Chemistry Subject Outline (For Teaching in 2013)

Chemistry
2013 Subject Outline

Stage 1 and Stage 2
Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South Australia 5034 Copyright SACE Board of South Australia 2010 First published 2010 Reissued for 2011 (published online October 2010, printed January 2011), 2012, 2013 ISBN 978 1 74102 565 1 (online Microsoft Word version)
ref: A207712
CONTENTS
Introduction......................................................................................................................... 1 Purposes of the SACE.................................................................................................1 Subject Description...................................................................................................... 1 Capabilities................................................................................................................... 1 Literacy in Chemistry.................................................................................................... 3 Numeracy in Chemistry................................................................................................3 Ethical Study and Research......................................................................................... 4 Aboriginal and Torres Strait Islander Knowledge, Cultures, and Perspectives.............4 Stage 1 Chemistry Learning Scope and Requirements....................................................................................6 Learning Requirements................................................................................................ 6 Chemistry Investigation Skills.......................................................................................6 Content....................................................................................................................... 13 Assessment Scope and Requirements.............................................................................15 Evidence of Learning.................................................................................................. 15 Assessment Design Criteria.......................................................................................15 School Assessment.................................................................................................... 17 Performance Standards............................................................................................. 19 Assessment Integrity ................................................................................................. 23 Support Materials............................................................................................................. 24 Subject-specific Advice.............................................................................................. 24 Advice on Ethical Study and Research......................................................................24 Stage 2 Chemistry Learning Scope and Requirements..................................................................................26 Learning Requirements.............................................................................................. 26 Chemistry Investigation Skills.....................................................................................26 Content....................................................................................................................... 33 Assessment Scope and Requirements.............................................................................55 Evidence of Learning.................................................................................................. 55 Assessment Design Criteria.......................................................................................55 School Assessment.................................................................................................... 57 External Assessment.................................................................................................. 59 Performance Standards............................................................................................. 59 Assessment Integrity ................................................................................................. 64 Support Materials............................................................................................................. 65 Subject-specific Advice.............................................................................................. 65 Advice on Ethical Study and Research......................................................................65 This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011
INTRODUCTION
PURPOSES OF THE SACE
The South Australian Certificate of Education (SACE) is designed to enable students to: develop the capabilities to live, learn, work, and participate successfully in a changing world plan and engage in a range of challenging, achievable, and manageable learning experiences, taking into account their goals and abilities build their knowledge, skills, and understanding in a variety of contexts, for example, schools, workplaces, and training and community organisations gain credit for their learning achievements against performance standards.
SUBJECT DESCRIPTION
Chemistry may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1, and as a 20-credit subject at Stage 2. The study of Chemistry offers students opportunities to consider the use that human beings make of the planets resources and the impact of human activities on the environment. An understanding of chemistry, and the application of this understanding, helps students to appreciate the factors that influence the pursuit of science and to make informed decisions about modifying and interacting with nature. Scientific inquiry commonly involves teams of people with diverse skills and knowledge. Chemists can contribute to such teams through their study of the properties, uses, means of production, and reactions of natural and processed materials. Chemists also make a critical study of the social and environmental impact of materials and chemical processes. Their skills in observation, and in designing and performing experiments, make an important contribution to advances in scientific theories. Through the study of chemistry, students develop an understanding of the physical world that enables them to be questioning, reflective, and critical thinkers. As a way of knowing, students can use chemistry to explore and explain their experiences of phenomena around them.
CAPABILITIES
The aim of the SACE is to develop well-rounded, capable young people who can make the most of their potential. The capabilities include the knowledge and skills essential for people to act in effective and successful ways.
Chemistry 2013 Subject Outline Stage 1 and Stage 2
The five capabilities that have been identified are: communication citizenship personal development work learning. The capabilities enable students to make connections in their learning within and across subjects in a wide range of contexts. The capabilities for learning and communication are the focus of the learning requirements supporting students development of skills for working scientifically to acquire, understand, and communicate knowledge of chemistry. The study of Chemistry can contribute to a students citizenship by developing knowledge and skills that can be used in making informed decisions about community issues. The capability for personal development is reflected in the development of students opinions on issues and their appreciation of the role of chemistry in the world. Through the capability for work, students develop skills in problem-solving and critical thinking that are applicable to employability in a range of career pathways.
Communication
In this subject, students develop their capability for communication by, for example: using information and communication technologies to gather, sort, analyse, and display data using appropriate terminology and nomenclature to communicate chemical information to suit particular purposes and contexts constructing knowledge through communication with others using various communication strategies for cooperative and independent learning.
Citizenship
In this subject, students develop their capability for citizenship by, for example: acquiring an appreciation of the complexity of environmental issues responsibly applying knowledge of chemistry to address community issues working ethically.
Personal Development
In this subject, students develop their capability for personal development by, for example: acquiring an awareness of the role of chemistry in the world making decisions about personal futures on the basis of an understanding of chemistry and its role in the world gaining skills of persistence, reflection, and evaluation through the study of chemistry.
Work
In this subject, students develop their capability for work by, for example: applying skills and competencies, including problem-solving, critical-thinking, and numeracy skills, that are applicable to a range of career pathways working scientifically in school, work, and community life working safely, both individually and collaboratively.
Learning
In this subject, students develop their capability for learning by, for example: acquiring chemical knowledge and skills accessing and organising data interpreting and analysing chemical data and synthesising information into understanding critical, innovative, and reflective thinking, inquiry, and problem-solving recognising how chemical knowledge changes over time making connections between chemical concepts recognising that models are representations that can assist understanding of chemistry.
LITERACY IN CHEMISTRY
Students have opportunities to develop specific literacy skills through their learning in Chemistry. These skills enable students to: access, critically read, and summarise chemical information select and use formats appropriate to a purpose and an audience communicate within and beyond the scientific community, using the terminology and conventions of chemistry develop and display skills in the use of a range of communication forms, including webbased presentations, visual media, written texts, and oral presentations acknowledge sources of information appropriately.
NUMERACY IN CHEMISTRY
Students have opportunities to develop specific numeracy skills through their learning in Chemistry. These skills enable students to: use measurement tools and units appropriate to the task manipulate quantitative data display quantitative data, using appropriate scientific conventions use quantitative data to investigate trends and relationships and draw inferences critically evaluate data analyse data in order to supply evidence for or against a given proposal.
ETHICAL STUDY AND RESEARCH

Advice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).
Occupational Health, Safety, and Welfare

Conducting primary research involves preparing and manipulating a range of delicate and complex apparatus and therefore requires appropriate occupational health, safety, and welfare procedures. Information about these procedures is available from applicable school sectors.
Safety Practices in the Laboratory

The following safety practices must be observed in all laboratory work: Use equipment only under the direction and supervision of a teacher or other qualified person. Follow safety procedures when preparing or manipulating apparatus. Use appropriate safety gear when preparing or manipulating apparatus. Particular care must be taken when using glassware, electronic apparatus, and chemicals, but care must not be limited to only these items.
ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVES

In partnership with Aboriginal and Torres Strait Islander communities, and schools and school sectors, the SACE Board of South Australia supports the development of highquality learning and assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous Australians. The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge and perspectives in the design, delivery, and assessment of teaching and learning programs by: providing opportunities in SACE subjects for students to learn about Aboriginal and Torres Strait Islander histories, cultures, and contemporary experiences recognising and respecting the significant contribution of Aboriginal and Torres Strait Islander peoples to Australian society drawing students attention to the value of Aboriginal and Torres Strait Islander knowledge and perspectives from the past and the present promoting the use of culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities.
LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS
Stage 1 Chemistry
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1. demonstrate and apply knowledge and understanding of chemical concepts and interrelationships 2. formulate questions, manipulate apparatus, and record observations in practical chemical activities, and design and undertake chemistry investigations 3. demonstrate an understanding of how knowledge of chemistry can be used to draw informed conclusions or make informed decisions, taking into account social and environmental contexts 4. develop possible solutions to a variety of problems in chemistry, in new or familiar contexts 5. critically analyse and evaluate chemical information and procedures from different sources 6. communicate in a variety of forms, using appropriate chemical terms and conventions. These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.
CHEMISTRY INVESTIGATION SKILLS

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Stage 1 Chemistry 2013
The concepts of chemistry are based on careful observation and measurement and the analysis and interpretation of results. Proficiency in the handling of apparatus is the result of continual practice in a supportive learning environment. Practical activities in this subject are also designed to support conceptual development. Conceptual knowledge and understanding in Stage 1 Chemistry are supported through inquiry and communication about phenomena in chemistry. Students undertake investigations to develop their knowledge and understanding. Data and information, including observations, from these investigations provide the evidence on which informed decisions can be made. Chemistry investigations are carried out by students through individual and/or collaborative tasks.
Practical Investigations
Students collect and interpret their own data in practical investigations that involve a range of activities and experimentation. They develop and select investigable questions and measurable hypotheses, collect data, using appropriate equipment and measurement skills, display and analyse data, and present conclusions appropriate to the initial question or hypothesis. Students critically evaluate the outcomes of practical investigations and consider a range of explanations for their observations. Literacy and numeracy skills are developed by questioning, displaying, and analysing data, and by communicating outcomes. Experiments are a part of practical investigations in Chemistry.
Issues Investigations
In issues investigations, students use information from different sources, which may include primary source data they generate themselves such as observations and measurements made in the laboratory. Students develop questions for investigation, undertake research approaches, and collect evidence to inform their investigations. They learn to think critically and reflectively when relating their evidence to the issue under investigation. They describe the different views people hold on an issue, based on their evidence. Teachers assist students to develop a framework within which an investigation is undertaken. Frameworks developed around the assessment design criteria enable students to present the most suitable evidence of their learning.
Communication
A vast amount of information is available on a wide range of chemistry-related topics, and many means exist for obtaining that information. Students have opportunities to become proficient in a range of techniques for obtaining and evaluating information. In chemistry-related investigations it is important that procedures and results are open to scrutiny. This requires the clear and accurate communication of the details of an investigation. In this subject, communication skills may be assessed through oral presentations, extended writing on chemistry phenomena, reports of practical investigations, and written assignments. Students develop their literacy skills as they acquire knowledge of chemistry terminology and its appropriate application, gain understanding of contextual uses of data and concepts, and critically analyse information from different sources.
Skills
The ways in which chemistry investigation skills are expressed are set out in the following table on intended student learning.
Key Ideas
Students should know and understand the following:
Intended Student Learning

