use information from different sources, which mayinclude primary source data they generate themselves such as observations andmeasurements made in the laboratory. They develop questions for investigation,undertake research approaches, and collect evidence to inform their investigations. Theylearn to think critically and reflectively when relating their evidence to the issue underinvestigation. They describe the different views people hold on an issue, based on theirevidence.

Teachers assist students to develop a framework within which an investigation isundertaken. Frameworks developed around the assessment design criteria enablestudents to present the most suitable evidence of their learning.

Communication

A vast amount of information is available on a wide range of chemistry-related topics, andmany means exist for obtaining that information. Students have opportunities to becomeproficient in a range of techniques for obtaining and evaluating information.

In chemistry-related investigations it is important that procedures and results are open toscrutiny. This requires the clear and accurate communication of the details of aninvestigation. In this subject, communication skills may be assessed through oralpresentations, extended writing on chemistry phenomena, reports of practicalinvestigations, and other written assignments.

Students develop their literacy skills as they acquire knowledge of chemistry terminologyand its appropriate application, gain understanding of contextual uses of data andconcepts, and critically analyse information from different sources.



32/71

Skills

The ways in which chemistry investigation skills are expressed are set out in the followingtable on intended student learning.

Key Ideas




Purposes of Investigations

Investigations and experiments have a clearlydefined purpose.

Investigations are based on existing informationor issues.

Before searching for information it is necessaryto have a clear idea of the information required,the level of detail needed, and the appropriatefacilities for extracting the information.

State the purpose of the investigation orexperiment.

For a given topic, state the key ideas or issuesrelevant to the information required, and identifythe type of resource that might provide the

information.

Before undertaking an information search it isnecessary to be familiar with search techniques,the way in which the information is structured,and the means of retrieving the information.

Identify key search words and phrases for agiven topic.

Use an information source (e.g. librarycatalogue, CD-ROM, or the Internet) to obtaininformation about a topic.

Questions and Hypotheses

Investigable questions guide investigations onchemistry issues.

Investigations are often designed to explorequestions and to develop possible solutions tothose questions.

Formulate a question for an investigation basedon a chemistry issue.

Suggest possible investigations to test thequestion.

Experiments may be used to test hypotheses. State a testable hypothesis, where appropriate.

Designing Investigations

Design

Scientific inquiry involves designing procedures,including investigations based on the scientificmethod or observations made in the field, toinvestigate questions. Designing aninvestigation involves identifying:

what needs to be observed

the measurements that need to be taken

the techniques that need to be used

the apparatus or measuring instrumentsneeded.

Design procedures to investigate posedquestions or hypotheses.

Design and carry out investigations to explore achemistry issue.

Design and carry out experiments, using thescientific method.

Record and analyse observations.

Every step in a practical or issues investigationserves a purpose.

Describe the steps of an investigation.

Draw or interpret diagrams of the apparatusused in an experiment.

Variables



33/71

Key Ideas




Many practical investigations involvedeliberately changing one quantity anddetermining the effect on another quantity.These quantities are referred to as variables.

Identify the variables in a practical investigation.

The quantity being deliberately changed iscalled the independent variable. The quantitythat changes as a result, and is measured, iscalled the dependent variable.

Classify appropriate variables in a practicalinvestigation as independent or dependent.

Other variables are held constant, if possible,throughout a practical investigation.

Identify any variables that are deliberately heldconstant throughout a practical investigation.

Conducting Investigations

Procedures

Practical investigations require a particular setof actions to be carried out in a well-definedorder.

Follow instructions accurately and safely.

Appropriate apparatus is selected to undertake:

measurement of mass, volume, temperature,

and pH

volumetric analysis

construction of electrochemical cells

preparation of simple organic compounds.

Select appropriate apparatus for themeasurement of mass, volume, temperature,and pH.

Prepare standard solutions, carry out dilutions,and undertake titrations.

Construct voltaic and electrochemical cells.

Prepare organic compounds, using distillation,

reflux, and liquidliquid extraction.

Safety and Ethics

Ethical practices must be followed whenconducting investigations.

Safety must be considered when conductinginvestigations.

Many investigations involve the collaborativeefforts of a team.

Members of a team work together.

Maintain confidentiality, report accurately, andacknowledge the work of other people.

