DRAFT FOR CONSULTATION
CHEMISTRY
Victorian Certificate of Education Study Design
©VCAA, August 2014
VCE CHEMISTRY
Contents
DRAFT FOR CONSULTATION
Contents
Introduction
Scope of study
Rationale
Aims
Structure
Entry
Duration
Changes to the study design
Monitoring for quality
Safety and wellbeing
Employability skills
Legislative compliance
Assessment and reporting
Satisfactory completion
Authentication
Levels of achievement
Units 1-4: Key science skills
Unit 1: What makes materials different?
Areas of study and Outcomes
Assessment
Unit 2: Why is water precious?
Areas of study and Outcomes
Assessment
Unit 3: How can energy and materials be produced efficiently?
Areas of study and Outcomes
Assessment
Unit 4: Why is carbon useful?
Areas of study and Outcomes
Assessment
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VCE CHEMISTRY
Introduction
DRAFT FOR CONSULTATION
Introduction
SCOPE OF STUDY
Chemistry is an evolving area of knowledge that explains the composition and behaviour of
matter and the chemical processes that occur on Earth and beyond. Chemistry is critical to
the production and development of energy, medicines, food, water, clean air, transport, new
materials and the treatment of wastes.
Most chemical reactions and processes, from the genesis of elements in stars to complex
biochemical reactions, can be described and explained by chemical models and theories.
VCE Chemistry enables students to explore key processes related to matter and its
behaviour. Students consider the relationship between materials and energy through four
selected areas of study: the design and composition of useful materials, the role of water in
sustaining life, the efficient production and use of energy and materials, and the investigation
of carbon-based compounds as key components of body tissues and materials used in
society. Students engage in the critical and creative nature of the discipline by examining
contemporary research, models and theories that illustrate how knowledge in chemistry
evolves in response to new evidence and discoveries. An understanding of the complexities
and diversity of chemistry leads students to appreciate the interconnectedness between
different content areas both within the discipline and with other sciences
An important feature of the VCE Chemistry study design is the opportunity for students to
undertake a range of inquiry tasks that may be self-designed, develop skills, extend
knowledge and examine the links between theory and practice. Inquiry methodologies can
include laboratory experimentation, modelling, site tours, fieldwork, local and remote datalogging, simulations, animations, literature reviews and the use of global databases. Students
pose questions, formulate hypotheses, collect and analyse data, evaluate methodologies and
results, justify conclusions and communicate their findings to a variety of audiences. A
working knowledge of the safety considerations, including use of Material Safety Data Sheets,
and ethical standards associated with chemical research is integral to the study of VCE
Chemistry.
As well as an increased understanding of the scientific process, students develop the
capacities that enable them to critically evaluate the strengths and limitations of science,
respect evidence-based conclusions and gain an awareness of the ethical, social and political
context of scientific endeavour.
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VCE CHEMISTRY
Introduction
DRAFT FOR CONSULTATION
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 natural phenomena at the atomic level, 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 in a variety of modes and to
different audiences. They work collaboratively as well as independently on a range of tasks.
Through Chemistry, students engage in science as a process that involves developing
technologies, knowledge building, addressing societal challenges, and informing government
policy. Students use scientific and cognitive skills and understandings to analyse
contemporary chemistry-related issues, and communicate their own views from an informed
position.
VCE Chemistry provides for continuing study pathways within the discipline and leads to a
range of careers. Fields of endeavour include agriculture, biochemistry, dentistry, dietetics,
education, engineering, environmental sciences, forensic science, forestry, horticulture,
materials development, medicine, metallurgy, meteorology, molecular biology, oceanography,
patent law, pharmacy, sports science, toxicology, veterinary science, visual arts, and
winemaking.
AIMS
This study enables students to:
 understand and apply theories and models that are used to describe, explain and make
predictions about chemical phenomena, systems, structures and properties, and the
factors that can affect them
 apply chemical concepts, principles and laws to solve qualitative and quantitative
problems in familiar and unfamiliar contexts.
Together with the other VCE science studies, VCE Chemistry enables students to:
 appreciate 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 the laboratory
 develop a critical perspective on contemporary science-based issues of local and global
significance
 apply their scientific understandings to familiar and novel situations including personal,
social, environmental and technological contexts
 foster 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 and critical evaluation and
reporting of data
 communicate clearly and accurately an understanding of the discipline using appropriate
terminology, conventions and formats to diverse audiences.
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VCE CHEMISTRY
Introduction
DRAFT FOR CONSULTATION
STRUCTURE
The study is made up of four units:
Unit 1: What makes materials different?
Unit 2: Why is water precious?
Unit 3: How can energy and materials be produced efficiently?
Unit 4: Why is carbon useful?
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 specific
reference to key knowledge and is complemented by a set of key science skills.
The study is structured under a set of curriculum framing questions that reflects the inquiry
nature of the discipline.
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 reading 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.
DURATION
Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a
semester.
CHANGES TO THE STUDY DESIGN
During its period of accreditation minor changes to the study will be announced in the VCAA
Bulletin. The VCAA Bulletin is the only source of changes to regulations and accredited
studies. It is the responsibility of each VCE teacher to monitor changes or advice about VCE
studies published in the VCAA Bulletin.
MONITORING FOR QUALITY
As part of ongoing monitoring and quality assurance, the VCAA will periodically undertake an
audit of VCE Chemistry to ensure the study is being taught and assessed as accredited. The
details of the audit procedures and requirements are published annually in the VCE and
VCAL Administrative Handbook. Schools will be notified if they are required to submit material
to be audited.
SAFETY AND WELLBEING
This study may involve the handling of potentially hazardous substances and the use of
potentially hazardous equipment. It is the responsibility of the school to ensure that duty of
care is exercised in relation to the health and safety of all students undertaking the study.
Students and teachers should observe appropriate safety precautions when undertaking
practical work. Laboratory work should be supervised by the teacher. Laboratory standards
and practices and the use of chemicals should be consistent with legal requirements and
appropriate guidelines.
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VCE CHEMISTRY
Introduction
DRAFT FOR CONSULTATION
EMPLOYABILITY SKILLS
This study offers a number of opportunities for students to develop employability skills. The
Advice for teachers companion document provides specific examples of how students can
develop employability skills during learning activities and assessment tasks.
LEGISLATIVE COMPLIANCE
When collecting and using information, the provisions of privacy and copyright legislation,
such as the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the
federal Privacy Act 1988 and Copyright Act 1968, must be met.
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VCE CHEMISTRY
Assessment and reporting
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Assessment and reporting
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. The decision about
satisfactory completion of a unit is distinct from the assessment of levels of achievement. Schools will
report a result for each unit to the VCAA as S (Satisfactory) or N (Not Satisfactory).
Teachers must develop courses that provide appropriate opportunities for students to demonstrate
satisfactory achievement of outcomes.
Satisfactory completion of outcomes is determined by evidence gained through assessment in a
range of learning tasks and activities.
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. Assessment of levels of achievement for these units will not be reported to the VCAA.
Schools may choose to report levels of achievement using grades, descriptive statements or other
indicators.
Units 3 and 4
The VCAA specifies the assessment procedures for students undertaking scored assessment in Units
3 and 4. Designated assessment tasks are provided in the details for each unit in the VCE study
designs.
Determination of the level of achievement is based on the student’s performance in School-assessed
Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study designs.
The VCAA will report the student’s level of performance 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.
Teachers should refer to the current VCE and VCAL Administrative Handbook for details on graded
assessment and calculation of the study score. 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.
Details of the assessment program are described in the sections on Units 3 and 4 in this study design.
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VCE CHEMISTRY
Assessment and reporting
DRAFT FOR CONSULTATION
AUTHENTICATION
Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the
best of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the
current VCE and VCAL Administrative Handbook for authentication procedures.