Students should provide evidence that they are able to do the following:
Purposes of Investigations
Investigations and experiments have a clearly defined purpose. Investigations are based on existing information or issues. Before searching for information it is necessary to have a clear idea of the information required, the level of detail needed, and the appropriate facilities for extracting the information. Before undertaking an information search it is necessary to be familiar with search techniques, the way in which the information is structured, and the means of retrieving the information. State the purpose of the investigation or experiment. For a given topic, state the key ideas or issues relevant to the information required, and identify the type of resource that might provide the information.
Identify key search words and phrases for a given topic. Use an information source (e.g. library catalogue, CD-ROM, or the Internet) to obtain information about a topic.
Questions and Hypotheses

Investigable questions guide investigations on chemistry issues. Investigations are often designed to explore questions and to develop possible solutions to those questions. Experiments may be used to test hypotheses. Formulate a question for an investigation based on a chemistry issue. Suggest possible investigations to test the question. State a testable hypothesis, where appropriate.
Designing Investigations Design

Scientific inquiry involves designing procedures, including investigations based on the scientific method or observations made in the field, to investigate questions. Designing an investigation involves identifying: what needs to be observed
the measurements that need to be taken the techniques that need to be used the apparatus or measuring instruments
Design procedures to investigate posed questions or hypotheses. Design and carry out investigations to explore a chemistry issue. Design and carry out experiments, using the scientific method. Record and analyse observations.
needed. Every step in a practical or issues investigation serves a purpose. Describe the steps of an investigation. Draw or interpret diagrams of the apparatus used in an experiment.
Variables
Key Ideas
Students should know and understand the following: Many practical investigations involve deliberately changing one quantity and determining the effect on another quantity. These quantities are referred to as variables. The quantity being deliberately changed is called the independent variable. The quantity that changes as a result, and is measured, is called the dependent variable. Other variables are held constant, if possible, throughout a practical investigation.

Students should provide evidence that they are able to do the following: Identify the variables in a practical investigation.
Classify appropriate variables in a practical investigation as independent or dependent.
Identify any variables that are deliberately held constant throughout a practical investigation.
Conducting Investigations Procedures

Practical investigations require a particular set of actions to be carried out in a well-defined order. Appropriate apparatus is selected to undertake: measurement of mass, volume, temperature, and pH volumetric analysis
construction of electrochemical cells preparation of simple organic compounds.
Follow instructions accurately and safely.
Select appropriate apparatus for the measurement of mass, volume, temperature, and pH. Prepare standard solutions, carry out dilutions, and undertake titrations. Construct voltaic and electrochemical cells. Prepare organic compounds, using distillation, reflux, and liquidliquid extraction.
Safety and Ethics

Ethical practices must be followed when conducting practical and issues investigations. Safety must be considered when conducting investigations. Many investigations involve the collaborative efforts of a team. Members of a team work together. Maintain confidentiality, report accurately, and acknowledge the work of other people. Recognise hazards and work safely during a practical investigation. Negotiate procedures with the other members of a team. Define the role of each member. Perform the role of a team member.
Errors in Measurements
Measurements are affected by random and/or systematic errors. Random errors are present when there is scatter in the measured values. Systematic errors are present when measured values differ consistently from the true value. Identify sources of errors and uncertainty that may occur in a practical investigation. Distinguish between random and systematic errors.
Key Ideas
Students should know and understand the following: Where applicable, increasing the number of samples minimises the effects of random errors and improves the reliability of the data. Systematic errors can be identified and results verified by repeating an experiment using an alternative source of equipment and materials.

Students should provide evidence that they are able to do the following: Explain the importance of increasing the number of samples in a practical investigation. Explain the importance of repeating a practical investigation where feasible.
Precision, Reliability, and Accuracy

The reliability/precision of data collection is related to the reproducibility of the measurements. Measurements are more reliable/precise when there is less scatter in the results. Reliability/precision depends on the extent to which random errors are minimised. Where possible, collect data using measurements that can be reproduced consistently. Determine which of two or more measuring instruments or sets of measurements is most reliable/precise. Use averages or graphing as a means of detecting or minimising the effects of random errors. State which result of two or more experiments is most accurate, given the true value.
The accuracy of an experimental value indicates how close the result is to the true value and depends on the extent to which systematic errors are minimised. The resolution of a measuring instrument is the smallest increment measurable by the measuring instrument. The number of significant figures for a measurement is determined by the reproducibility of the measurement and the resolution of the measuring instrument.
Select an instrument of appropriate resolution for a measurement. Record and use measurements to an appropriate number of significant figures.
Information and Data

Valid conclusions depend on gathering appropriate evidence. Practical investigations involve observations, which may be quantitative or qualitative. Data can be more easily interpreted if presented in a well-structured table. In investigations, make and record careful and honest observations and measurements. Distinguish between qualitative and quantitative evidence. Present data in an appropriate tabular form. Include a title, column headings showing the quantities measured and units used, and the values observed or researched. Plot a graph of dependent variable versus independent variable. Include a title, labelled axes, and appropriate scales and units.
Graphs are a useful way of displaying some forms of data. When a graph is plotted, the independent variable (or a quantity derived from it) is plotted horizontally and the dependent variable (or a quantity derived from it) is plotted vertically. A line of best fit can show relationships between variables in an experiment.
Draw a line of best fit through a series of points on a graph such that the plotted points are scattered evenly above and below the line of best fit.
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Key Ideas
Students should know and understand the following: Understanding of a topic, issue, or question is enhanced, using information from different sources.

Students should provide evidence that they are able to do the following: Obtain information from different sources. Limit investigations to a manageable size and identify available sources of relevant information. Evaluate evidence for bias, credibility, accuracy, and suitability. List the sources of information, using an appropriate format.
Evidence obtained should be critically examined for accuracy and its suitability for the purpose for which it was sought. The source of information must be recorded so that the information is accessible to others.
Interpretation and Evaluation

Careful observation in a practical investigation is essential for analysis and for comparison with other experiments. The scatter of data points above and below the line of best fit is probably due to random errors. Subsequent investigations can be improved by the critical evaluation of the procedure and results. A conclusion should be written at the end of each investigation. Describe a pattern observed in the results of an experiment. Using the scatter in the graphs of data from similar experiments, compare the random errors in the experiments. Analyse and evaluate information from a series of observations or an investigation, and suggest improvements or indicate the additional information needed. Write a conclusion that is based on the results of an investigation and related to the question posed and the purpose of, or the hypothesis for, the investigation.
Alternative Views
The evidence collected through investigations may be interpreted in a variety of ways. Describe a range of alternative interpretations or points of view based on evidence, and state reasons for the selection of the preferred interpretation. Construct for-and-against arguments on an issue based on information gathered from different credible sources. Present a justification of, or evidence for, a personal view.
Arguments can be presented for and against an issue on the basis of information selected from different sources. Personal views must be substantiated by the evidence collected through an investigation.
Communication
Communication in chemistry uses specific terminology, conventions, and symbols. Chemical reactions can often be described by means of a chemical equation. Communication for different audiences requires the use of a format suitable for the purpose. Use chemistry terminology, conventions, and symbols that are appropriate for the purpose of the communication. Write appropriate chemical equations. Select the appropriate format for a particular audience.
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Key Ideas
Students should know and understand the following: All communication needs to be well structured, well organised, and clearly presented.

Students should provide evidence that they are able to do the following: Present communications (oral, written, and multimedia) clearly and logically, using chemistry concepts appropriate for the audience. Write a report of an investigation that includes a description of its purpose and experimental procedure (if designed by the student), results, analysis, interpretation, and conclusions.
Written reports should state what was done and why, the results, the analysis and interpretation of the results, and the conclusions drawn from the results. Sufficient information should be included to enable the procedure to be repeated by others. Multimedia presentations use minimal language and a variety of graphics to present information.
Use concise language and graphics to present information.
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CONTENT
At Stage 1 in this subject, the design and content of the program are determined at the school level. The following table is presented as a guide to the scope of areas of study considered appropriate at this level. The areas of study, the topics, and the contexts listed are not intended to be prescriptive or exhaustive.
Area of Study
Matter
Topic
Particles Physical properties Structure Primary bonding Secondary bonding Atomic structure Periodic table Molecular shapes Chemical changes Equations Combustion Solubility Dissociation Precipitation Ionisation Acids and bases Reactions of acids pH Redox Metal reactivity Electrolytic and galvanic cells Hydrocarbons Organic nomenclature Types of formulae Functional groups Homologous series Mole concept Significant figures Stoichiometry Concentrations Manipulative skills Experimental design Recording observations and data Graphing Identifying sources of errors Information search
Reactions
Carbon chemistry
Chemical calculations
Skills
Topics can be taught within the context of, for example: Materials Metals and corrosion Foods Polymers Water Petroleum
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Wine production Energy Agriculture The atmosphere.
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ASSESSMENT SCOPE AND REQUIREMENTS

Assessment at Stage 1 is school based. Teachers design a set of assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the subject. These assessments provide students evidence of learning.
EVIDENCE OF LEARNING
The following assessment types enable students to demonstrate their learning in Stage 1 Chemistry: Assessment Type 1: Investigations Folio Assessment Type 2: Skills and Applications Tasks. For a 10-credit subject, students should provide evidence of their learning through four or five assessments, at least one of which involves collaborative work. Each assessment type should have a weighting of at least 20%. Students undertake: at least one practical investigation and at least one issues investigation for the folio at least one skills and applications task. For a 20-credit subject, students should provide evidence of their learning through eight to ten assessments, at least one of which involves collaborative work. Each assessment type should have a weighting of at least 20%. Students undertake: at least two practical investigations and at least two issues investigations for the folio at least two skills and applications tasks. Students should be provided with assessment opportunities in a range of settings (e.g. classroom, laboratory, and field) that are supervised and/or verified.
ASSESSMENT DESIGN CRITERIA