Recognise hazards and work safely during apractical investigation.

Negotiate procedures with the other members ofa team. Define the role of each member.

Perform the role of a team member.

Errors in Measurements

Measurements are affected by random and/orsystematic errors.

Identify sources of errors and uncertainty thatmay occur in a practical investigation.

Random errors are present when there isscatter in the measured values. Systematicerrors are present when measured values differconsistently from the true value.

Distinguish between random and systematicerrors.

Where applicable, increasing the number ofsamples minimises the effects of random errorsand improves the reliability of the data.

Explain the importance of increasing the numberof samples in a practical investigation.

Systematic errors can be identified and resultsverified by repeating an experiment using analternative source of equipment and materials.

Explain the importance of repeating a practicalinvestigation where feasible.



34/71

Key Ideas




Precision, Reliability, and Accuracy

The reliability/precision of data collection isrelated to the reproducibility of themeasurements.

Measurements are more reliable/precise whenthere is less scatter in the results.

Where possible, collect data usingmeasurements that can be reproducedconsistently.

Determine which of two or more measuringinstruments or sets of measurements is mostreliable/precise.

Reliability/precision depends on the extent towhich random errors are minimised.

The accuracy of an experimental value indicateshow close the result is to the true value and

depends on the extent to which systematicerrors are minimised.

Use averages or graphing as a means ofdetecting or minimising the effects of randomerrors.

State which result of two or more experiments is

most accurate, given the true value.

The resolution of a measuring instrument is thesmallest increment measurable by themeasuring instrument.

Select an instrument of appropriate resolutionfor a measurement.

The number of significant figures for ameasurement is determined by thereproducibility of the measurement and theresolution of the measuring instrument.

Record and use measurements to anappropriate number of significant figures.

Information and Data

Valid conclusions depend on gatheringappropriate evidence.

In investigations, make and record careful andhonest observations and measurements.

Practical investigations involve observations,which may be quantitative or qualitative.

Distinguish between qualitative and quantitativeevidence.

Data can be more easily interpreted if presentedin a well-structured table.

Present data in an appropriate tabular form.Include a title, column headings showing thequantities measured and the units used, and thevalues observed or researched.

Graphs are a useful way of displaying someforms of data. When a graph is plotted, theindependent variable (or a quantity derived fromit) is plotted horizontally and the dependentvariable (or a quantity derived from it) is plottedvertically.

Plot a graph of dependent variable versusindependent variable. Include a title, labelledaxes, and appropriate scales and units.

A line of best fit can show relationships betweenvariables in an experiment.

Draw a line of best fit through a series of pointson a graph such that the plotted points arescattered evenly above and below the line ofbest fit.

Understanding of a topic, issue, or question isenhanced, using information from differentsources.

Obtain information from different sources.

Limit investigations to a manageable size andidentify available sources of relevantinformation.

Evidence obtained should be critically examinedfor accuracy and its suitability for the purposefor which it was sought.

Evaluate evidence for bias, credibility, accuracy,and suitability.



35/71

Key Ideas




The source of information must be recorded sothat the information is accessible to others.

List the sources of information, using anappropriate format.

Interpretation and Evaluation

Careful observation in a practical investigation isessential for analysis and for comparison withother experiments.

Describe a pattern observed in the results of anexperiment.

The scatter of data points above and below theline of best fit is probably due to random errors.

Using the scatter in the graphs of data fromsimilar investigations, compare the randomerrors.

Subsequent investigations can be improved bythe critical evaluation of the procedure and

results.

Analyse and evaluate information from a seriesof observations or an investigation, and suggest

improvements or indicate the additionalinformation needed.

A conclusion should be written at the end ofeach investigation.

Write a conclusion that is based on the resultsof an investigation and related to the questionposed and the purpose of, or the hypothesis for,the investigation.

Alternative Views

The evidence collected through investigationsmay be interpreted in a variety of ways.

Describe a range of alternative interpretations orpoints of view based on evidence, and statereasons for the selection of the preferredinterpretation.

Arguments can be presented for and against anissue on the basis of information selected fromdifferent sources.

Construct for-and-against arguments on anissue, based on information gathered fromdifferent credible sources.

Personal views must be substantiated by theevidence collected through an investigation.