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VCE CHEMISTRY
Units 1–4: Key science skills
DRAFT FOR CONSULTATION
Units 1–4: Key science skills
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. In designing teaching and
learning programs and in assessing student learning for each unit, teachers should ensure
that students are given the opportunity to develop, use and demonstrate these skills in a
variety of contexts when undertaking their own investigations and when evaluating the
research of others. As the complexity of key knowledge increases from Units 1 to 4 and as
opportunities are provided to undertake investigations, students should aim to demonstrate
the key science skills at a progressively higher level and with greater proficiency.
The key science skills are common to all VCE science studies and have been contextualised
below for VCE Chemistry.
Key science skill
VCE Chemistry Units 1–4 skills
select questions,
formulate hypotheses
and make predictions
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formulate testable hypotheses, questions and predictions
identify independent, dependent and controlled variables
plan and undertake
investigations
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determine appropriate type of investigation
design laboratory experiments, taking into account potential sources of error and
uncertainty
select and use equipment, materials and procedures appropriate to the investigation
select appropriate sampling protocols and procedures in fieldwork
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take into account
safety and ethical
considerations
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conduct
investigations to
collect and record
data
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apply ethical principles and professional conduct when undertaking and reporting
investigations, including consideration of the confidentiality of manufacturing and
other industrial processes
research relevant Material Safety Data Sheets for any chemicals being handled
whilst undertaking practical investigations, and apply the guidelines and safely
protocols stated therein
apply relevant Health and Occupational Safety Guidelines for the use of equipment
and laboratory facilities
systematically collect, record and summarise both qualitative and quantitative data
generate primary data by direct measurement
collect and use secondary data
use chemical tools and techniques including titration, colorimetry, and calorimetry,
replicate procedures to obtain reliable data
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VCE CHEMISTRY
Units 1–4: Key science skills
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Key science skill
VCE Chemistry Units 1–4 skills
analyse and evaluate
data, methods and
opinions
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draw evidence-based
conclusions
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communicate
scientific ideas
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©VCAA, August 2014
use descriptive statistics including tables, graphs, schematic diagrams and flow
charts, and appropriate chemical equations, to summarise and represent collected
data
understand that conclusions derived from analysis of descriptive statistics are limited
to the investigation data and cannot be generalised to wider cases
process quantitative data using appropriate mathematical relationships, units and
number of significant figures
take a qualitative approach to analysing experimental data with specific reference to
accuracy, precision (reproducibility), random and systematic errors, and human error
evaluate investigative procedures, reliability of data and possible sources of error
and uncertainty
distinguish between weak and strong evidence, and scientific and non-scientific
ideas
determine whether data from an investigation supports or refutes a hypothesis or
prediction being tested, or whether it leads to a new prediction or hypothesis being
formulated
use chemical language, representations, conventions, standard abbreviations, SI
units of measurement and acknowledgement of sources correctly and appropriately
use clear, coherent and cogent expression
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VCE CHEMISTRY
Unit 1: What makes materials different
DRAFT FOR CONSULTATION
Unit 1: What makes materials
different?
In this unit, students investigate the chemical nature of materials, from alloys and designer
polymers to a range of nanomaterials and composites. They explore and explain the
relationships between their structures, the forces that bond them together, their properties
and their uses. Students examine ways in which the properties of metals may be modified to
make them more useful. They predict the effect on properties of modifying particular structural
features of polymers and apply their knowledge to propose design features that would suit
particular applications.
Students are introduced to quantitative concepts in chemistry including the mole, and apply
their knowledge to determine relative masses of elements and the composition of substances.
They use the language of chemistry, its symbols, chemical formulae and equations, to explain
observations and data collected from experiments.
A research investigation related to the development and life cycle of a chemical product or
material that is in use today is to be undertaken in Area of Study 3. The investigation will draw
on content from Area of Study 1 and/or Area of Study 2.
AREA OF STUDY 1
Why do elements matter?
This area of study focuses on the elements (their origin, the structures and sizes of their
atoms, their place in the Periodic Table and ways in which they are quantified) and the
formation of materials that contain metallic elements.
Students are introduced to theories related to the origin of the elements and examine the
spectral evidence for the elements present in stars and planets. They explain how spectral
evidence led to the Bohr model of the atom and to the subsequent Schrödinger model. They
use the Schrödinger model of the atom to describe the internal structure of atoms.
Students study the Periodic Table as a unifying framework for organising the elements and for
exploring the patterns and relationships in their properties and structures. They link the
position of an uncharged atom of an element in the Periodic Table to its electronic
configuration, chemical and physical properties, tendency to form a particular bond type, the
size of its ions, and its reactivity.
Students analyse chemical data on the forms in which an element is found in nature as
evidence for its reactivity. They explore the link between the electronic configurations of
metallic and non-metallic atoms and the bonding and properties of the metallic and ionic
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Unit 1: What makes materials different
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compounds they form. Students investigate how the properties of metals and ionic
compounds may be modified for particular purposes.
Students examine the relative sizes of particles, from sub-atomic and nanoparticles to visible
particles, as a basis of comparison with the particles that make up the materials they study in
this unit. They are introduced to quantitative ideas fundamental to chemistry, including relative
mass, percentage abundance, percentage composition by mass, empirical formula of an ionic
compound and the mole concept.
Outcome 1
On completion of this unit the student should be able to explain the origin of elements, relate
their position in the Periodic Table to their properties, investigate the structures and properties
of materials containing metal ions, and calculate mole quantities.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
Origin, distribution and structure of the elements
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Big Bang theory and the nuclear genesis theory of the origin of the elements (formal
treatment of nuclear genesis theory and nuclear equations not required)
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spectroscopy; spectral evidence for the elements present in stars (including the Sun) and
in the planets of the solar system
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atomic number; electronic configurations of elements 1 to 36 according to the
Schrödinger model of the atom; spectral evidence for the Bohr model and for its
refinement as the Schrödinger model
mass number; similarities and difference in the structures of different isotopic forms of the
same element, and the notation used to represent the isotopes
additional stability of nuclei with a mass number that is a multiple of 4; the iron-56 nucleus
as the most stable of all nuclei
relative sizes of subatomic particles, atoms, nanoparticles, small and giant molecules and
visible particles.
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Periodic Table and properties of elements
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Periodic Table as a way to organise data collected on the elements and to identify and
represent patterns, relationships and trends in their structures (including electronic
configurations and atomic radii) and properties (including electronegativity, first ionisation
energy, metallic/non-metallic character and reactivity)
interactions between the elements on Earth since it first formed, and the compounds
produced, as evidence of their relative reactivities
percentage abundances of hydrogen, helium, carbon, oxygen and iron in the Universe
and on Earth, and their explanation.
Metals
 common properties of metals (lustre, malleability, ductility, heat and electrical
conductivity) as evidence for their structure and metallic bonding
 comparisons between properties and uses of the main group metals and one of: transition
metals, lanthanoids and actinoids, or metalloids
 modification of metals, including coating and production of different alloys; reasons for
these modifications
 metallic nanomaterials, including nanosilver and nanogold, and their unique properties
and uses.
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Unit 1: What makes materials different
DRAFT FOR CONSULTATION
Materials containing metal compounds
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representations of the formation and structure of ionic compounds, including limitations of
the representations
common properties of ionic compounds (brittleness, hardness, high melting point,
different electrical conductivity in solid and liquid states) as evidence for their structure
and ionic bonding
properties and uses of glass including composition of glass traditionally used in windows,
advantages of recycling, and modification of glass with specific reference to the use of
nanocoatings to make glass self-cleaning and the incorporation of nanoparticles to reduce
absorption of heat by glass and heat transfer through glass.