The assessment design criteria are based on the learning requirements and are used by teachers to: clarify for the student what he or she needs to learn design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement. The assessment design criteria consist of specific features that: students should demonstrate in their learning teachers look for as evidence that students have met the learning requirements.
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For this subject the assessment design criteria are: investigation analysis and evaluation application knowledge and understanding. The specific features of these criteria are listed below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.
Investigation
The specific features are as follows: I1 Design of a chemistry investigation. I2 Selection and acknowledgment of information about chemistry and issues in chemistry from different sources. I3 Manipulation of apparatus and technological tools to implement safe and ethical investigation procedures. I4 The obtaining, recording, and display of findings of investigations, using appropriate conventions and formats.
Analysis and Evaluation

The specific features are as follows: AE1 Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. AE2 Evaluation of procedures, with suggestions for improvements.
Application
The specific features are as follows: A1 Application of chemistry concepts and evidence from investigations to solve problems in new and familiar contexts. A2 Use of appropriate chemistry terms, conventions, formulae, and equations. A3 Demonstration of skills in individual and collaborative work.
Knowledge and Understanding

The specific features are as follows: KU1 Demonstration of knowledge and understanding of chemistry concepts. KU2 Use of knowledge of chemistry to understand and explain social or environmental issues. KU3 Communication of knowledge and understanding of chemistry in different formats.
SCHOOL ASSESSMENT Assessment Type 1: Investigations Folio

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For a 10-credit subject, students undertake at least one practical investigation and at least one issues investigation to include in the folio. For a 20-credit subject, students undertake at least two practical investigations and at least two issues investigations to include in the folio. Students inquire into aspects of chemistry through practical discovery and data analysis, or by selecting, analysing, and interpreting information. As students design and carry out investigations they learn to pose questions about the world around them. They use their observations and gather data and information to generate evidence, which enables them to construct reasonable explanations in response to these questions and to develop a better understanding of themselves and their environment.
Students formulate questions and hypotheses, design and conduct practical investigations, identify variables, collect, analyse, and interpret data, evaluate results, draw conclusions, and communicate their knowledge and understanding of concepts. These processes may occur in one assessment or in separate assessments. Practical investigations may be conducted individually or collaboratively, but each student presents an individual report. Suggested formats for presentation of a practical investigation report include: a written report a multimedia product.
Students investigate an aspect of chemistry that affects themselves, society, or the environment. They access information from different sources, analyse their findings, critically evaluate the evidence, and develop and explain their own conclusions from the investigation. Suggested formats for presentation of an issues investigation report include: an individual or collaborative oral presentation a multimedia product. An issues investigation should be a maximum of 750 words if written or a maximum of 5 minutes for an oral presentation, or the equivalent in multimedia form. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: investigation analysis and evaluation application knowledge and understanding.
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Further information about conducting investigations can be found in the section on chemistry investigation skills.
Assessment Type 2: Skills and Applications Tasks

For a 10-credit subject, students undertake at least one skills and applications task. Students may undertake more than one skills and applications task, but at least one should be under the direct supervision of the teacher. The supervised setting (e.g. classroom, laboratory, or field) should be appropriate to the task. For a 20-credit subject, students undertake at least two skills and applications tasks. Students may undertake more than two skills and applications tasks, but at least two should be under the direct supervision of the teacher. The supervised setting (e.g. classroom, laboratory, or field) should be appropriate to the task. Skills that could be assessed include using chemical terms, conventions, and notations; writing equations; calculating; demonstrating understanding; applying knowledge; graphing; analysing data and drawing conclusions; and designing an investigation to test a hypothesis. Skills and applications tasks should be designed to enable students to demonstrate knowledge and understanding of the key chemistry concepts and learning covered in the program and to apply this knowledge and understanding to solve problems. Some of these problems could be defined in a practical, social, or environmental context. Students use appropriate chemical terms and conventions to explain links between chemistry concepts. Skills and application tasks may include: a graphical skills exercise a multimedia product an oral presentation a demonstration participation in a debate an extended response a video or audio recording a written assignment a historical study multiple-choice questions an excursion report short-answer questions a structured interview a response to text(s). For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: investigation analysis and evaluation application knowledge and understanding.
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PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning. During the teaching and learning program the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the students completion of study of a subject, the teacher makes a decision about the quality of the students learning by: referring to the performance standards taking into account the weighting given to each assessment type assigning a subject grade between A and E. Teachers can use a SACE Board school assessment grade calculator to help them to assign the subject grade. The calculator is available on the SACE website (www.sace.sa.edu.au).
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Performance Standards for Stage 1 Chemistry
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Stage 1 Chemi stry 2013
Investigation

Systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions. Logically evaluates procedures and suggests a range of appropriate improvements.
Application
Applies chemistry concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts. Uses appropriate chemical terms, conventions, formulae, and equations highly effectively. Demonstrates initiative in applying constructive and focused individual and collaborative work skills.

Consistently demonstrates a deep and broad knowledge and understanding of a range of chemistry concepts. Uses knowledge of chemistry perceptively and logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of chemistry coherently and highly effectively.
Designs a logical, coherent, and detailed chemistry investigation. Critically and logically selects and consistently and appropriately Stage 1 Chemi stry 2013
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Investigation

Logically analyses data and their connections with concepts, to formulate consistent conclusions and mostly relevant predictions. Evaluates procedures and suggests some appropriate improvements.
Application
Applies chemistry concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts. Uses appropriate chemical terms, conventions, formulae, and equations effectively. Applies mostly constructive and focused individual and collaborative work skills.

Demonstrates some depth and breadth of knowledge and understanding of a range of chemistry concepts. Uses knowledge of chemistry logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of chemistry coherently and effectively.
Designs a well-considered and clear chemistry investigation. Logically selects and appropriately acknowledges information about
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Investigation

Analyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance. Evaluates some procedures in chemistry and suggests some improvements that are generally appropriate.
Application
Applies chemistry concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts. Uses generally appropriate chemical terms, conventions, formulae, and equations, with some general effectiveness. Applies generally constructive individual and collaborative work skills.

Demonstrates knowledge and understanding of a general range of chemistry concepts. Uses knowledge of chemistry with some logic to understand and explain one or more social or environmental issues. Uses different formats to communicate knowledge and understanding of chemistry, with some general effectiveness.
Designs a considered and generally clear chemistry investigation. Selects with some focus, and mostly appropriately acknowledges, information Stage 1 Chemi stry 2013
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Investigation

Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant. For some procedures, identifies improvements that may be made.
Application
Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts. Attempts to use some chemical terms, conventions, formulae, and equations that may be appropriate. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.

Demonstrates some basic knowledge and partial understanding of chemistry concepts. Identifies and explains some chemistry information that is relevant to one or more social or environmental issues. Communicates basic information to others, using one or more formats.
Prepares the outline of a chemistry investigation. Selects and may partly acknowledge one or more sources of information
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Investigation

Attempts to connect data with concepts, formulate a conclusion, and make a prediction. Acknowledges the need for improvements in one or more procedures.
Application
Identifies a basic problem and attempts to identify a solution in a familiar context. Uses some chemical terms or formulae. Shows emerging skills in individual and collaborative work.

Demonstrates some limited recognition and awareness of chemistry concepts. Shows an emerging understanding that some chemistry information is relevant to social or environmental issues. Attempts to communicate information about chemistry.
Identifies a simple procedure for a chemistry investigation. Identifies a source of information about chemistry or an issue in chemistry. Stage 1 Chemi stry 2013
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ASSESSMENT INTEGRITY
The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework. The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement in the school assessment are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools. Information and guidelines on quality assurance in assessment at Stage 1 are available on the SACE website (www.sace.sa.edu.au).
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SUPPORT MATERIALS
SUBJECT-SPECIFIC ADVICE
Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.
ADVICE ON ETHICAL STUDY AND RESEARCH

See the Ethical Study and Research section in the Introduction for information on: ethical study and research practices occupational health, safety, and welfare safety practices in the laboratory.
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LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTS
Stage 2 Chemistry
The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. In this subject, students are expected to: 1. demonstrate and apply knowledge and understanding of chemical concepts and interrelationships 2. formulate questions, manipulate apparatus, and record observations in practical chemical activities, and design and undertake chemistry investigations 3. demonstrate an understanding of how knowledge of chemistry can be used to make informed conclusions or decisions, taking into account social and environmental contexts 4. develop possible solutions to a variety of problems in chemistry in new or familiar contexts 5. critically analyse and evaluate chemical information and procedures from different sources 6. communicate in a variety of forms, using appropriate chemical terms and conventions. These learning requirements form the basis of the: learning scope evidence of learning that students provide assessment design criteria levels of achievement described in the performance standards.
CHEMISTRY INVESTIGATION SKILLS

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The concepts of chemistry are based on careful observation and measurement and the analysis and interpretation of results. Proficiency in the handling of apparatus is the result of continual practice in a supportive learning environment. Practical activities in this subject are also designed to support conceptual development. Conceptual knowledge and understanding in Stage 2 Chemistry are supported through inquiry and communication about phenomena in chemistry. Students undertake investigations to develop their knowledge and understanding. Data and information, including observations, from these investigations provide the evidence on which informed decisions can be made. Chemistry investigations are carried out by students through individual and/or collaborative tasks.
Students collect and interpret their own data in practical investigations that involve a range of activities and experimentation. They develop and select investigable questions and measurable hypotheses, collect data, using appropriate equipment and measurement skills, display and analyse data, and present conclusions appropriate to the initial question or hypothesis. Students critically evaluate the outcomes of practical investigations and consider a range of explanations for their observations. Literacy and numeracy skills are developed by questioning, displaying, and analysing data, and by communicating outcomes. Experiments are a part of practical investigations in Chemistry.
In issues investigations, students use information from different sources, which may include primary source data they generate themselves such as observations and measurements made in the laboratory. They develop questions for investigation, undertake research approaches, and collect evidence to inform their investigations. They learn to think critically and reflectively when relating their evidence to the issue under investigation. They describe the different views people hold on an issue, based on their evidence. Teachers assist students to develop a framework within which an investigation is undertaken. Frameworks developed around the assessment design criteria enable students to present the most suitable evidence of their learning.
Communication
A vast amount of information is available on a wide range of chemistry-related topics, and many means exist for obtaining that information. Students have opportunities to become proficient in a range of techniques for obtaining and evaluating information. In chemistry-related investigations it is important that procedures and results are open to scrutiny. This requires the clear and accurate communication of the details of an investigation. In this subject, communication skills may be assessed through oral presentations, extended writing on chemistry phenomena, reports of practical investigations, and other written assignments. Students develop their literacy skills as they acquire knowledge of chemistry terminology and its appropriate application, gain understanding of contextual uses of data and concepts, and critically analyse information from different sources.
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Skills
The ways in which chemistry investigation skills are expressed are set out in the following table on intended student learning.
Key Ideas

