Chemistry
Unit 1-4
Rationale
VCE Chemistry enables students to examine a range of chemical, biochemical and geophysical phenomena through the exploration of the nature of chemicals and chemical processes. In undertaking this study, students apply chemical principles to explain and quantify the behaviour of matter as well as undertake practical activities that involve the analysis and synthesis of a variety of materials.
In VCE Chemistry, students develop a range of inquiry skills involving practical experimentation and research specific to the knowledge of the discipline, analytical skills including critical and creative thinking, and communication skills. Students use scientific and cognitive skills and understanding to analyse contemporary chemistry-related issues and communicate their views from an informed position.
VCE Chemistry provides for continuing study pathways within the discipline and leads to a range of careers. Branches of chemistry include organic chemistry, inorganic chemistry, analytical chemistry, physical chemistry and biochemistry. In addition, chemistry is applied in many fields of endeavour including agriculture, bushfire research, dentistry, dietetics, education, engineering, environmental sciences, forensic science, forestry, horticulture, medicine, metallurgy, meteorology, pharmacy, sports science, toxicology, veterinary science and viticulture.
Aims
This study enables students to:
Apply models, theories and concepts to describe, explain, analyse and make predictions about chemical phenomena, systems, structures and properties, and the factors that can affect them
Understand and use the language and methodologies of chemistry to solve qualitative and quantitative problems in familiar and unfamiliar contexts
and more broadly to:
Understand the cooperative, cumulative, evolutionary and interdisciplinary nature of science as a human endeavour, including its possibilities, limitations and political and sociocultural influences
Develop a range of individual and collaborative science investigation skills through experimental and inquiry tasks in the field and in the laboratory
Develop an informed perspective on contemporary science-based issues of local and global significance
Apply their scientific understanding to familiar and unfamiliar situations, including personal, social, environmental and technological contexts
Develop attitudes that include curiosity, open-mindedness, creativity, flexibility, integrity, attention to detail and respect for evidence-based conclusions
Understand and apply the research, ethical and safety principles that govern the study and practice of the discipline in the collection, analysis, critical evaluation and reporting of data
Communicate clearly and accurately an understanding of the discipline using appropriate terminology, conventions and formats
Structure
The study is made up of four units.
Unit 2: What makes water such a unique chemical?
Unit 3: How can design and innovation help to optimise chemical processes?
Unit 4: How are carbon-based compounds designed for purpose?
Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described with reference to key knowledge and is complemented by a set of key science skills.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Students entering Unit 3 without Units 1 and/or 2 may be required to undertake additional preparation as prescribed by their teacher. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.
Unit 1: How can the diversity of materials be explained?
The development and use of materials for specific purposes is an important human endeavour. In this unit students investigate the chemical properties of a range of materials, from metals and salts to polymers and nanomaterials. Using their knowledge of elements and atomic structure, students explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size - from the visible, through nanoparticles, to molecules and atoms.
Students examine the modification of metals, assess the factors that affect the formation of ionic crystals and investigate a range of non-metallic substances from molecules to polymers and giant lattices, and relate their structures to specific applications.
Students are introduced to quantitative concepts in chemistry, including the mole concept. They apply their knowledge to determine the relative masses of elements and the composition of substances. Throughout the unit, students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from experiments and to discuss chemical phenomena.
Unit 2: What makes water such a unique chemical?
Water is the most widely-used solvent on Earth. In this unit, students explore the physical and chemical properties of water, the reactions that occur in water and various methods of water analysis.
Students examine the polar nature of a water molecule and the intermolecular forces between water molecules. They explore the relationship between these bonding forces and the physical and chemical properties of water. In this context, students investigate solubility, concentration, pH and reactions in water, including precipitation, acid-base and redox. Students are introduced to stoichiometry and to analytical techniques and instrumental procedures, and apply these to determine concentrations of different species in water samples, including chemical contaminants. They use chemistry terminology including symbols, units, formulas and equations to represent and explain observations and data from experiments and to discuss chemical phenomena. Students explore the solvent properties of water in a variety of contexts and analyse selected issues associated with substances dissolved in water.
Unit 3: How can design and innovation help to optimise chemical processes?
The global demand for energy and materials is increasing with world population growth. In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment.
Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.
Unit 4: How are carbon-based compounds designed for purpose?
Carbon is the basis not only of the structure of living tissues but is also found in fuels, foods, medicines, polymers and many other materials that we use in everyday life. In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.
Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations.
Assessment
Satisfactory Completion:
The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through the assessment of a range of learning activities and tasks.
Levels of Achievement
Units 1 and 2:
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Units 3 and 4:
The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4. The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study designs, and external assessment. The VCAA will report the student’s level of achievement on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, the student must achieve two or more graded assessments and receive S for both Units 3 and 4.
The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study.
Unit 3 School-assessed Coursework: 20 %
Unit 4 School-assessed Coursework: 30 %
End-of-year examination: 50 %
Key skills required
The development of a set of key science skills is a core component of the study of VCE Chemistry and applies across Units 1 to 4 in all areas of study. The key science skills are:
Develop aims and questions, formulate hypotheses and make predictions
Plan and undertake investigations
Comply with safety and ethical guidelines
Conduct investigations to collect and record data
Analyse and evaluate data, methods and scientific models
Draw evidence-based conclusions
Communicate and explain scientific ideas
Scientific investigation
Students undertake scientific investigations across Units 1 to 4 of this study. Scientific investigations may be undertaken in groups, but all work for assessment must be completed individually.