Quantifying atoms and compounds
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relative masses of isotopes of elements, their representation on the relative mass scale
and the reason for the selection of the carbon-12 isotope as the standard
use of mass spectrometry to determine the relative atomic mass of an element (details of
instrument not required)
the mole as the unit for measuring amounts of atoms, use of the Avogadro constant, and
determination of the number of moles of atoms present in a sample of known mass
calculation of molar mass of ionic compounds
comparison of theoretical percentage composition of an ionic compound of known formula
and its experimental determination by mass through analysis or synthesis of the
compound
determination of the empirical formula of an ionic compound from its percentage
composition by mass and the relative atomic masses of the elements present.
AREA OF STUDY 2
Why are non-metals so versatile?
This area of study focuses on materials made from non-metals, including graphite, organic
chemicals and polymers.
Students investigate the link between the electronic configurations of atoms of non-metals
and the structures and properties of the giant covalent lattices, molecular substances and
polymers that they form. They explore how the properties of polymers may be modified and
explain how the structures of carbon-based nanomaterials are related to their uses. Students
investigate a number of organic families with specific reference to their structural features and
properties, and learn systematic naming for a range of organic compounds. They compare
the ways in which the structures of organic substances, including polymers, are represented
and analyse the limitations of these representations.
Students apply their understanding of percentage composition by mass, the mole concept
and empirical formulae to determine the empirical and molecular formulae of molecular
substances.
Outcome 2
On completion of this unit the student should be able to investigate and explain the properties
of a range of covalent lattices and molecular substances with specific reference to their
structures and bonding, use systematic nomenclature to name organic compounds, and
provide examples of how polymers can be designed for a purpose.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
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Unit 1: What makes materials different
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Key knowledge
Materials made of molecules
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definition of a molecule and distinction between intramolecular and intermolecular
bonding
properties exhibited by molecular substances (including low melting point and boiling
point, softness, and non-conduction of electricity in solid and liquid states) as evidence for
their structure and intramolecular and intermolecular bonding
distinction between covalent bonding, dispersion forces, dipole-dipole attraction and
hydrogen bonding, and their classification as strong or weak bonding
shape and polarity of molecules and their explanation with specific reference to
electronegativities of atoms present and electron-pair repulsion theory
representations (specifically electron dot formulae, structural formulae, valence
structures, ball-and-stick models, space-filling models) of the formation and structures of
molecular substances, and of intramolecular and intermolecular bonding, including
limitations of representations.
Carbon lattices and carbon nanomaterials
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properties of diamond and graphite (including hardness on Mohs scale, melting point and
electrical conductivity) that make them suitable for different purposes; their structure and
bonding
structures and properties of carbon nanomaterials, including graphene and fullerenes,
and their applications.
Organic compounds
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classification of molecular compounds as inorganic or organic; definition of an organic
compound
origin, and separation into fractions by fractional distillation, of crude oil
structural features of alkanes, alkenes, alkynes, alcohols, carboxylic acids and esters that
make them useful for particular purposes
representations (specifically structural formulae, semi-structural formulae, valence
structures) of the structures of alkanes, alkenes, alkynes, alcohols, carboxylic acids and
esters
naming of alkanes, alkenes, alkynes, alcohols, carboxylic acids and esters according to
IUPAC systematic nomenclature (limited to compounds up to C10, and structural isomers
up to C5)
determination of molecular formulae of organic compounds from their percentage
composition by mass, and molar mass.
Customised polymers
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structures, bonding and properties of linear (thermoplastic) and cross-linked
(thermosetting) polymers, including their recyclability (synthesis not required)
design of linear polymers for purpose, including selection of suitable monomers, chain
length, degree of branching, percentage crystalline areas and addition of plasticisers
advantages and disadvantages of the use of polymer materials and of additives including
plasticisers
potential uses and advantages of new generation polymer materials and composites.
AREA OF STUDY 3
Research investigation
In this area of study, students select a useful chemical or material, and examine its properties,
structure and bonding. They investigate its manufacture and life cycle, and analyse the impact
of its production and use on resources and the environment.
Many materials, such as iron, were discovered serendipitously, with uses subsequently being
found for them. As knowledge of the properties and structures of substances and how these
could be modified was built up, many new materials were developed and other materials
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Unit 1: What makes materials different
DRAFT FOR CONSULTATION
modified to meet various needs. Today new chemicals and materials are generally developed
as a result of advances in scientific and technological research including medical research,
space research and research into alternative energy resources. Choices that are made about
chemicals and materials, and the chemical processes used to manufacture them, are
influenced by the finite nature of resources, health and safety, and impact on the
environment.
Outcome 3
On completion of this unit, the student should be able to explain the properties of a chemical
or material that make it useful with specific reference to its structure and bonding, analyse its
life cycle and evaluate the impact of its production and use on resources and the
environment.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
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discovery or invention of the product or material, and the purpose it was intended to fill
useful properties of the product or material and their applications
relationship between useful properties of the product or material, its structure and the
nature and strength of the chemical bonding within its structure.
stages in the life cycle of the selected material or product: extraction and processing of
raw materials; manufacturing processes; packaging; distribution; use, re-use and
maintenance; energy considerations; recycling and disposal at the end of the useful life of
the chemical product or material
principles of green chemistry relevant to the production and use of the selected chemical
product or material
usefulness of the product and the potential impact of its production and use on resources
and the environment.
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has
demonstrated the set of outcomes specified for the unit. Assessment tasks must be a part of
the regular teaching and learning program and and should be completed mainly in class and
within a limited timeframe.
Teachers should use a variety of assessment tasks that provide a range of opportunities for
students to demonstrate key knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning and assessment activities.
The key knowledge and key skills do not constitute a checklist and such an approach is not
necessary or desirable for determining the achievement of outcomes.
All assessment at Units 1 and 2 are school-based. Procedures for assessment of levels of
achievement in Units 1 and 2 are a matter for school decision.
Practical work is a central component of learning and assessment. As a guide, between 3½
and 5 hours of class time should be devoted to student practical work for each of Areas of
Study 1 and 2. An investigation related to the development and life cycle of a chemical
product or material that is in use today is to be undertaken in Area of Study 3. The
investigation will draw on content from Area of Study 1 and/or Area of Study 2. Between 4
and 6 hours of class time should be devoted to undertaking the investigation.
For this unit students are required to demonstrate achievement of three outcomes. As a set
these outcomes encompass all areas of study.
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Unit 1: What makes materials different
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Assessment tasks for this unit are:
For Outcomes 1 and 2:
A selection from the following:
 annotations of a practical work folio of activities or investigations
 report of a practical activity or investigation
 modelling activity
 media response
 problem solving involving chemical concepts, skills and/or issues
 reflective learning journal/blog related to selected activities or in response to an issue
 data analysis
 test comprising multiple choice and/or short answer and/or extended response.
The assessment tasks may be written, oral or multi-modal.
and
For Outcome 3:
 report of an investigation of a new product or material using an appropriate format, for
example, digital presentation, oral communication, or written report.
Where teachers allow students to choose between tasks they must ensure that the tasks they
set are of comparable scope and demand.
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Unit 2: Why is water precious?
DRAFT FOR CONSULTATION
Unit 2: Why is water precious?
In this unit, students explore the unique chemical properties of water and investigate
precipitation, acid-base and redox reactions. They investigate the solubility, concentration and
pH of substances in water.
Students are introduced to stoichiometry and to a number of analytical techniques including
instrumental analysis, and use these to determine concentrations of different species in water
samples, including chemical contaminants. They use the language of chemistry, its symbols
and chemical formulae and equations to explain observations and data collected from
experiments. Students analyse issues associated with substances dissolved in water and
explore the importance of the solvent properties of water to aquatic and marine organisms.