Purposes of Investigations
Investigations and experiments have a clearly defined purpose. Investigations are based on existing information or issues. Before searching for information it is necessary to have a clear idea of the information required, the level of detail needed, and the appropriate facilities for extracting the information. Before undertaking an information search it is necessary to be familiar with search techniques, the way in which the information is structured, and the means of retrieving the information. State the purpose of the investigation or experiment. For a given topic, state the key ideas or issues relevant to the information required, and identify the type of resource that might provide the information.
Identify key search words and phrases for a given topic. Use an information source (e.g. library catalogue, CD-ROM, or the Internet) to obtain information about a topic.
Questions and Hypotheses

Investigable questions guide investigations on chemistry issues. Investigations are often designed to explore questions and to develop possible solutions to those questions. Experiments may be used to test hypotheses. Formulate a question for an investigation based on a chemistry issue. Suggest possible investigations to test the question. State a testable hypothesis, where appropriate.
Designing Investigations Design

Scientific inquiry involves designing procedures, including investigations based on the scientific method or observations made in the field, to investigate questions. Designing an investigation involves identifying: what needs to be observed the measurements that need to be taken the techniques that need to be used the apparatus or measuring instruments needed. Every step in a practical or issues investigation serves a purpose. Design procedures to investigate posed questions or hypotheses. Design and carry out investigations to explore a chemistry issue. Design and carry out experiments, using the scientific method. Record and analyse observations.
Describe the steps of an investigation. Draw or interpret diagrams of the apparatus used in an experiment.
Variables
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Key Ideas
Students should know and understand the following: Many practical investigations involve deliberately changing one quantity and determining the effect on another quantity. These quantities are referred to as variables. The quantity being deliberately changed is called the independent variable. The quantity that changes as a result, and is measured, is called the dependent variable. Other variables are held constant, if possible, throughout a practical investigation.

Students should provide evidence that they are able to do the following: Identify the variables in a practical investigation.
Classify appropriate variables in a practical investigation as independent or dependent.
Identify any variables that are deliberately held constant throughout a practical investigation.
Conducting Investigations Procedures

Practical investigations require a particular set of actions to be carried out in a well-defined order. Appropriate apparatus is selected to undertake: measurement of mass, volume, temperature, and pH volumetric analysis
construction of electrochemical cells preparation of simple organic compounds.
Follow instructions accurately and safely.
Select appropriate apparatus for the measurement of mass, volume, temperature, and pH. Prepare standard solutions, carry out dilutions, and undertake titrations. Construct voltaic and electrochemical cells. Prepare organic compounds, using distillation, reflux, and liquidliquid extraction.
Safety and Ethics

Ethical practices must be followed when conducting investigations. Safety must be considered when conducting investigations. Many investigations involve the collaborative efforts of a team. Members of a team work together. Maintain confidentiality, report accurately, and acknowledge the work of other people. Recognise hazards and work safely during a practical investigation. Negotiate procedures with the other members of a team. Define the role of each member. Perform the role of a team member.
Errors in Measurements
Measurements are affected by random and/or systematic errors. Random errors are present when there is scatter in the measured values. Systematic errors are present when measured values differ consistently from the true value. Where applicable, increasing the number of samples minimises the effects of random errors and improves the reliability of the data. Systematic errors can be identified and results verified by repeating an experiment using an alternative source of equipment and materials. Identify sources of errors and uncertainty that may occur in a practical investigation. Distinguish between random and systematic errors.
Explain the importance of increasing the number of samples in a practical investigation. Explain the importance of repeating a practical investigation where feasible.
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Key Ideas

Precision, Reliability, and Accuracy

The reliability/precision of data collection is related to the reproducibility of the measurements. Measurements are more reliable/precise when there is less scatter in the results. Reliability/precision depends on the extent to which random errors are minimised. The accuracy of an experimental value indicates how close the result is to the true value and depends on the extent to which systematic errors are minimised. The resolution of a measuring instrument is the smallest increment measurable by the measuring instrument. The number of significant figures for a measurement is determined by the reproducibility of the measurement and the resolution of the measuring instrument. Where possible, collect data using measurements that can be reproduced consistently. Determine which of two or more measuring instruments or sets of measurements is most reliable/precise. Use averages or graphing as a means of detecting or minimising the effects of random errors. State which result of two or more experiments is most accurate, given the true value. Select an instrument of appropriate resolution for a measurement. Record and use measurements to an appropriate number of significant figures.
Information and Data

Valid conclusions depend on gathering appropriate evidence. Practical investigations involve observations, which may be quantitative or qualitative. Data can be more easily interpreted if presented in a well-structured table. In investigations, make and record careful and honest observations and measurements. Distinguish between qualitative and quantitative evidence. Present data in an appropriate tabular form. Include a title, column headings showing the quantities measured and the units used, and the values observed or researched. Plot a graph of dependent variable versus independent variable. Include a title, labelled axes, and appropriate scales and units.
Graphs are a useful way of displaying some forms of data. When a graph is plotted, the independent variable (or a quantity derived from it) is plotted horizontally and the dependent variable (or a quantity derived from it) is plotted vertically. A line of best fit can show relationships between variables in an experiment.
Draw a line of best fit through a series of points on a graph such that the plotted points are scattered evenly above and below the line of best fit. Obtain information from different sources. Limit investigations to a manageable size and identify available sources of relevant information. Evaluate evidence for bias, credibility, accuracy, and suitability.
Understanding of a topic, issue, or question is enhanced, using information from different sources.
Evidence obtained should be critically examined for accuracy and its suitability for the purpose for which it was sought.
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Key Ideas
Students should know and understand the following: The source of information must be recorded so that the information is accessible to others.

Students should provide evidence that they are able to do the following: List the sources of information, using an appropriate format.
Interpretation and Evaluation

Careful observation in a practical investigation is essential for analysis and for comparison with other experiments. The scatter of data points above and below the line of best fit is probably due to random errors. Subsequent investigations can be improved by the critical evaluation of the procedure and results. A conclusion should be written at the end of each investigation. Describe a pattern observed in the results of an experiment. Using the scatter in the graphs of data from similar investigations, compare the random errors. Analyse and evaluate information from a series of observations or an investigation, and suggest improvements or indicate the additional information needed. Write a conclusion that is based on the results of an investigation and related to the question posed and the purpose of, or the hypothesis for, the investigation.
Alternative Views
The evidence collected through investigations may be interpreted in a variety of ways. Describe a range of alternative interpretations or points of view based on evidence, and state reasons for the selection of the preferred interpretation. Construct for-and-against arguments on an issue, based on information gathered from different credible sources. Present a justification of, or evidence for, a personal view.
Arguments can be presented for and against an issue on the basis of information selected from different sources. Personal views must be substantiated by the evidence collected through an investigation.
Communication
Communication in chemistry uses specific terminology, conventions, and symbols. Chemical reactions can often be described by means of a chemical equation. Communication for different audiences requires the use of a format suitable for the purpose. All communication needs to be well structured, well organised, and clearly presented. Use chemistry terminology, conventions, and symbols that are appropriate for the purpose of the communication. Write appropriate chemical equations. Select the appropriate format for a particular audience. Present communications (oral, written, and multimedia) clearly and logically, using chemistry concepts appropriate for the audience. Write a report of an investigation that includes a description of its purpose and experimental procedure (if designed by the student), results, analysis, interpretation, and conclusions.
Written reports should state what was done and why, the results, the analysis and interpretation of the results, and the conclusions drawn from the results. Sufficient information should be included to enable the procedure to be repeated by others.
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Key Ideas
Students should know and understand the following: Multimedia presentations use minimal language and a variety of graphics to present information.

Students should provide evidence that they are able to do the following: Use concise language and graphics to present information.
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CONTENT
Stage 2 Chemistry is a 20-credit subject in which the topics are prescribed. The subject is organised so that each intended student learning is related to a key idea or concept. Within the study of these chemical ideas and concepts, students develop their chemistry investigation skills through practical investigations and other learning activities.
Topics and Subtopics

Topic 1: Elemental and Environmental Chemistry
1.1 1.2 1.3 1.4 1.5 1.6 The Periodic Table Cycles in Nature The Greenhouse Effect Acid Rain Photochemical Smog Water Treatment
Topic 2: Analytical Techniques

2.1 2.2 2.3 Volumetric Analysis Chromatography Atomic Spectroscopy
Topic 3: Using and Controlling Reactions

3.1 3.2 3.3 3.4 3.5 3.6 3.7 Measuring Energy Changes Fuels Electrochemistry Rate of Reaction Chemical Equilibrium Chemical Industry Metal Production
Topic 4: Organic and Biological Chemistry

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 5.1 5.2 Systematic Nomenclature Physical Properties Alcohols Aldehydes and Ketones Carboxylic Acids Amines Esters Amides Proteins Triglycerides Carbohydrates Polymers Silicates 33
Topic 5: Materials
5.3
Cleaning Agents
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Topic 1: Elemental and Environmental Chemistry

This topic deals with some of the underlying principles of chemistry (elemental chemistry) and then considers the chemistry of the environment. The elemental chemistry component of the topic focuses on the periodic table and the concept of electronegativity; together these underlie most of the other topics in this subject outline. The environmental chemistry component focuses on a small number of inorganic molecular substances and their impacts on the environment. When the chemical elements are arranged in a periodic table, similarities and trends in properties become apparent. This topic examines the properties of compounds and elements; these properties can be explained in terms of the electronegativities of the elements and their positions in the periodic table. In the last hundred years, concern about the effects of humans on the environment has extended from the local to the global scale. Students are often exposed to environmental issues, sometimes in emotive ways. In this topic students are exposed to factual information and consider the causes of and solutions to environmental problems.
1.1
The Periodic Table Key Ideas Intended Student Learning