Present a justification of, or evidence for, apersonal view.

Communication

Communication in chemistry uses specificterminology, conventions, and symbols.

Use chemistry terminology, conventions, andsymbols that are appropriate for the purpose ofthe communication.

Chemical reactions can often be described bymeans of a chemical equation.

Write appropriate chemical equations.

Communication for different audiences requiresthe use of a format suitable for the purpose.

Select the appropriate format for a particularaudience.

All communication needs to be well structured,well organised, and clearly presented.

Present communications (oral, written, andmultimedia) clearly and logically, usingchemistry concepts appropriate for theaudience.

Written reports should state what was done andwhy, the results, the analysis and interpretationof the results, and the conclusions drawn fromthe results. Sufficient information should beincluded to enable the procedure to be repeatedby others.

Write a report of an investigation that includes adescription of its purpose and experimentalprocedure (if designed by the student), results,analysis, interpretation, and conclusions.



36/71

Key Ideas




Multimedia presentations use minimal languageand a variety of graphics to present information.

Use concise language and graphics to presentinformation.



37/71

CONTENT

Stage 2 Chemistry is a 20-credit subject in which the topics are prescribed.

The subject is organised so that each intended student learning is related to a key idea orconcept. Within the study of these chemical ideas and concepts, students develop theirchemistry investigation skills through practical investigations and other learning activities.

Topics and Subtopics

Topic 1: Elemental and Environmental Chemistry

1.1 The Periodic Table

1.2 Cycles in Nature

1.3 The Greenhouse Effect

1.4 Acid Rain

1.5 Photochemical Smog1.6 Water Treatment

Topic 2: Analytical Techniques

2.1 Volumetric Analysis

2.2 Chromatography

2.3 Atomic Spectroscopy

Topic 3: Using and Controlling Reactions

3.1 Measuring Energy Changes

3.2 Fuels

3.3 Electrochemistry3.4 Rate of Reaction

3.5 Chemical Equilibrium

3.6 Chemical Industry

3.7 Metal Production

Topic 4: Organic and Biological Chemistry

4.1 Systematic Nomenclature

4.2 Physical Properties

4.3 Alcohols

4.4 Aldehydes and Ketones

4.5 Carboxylic Acids

4.6 Amines

4.7 Esters

4.8 Amides

4.9 Proteins

4.10 Triglycerides

4.11 Carbohydrates

Topic 5: Materials

5.1 Polymers

5.2 Silicates



38/71

5.3 Cleaning Agents



39/71

Topic 1: Elemental and Environmental Chemistry

This topic deals with some of the underlying principles of chemistry (elementalchemistry) and then considers the chemistry of the environment. The elemental

chemistry component of the topic focuses on the periodic table and the concept ofelectronegativity; together these underlie most of the other topics in this subject outline.The environmental chemistry component focuses on a small number of inorganicmolecular substances and their impacts on the environment.

When the chemical elements are arranged in a periodic table, similarities and trends inproperties become apparent. This topic examines the properties of compounds andelements; these properties can be explained in terms of the electronegativities of theelements and their positions in the periodic table.

In the last hundred years, concern about the effects of humans on the environment hasextended from the local to the global scale. Students are often exposed to environmentalissues, sometimes in emotive ways. In this topic students are exposed to factualinformation and consider the causes of and solutions to environmental problems.

1.1 The Periodic Table

Key Ideas Intended Student Learning

The arrangement of electrons in any atom canbe described in terms of shells and subshells.

Write, using subshell notation, the electronconfiguration of an atom or monatomic ion ofany of the first thirty-eight elements in theperiodic table.

The position of an element in the periodic tablereflects its electron configuration.

Identify the s,p, d, and fblock elements in theperiodic table.

The periodic table is the unifying framework forthe study of the chemical elements and theircompounds. Elements within each group of theperiodic table have similar chemical propertiesthat can be explained in terms of their similarouter-shell electron configurations.

Predict the following properties of the s andpblock elements of any of the first thirty-eightelements in the periodic table:

metal, metalloid, or non-metal nature of the

element

charge of the monatomic ions

likely oxidation number(s) of the element in its

compounds (including octet expansion forphosphorus, sulfur, and chlorine).