They investigate a water treatment process.
A practical investigation into an aspect of water quality is to be undertaken in Area of Study 3.
The investigation will draw on content form Area of Study 1 and/or Area of Study 2.
AREA OF STUDY 1
What makes water unique?
This area of study focuses on the unique properties of water, the behaviour of substances in
water and ways in which the amounts that dissolve in water are measured.
Students investigate the unique properties of water and explain them with specific reference
to water’s structure, polarity and bonding. Students measure the solubility of substances in
water and use solubility curves to represent the relationship between solubility and
temperature. They predict amounts that will dissolve or crystallise out of solution, and analyse
the effect of increasing temperatures on the solubility of carbon dioxide and oxygen in
waterways and in the oceans. Students differentiate between density and concentration and
the units commonly used to measure them.
Students investigate precipitation, acid-base and redox reactions, and represent them by
balanced chemical equations. They compare acids and bases with specific reference to their
strength, and apply their knowledge of concentration and pH to determine the expected pH of
solutions of strong acids and strong bases of known concentration.
Students investigate issues associated with the solubility and immiscibility of substances in
water.
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VCE CHEMISTRY
Unit 2: Why is water precious?
DRAFT FOR CONSULTATION
Outcome 1
On completion of this unit the student should be able to explain the properties of water with
specific reference to its structure and bonding, measure amounts of dissolved substances in
water, and discuss the importance of the solvent properties of water for the survival of living
things.
To achieve this outcome the student will draw on key knowledge below and the related key
skills on pages 9 and 10 of the study design.
Key knowledge
Density
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presence of water in all three states at Earth’s surface
density: definition, unit and symbol
density of solid and liquid water over a range of temperatures: explanation of floating of
ice and of expansion of water at higher temperatures with specific reference to density,
structure and bonding, and kinetics
role of floating ice in survival of aquatic organisms.
Specific heat capacity and latent heat of vaporisation
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distinction between specific heat capacity and latent heat of vaporisation, including units
and symbols
comparison of specific heat capacities of liquid water and other substances
explanation of relatively high specific heat capacity of liquid water with specific reference
to hydrogen bonding; importance for life in oceans
significance of relatively high latent heat of vaporisation of water in keeping organisms
cool and in reducing evaporation from water supplies,
Solvent properties
 solution process: molecular substances (including oxygen, carbon dioxide and ethanol)
and ionic compounds (including sodium chloride)
 precipitation reactions; representation by balanced full and ionic equations, including
states
 importance of solvent properties of water to aquatic and marine organisms, including
availability of oxygen for cellular respiration and carbon dioxide for photosynthesis
 hydrophobic and hydrophilic substances: explanation of behavior of surfactants and oils in
water.
Measurement of solubility and concentration
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measurement of solubility in gram per 100 g water, and use of solubility tables
relationship between temperature and solubility of a given solid, liquid or gas in water
use of solubility curves as predictive and quantitative tools
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range of units used to measure concentration (specifically g dm , mg mL , mol dm ,
%(w/w), %(w/v), % (v/v) ppm, ppb) unit conversions, and typical applications.
Acid-base reactions in water
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definitions of acids and bases, acid-base reactions and conjugate acid-base pairs with
specific reference to proton transfer
definitions of polyprotic acids and amphiprotic substances, and balanced ionic equations
for their reactions with water, including states
definition of pH; the ionic product of water Kw and the pH scale
distinction between strong and weak acids and bases, and between concentrated and
dilute acids, and bases, including common examples
use of pH measurements and data tables to compare strengths of acids and bases
(calculations involving acidity constants are not required)
pH calculations for strong acids and strong bases, including dilution of solutions
common reactions of acids with metals and with bases; representation by balanced full
and ionic equations, including states.
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VCE CHEMISTRY
Unit 2: Why is water precious?
DRAFT FOR CONSULTATION
Redox reactions in water
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definitions of oxidising agents and reducing agents, redox reactions and conjugate redox
pairs with specific reference to electron transfer in metal displacement reactions
metal displacement reactions: balanced redox equations; relationship between
displacement of metal ions by other metals, and the reactivity series of metals.
Environmental issues
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effects of increasing temperature of upper levels of the ocean on solubility of dissolved
substances, including oxygen and carbon dioxide
causes, potential impacts and responses, treatment and/or control of one of the following:
acid rain; corrosion; eutrophication; ocean acidification; or oil spills.
AREA OF STUDY 2
What is in water?
This area of study focuses on the use of laboratory and instrumental techniques in analysing
water samples for various solutes, and the investigation of a water treatment process.
Students examine possible origins and the chemical nature of substances that may be
present in a water supply, including contaminants. They apply stoichiometry to gravimetric
and volumetric analyses of aqueous solutions and water samples. Students use colorimetry to
estimate the concentrations of coloured species in solution, and use atomic absorption
spectroscopy data to determine the concentration of metal ions in solution. They investigate
the principles of chromatography and use data from high performance liquid chromatography
to calculate the concentration of organic compounds in solution. They investigate the
chemical basis of desalination or sewage treatment.
Students undertake practical activities that build their understanding of water quality, water
analysis and water purification.
Outcome 2
On completion of this unit the student should be able to analyse water samples for salts,
organic compounds and acids and bases, and explain the chemical principles involved in a
selected water treatment process.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
Water sample analysis
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sampling protocols used for analysis of the water quality of waterways; sampling from
various depths and locations; sterile techniques and use of clean, dry equipment
definition of a chemical contaminant in a water supply, sources of inorganic and organic
contaminants in water (including natural sources) and processes by which contaminants
enter waterways.
Analysis for salts
 potential sources of salts found in water (ground minerals including salt, heavy metals,
organo-metallic substances)
 use of colorimetry to determine the approximate concentration of phosphates in a water
sample
 use of mass-mass stoichiometry and gravimetric analysis to determine the mass of a salt
in a water sample
 use of atomic absorption spectroscopy (AAS) and analysis of the calibration curve
produced to accurately determine the concentration of metals in a water sample (details
of instrument not required).
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VCE CHEMISTRY
Unit 2: Why is water precious?
DRAFT FOR CONSULTATION
Analysis for organic compounds
 potential sources of organic compounds found in water (dioxins, insecticides, pesticides,
oil spills)
 principles of chromatography; use of high performance liquid chromatography (HPLC)
and analysis of the calibration curve produced to accurately determine the concentration
of a soluble organic compound in a water sample (retention times and details of
instrument not required).
Analysis for acids and bases
 potential sources of acids and bases found in water (dissolved carbon dioxide, mining and
industrial wastes)
 use of stoichiometry and acid-base titrations to determine the net concentration of acid or
base in a water sample; calculations related to preparation of standard solutions;
indicators; dilution of solutions.
Water treatment
 distribution and amount of fresh drinking water available on Earth’s surface
 chemical principles involved in the processes used, and relevant standards for water
quality in one of the following modes of water treatment: desalination (including recent
developments in membrane technology and nanotechnology); or sewerage treatment
(including aerobic and anaerobic treatment).
AREA OF STUDY 3
Practical investigation
In this area of study students design and conduct an investigation into one aspect of water
quality. The investigation should relate to ideas and skills developed in Areas of Study 1
and/or 2 and be conducted by the student though laboratory work and/or fieldwork.
Substances that are dissolved in water supplies may be beneficial or harmful, and sometimes
toxic, to humans and other living organisms. They may also form coatings on, or corrode,
water pipes. The investigation requires the student to ask a question, plan a course of action
that attempts to answer the question, undertake an investigation to collect the appropriate
primary qualitative and/or quantitative data (which may including collecting water samples),
organise and interpret the data and reach a conclusion in response to the question.