Write, using subshell notation, the electron configuration of an atom or monatomic ion of any of the first thirty-eight elements in the periodic table. Identify the s, p, d, and f block elements in the periodic table. Predict the following properties of the s and p block elements of any of the first thirty-eight elements in the periodic table: metal, metalloid, or non-metal nature of the element charge of the monatomic ions
likely oxidation number(s) of the element in its
The arrangement of electrons in any atom can be described in terms of shells and subshells.
The position of an element in the periodic table reflects its electron configuration. The periodic table is the unifying framework for the study of the chemical elements and their compounds. Elements within each group of the periodic table have similar chemical properties that can be explained in terms of their similar outer-shell electron configurations.
compounds (including octet expansion for phosphorus, sulfur, and chlorine). The electronegativities of non-metallic atoms are higher than those of metals; non-metallic atoms tend to gain electrons in chemical reactions. The trend from metallic to non-metallic behaviour across a period is related to the increase in electronegativity. These trends are reflected in changes in the acidic/basic character of the oxides. The oxides of non-metals are acidic. Their acidic character can be displayed by reaction with hydroxide ions to produce an oxyanion and, in most cases, by reaction with water to produce an oxyacid. Find regions in the periodic table with elements of high, intermediate, and low electronegativity.
Predict the acidic/basic character of the oxides of an element from the position of the element in the periodic table.
Write equations for the reactions of oxides of non-metals such as SiO2, CO2, SO2, SO3, and P4O10 with hydroxide ions and with water, where a reaction occurs.
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Key Ideas
The oxides of metals are basic. Their basic character can be displayed by reaction with an acid to produce a cation and, in some cases, by reaction with water to produce OH in solution. Metalloids form amphoteric oxides. Amphoteric oxides can display basic character by reaction with hydrogen ions and acidic character by reaction with hydroxide ions. Small molecules are formed from elements in a small section of the periodic table. Small molecules are those either of non-metallic elements or of compounds of non-metallic elements. Atoms in a molecule are bound strongly to each other by covalent bonds. Molecules interact weakly with each other. The strengths of secondary interactions between non-polar molecules depend on their molar mass. The shape of molecules can be explained and predicted by repulsion between pairs of bonding and non-bonding electrons.

Write equations for the reactions of oxides of metals such as MgO, Na2O, CuO, and Fe2O3 with acids and with water, where a reaction occurs. Write equations for the reactions of amphoteric oxides such as Al2O3 and ZnO with hydrogen ions or hydroxide ions. Predict whether or not a compound or element is likely to be molecular, given its properties, name, elemental composition, or formula.
Compare the strengths of covalent bonds with the strengths of secondary interactions. Explain the higher melting points and boiling points of substances of large molar mass. Draw diagrams showing covalent bonds, non-bonding pairs, and shapes for threeelement molecules and two-element ions containing no more than five atoms. Examples that involve valence shell octet expansion are limited to PO43 tetrahedra, SO2 , and SO3. Predict whether or not a molecule is polar, given its spatial arrangement. Explain the higher melting points and boiling points of polar substances compared with those of non-polar substances of similar molar mass. Describe, with the aid of diagrams, hydrogen bonding between molecules.
The polarity of a molecule results from the polar character of the bonds and their spatial arrangement. The strengths of secondary interactions between molecules of similar molar mass depend on the polarity of the molecules. Molecules containing NH or OH groups can form hydrogen bonds to N or O atoms in other molecules.
1.2
Cycles in Nature Key Ideas Intended Student Learning

State, for aerobic and anaerobic conditions, the products of the decomposition of organic matter containing carbon, nitrogen, phosphorus, or sulfur. Describe and write equations for the processes of photosynthesis and aerobic respiration involving glucose. Describe and write equations for the formation of oxides of nitrogen by the reaction of nitrogen and oxygen at high temperatures.
The presence (aerobic conditions) or absence (anaerobic conditions) of oxygen affects the products of the decomposition of the organic compounds derived from living organisms. Photosynthesis and respiration are important processes in the cycles of carbon and oxygen. Nitrogen may be converted into compounds by biological processes such as fixation or by reaction with oxygen during lightning discharges and at high temperatures such as those which occur in engines and furnaces.
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Key Ideas
Nitrogen compounds are important in the chemistry of life processes.

Describe how the nitrogen cycle operates by natural processes (e.g. lightning, nitrogen-fixing bacteria, and decay) and industrial processes (e.g. fertiliser manufacture and combustion engines). Explain why fertilisers need to contain nutrients in soluble form.
Plants require substantial amounts of nitrogen and phosphorus, which they obtain from the soil.
1.3
The Greenhouse Effect Key Ideas Intended Student Learning

Describe the action of the common greenhouse gases, carbon dioxide and methane, that serve to maintain a steady temperature in the Earths atmosphere. Explain the enhanced greenhouse effect and its potential consequences for the environment.
Some gases in the atmosphere, called greenhouse gases, serve as insulation to maintain the temperature of the Earths atmosphere. This is known as the natural greenhouse effect. Human activity that affects the concentration of greenhouse gases has the potential to disrupt the thermal balance of the atmosphere. This is known as the enhanced greenhouse effect.
1.4
Acid Rain Key Ideas Intended Student Learning

Calculate the concentration of H+ and OH of solutions, given their pH, and vice versa. Write equations to show how carbon dioxide produces acidic rain. Describe and write equations for the formation of acid rain. Describe the environmental effects of acid rain, including its action on metals and carbonates (with equations) and on the mobilisation of toxic cations such as aluminium. Calculate the pH of solutions of strong bases and strong monoprotic acids.
pH is a measure of the concentration of hydrogen ions: i.e. pH = log [H+]. Rain containing dissolved carbon dioxide is acidic. Rainfall with a pH of less than 5.6, known as acid rain, is formed when oxides of nitrogen and sulfur dissolve in water in the atmosphere. Acid rain has harmful environmental effects.
The low pH of acid rain is due to the presence of sulfuric and nitric acids.
1.5
Photochemical Smog Key Ideas Intended Student Learning

Write equations for the formation of nitrogen oxides NO and NO2. Describe and write equations showing the role of nitrogen oxides in the formation of ozone in the troposphere.
Nitrogen oxides are formed in high-temperature engines and furnaces. Nitrogen oxides lead to the formation of ozone in the troposphere.
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Key Ideas
Nitrogen oxides and ozone in the troposphere are pollutants.

Explain the terms primary pollutants and secondary pollutants with reference to the harmful effects of nitrogen oxides and ozone in the troposphere. Describe how catalytic converters reduce the quantities of nitrogen oxides generated by cars.
It is possible to reduce the quantities of nitrogen oxides generated by cars.
1.6
Water Treatment Key Ideas Intended Student Learning

Describe the use of aluminium ions in the removal of suspended matter from water. State that hypochlorous acid, chlorine, and hypochlorites kill bacteria by their oxidising action. Explain the effect of pH on the equilibrium between chlorine, water, and hydrochloric acid and hypochlorous acid.
Suspended matter is removed from water by flocculation followed by sedimentation or filtration. Hypochlorous acid, chlorine, and hypochlorites are used for water purification. Chlorine is used for water purification.
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Topic 2: Analytical Techniques

Chemists perform a wide variety of monitoring roles, including analysing for drug residues and measuring the concentrations of pollutants such as pesticides in the environment. Chemists are also employed to analyse materials used in or produced by many branches of industry, including pharmaceuticals, polymers, metal production, and food preparation. In this topic students consider some of the more common means of analysis and undertake practical activities in measurement.
2.1
Volumetric Analysis Key Ideas Intended Student Learning

Convert concentrations from one unit to another (e.g. mol L1, g L1, %w/v, ppm, and ppb). Perform stoichiometric calculations when given the reaction equation and the necessary data. Describe the correct use of a volumetric flask, a pipette, and a burette. Describe and explain the procedure involved in carrying out a titration, particularly rinsing glassware and determining the end-point. Determine the concentration of a solution of a reactant in a chemical reaction by using the results of a titration.
Concentrations of solutes in solutions can be described by using a number of standard conventions. Knowledge of the mole ratios of reactants can be used in quantitative calculations. A titration can be used to determine the reacting volumes of two solutions. Analysis of a variety of chemicals depends on an understanding of quantitative aspects of chemical reactions, including acidbase and redox reactions. A titration can be used to determine the concentration of a solution of a reactant in a chemical reaction.
2.2
Chromatography Key Ideas Intended Student Learning

Identify the stationary and mobile phases in an adsorption chromatography process. Predict the relative strengths of attraction of components for the stationary phase and the mobile phase on the basis of their polarities. Predict the relative rates of movement of components along a stationary phase, given the structural formulae or relative polarities of the components and the two phases. Describe and apply RF values and retention times in the identification of components in a mixture.
Adsorption chromatography involves the use of a stationary phase and a mobile phase to separate the components of a mixture. The strength of attraction between two substances depends on their relative polarities. The rate of movement of any component along a stationary phase is determined by the structure or relative polarity of the component and the relative polarities of the stationary phase and the mobile phase. The rate of movement of a component along a stationary phase is compared with a known standard in order to identify the component.
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2.3
Atomic Spectroscopy Key Ideas Intended Student Learning

State the effect of the absorption or emission of radiation on the energy levels of electrons in atoms or ions. State that the wavelengths of radiation emitted and absorbed by an element are unique to that element. Explain the principles of atomic absorption spectroscopy in identifying elements in a sample. Describe the construction and use of calibration graphs in determining the concentration of an element in a sample.
Electrons move to a higher or lower energy level when atoms or ions absorb or emit radiation. The wavelengths of radiation emitted and absorbed by an element are unique to that element. The wavelengths of radiation absorbed by an element can be used to identify its presence in a sample. Atomic absorption spectroscopy is used for quantitative analysis.
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Topic 3: Using and Controlling Reactions