The electronegativities of non-metallic atomsare higher than those of metals; non-metallicatoms tend to gain electrons in chemical

reactions.

Find regions in the periodic table with elementsof high, intermediate, and low electronegativity.

The trend from metallic to non-metallicbehaviour across a period is related to theincrease in electronegativity. These trends arereflected in changes in the acidic/basiccharacter of the oxides.

Predict the acidic/basic character of the oxidesof an element from the position of the element inthe periodic table.

The oxides of non-metals are acidic. Their acidiccharacter can be displayed by reaction withhydroxide ions to produce an oxyanion and, inmost cases, by reaction with water to producean oxyacid.

Write equations for the reactions of oxides ofnon-metals such as SiO2, CO2, SO2, SO3, andP4O10 with hydroxide ions and with water, wherea reaction occurs.



40/71


The oxides of metals are basic. Their basiccharacter can be displayed by reaction with an

acid to produce a cation and, in some cases, byreaction with water to produce OH in solution.

Write equations for the reactions of oxides ofmetals such as MgO, Na2O, CuO, and Fe2O3

with acids and with water, where a reactionoccurs.

Metalloids form amphoteric oxides. Amphotericoxides can display basic character by reactionwith hydrogen ions and acidic character byreaction with hydroxide ions.

Write equations for the reactions of amphotericoxides such as Al2O3 and ZnO with hydrogenions or hydroxide ions.

Small molecules are formed from elements in asmall section of the periodic table. Smallmolecules are those either of non-metallicelements or of compounds of non-metallicelements.

Predict whether or not a compound or elementis likely to be molecular, given its properties,name, elemental composition, or formula.

Atoms in a molecule are bound strongly to each

other by covalent bonds. Molecules interactweakly with each other.

Compare the strengths of covalent bonds with

the strengths of secondary interactions.

The strengths of secondary interactionsbetween non-polar molecules depend on theirmolar mass.

Explain the higher melting points and boilingpoints of substances of large molar mass.

The shape of molecules can be explained andpredicted by repulsion between pairs of bondingand non-bonding electrons.

Draw diagrams showing covalent bonds,non-bonding pairs, and shapes for three-element molecules and two-element ionscontaining no more than five atoms. Examplesthat involve valence shell octet expansion are

limited to PO43 tetrahedra, SO2 , and SO3.

The polarity of a molecule results from the polarcharacter of the bonds and their spatial

arrangement.

Predict whether or not a molecule is polar, givenits spatial arrangement.

The strengths of secondary interactionsbetween molecules of similar molar massdepend on the polarity of the molecules.

Explain the higher melting points and boilingpoints of polar substances compared with thoseof non-polar substances of similar molar mass.

Molecules containing NH or OH groups canform hydrogen bonds to N or O atoms in othermolecules.

Describe, with the aid of diagrams, hydrogenbonding between molecules.

1.2 Cycles in Nature


The presence (aerobic conditions) or absence(anaerobic conditions) of oxygen affects theproducts of the decomposition of the organiccompounds derived from living organisms.

State, for aerobic and anaerobic conditions, theproducts of the decomposition of organic mattercontaining carbon, nitrogen, phosphorus, orsulfur.

Photosynthesis and respiration are importantprocesses in the cycles of carbon and oxygen.

Describe and write equations for the processesof photosynthesis and aerobic respirationinvolving glucose.

Nitrogen may be converted into compounds bybiological processes such as fixation or byreaction with oxygen during lightning dischargesand at high temperatures such as those whichoccur in engines and furnaces.

Describe and write equations for the formationof oxides of nitrogen by the reaction of nitrogenand oxygen at high temperatures.



41/71


Nitrogen compounds are important in thechemistry of life processes.

Describe how the nitrogen cycle operates bynatural processes (e.g. lightning, nitrogen-fixing

bacteria, and decay) and industrial processes(e.g. fertiliser manufacture and combustionengines).

Plants require substantial amounts of nitrogenand phosphorus, which they obtain from the soil.

Explain why fertilisers need to contain nutrientsin soluble form.

1.3 The Greenhouse Effect


Some gases in the atmosphere, called

greenhouse gases, serve as insulation tomaintain the temperature of the Earthsatmosphere. This is known as the naturalgreenhouse effect.