Outcome 3
On completion of this unit, students should be able to design and undertake a quantitative
laboratory investigation related to the quality of water, and draw a conclusion based on
evidence from collected data.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
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chemical concepts specific to the investigation, including definitions of key terms, and
representations
characteristics of laboratory techniques of primary qualitative and quantitative data
collection relevant to the investigation: sampling protocols; gravimetric analysis; acid-base
titrations; pH measurement
ethics and issues of research: identification and application of relevant Health and
Occupational Safety Guidelines; repeatability, reproducibility, reliability and validity of
data; minimisation of experimental bias
methods of organising, representing, processing, analysing and evaluating primary data
nature of evidence that supports or refutes a hypothesis
relevant health and safety standards applicable to the investigation
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VCE CHEMISTRY
Unit 2: Why is water precious?
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DRAFT FOR CONSULTATION
key findings of the selected investigation
options, strategies or solutions to issues related to water quality
conventions of scientific report writing: chemical language, symbols, representations,
conventions, standard abbreviations and SI units of measurement.
ASSESSMENT
The award of satisfactory completion for a unit is based on a decision that the student has
demonstrated the set of outcomes specified for the unit. Assessment tasks must be a part of
the regular teaching and learning program and and should be completed mainly in class and
within a limited timeframe.
Teachers should use a variety of assessment tasks that provide a range of opportunities for
students to demonstrate key knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning and assessment activities.
The key knowledge and key skills do not constitute a checklist and such an approach is not
necessary or desirable for determining the achievement of outcomes.
All assessment at Units 1 and 2 are school-based. Procedures for assessment of levels of
achievement in Units 1 and 2 are a matter for school decision.
Practical work is a central component of learning and assessment. As a guide, between 3½
and 5 hours of class time should be devoted to student practical work for each of Areas of
Study 1 and 2. An investigation into an aspect of water quality is to be undertaken in Area of
Study 3. The investigation will draw on content form Area of Study 1 and/or Area of Study 2.
Between 4 and 6 hours of class time should be devoted to undertaking the investigation.
For this unit students are required to demonstrate achievement of three outcomes. As a set
these outcomes encompass all areas of study.
Assessment tasks for this unit are:
For Outcomes 1 and 2:
A selection from the following:
 annotations of a practical work folio of activities or investigations
 report of a practical activity or investigation
 modelling activity
 media response
 problem solving involving chemical concepts, skills and/or issues
 reflective learning journal/blog related to selected activities or in response to an issue
 data analysis
 test comprising multiple choice and/or short answer and/or extended response.
The assessment tasks may be written, oral or multi-modal.
and
For Outcome 3:
• a report of a student-designed quantitative laboratory investigation using an appropriate
format, for example, digital presentation, oral communication, scientific poster or written
report.
Where teachers allow students to choose between tasks they must ensure that the tasks they
set are of comparable scope and demand.
©VCAA, August 2014
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VCE CHEMISTRY
Unit 3: How can energy and materials be produced efficiently?
DRAFT FOR CONSULTATION
Unit 3: How can energy and materials
be produced efficiently?
Demand for energy and materials is increasing with world population growth. Chemists seek
more efficient, safer and more environmentally benign ways to utilise resources and to make
chemical production more efficient.
In this unit, students compare and evaluate different chemical energy resources including fuel
cells, electrochemical cells and solar ponds. They explore the energy transformations
associated with fuel combustion and learn how the energy released is represented. Students
apply stoichiometry to calculate the energy released and amounts of reactants and products
involved in the combustion of fuels. They investigate the design features, operating principles
and purpose of galvanic cells, fuel cells and electrolytic cells, and the cell processes that
occur within them. They use the electrochemical series to predict redox reactions, write
equations to represent redox reactions, and apply Faraday’s laws to calculate quantities in
electrolytic reactions.
Students analyse manufacturing processes with specific reference to factors that influence
their rate and extent. They investigate and apply the equilibrium law and Le Chatelier’s
principle to different reaction systems. Students use their understanding of reaction rates and
Le Chatelier’s principle to predict or explain the conditions that will improve the efficiency and
percentage yield of chemical processes. They use the language and conventions of
chemistry, its symbols and chemical formulae, and equations to explain observations and
data collected from experiments.
A practical investigation related to energy and/or food is to be undertaken in Unit 3, in Unit 4
or across both Units 3 and Unit 4, and will be assessed in Unit 4 as Outcome 3.
AREA OF STUDY 1
What are our energy options?
This area of study focuses on comparisons of a range of energy resources, including fuels,
galvanic cells, fuel cells, solar cells and solar ponds. These resources and technologies are
evaluated with specific reference to the energy transformations taking place, their energyefficiency and their potential applications.
Students investigate and compare the origin, structure, applications and environmental impact
of a range of renewable and non-renewable fuels. They write thermochemical equations, and
use enthalpy changes and specific heat capacity to quantify the energy, mass and volume
changes involved in combustion reactions.
©VCAA, August 2014
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VCE CHEMISTRY
Unit 3: How can energy and materials be produced efficiently?
DRAFT FOR CONSULTATION
The mechanisms by which redox reactions occur are explored through practical investigations
where students compare predictions made by using the electrochemical series with their
experimental observations. They compare basic design features, operating principles and
uses of galvanic cells and fuel cells, and write balanced chemical equations for overall cell
processes. Students design, construct and test galvanic cells.
Outcome 1
On completion of this unit the student should be able to compare fuels quantitatively with
specific reference to energy and greenhouse gas production, apply knowledge of the
electrochemical series to design, construct and test a galvanic cell, and evaluate energy
resources based on energy efficiency, renewability and environmental impact.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
Energy from fuels
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definition of a fuel, including distinction between fossil fuels and biofuels with specific
reference to origin and renewability
energy transformations involved in, and energy-efficiency of, combustion of fuels;
classification as exothermic reactions
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joule as SI unit of energy; definition of, symbol (∆H) and common units (kJ mol , kJ g ,
MJ/tonne) used to measure enthalpy change in a combustion reaction
writing of balanced thermochemical equations, including states, for the complete
combustion of hydrocarbons (up to C10), methanol and ethanol, using experimental data
and available data tables
definition and units of gas pressure; temperature units (degrees Celsius and kelvins); the
universal gas equation; molar volume of gases
use of mass-mass, mass-volume and volume-volume stoichiometry in calculations of
enthalpy change, heat energy released, reactant and product amounts related to
combustion of fuels, and net volume of greenhouse gases at a given temperature and
pressure, or net mass, released per MJ of energy obtained
use of specific heat capacity of water to determine the approximate amount of heat
energy released in the combustion of a fuel.
Fuel choices
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comparison of fossil fuels (coal, crude oil, petroleum gas, coal seam gas) and bio-fuels
(biogas, bioethanol, biodiesel) with specific reference to energy content, energyefficiency, environmental impact and renewability
comparison of petrodiesel and biodiesel with specific reference to sources, structure,
suitability as a transport fuel and impact on the environment.
Storage of energy in galvanic cells
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galvanic cells as portable or fixed energy storage devices that can be used as alternatives
to fuels; typical uses
definitions of reduction, oxidation, reducing agents, oxidising agents and redox reactions
with specific reference to electron transfer
use of metal displacement reactions to deduce the relative strengths of a number
reducing agents and oxidising agents, and to design and construct simple galvanic cells
energy transformations in spontaneous redox reactions: direct contact between reactants
compared with their separation in galvanic cells
use of oxidation numbers to identify conjugate oxidising and reducing agents in a redox
reaction
writing of balanced half-equations for oxidation and reduction reactions and balanced
ionic equations, including states, for net redox reactions
the electrochemical series and its use in designing galvanic cells and as a predictive tool
common design features of primary galvanic cells and roles of anode, cathode and salt
bridge
©VCAA, August 2014
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VCE CHEMISTRY
Unit 3: How can energy and materials be produced efficiently?