The use and control of chemical reactions are important tasks undertaken by chemists. This topic looks at the energy changes that accompany chemical reactions and their rates and extents. It also examines the ways in which chemical reactions are controlled and used to make materials and generate the energy needed by a modern industrial society. The increased use of energy from chemical reactions has been a major factor in the development of the industrialised world. In this topic students consider the ways in which this energy is produced and begin quantitative consideration of the energy changes that accompany chemical reactions. The production of chemicals is the main function of the chemical industry. These chemicals allow naturally occurring materials to be modified or replaced, and previously unknown materials to be developed. The industrialised world depends on the chemical industry for the manufacture of a diverse range of materials. In this topic students look at how chemicals are produced and how the production can be performed most efficiently. Knowledge of chemistry can be applied to manipulate the reaction conditions of industrial processes in order to determine the quantity or quality of the product.
3.1
Measuring Energy Changes Key Ideas Intended Student Learning

Identify combustion and respiration as reactions that release energy and photosynthesis as a reaction that absorbs energy. Deduce whether a reaction is exothermic or endothermic from information provided. Calculate the heat released or absorbed for a reaction from experimental data, given the specific heat capacity of water (4.18 J g1 K1). Determine enthalpy changes from experimental data for reactions, including: the combustion of alcohols
the neutralisation of acids with bases solution processes.
Almost all chemical reactions occur with either an absorption or a release of heat or light energy. Other forms of energy, such as electrical energy, can also be released. Exothermic reactions release energy to the surroundings, whereas endothermic reactions absorb energy from the surroundings. The measurement of the heat change in chemical reactions is called calorimetry; the insulated apparatus used for the measurement is a calorimeter. The heat released or absorbed in a reaction at constant pressure is called the enthalpy change for the reaction; it is represented by the symbol H.
Exothermic reactions have negative H values. Endothermic reactions have positive H values. Thermochemical equations express a quantitative relationship between the quantities of reactants and the enthalpy change. The magnitude of the heat absorbed or evolved for a reaction is directly proportional to the quantities of reactants involved.
Identify a reaction as exothermic or endothermic, given a thermochemical equation or the value of its enthalpy change. Write thermochemical equations that correspond to given molar enthalpies of combustion, neutralisation, and solution. Calculate the theoretical temperature change of a specified mass of water or solution heated or cooled by a reaction, given molar enthalpies and quantities of reactants.
3.2
Fuels
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Key Ideas
Carbon-based fuels provide energy and are feedstock for the chemical industry.

Describe the advantages and disadvantages of the use of carbon-based fuels as sources of heat energy, compared with their use as feedstock. Write balanced equations for the complete combustion of fuels in which the only products are carbon dioxide and water. Describe the undesirable consequences of incomplete combustion.
Carbon dioxide and water are produced by the complete combustion of compounds containing carbon and hydrogen. The products of the incomplete combustion of carbon-based fuels include carbon (soot) and carbon monoxide. Soot and carbon monoxide are harmful to the environment. Fuels can be compared on the basis of the quantity of heat released.
Calculate the quantities of heat evolved per mole, per gram, and per litre (for liquids) for the complete combustion of fuels.
3.3
Electrochemistry Key Ideas Intended Student Learning

Identify a cell as galvanic or electrolytic, given sufficient information.
Electrochemical cells are conveniently divided into galvanic cells, which produce electrical energy from spontaneous redox reactions, and electrolytic cells, which use electrical energy from an external source to cause a nonspontaneous chemical reaction. Redox reactions can be considered as two half-reactions, one involving oxidation and the other reduction. Galvanic and electrolytic cells involve oxidation at the anode and reduction at the cathode, with electrons being transferred from one electrode to the other through an external circuit. Galvanic cells are commonly used as portable sources of electric currents.
Write half-equations for half-reactions, including those in acidic solution, given information about the reactants and the products. Identify the anode and cathode in a galvanic cell or an electrolytic cell, given information about the reactants and the products. Identify the: charge on the electrodes
direction of electron flow movement of ions in the salt bridge or
electrolyte given a sketch for a galvanic cell and information about electrode reactions. Fuel cells are galvanic cells in which the electrode reactants are available in continuous supply. Some galvanic cells can be recharged by using an external electrical supply to reverse the electrode reactions. Electrolytic cells are used in the production of active metals. State the advantages and disadvantages of fuel cells compared with other galvanic cells. Describe the complementary nature of the charging and discharging of rechargeable galvanic cells. Describe, with the aid of equations, the electrolytic production of active metals.
3.4
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Rate of Reaction
Key Ideas
The time taken for a reaction to reach a specified point is an indication of the rate of the reaction. The rates of a reaction at different times can be compared by considering the slope of a graph of quantity (or molar concentration) of reactant or product against time. The rates of a reaction are affected by changes in the: concentration of reactants
temperature of the reaction mixture pressure of the reaction mixture (for systems

Determine the effect of varying conditions on the rate of a given reaction, using experimental data. Draw and interpret graphs representing changes in quantities or concentration of reactants or products against time. Predict and explain the effect that changes in condition have on the rates of reactions in terms of the: frequency of collisions between reactant particles orientation of colliding particles
energy of colliding particles activation energy.
involving gases)
state of subdivision of reactants presence of catalysts (including enzymes) intensity of light (for photochemical reactions).
The energy changes in a reaction can be represented by an energy profile diagram.
Draw and interpret energy profile diagrams that show the relative enthalpies of reactants and products, the activation energy, and the enthalpy change for the reaction.
3.5
Chemical Equilibrium Key Ideas Intended Student Learning

Describe the dynamic nature of a chemical system at equilibrium.
All chemical reactions carried out in a closed system at a fixed temperature eventually reach a state of dynamic equilibrium in which the concentrations of all the reactants and products cease to change with time. The total mass of reactants and products in a closed system remains constant. The position of equilibrium in a chemical system at a given temperature can be indicated by a constant, Kc, related to the concentrations of reactants and products. The changes in concentrations of reactants and products as a system reaches equilibrium can be represented graphically. The final equilibrium concentrations for a given reaction depend on the: initial concentrations of the reactants and products temperature
value of Kc pressure (for systems involving gases).
Write Kc expressions that correspond to given reaction equations, and perform calculations involving Kc and equilibrium concentrations in which all reacting species are included in the expression. Draw and interpret graphs representing changes in concentration of reactants and products against time. Calculate the initial and/or equilibrium concentrations or quantities of reactants and products, given sufficient information about a particular system initially and/or at equilibrium.
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Key Ideas
If a change is made to a system at equilibrium so that it is no longer at equilibrium, a net reaction will occur (if possible) in the direction that counteracts the change. This is a statement of Le Chteliers principle.

Predict, using Le Chteliers principle, the effect on the equilibrium position of a system of a change in the: concentration of a reactant or product
overall pressure of a gaseous mixture temperature of an equilibrium mixture for
which the H value for the forward or back reaction is specified.
3.6
Chemical Industry Key Ideas Intended Student Learning

Explain the reaction conditions that will maximise yield.
In any industrial chemical process it is necessary to select conditions that will give maximum yield in a short time. This will often involve compromises between conditions that produce the maximum rate, conditions that produce the maximum yield, and costs. The steps in industrial chemical processes can be conveniently displayed in flow charts.
Interpret flow charts and use them for such purposes as identifying: raw materials; chemicals present at different steps in the process; waste products; and by-products.
3.7
Metal Production Key Ideas Intended Student Learning

Predict whether a metal is likely to occur in nature uncombined or combined with other elements, given the relative position of the metal in a table of metal reactivities. Identify the stages in the production of a metal from its ore and explain why not all stages are necessary in the production of some metals.
The likelihood that an uncombined metal will occur naturally increases with lack of reactivity.
The stages in the production of metals from their ores include concentration of the mineral; conversion of the mineral into a compound suitable for reduction; reduction; and refinement of the metal. The stages in the electrolytic production of zinc from its ore are concentration of the zinc mineral; conversion of the zinc mineral into a form suitable for reduction; and electrolytic reduction. Electrolysis of molten electrolyte is used in the reduction stage for the production of more reactive metals. Reduction of the oxide using carbon can be used for the production of less active metals.
Describe, with the aid of equations, the production of zinc from its ore.
Explain why the production of aluminium requires a molten non-aqueous electrolyte. Explain why zinc and iron can be obtained by reduction using carbon whereas this is not possible for aluminium.
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Key Ideas
The method used in the reduction stage in the production of a metal is related to the reactivity of the metal. Energy cost is a factor taken into account in the production of all metals.

Predict the likely method of reduction of a metal compound to the metal, given the position of the metal in the activity series of metals. Explain why reduction using electrolysis of an aqueous solution is preferable to electrolysis of a melt.
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Topic 4: Organic and Biological Chemistry

Most chemicals are compounds of carbon with other elements, mainly hydrogen, oxygen, and nitrogen, with many more being synthesised each year. The variety and importance of carbon compounds are so great that there is a specific branch of chemistry known as organic chemistry. In this topic students are introduced to the chemistry of the more common organic compounds. Biological chemistry is a growing area of research; it includes medical technology, genetic engineering, and the development of pharmaceuticals. In this topic students are introduced to the major groups of compounds of biological significance. The reactions of the larger macromolecules can often be explained by referring to the reactions and properties of smaller molecules with the same functional groups.
4.1
Systematic Nomenclature Key Ideas Intended Student Learning

Identify the functional groups in the structural formulae of alcohols, aldehydes, ketones, carboxylic acids, amines, esters, and amides. State, given its structural formula, the systematic name of an organic compound containing: up to eight carbon atoms arranged as either a straight chain or a branched chain one or more of the same functional groups (with these limited to hydroxyl, aldehyde, ketone, carboxyl, or primary amino groups). Given its systematic name, draw the structural formula of an organic compound containing: up to eight carbon atoms arranged as either a straight chain or a branched chain one or more of the same functional groups (with these limited to hydroxyl, aldehyde, ketone, carboxyl, or primary amino groups). State the systematic names of methyl and ethyl esters of straight-chain acids containing up to eight carbon atoms. Given its systematic name, draw the structural formula of an organic methyl or ethyl ester of a straight-chain acid containing up to eight carbon atoms.
The presence or absence of functional groups in an organic compound determines its physical and chemical properties. Organic compounds are named systematically to provide unambiguous identification.
The structural formula of an organic compound can be deduced from its systematic name.
Esters are named as derivatives of a carboxylic acid. The structural formula of an ester can be deduced from its systematic name.
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4.2
Physical Properties Key Ideas Intended Student Learning