Describe the action of the common greenhouse

gases, carbon dioxide and methane, that serveto maintain a steady temperature in the Earthsatmosphere.

Human activity that affects the concentration ofgreenhouse gases has the potential to disruptthe thermal balance of the atmosphere. This isknown as the enhanced greenhouse effect.

Explain the enhanced greenhouse effect and itspotential consequences for the environment.

1.4 Acid Rain


pH is a measure of the concentration of

hydrogen ions: i.e. pH = log [H+].

Calculate the concentration of H+ and OHofsolutions, given their pH, and vice versa.

Rain containing dissolved carbon dioxide isacidic.

Write equations to show how carbon dioxideproduces acidic rain.

Rainfall with a pH of less than 5.6, known asacid rain, is formed when oxides of nitrogenand sulfur dissolve in water in the atmosphere.

Describe and write equations for the formationof acid rain.

Acid rain has harmful environmental effects. Describe the environmental effects of acid rain,including its action on metals and carbonates(with equations) and on the mobilisation of toxiccations such as aluminium.

The low pH of acid rain is due to the presence ofsulfuric and nitric acids.

Calculate the pH of solutions of strong basesand strong monoprotic acids.

1.5 Photochemical Smog


Nitrogen oxides are formed in high-temperatureengines and furnaces.

Write equations for the formation of nitrogenoxides NO and NO2.

Nitrogen oxides lead to the formation of ozonein the troposphere.

Describe and write equations showing the roleof nitrogen oxides in the formation of ozone inthe troposphere.



42/71


Nitrogen oxides and ozone in the troposphereare pollutants.

Explain the terms primary pollutants andsecondary pollutants with reference to the

harmful effects of nitrogen oxides and ozone inthe troposphere.

It is possible to reduce the quantities of nitrogenoxides generated by cars.

Describe how catalytic converters reduce thequantities of nitrogen oxides generated by cars.

1.6 Water Treatment


Suspended matter is removed from water byflocculation followed by sedimentation or

filtration.

Describe the use of aluminium ions in theremoval of suspended matter from water.

Hypochlorous acid, chlorine, and hypochloritesare used for water purification.

State that hypochlorous acid, chlorine, andhypochlorites kill bacteria by their oxidisingaction.

Chlorine is used for water purification. Explain the effect of pH on the equilibriumbetween chlorine, water, and hydrochloric acidand hypochlorous acid.



43/71

Topic 2: Analytical Techniques

Chemists perform a wide variety of monitoring roles, including analysing for drug residuesand measuring the concentrations of pollutants such as pesticides in the environment.

Chemists are also employed to analyse materials used in or produced by many branchesof industry, including pharmaceuticals, polymers, metal production, and food preparation.In this topic students consider some of the more common means of analysis andundertake practical activities in measurement.

2.1 Volumetric Analysis


Concentrations of solutes in solutions can bedescribed by using a number of standardconventions.

Convert concentrations from one unit to another

(e.g. mol L1, g L1, %w/v, ppm, and ppb).

Knowledge of the mole ratios of reactants canbe used in quantitative calculations.

Perform stoichiometric calculations when giventhe reaction equation and the necessary data.

A titration can be used to determine the reactingvolumes of two solutions.

Describe the correct use of a volumetric flask, apipette, and a burette.

Analysis of a variety of chemicals depends onan understanding of quantitative aspects ofchemical reactions, including acidbase andredox reactions.

Describe and explain the procedure involved incarrying out a titration, particularly rinsingglassware and determining the end-point.

A titration can be used to determine theconcentration of a solution of a reactant in achemical reaction.

Determine the concentration of a solution of areactant in a chemical reaction by using theresults of a titration.

2.2 Chromatography


Adsorption chromatography involves the use ofa stationary phase and a mobile phase toseparate the components of a mixture.

Identify the stationary and mobile phases in anadsorption chromatography process.

The strength of attraction between twosubstances depends on their relative polarities.

Predict the relative strengths of attraction ofcomponents for the stationary phase and themobile phase on the basis of their polarities.

The rate of movement of any component alonga stationary phase is determined by thestructure or relative polarity of the componentand the relative polarities of the stationaryphase and the mobile phase.

Predict the relative rates of movement ofcomponents along a stationary phase, given thestructural formulae or relative polarities of thecomponents and the two phases.