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DRAFT FOR CONSULTATION
comparison of features (specifically anode, cathode, electrolytes, separation of half-cells,
and electron and ion flows) of laboratory galvanic cells with those of commercial nonrechargeable batteries.
Energy possibilities
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definition and common design features of fuel cells, including use of specialised
electrodes for gaseous reactants
comparison of galvanic cells and fuel cells, specifically their function, design, energy
transformations, energy-efficiency and applications
comparison of the use of fuel cells and combustion of fuels to supply energy, specifically
their applications, energy-efficiency, safety, fuel supply (including problem of storage of
hydrogen) and production of greenhouse gases
comparison of solar cells and solar ponds, specifically their operating principles, energy
transformations, energy-efficiency and applications.
AREA OF STUDY 2
How can the production of chemicals be optimised?
This area of study focuses on key factors that are considered when designing a
manufacturing process – factors that increase the efficiency and percentage yield of the
process while reducing the energy demand and cost.
Students 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. They explain reactions
in terms of the collision theory including reference to Maxwell-Boltzmann distribution curves.
Students interpret and draw energy profile diagrams when representing the progress of
exothermic and endothermic reactions, including representation of the effect of a catalyst.
Students study homogeneous equilibrium systems and apply the equilibrium law to calculate
equilibrium constants and concentrations of reactants and products. They investigate Le
Chatelier’s Principle and the effect of different changes on an equilibrium system. Students
represent the establishment of equilibrium and the effect of changes to an equilibrium system
using concentration-time graphs. They explore the competing equilibria involved in carbon
monoxide poisoning and its treatment. Students analyse industrial processes involving
equilibrium systems and predict optimum conditions for the most efficient rate of production
and highest percentage yield of product. They compare atom efficiency with the rate and yield
of a reaction.
Students investigate a range of electrolytic cells. They describe their basic design features
and purpose, and explain their operating principles and the energy transformations that occur.
They investigate developments in rechargeable cells that have wider applications for energy
storage.
Students apply Faraday’s laws to calculate amounts of product, current or time for a particular
electrolytic process, and to measure cell efficiency. They analyse why some metals are
extracted from their ores by pyrolysis while others are extracted by electrolysis.
Outcome 2
On completion of this unit the student should be able to apply rate and equilibrium principles
to predict how the extent and rate of reactions can be optimised, and explain how electrolysis
is involved in the production of chemicals and in the recharging of batteries,
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
©VCAA, August 2014
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VCE CHEMISTRY
Unit 3: How can energy and materials be produced efficiently?
DRAFT FOR CONSULTATION
Key knowledge
Rate of chemical reactions
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collision theory of chemical reactions, including interpretation of Maxwell-Boltzmann
distribution curves (calculations not required)
comparison of exothermic and endothermic reactions with specific reference to energy
transformations, enthalpy change and their representations in energy profile diagrams
physical conditions that can be controlled to increase the rate of a chemical process,
including temperature, concentration of solutions, surface area, and pressure of gases.
catalysts that speed up chemical reactions; explanation with specific reference to reaction
pathways; representation in energy profile diagrams.
Extent of chemical reactions
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distinction between reversible and irreversible reactions
distinction between rate and extent of a reaction with specific reference to their definitions
and how they are measured; calculation of percentage yield of a reaction
homogenous equilibria (aqueous solutions or gases): explanation with specific reference
to collision theory; representation by balanced chemical or thermochemical equations,
including states; concentration-time graphs; rate-time graph; factors that affect the time
taken to reach equilibrium in a closed reaction system including presence of a catalyst,
temperature, and initial concentrations of species
calculations involving equilibrium constants (Kc only) and equilibrium expressions for a
closed homogeneous equilibrium system; dependence of value of equilibrium constant,
and its units, on the equation used to represent the reaction, and the temperature
Le Chatelier’s Principle: identification of factors that favour the yield of a chemical
process; representation of equilibrium system changes using concentration-time graphs
application of Le Chatelier’s Principle to identify competing equilibria involved in the
occurrence and treatment of carbon monoxide poisoning resulting from incomplete
combustion of fuels.
Chemical production by electrolysis
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electrolysis of molten liquids and aqueous solutions using different electrodes
comparison of an electrolytic cell with a galvanic cell with specific reference to the energy
transformations involved, energy-efficiencies and key cell features and processes
use of the electrochemical series to explain or predict the products of an electrolysis,
including balanced half-equations, a balanced ionic equation for the net cell reaction, and
states
general operating principles of commercial electrolytic cells including basic structural
features and selection of electrolyte and electrode materials (no specific cell is required)
application of stoichiometry and Faraday’s Laws to determine the amount of a product of
an electrolysis, and the current and time required for a given amount of product
factors involved in selecting a suitable process (pyrolysis or electrolysis) for extracting a
metal from its ore, including the enthalpy change of the reaction, and melting points and
boiling points of the metal ore and the metal.
Rechargeable batteries
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processes involved in discharging and recharging of rechargeable batteries
typical materials used in the manufacture of rechargeable batteries, and safety and
environmental impacts of their production and disposal
factors involved in determining energy efficiency and sustainability of rechargeable
batteries including source of electrical energy used to recharge the battery
dual applications of rechargeable batteries as a source of electricity and in the storage
and delivery of energy derived from renewable resources.
©VCAA, August 2014
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VCE CHEMISTRY
Unit 3: How can energy and materials be produced efficiently?
DRAFT FOR CONSULTATION
SCHOOL-BASED ASSESSMENT
Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
assessment tasks to provide a range of opportunities for students to demonstrate the key
knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning and assessment activities.
Practical work and assessment
Practical work is a central component of learning and assessment. As a guide, between 3½
and 5 hours of class time should be devoted to student practical work for each of Areas of
Study 1 and 2. A practical investigation related to energy and/or food is to be undertaken in
Unit 3, in Unit 4 or across both Unit 3 and Unit 4, and will be assessed in Unit 4 as
Outcome 3. The outcomes of the investigation will be presented in a scientific poster format.
Between 7 and 10 hours of class time should be devoted to the investigation, including writing
of the sections of the scientific poster.
Assessment of levels of achievement
The student’s level of achievement in Unit 3 will be determined by School-assessed
Coursework. School-assessed Coursework tasks must be a part of the regular teaching and
learning program and must not unduly add to the workload associated with that program.
They must be completed mainly in class and within a limited timeframe.
Where teachers provide a range of options for the same School-assessed Coursework task,
they should ensure that the options are of comparable scope and demand.
The types and range of forms of School-assessed Coursework for the outcomes are
prescribed within the study design. The VCAA publishes Advice for teachers for this study,
which includes advice on the design of assessment tasks and the assessment of student
work for a level of achievement
Teachers will provide to the VCAA a numerical score representing an assessment of the
student’s level of achievement.
The score must be based on the teacher’s assessment of the performance of each student on
the tasks set out in the following table.
Contribution to final assessment
School-assessed Coursework for Unit 3 will contribute 16 per cent to the study score.
©VCAA, August 2014
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VCE CHEMISTRY
Unit 3: How can energy and materials be produced efficiently?
Outcomes
DRAFT FOR CONSULTATION
Marks allocated*
Outcome 1
Compare fuels quantitatively with specific
reference to energy and greenhouse gas
production, apply knowledge of the
electrochemical series to design, construct and
test a galvanic cell, and evaluate energy
resources based on energy efficiency,
renewability and environmental impact.
Outcome 2
Apply rate and equilibrium principles to predict
how the extent and rate of reactions can be
optimised, and explain how electrolysis is
involved in the production of chemicals and in
the recharging of batteries.