Predict and explain the melting points and boiling points of an organic compound in comparison with those of other compounds that contain the same functional group. Predict and explain the boiling points of alcohols in comparison with those of aldehydes and ketones of similar molar mass.
The melting points and boiling points of organic compounds that contain the same functional group increase with the length of carbon chain. The boiling points of organic compounds that display hydrogen bonding between molecules are higher than those of compounds of similar molar mass that do not display hydrogen bonding. The boiling points of esters are lower than those of isomeric acids because of the absence of hydrogen bonding between molecules of the ester. Organic compounds are generally insoluble in water. Hydrogen bonding between functional groups and water can explain the solubility in water of some smaller organic compounds. The solubility in water of an organic compound depends on its molar mass and the functional groups present.
Predict and explain the boiling points of esters in comparison with those of isomeric acids.
Explain the insolubility in water of most organic compounds. Predict and explain the solubility in water of the smaller amino acids, carboxylic acids, alcohols, aldehydes, and ketones. Predict and explain the relative solubilities in water of two organic compounds, given their structural formulae.
4.3
Alcohols Key Ideas Intended Student Learning

Describe the conditions, and write equations, for the hydrolysis of polysaccharides and disaccharides, and the production of ethanol by the fermentation of glucose. Identify a hydroxyl group in an alcohol as primary, secondary, or tertiary, given the structural formula. Describe how primary and secondary alcohols can be distinguished from tertiary alcohols by their reaction with acidified dichromate solution. Predict the structural formula(e) of the product(s) of dichromate oxidation of a primary or secondary alcohol, given its structural formula.
Ethanol is produced by the fermentation of glucose, which can be derived by the hydrolysis of complex carbohydrates. Alcohols are classified as primary, secondary, or tertiary. Primary and secondary alcohols can be distinguished from tertiary alcohols by their reaction with acidified dichromate solution. The type of product obtained by oxidising an alcohol depends on whether the alcohol is primary or secondary.
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4.4
Aldehydes and Ketones Key Ideas Intended Student Learning

Given the structural formula of the aldehyde or ketone, draw the structural formula of the alcohol from which it could be produced by oxidation, and describe the necessary reaction conditions. Draw the structural formula of the oxidation product of a given aldehyde in either acidic or alkaline conditions. Describe how acidified dichromate solution and Tollens reagent (ammoniacal silver nitrate solution) can be used to distinguish between aldehydes and ketones.
Aldehydes and ketones are produced by the oxidation of the corresponding primary and secondary alcohols respectively. Aldehydes are readily oxidised and so must be distilled off from the reaction mixture as they are formed. Aldehydes can be oxidised to form carboxylic acids or, in alkaline solutions, carboxylate ions. Ketones cannot readily be oxidised. This difference in properties between aldehydes and ketones can be used to distinguish one from the other.
4.5
Carboxylic Acids Key Ideas Intended Student Learning

Identify the aldehyde or primary alcohol from which a carboxylic acid could be produced by oxidation, given its structural formula. Write an equation for the ionisation of a carboxylic acid in water. Write equations for the reactions of carboxylic acids with hydroxides, carbonates, and hydrogencarbonates, and describe changes that accompany these reactions. Explain why some drugs with carboxyl groups are usually taken in the form of their salts.
Carboxylic acids can be produced by the oxidation of aldehydes or primary alcohols. Carboxylic acids are weak acids and, to a small extent, ionise in water. Carboxylic acids react with bases to form ionic carboxylate salts.
The salts of sodium and potassium carboxylates are soluble in water because of the iondipole attraction between the ions and water.
4.6
Amines Key Ideas Intended Student Learning

Draw the structural formula of the protonated form of an amine, given the structural formula of its molecular form, and vice versa. Identify an amino group in an amine as primary, secondary, or tertiary, given the structural formula. Explain why some drugs with amine groups are usually taken in the form of their salts.
Owing to the presence of an unbonded electron pair, amines are able to act as bases and accept H+ ions. Amines are classified as primary, secondary, or tertiary. The salts of amines are soluble in water because of the iondipole attraction between the ions and water.
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4.7
Esters Key Ideas Intended Student Learning

Draw the structural formula of the ester that could be produced by the condensation reaction between an alcohol and a carboxylic acid, given their structural formulae, and write an equation for the reaction. Explain the use of heating under reflux and the presence of a trace of concentrated sulfuric acid in the laboratory production of esters. Identify the products of hydrolysis of an ester, given its structural formula.
An ester can be produced by a condensation reaction between an alcohol and a carboxylic acid.
The production of an ester from the reaction of an alcohol and a carboxylic acid is slow at 25C. Esters may be hydrolysed under acidic or alkaline conditions.
4.8
Amides Key Ideas Intended Student Learning

Draw the structural formula of the amide that could be produced by the condensation reaction between an amine and a carboxylic acid, given their structural formulae. Identify the products of hydrolysis of an amide, given its structural formula.
An amide can be produced by a condensation reaction between an amine and a carboxylic acid. Amides may be hydrolysed under acidic or alkaline conditions.
4.9
Proteins Key Ideas Intended Student Learning

Determine whether or not a compound is an amino acid, given its structural formula. Draw the structural formula of the product formed when an amino acid self-ionises. Identify the amide group and deduce the structural formula(e) of the monomer(s), given the structural formula of a section of a protein. Write the general formula of amino acids and recognise their structural formulae. Identify where hydrogen bonding can occur between protein chains or between the chain and water, given the structural formula of a section of the chain. Explain why the biological function of a protein (e.g. an enzyme) is altered if its spatial arrangement is altered. Explain why proteins are sensitive to changes in pH and temperature.
Amino acids contain a carboxyl group and an amino group. Amino acids can self-ionise to produce an ion. Proteins are large molecules in which amide groups link monomer units. In proteins the amide group is called a peptide link or a peptide bond. Proteins are polyamides consisting of covalently bonded long chains of amino acid units. Proteins have sites that allow hydrogen bonding between sections of chains and between the chain and water. The biological function of a protein is a consequence of its unique spatial arrangement. Changes in pH and temperature disrupt the secondary interactions, and hence the spatial arrangements, of a protein chain.
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4.10 Triglycerides Key Ideas

Edible oils and fats are esters of propane-1,2,3-trio (glycerol) and various carboxylic acids. The carboxylic acids are unbranched and usually contain an even number of carbon atoms between twelve and twenty. Triglycerides can be hydrolysed to produce propane-1,2,3-triol and various carboxylic acids. Edible oils are liquids at 25C and are commonly obtained from plants and fish. Edible fats are solids at 25C and are commonly obtained from land animals. Most liquid triglycerides contain a larger proportion of unsaturated carbon chains than solid triglycerides contain. Liquid triglycerides can be converted into triglycerides of higher melting point by a process that involves the addition of hydrogen under pressure and at increased temperature, in the presence of a catalyst.

Draw the structural formula of an edible oil or fat, given the structural formula(e) of the carboxylic acid(s) from which it is derived.
Identify the alcohol and acid(s) from which a triglyceride is derived, given its structural formula. Identify the most likely source of a triglyceride, given its state at 25C.
Describe and explain the use of a solution of bromine or iodine to determine the degree of unsaturation of a compound. Draw the structural formula of the reaction product. Explain the role of pressure, temperature, and a catalyst in the hydrogenation of liquid triglycerides.
4.11 Carbohydrates Key Ideas

Carbohydrates are naturally occurring sugars and their polymers. They usually have the general formula CxH2yOy. They are defined more precisely as either polyhydroxy aldehydes or polyhydroxy ketones, or their polymers. Carbohydrates can be classified as monosaccharides, disaccharides, or polysaccharides. Polysaccharides are produced by the condensation of many monosaccharide units linked in chains by covalent bonds. Glucose molecules can occur in either a chain form or a ring form. There is equilibrium between the two structures. In the chain form an aldehyde group is present. Many simple carbohydrates are soluble in water, whereas polysaccharides are insoluble in water.

Given its structural formula, determine the molecular formula of an organic compound, and whether or not it is a carbohydrate.
Write molecular formulae for glucose, and for disaccharides and polysaccharides based on glucose monomers. Identify the repeating unit and draw the structural formula of the monomer, given the structural formula of a section of a polysaccharide derived from one monomer. Explain the ability of glucose to react as an aldehyde when in chain form but not when in ring form. Explain the differences in solubility in water of simple carbohydrates and polysaccharides in terms of the size of the molecules and the number of hydroxyl groups.
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Topic 5: Materials
In this topic students consider the chemical and physical properties of a range of materials and develop an understanding of the chemistry behind these properties. Polymers are important in nature and synthetic polymers represent one of the benefits of scientific advances. Silicates and aluminosilicates are the most common materials in the Earths crust. They form the basis of rocks and most minerals and are the major components of soils. The silicates of which they are composed determine the soils chemical properties. Healthy soils are essential for sustainable food production. Cleaning agents are familiar household chemicals that help in the maintenance of a healthy lifestyle. They function in a variety of ways that include dissolving, suspension, and oxidation.
5.1
Polymers Key Ideas Intended Student Learning

Discuss the advantages and disadvantages of synthetic polymers. Identify the repeating unit of a polymer, given the structural formula of a section of a chain. Identify a polymer as being the product of an addition polymerisation or a condensation polymerisation, given its structural formula. Draw the structural formula of an addition polymer that could be produced from monomers containing one carboncarbon double bond, given the structural formula(e) of the monomer(s), or vice versa. Identify the ester group in a polyester and the amide group in a polyamide. Draw the structural formula(e) of the polyester or polyamide polymers that could be produced from monomers, given the structural formula(e) of the monomer(s), or vice versa. Describe the effect on rigidity of increasing the number of primary and secondary interactions between polymer chains. Describe the effects of heating on thermoplastic and thermoset polymers, and the consequent difference in the ease of recycling.
The production of synthetic polymers allows the manufacture of materials with a diverse range of properties. Polymers or macromolecules are very large molecules composed of small repeating structural units. Polymers are produced from small molecules (monomers) by one of two main polymerisation reactions: addition or condensation. Addition polymerisation occurs when monomer molecules link without the loss of atoms. The monomer usually has at least one carboncarbon double bond per molecule. Polyesters and polyamides are large molecules in which monomer units are linked by ester and amide groups respectively. Condensation polymerisation occurs when one or more compounds (such as water) are produced as the monomer molecules link. Organic polymers can have different properties, such as rigidity, depending on the monomers and the degree of cross-linking between chains. Heat affects thermoplastic and thermoset polymers differently.
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5.2
Silicates Key Ideas Intended Student Learning

