Chemistry 2007-2011
The Chemistry VCE Study Design has been reaccredited for the period 2007–2011. Units 1 and 2 will be introduced from 1 January 2007 and Units 3 and 4 from 1 January 2008.
Summary of Changes
The reaccredited Chemistry VCE Study Design has undergone significant change in content and structure.
- Each unit now has two areas of study and two outcomes.
- In each unit there is a choice as to which particular material, chemical or chemical process may be studied in detail.
- Chemistry of surfaces, Acids in the environment, Corrosion of metals, Equilibrium and Food chemistry are no longer separate areas of study. Rather, key concepts have been incorporated into areas of study as appropriate.
- New/emerging areas of chemistry such as nanotechnology, green chemistry, sustainable energy resources, forensic analysis and design of new medicines have been included.
- A glossary of terms has also been included.
- A set of key skills applicable to each unit has been developed. As the complexity of key knowledge increases from Units 1 to 4, students should demonstrate progressively the skills at a higher level. Assessment of these skills should be included in deciding a student's level of achievement.
Unit 1 - The big ideas of chemistry
Unit 1 maintains its focus on materials and includes a study of the Periodic Table. The application of surface chemistry in nanotechnology is included. There is an increased emphasis on how evidence is used to develop or refine chemical ideas, knowledge and models.
Area of study 1 – The Periodic Table, focuses on the historical development of, and the relationship between, the Periodic Table and atomic theory. Students are introduced to many of the major qualitative and quantitative ideas fundamental to chemistry, for example empirical formula and relative atomic mass.
Area of study 2 – Materials, focuses on structure, properties and applications of materials. Students use these models to explain the properties and structure of metals, ionic compounds, and molecular, covalent network lattice and covalent layer lattice substances and explore the role of surfaces in the applications of nanotechnology.
Unit 2 - Environmental chemistry
Unit 2 continues to focus on environmental chemistry but new material related to green chemistry, desalination processes and protocols relevant to green house gases has been included. There is an increased emphasis on chemical reactions and processes that help to sustain life.
Area of study 1 – Water, focuses on the special properties (chemical and physical) of water which make it so important to living things. Students relate these properties to chemical bonding characteristics. The application of the principles of green chemistry has been included.
Area study 2 – The atmosphere, focuses on the interaction between living things and gases of the atmosphere. Students use the kinetic theory to explain and predict the behaviour of gases and explore state, national and global issues associated with the impact of human activities on the atmosphere.
Unit 3 - Chemical pathways
Unit 3 focuses on techniques of analyses with an emphasis on how properties (structure and bonding) influence choice of analyses. There is an increased emphasis on the role of functional groups in organic reactions and the design of reaction pathways using organic molecules. This unit contains new material including IR and NMR techniques of analysis, forensic analysis and the design of new medicines.
Area of study 1 – Chemical analysis, focuses on a variety of analytical techniques to analyse products in the laboratory. Students are introduced to instrumental analytical techniques of spectroscopy and chromatography and relate the operation of these analytical techniques and instruments to the chemical reactions and the chemical structures of the materials which are being analysed.
Area of study 2 – Organic chemical pathways, focuses on systematic organic chemistry including production of starting materials for particular reaction pathways. Students investigate how forensic analysis relies on the use of organic chemicals (including DNA) and the role of organic chemicals (including proteins) in the development of medicines.
Unit 4 - Chemistry at work
Unit 4 now includes a choice of chemicals selected from a prescribed list to illustrate the factors that affect production and contains new material on waste management, health and safety and sustainability of energy sources (fuels) generally and in Victoria in particular. Emphasis on energy transformations is maintained with a focus on the principles of redox and electrolysis in predicting reactions and products and future developments in fuels, cells and batteries.
Area of study 1 – Industrial chemistry, focuses on the factors that affect the rate and extent of a chemical reaction. Students explore the production and uses of a chemical (selected from a list supplied) and explore how knowledge of the factors affecting rate and equilibrium are applied to achieve the optimum reaction conditions in the industrial production of chemicals.
Area of study 2 – Supplying and using energy, focuses on our use of different energy resources and students evaluate the extent of the reserves of some of these resources. Students construct and operate simple galvanic and electrolytic cells and use the electrochemical series to predict and explain their results.
Assessment
The number and type of assessment tasks for all units have changed. Emphasis on practical work has been maintained. As a guide, between 10 and 15 hours of class time should be devoted to student practical work.
An extended experimental investigation must be undertaken in either Unit 1 or 2 and in Unit 3. The extended experimental investigation could be student designed and/or planned or teacher directed and would require between three and five hours of practical work. Students could work in pairs or small groups but present the results individually. Students should complete a Risk Assessment and Risk Management as part of this task. Results could be presented in a variety of formats.
A summary report, including annotations of three practical activities must be undertaken in either Unit 1 or 2 and in Unit 4.
Note: The summary report, including annotations of three practical activities must not be done in the same unit as the extended experimental investigation.
The summary report, including annotations of three practical activities would require between three and five hours of practical work. The annotations would illustrate the links between the practical activities.
Units 1 and 2
Students do either the extended experimental investigation or summary report, including annotations of three practical activities as specified above, AND at least one other task selected from a range of listed tasks in each unit.
Units 3 and 4
There are three School-assessed Coursework tasks in each unit:
In Unit 3 there is one extended experimental investigation drawn from either area of study to be undertaken and from the area of study not used for the extended experimental investigation, a written report of one practical activity has to be prepared. In addition, one other assessment task has to be selected from a range of listed tasks in each unit.
In Unit 4 there is a summary report including annotations of three practical activities drawn from either area of study to be undertaken, and from the area of study not used for the summary report including annotations of three practical activities, a written report of one practical activity has to be prepared. In addition, one other assessment task has to be selected from a range of listed tasks in each unit.
Enquiries concerning the content of the study design should be directed to:
Maria James, Curriculum Manager, Science
Tel: (03) 9651 4655
Email: james.maria.m@edumail. vic.gov.au
