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Rationale
Rationale
VCE Chemistry enables students to explore 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.
Structure
Structure
The study is made up of four units:
Unit 1: How can the diversity of materials be explained?
Unit 2: What makes water such a unique chemical?
Unit 3: How can chemical processes be designed to optimise efficiency?
Unit 4: How are organic compounds categorised, analysed and used?
Entry
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.
Unit 1: How can the diversity of materials be explained?
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 and practical applications of a range of materials including metals, crystals, polymers, nanomaterials and giant lattices.
They explore and explain the relationships between properties, structure and bonding forces within and between particles that vary in size from the visible through to nanoparticles, molecules and atoms. Students are introduced to quantitative concepts in chemistry.
Unit 2: What makes water such a unique chemical?
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 structure and bonding within and between water molecules in order to investigate solubility, concentration, pH and reactions in water including precipitation, acid-base and redox. They are introduced to stoichiometry and to analytical techniques and instrumental procedures analysis, and apply these to determine concentrations of different species in water samples, including chemical contaminants. 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 chemical processes be designed to optimise efficiency?
Unit 3: How can chemical processes be designed to optimise efficiency?
The global demand for energy and materials is increasing with world population growth. In this unit students explore energy options and the chemical production of materials with reference to efficiencies, renewability and the minimisation of their impact on the environment.
Students compare and evaluate different chemical energy resources and investigate the combustion of fuels. They consider the purpose, design and operating principles of galvanic cells, fuel cells and electrolytic cells and calculate quantities in electrolytic reactions. Students analyse manufacturing processes with reference to factors that influence their reaction rates and extent. They apply the equilibrium law and Le Chatelier’s principle to predict and explain the conditions that will improve the efficiency and percentage yield of chemical processes.
Unit 4: How are organic compounds categorised, analysed and used?
Unit 4: How are organic compounds categorised, analysed and used?
Carbon is the basis of the diverse compounds found in living tissues and in the fuels, foods, medicines and many of the materials we use in everyday life. In this unit students investigate the structural features, bonding, reactions and uses of the major families of organic compounds including those found in food.
Students process data from instrumental analyses to confirm or deduce organic structures, and perform volumetric analyses to determine the concentrations of organic chemicals in mixtures. They predict the products of reaction pathways and design pathways to produce particular compounds from given starting materials. Students investigate key food molecules including carbohydrates, proteins, lipids and vitamins and use calorimetry to determine the energy released in the combustion of food.
Assessment
Assessment
Satisfactory completion
The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.
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. The assessment tasks could include:
Annotations of practical work and investigations
Written report of practical work or investigations
Modelling activities
Media response
Data analysis
Test comprising Multiple choice and/or short answer and/or extended response questions
Independent investigation design and reports.
Units 3 and 4
The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In the study of VCE Chemistry the student’s level of achievement will be determined by School-assessed Coursework as specified in the VCE Chemistry study design and external assessment. Percentage contributions to the study score in VCE Chemistry are as follows:
Unit 3 School-assessed Coursework: 16 per cent
Unit 4 School-assessed Coursework: 24 per cent
End-of-year examination: 60 per cent.
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