Total marks
Assessment tasks
30
Analysis and evaluation of two or more media
articles related to energy options
OR
Report on a laboratory investigation of the design,
construction and testing of a galvanic cell that
meets a specified set of criteria
(approximately 50 minutes)
30
At least one task selected from:
 annotations of at least two practical activities
from a practical logbook
 report of a student investigation
 evaluation of research
 analysis of data including generalisations and
conclusions
 media analysis/response
 analysis of an unfamiliar chemical
manufacturing process or electrolytic cell
 extended response questions
(approximately 50 minutes)
60
*School-assessed Coursework for Unit 3 contributes 16 per cent.
©VCAA, August 2014
27
VCE CHEMISTRY
Unit 4: Why is carbon useful?
DRAFT FOR CONSULTATION
Unit 4: Why is carbon useful?
Carbon is the basis of the organic compounds that constitute our body tissues and are found
in the foods, medicines, fuels and many of the materials we use. In this unit students
investigate the major families of organic compounds, their structural features, bonding, and
typical reactions and uses. They study different ways in which organic structures are
represented and their systematic nomenclature. Students process data from instrumental
analysis of organic compounds 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 by considering the nature of the reactions involved.
Food contains various organic compounds that are the source of both the energy and the raw
materials the human body needs for growth and repair. In this unit, students focus on the
organic compounds contained in three major food families (carbohydrates, proteins and lipids)
and the reactions in which they are broken down and then built up to form new molecules.
They study calorimetry as an investigative tool for determining the energy released by
different foods.
An investigation related to energy and/or food is to be undertaken in Unit 3, in Unit 4 or across
both Units 3 and Unit 4, and will be assessed in Unit 4 as Outcome 3.
AREA OF STUDY 1
How does carbon form organic compounds?
In this area of study students investigate a range of aliphatic and aromatic organic families,
and explore why such a vast range of carbon compounds is possible. They examine the
structural features of members of each homologous series of compounds, including some of
the simpler structural isomers, and how they are represented and named.
Students study the principles of mass spectrometry, infrared spectroscopy and proton and
carbon-13 nuclear magnetic resonance spectroscopy, and interpret data from these
instruments to deduce or confirm the structure and identity of organic compounds.
Students investigate the common properties of organic families. They explain trends in
physical properties and flammability of hydrocarbons and alcohols and relate this to their
suitability for use as fuels. Students study typical reactions of organic families and some of
their reaction pathways, and write balanced chemical equations for organic syntheses.
©VCAA, August 2014
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VCE CHEMISTRY
Unit 4: Why is carbon useful?
DRAFT FOR CONSULTATION
Outcome 1
On completion of this unit the student should be able to compare general structures and
reactions of major organic families, deduce structures of organic compounds using
instrumental analysis data, and design reaction pathways for the synthesis of organic
molecules.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
Organic compounds
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definition of organic compounds
variety of possible structures of, and vast number of, carbon compounds compared with
silicon compounds with specific reference to the electronic structures of carbon and
silicon atoms and their sizes (limited to data analysis of structures and numbers of
compounds)
distinction between structure and bonding in aliphatic (including cyclohexane) and
aromatic (including benzene) organic compounds
definitions of homologous series and structural isomers
key structural features of alkanes, alkenes, alkynes, haloalkanes, amines, amides,
alcohols (primary, secondary, tertiary), aldehydes, ketones, carboxylic acids and nonbranched esters, and systematic naming of family members, including structural isomers,
according to IUPAC systematic nomenclature (compounds up to C10, structural isomers
to C5 required)
identification of functional groups and aromatic rings present in given structural formulae.
Properties and reactions of simple organic families
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explanation of trends in physical properties (boiling point, viscosity) and flammability of
alkanes, alkenes, alkynes and alcohols; implications for their use as fuels and safety
precautions when handled
use of catalytic cracking and catalytic reforming to produce more useful lower mass
alkanes and alkenes, and cyclic hydrocarbons
typical organic reactions: oxidation of primary alcohols; substitution reactions of
haloalkanes, addition reactions of alkenes, hydrolysis reactions of esters, condensation
reaction between an amine and a carboxylic acid; and esterification reaction between an
alcohol and a carboxylic acid (balanced chemical equations required; reaction conditions
and states not required)
pathways used to synthesise primary haloalkanes, primary alcohols, primary amines,
carboxylic acids, amides and esters.
importance of petrochemicals and of organic pathways in the synthesis of chemicals and
materials (specific reactions not required).
Analysis of organic chemicals
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chemical principles of mass spectrometry (MS), infrared spectroscopy (IR) and proton
and carbon-13 nuclear magnetic resonance spectroscopy (NMR) (details of instruments
not required)
determination of the structures of simple organic chemicals using a combination of mass
spectrometry (MS), infrared spectroscopy (IR) and proton and carbon-13 nuclear
magnetic resonance spectroscopy (NMR) (limited to data analysis)
determination of the concentration of an organic compound by volumetric analysis (redox
titration), including back titration
principles of chromatography; use of high performance liquid chromatography (HPLC)
and analysis of the calibration curve produced to accurately determine the concentration
of an organic compound in a solution.
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AREA OF STUDY 2
What is food?
In this area of study students examine the importance of food from a chemical perspective.
Students study the three major food families – proteins, carbohydrates and lipids – with
specific reference to their roles in the human body, structures, and the hydrolysis and
condensation reactions in which they are broken down or built up. They investigate the
mechanism of enzyme action in these biochemical reactions, and explain the source and role
of glucose in cellular respiration.
Students investigate the principles of calorimetry and its application in determining enthalpy
changes for reactions in solution. They use data from bomb calorimetry to determine the
energy content of foods and account for discrepancies with values stated on food labels.
Outcome 2
On completion of this unit the student should be able to explain and differentiate between the
chemical reactions involved in the metabolism of carbohydrates, proteins and lipids, and
determine the energy content of a food using calorimetry.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key skills on pages 9 and 10 of the study design.
Key knowledge
Roles of food




importance of obtaining energy and raw materials from foods: carbohydrates as the
primary energy source of humans; essential roles of proteins and lipids in foods as
sources of molecules required to build a range of important constituents of the human
body
principles of calorimetry: solution and bomb calorimetry; determination of calibration factor
and analysis of temperature-time graphs obtained from solution calorimetry
comparison of energy values of carbohydrates, proteins and lipids
comparison of the energy content of different foods from food labels and from bomb
calorimetry (second-hand data only) including explanation of discrepancies.
Metabolism of food in the human body


general principle of breakdown of large biomolecules in food by hydrolysis reactions to
produce smaller molecules, and subsequent synthesis of biologically important molecules
by condensation reactions of these smaller molecules
role of enzymes in controlling specific biochemical reactions by action at active sites,
including explanation of ability of all humans to hydrolyse starch but not cellulose, and
differential ability in humans to hydrolyse lactose.
Carbohydrates


complex carbohydrates in foods (starch, cellulose) as condensation polymers of glucose;
glycosidic links; hydrolysis of starch in the body; storage of excess glucose in the body as
glycogen and fat
balanced thermochemical equation for cellular respiration; comparison of glucose,
sucrose and the artificial sweetener aspartame with specific reference to their structures,
energy content, and reactions in the body to produce energy.
Proteins
 proteins as condensation polymers of 2-amino acids; primary, secondary and tertiary

structure and bonding, including peptide links
fibrous and globular proteins: quaternary structures and consequent properties: typical
roles in the body
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distinction between denaturation of proteins and hydrolysis of their primary structure
classification of amino acids as essential or non-essential; comparison of vegetarian and
vegan diets with specific reference to inclusion of essential amino acids and meeting daily
protein requirements.