The rate of movement of a component along astationary phase is compared with a knownstandard in order to identify the component.

Describe and apply RF values and retentiontimes in the identification of components in amixture.



44/71

2.3 Atomic Spectroscopy


Electrons move to a higher or lower energy levelwhen atoms or ions absorb or emit radiation.

State the effect of the absorption or emission ofradiation on the energy levels of electrons inatoms or ions.

The wavelengths of radiation emitted andabsorbed by an element are unique to thatelement.

State that the wavelengths of radiation emittedand absorbed by an element are unique to thatelement.

The wavelengths of radiation absorbed by anelement can be used to identify its presence in asample.

Explain the principles of atomic absorptionspectroscopy in identifying elements in asample.

Atomic absorption spectroscopy is used forquantitative analysis.

Describe the construction and use of calibrationgraphs in determining the concentration of an

element in a sample.



45/71

Topic 3: Using and Controlling Reactions

The use and control of chemical reactions are important tasks undertaken by chemists.This topic looks at the energy changes that accompany chemical reactions and their rates

and extents. It also examines the ways in which chemical reactions are controlled andused to make materials and generate the energy needed by a modern industrial society.

The increased use of energy from chemical reactions has been a major factor in thedevelopment of the industrialised world. In this topic students consider the ways in whichthis energy is produced and begin quantitative consideration of the energy changes thataccompany chemical reactions.

The production of chemicals is the main function of the chemical industry. Thesechemicals allow naturally occurring materials to be modified or replaced, and previouslyunknown materials to be developed. The industrialised world depends on the chemicalindustry for the manufacture of a diverse range of materials. In this topic students look athow chemicals are produced and how the production can be performed most efficiently.

Knowledge of chemistry can be applied to manipulate the reaction conditions of industrialprocesses in order to determine the quantity or quality of the product.

3.1 Measuring Energy Changes


Almost all chemical reactions occur with eitheran absorption or a release of heat or lightenergy. Other forms of energy, such aselectrical energy, can also be released.

Identify combustion and respiration as reactionsthat release energy and photosynthesis as areaction that absorbs energy.

Exothermic reactions release energy to thesurroundings, whereas endothermic reactionsabsorb energy from the surroundings.

Deduce whether a reaction is exothermic orendothermic from information provided.

The measurement of the heat change inchemical reactions is called calorimetry; theinsulated apparatus used for the measurementis a calorimeter.

Calculate the heat released or absorbed for areaction from experimental data, given the

specific heat capacity of water (4.18 J g1 K1).

The heat released or absorbed in a reaction atconstant pressure is called the enthalpy changefor the reaction; it is represented by the

symbol H.

Determine enthalpy changes from experimentaldata for reactions, including:

the combustion of alcohols

the neutralisation of acids with bases

solution processes.

Exothermic reactions have negative Hvalues.Endothermic reactions have positive Hvalues.

Identify a reaction as exothermic orendothermic, given a thermochemical equationor the value of its enthalpy change.

Thermochemical equations express aquantitative relationship between the quantitiesof reactants and the enthalpy change.

Write thermochemical equations thatcorrespond to given molar enthalpies ofcombustion, neutralisation, and solution.

The magnitude of the heat absorbed or evolvedfor a reaction is directly proportional to thequantities of reactants involved.

Calculate the theoretical temperature change ofa specified mass of water or solution heated orcooled by a reaction, given molar enthalpies andquantities of reactants.

3.2 Fuels



46/71


Carbon-based fuels provide energy and arefeedstock for the chemical industry.

Describe the advantages and disadvantages ofthe use of carbon-based fuels as sources of

heat energy, compared with their use asfeedstock.

Carbon dioxide and water are produced by thecomplete combustion of compounds containingcarbon and hydrogen.

Write balanced equations for the completecombustion of fuels in which the only productsare carbon dioxide and water.

The products of the incomplete combustion ofcarbon-based fuels include carbon (soot) andcarbon monoxide. Soot and carbon monoxideare harmful to the environment.

Describe the undesirable consequences ofincomplete combustion.

Fuels can be compared on the bas

Chemistry Subject Outline (for Teaching in 2013)

Documents

Transcript of Chemistry Subject Outline (for Teaching in 2013)