Lipids





lipids as triglycerides: common structural features, including ester links; hydrolysis of
lipids in the body; distinction between fats and oils with specific reference to structure,
bonding and melting point
chemical structures of saturated and unsaturated (monounsaturated and polyunsaturated)
fatty acids; degree of unsaturation; iodine number; melting points; hydrolysis
structural differences between cis- and trans-fatty acids, including comparative hydrolysis
by lipases
classification of fatty acids as essential or non-essential, and cis- or trans- isomers
rancidity of fats: hydrolytic rancidity; oxidative rancidity and antioxidants.
AREA OF STUDY 3
Experimental investigation
A student-designed or adapted experimental investigation related to energy and/or food
resources is to be undertaken in either Unit 3, Unit 4 or across Units 3 and 4. The
investigation should relate to ideas and skills developed across Units 3 and 4.
The investigation requires the student to ask a question, formulate a hypothesis, plan a
course of action that attempts to answer the question and that takes into account safety and
ethical considerations, undertake an experiment which involves the collection of primary
qualitative and/or quantitative data, analyse and evaluate the data, identify limitations of data
and methods, link experimental results to science ideas, reach a conclusion in response to
the question and suggest further investigations which may be undertaken. Results should be
communicated in a scientific poster format according to a template which is included below
and elaborated in the Assessment Handbook and in the Advice to Teachers. A practical
logbook should be maintained by the student for record, authentication and assessment
purposes.
Outcome 3
On the completion of this unit the student should be able to design and undertake a practical
investigation related to energy and/or food resources, and present methodologies, findings
and conclusions as a scientific poster.
To achieve this outcome the student will draw on key knowledge outlined below and the
related key science skills on pages 9 and 10 of the study design.
Key knowledge







chemical concepts specific to the investigation and its significance, including definitions of
key terms, and representations
characteristics of scientific research methodologies and techniques of primary qualitative
and quantitative data collection relevant to the selected investigation: volumetric analysis
; gravimetric analysis; instrumental analysis; calorimetry; construction of electrochemical
and electrolytic cells
ethics and issues of research: identification and application of relevant health and safety
guidelines; repeatability, reproducibility, reliability and validity of data; minimisation of
experimental bias
methods of organising, analysing and evaluating primary data: descriptive statistics;
sources of error; limitations of data and methodologies; limitations of descriptive statistics
use of models in organising and understanding observed phenomena and chemical
concepts, and their limitations
key findings of the selected investigation and their relationship to chemical concepts
nature of evidence that supports or refutes a hypothesis
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conventions of scientific report writing and scientific poster presentation: chemical
language, symbols, equations, representations, conventions, standard abbreviations, and
correct acknowledgement of references.
SCHOOL-BASED ASSESSMENT
Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
assessment tasks to provide a range of opportunities for students to demonstrate the key
knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning and assessment activities.
Practical work and assessment
Practical work is a central component of learning and assessment. As a guide, between 3½
and 5 hours of class time should be devoted to student practical work for each of Areas of
Study 1 and 2. A practical investigation related to energy and/or food is to be undertaken in
Unit 3, in Unit 4 or across both Unit 3 and Unit 4, and will be assessed in Unit 4 as Outcome
3. The outcomes of the investigation will be presented in a scientific poster format. Between 7
and 10 hours of class time should be devoted to the investigation, including writing of the
sections of the scientific poster.
Assessment of levels of achievement
The student’s level of achievement in Unit 4 will be determined by School-assessed
Coursework. School-assessed Coursework tasks must be a part of the regular teaching and
learning program and must not unduly add to the workload associated with that program.
They must be completed mainly in class and within a limited timeframe.
Where teachers provide a range of options for the same School-assessed Coursework task,
they should ensure that the options are of comparable scope and demand.
The types and range of forms of School-assessed Coursework for the outcomes are
prescribed within the study design. VCAA publishes Advice for teachers for this study, which
includes advice on the design of assessment tasks and the assessment of student work for a
level of achievement
Teachers will provide to the VCAA a numerical score representing an assessment of the
student’s level of achievement.
The score must be based on the teacher’s assessment of the performance of each student on
the tasks set out in the following table.
Contribution to final assessment
School-assessed Coursework for Unit 4 will contribute 24 per cent of the study score.
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Outcomes
Marks allocated*
Outcome 1
Compare general structures and reactions of
major organic families, deduce structures of
organic compounds using instrumental analysis
data, and design reaction pathways for the
synthesis of organic molecules.
Outcome 2
Explain and differentiate between the chemical
reactions involved in the metabolism of
carbohydrates, proteins and lipids, and
determine the energy content of a food using
calorimetry.
Outcome 3
Design and undertake a practical investigation
related to energy and/or food resources, and
present methodologies, findings and conclusions
as a scientific poster.
Total marks
Assessment tasks
30
At least one task selected from:
 annotations of at least two practical activities
from a practical logbook
 report of a student investigation
 analysis of data including generalisations and
conclusions
 media analysis/response
 extended response questions
 reflective learning journal/blog related to
comparison of organic structures or pathways
(approximately 50 minutes)
30
Response to an issue related to food and diet
OR
Report of a laboratory investigation involving
calorimetry
(approximately 50 minutes)
30
Structured scientific poster according to VCAA
template.
(maximum 1000 words)
90
*School-assessed Coursework for Unit 4 contributes 24 per cent.
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Unit 4 Outcome 3 – Investigation presented as a scientific poster
Unit 4 Outcome 3 requires that students communicate investigation findings as a scientific
poster. The poster may be produced electronically or in hard copy format and should not
exceed 1000 words. Students must select information carefully so that they meet the word
limit. The production quality of the poster will not form part of the assessment.
The following template provides details about construction of the poster by students and
assessment of the poster by teachers.
Poster section
Key science skill
from pp XX-XX of the
study design
Poster section content
Title
select questions,
formulate hypotheses
and make predictions
Question under investigation is the title
Introduction
Results
Discussion
required
Explanation of reason for undertaking the investigation,
including relevant background chemical concepts
10
Stated in “If…then…” or other recognised format
5
plan and undertake
investigations
Clear methodology
10
take into account
safety and ethical
considerations
Identification and management of risks: consideration
of relevant health, safety and ethical guidelines
5
conduct investigations
to collect and record
data
Data collection and recording in practical logbook
10
Presentation of data in appropriate format to show
trends, patterns or relationships
10
analyse and evaluate
data, methods and
opinions
Analysis and evaluation of data
10
Identification of outliers and their subsequent treatment
10
Hypothesis
Methodology
Marks
Identification of limitations in data and methods, and
suggested improvements
connect scientific
ideas
Linking of results to relevant chemical concepts
10
Conclusion
draw evidence-based
conclusions
Conclusion that provides a response to the question
5
Throughout the
poster
communicate
scientific ideas
Correct use of scientific language, units, symbols and
representations
10
Clear, coherent, cogent expression
5
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EXTERNAL ASSESSMENT
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination,
which will contribute 60 per cent.
End-of-year examination
Description
The examination will be set by a panel appointed by the VCAA. All the key knowledge and
key skills that underpin the outcomes in Units 3 and 4 are examinable.
Conditions
The examination will be completed under the following conditions:
• Duration: 2.5 hours.
• Date: end-of-year, on a date to be published annually by the VCAA.
• VCAA examination rules will apply. Details of these rules are published annually in the
VCE and VCAL Administrative Handbook.
• The examination will be marked by assessors appointed by the VCAA.
Contribution to final assessment
The examination will contribute 60 per cent.
Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA website.
Examination specifications include details about the sections of the examination, their
weighting, the question format/s and any other essential information. The specifications are
published in the first year of implementation of the revised Units 3 and 4 sequence together
with any sample material.
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