Write the formula of the anion in a silicate or aluminosilicate, given its formula. Identify the SiO4 structural unit in diagrams of silicate anions. Draw the repeating unit and write the formula of an extended silicate anion, given its structural formula. State the charge on a silicate anion, given the Si:O ratio. Write the formula of a silicate mineral, given the structural formula of the silicate anion and the metal ions present. State the charge of an aluminosilicate ion, given its formula. Explain how cations held on the surface of soil silicates are made available to plants.
Silicon dioxide, silicates, and aluminosilicates are important components of rocks and soils. The structure of silicates is based on SiO4 tetrahedra. In silicates, oxygen atoms can be shared between two SiO4 tetrahedra. In silicates the oxidation state of silicon is +4 whereas that of oxygen is 2. The charge balance in silicate minerals is achieved by the presence of cations, most commonly Ca2+, Mg2+, K+, Na+, Fe2+, and Fe3+. In minerals known as aluminosilicates, aluminium atoms replace some of the silicon atoms. Cations held on the surface of soil silicates are in equilibrium with the cations in soil water, which are available as sources of plant nutrients. Soil silicates are able to adsorb H+ in the soil water and release cations. The surface of fine silicate particles in clays is negatively charged and can be flocculated into larger particles by the addition of salts containing highly charged cations such as aluminium ions. Silicates such as zeolites are able to soften water by the exchange of cations.
Describe the effect of acid rain in releasing cations from soil silicates. Explain the use of aluminium ions in flocculating clay particles suspended in water.
Explain the use of silicates in water softeners.
5.3
Cleaning Agents Key Ideas Intended Student Learning

Describe the use of non-polar solvents to dissolve non-polar materials and the use of polar solvents to dissolve polar materials. Describe and explain how soaps and synthetic sulfonate detergents remove grease.
Many stains can be removed by the use of an appropriate solvent. Soaps and synthetic sulfonate detergents consist of a non-polar hydrocarbon chain, which is hydrophobic, and an ionic region, which is hydrophilic. Fats and oils can be hydrolysed by boiling with sodium hydroxide solution. The carboxylate salts formed are soaps. Soaps form an insoluble material when used in hard water.
Write equations for the alkaline hydrolysis of triglycerides. Write an equation for the formation of magnesium or calcium precipitate from soap, given the structural formula of the soap anion.
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Key Ideas
The effectiveness of soaps is significantly reduced when they are used in hard water, whereas the effectiveness of synthetic detergents is not greatly changed when they are used in hard water. The structure of phosphates is based on PO4 tetrahedra. In tripolyphosphates, oxygen atoms can be shared between PO4 tetrahedra. Tripolyphosphates are added to many detergent formulations. Tripolyphosphates improve the effectiveness of detergent formulations. Phosphates can cause eutrophication in water bodies. Chlorine bleaches are most stable at a pH above 7. Enzymes are added to some detergent formulations. Solid oxygen bleaches release hydrogen peroxide as an oxidising agent. Hydrogen peroxide decomposes to release oxygen. Solid oxygen bleaches are added to some detergent formulations because they release hydrogen peroxide and hence oxygen in solution.

Describe how the reaction of soap with hard water differs from that of synthetic detergents.
Draw the structural formula of the PO43 ion. Draw the structural formulae of linear and cyclic tripolyphosphate ions. Explain how tripolyphosphate ions keep: calcium and magnesium ions in solution; clay particles in suspension; and pH mildly alkaline. Explain the importance of the actions of tripolyphosphate ions. Describe the advantages and disadvantages of the use of phosphate fertilisers and polyphosphates in detergent formulations. Explain the effect of lowering pH on the decomposition of hypochlorites to chlorine. Describe the use of enzymes in detergents and explain why they are sensitive to changes in pH and temperature. Use the change in oxidation number of oxygen to show hydrogen peroxide and oxygen acting as oxidising agents. Describe how solid oxygen bleaches release oxidising agents when dissolved in water. Explain why the effectiveness of solid oxygen bleaches is affected by changes in temperature.
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ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessment component. Teachers design a set of school assessments that enable students to demonstrate the knowledge, skills, and understanding they have developed to meet the learning requirements of the subject. These assessments provide students evidence of learning in the school assessment component.
EVIDENCE OF LEARNING
The following assessment types enable students to demonstrate their learning in Stage 2 Chemistry: School Assessment (70%) Assessment Type 1: Investigations Folio (40%) Assessment Type 2: Skills and Applications Tasks (30%) External Assessment (30%) Assessment Type 3: Examination (30%). Students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake: at least three practical investigations, and one issues investigation for the investigations folio at least three skills and applications tasks one examination. At least one investigation or skills and applications task should involve collaborative work.
ASSESSMENT DESIGN CRITERIA

The assessment design criteria are based on the learning requirements and are used by: teachers to clarify for the student what he or she needs to learn teachers and assessors to design opportunities for the student to provide evidence of his or her learning at the highest possible level of achievement. The assessment design criteria consist of specific features that: students should demonstrate in their learning teachers and assessors look for as evidence that students have met the learning requirements.
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For this subject the assessment design criteria are: investigation analysis and evaluation application knowledge and understanding. The specific features of these criteria are listed below. The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.
Investigation
The specific features are as follows: I1 Design of chemistry investigations. I2 Selection and acknowledgment of information about chemistry and issues in chemistry from different sources. I3 Manipulation of apparatus and technological tools to implement safe and ethical investigation procedures. I4 The obtaining, recording, and display of findings of investigations, using appropriate conventions and formats.

The specific features are as follows: AE1 Analysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. AE2 Evaluation of procedures, with suggestions for improvement.
Application
The specific features are as follows: A1 Application of chemistry concepts and evidence from investigations to solve problems in new and familiar contexts. A2 Use of appropriate chemistry terms, conventions, formulae, and equations. A3 Demonstration of skills in individual and collaborative work.

The specific features are as follows: KU1 Demonstration of knowledge and understanding of chemistry concepts. KU2 Use of knowledge of chemistry to understand and explain social or environmental issues. KU3 Communication of knowledge and understanding of chemistry in different formats.
SCHOOL ASSESSMENT
Assessment Type 1: Investigations Folio (40%)

Students undertake at least three practical investigations and one issues investigation to include in the folio. 56
As students design and carry out investigations they learn to pose questions about the world around them. They use their observations and gather data and information to generate evidence, which enables them to construct reasonable explanations in response to these questions and to develop a better understanding of themselves and their environment.
Students formulate questions and hypotheses, design and conduct practical investigations, identify variables, collect, analyse, and interpret data, evaluate results, draw conclusions, and communicate their knowledge and understanding of concepts. These processes may occur in one assessment or in separate assessments. Practical investigations may be conducted individually or collaboratively, but each student presents an individual report. Students submit at least three practical investigation reports. There are no specific required practical investigations, but the following must be included across the range of reports presented: graphing results designing and performing an experiment to test a hypothesis making a solution of known concentration or dilution, which is then used in a titration preparing an organic compound by steps that include at least two of reflux, distillation, and liquidliquid extraction displaying and interpreting results evaluating an investigation or experiment and suggesting improvements identifying and explaining the sources of errors formulating a conclusion and making relevant predictions describing and explaining safety considerations in a practical investigation. Note that one practical investigation might serve several of these functions. For example, an experiment designed by the student might be used for graphing and might also be evaluated and used to demonstrate understanding of the sources of errors. At least one practical investigation must give students the opportunity to design the method. Suggested formats for presentation of practical investigations reports include: a written report a multimedia product.
Issues Investigation
Students undertake one issues investigation, in which they inquire into an issue of social or environmental relevance to chemistry. Students formulate a question and conduct the investigation. They gather information from different sources, identify and discuss at least two different points of view that members of the community hold on the issue, analyse their findings, critically evaluate the evidence, and develop and explain their own conclusions. Students use appropriate chemical terms and conventions to explain links between chemical data, concepts, and issues. The completed issues investigation should include: an introduction that identifies the chemistry issue investigated relevant chemical background for the issue the identification of alternative views
57
an explanation of the perspectives of the issue an evaluation of information gathered a summary of results or findings and conclusions drawn citations and a reference list.
The issues investigation may be divided into smaller sections that can be presented in different formats. Students select from a range of formats to communicate their understanding of the issue. Students may work collaboratively to gather information, but each student must produce an individual investigation report. The issues investigation should be a maximum of 1500 words if written or a maximum of 10 minutes for an oral presentation, or the equivalent in multimedia form. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: investigation analysis and evaluation application knowledge and understanding. Further information about conducting investigations can be found in the section on chemistry investigation skills.
Assessment Type 2: Skills and Applications Tasks (30%)

Skills and applications tasks require students to use their knowledge and understanding of relevant chemical ideas, facts, and relationships in a range of tasks that may be: routine, analytical, and/or interpretative posed in new and familiar contexts individual or collaborative assessments, depending on the design of the assessment. Students undertake at least three skills and applications tasks. Students may undertake more than three skills and applications tasks, but at least three should be under the direct supervision of the teacher. The supervised setting should be appropriate to the task. Skills that could be assessed include using chemical terms, conventions, and notations; writing equations; calculating; demonstrating understanding; applying knowledge; graphing; analysing data and drawing conclusions; and designing an investigation to test a hypothesis. Students should be able to select appropriate data and relevant chemistry evidence and information to successfully solve a range of problems. Some of these problems should be set in a personal, social, or global context. Skills and application tasks may include: a data interpretation exercise a multimedia product an oral presentation a practical demonstration an extended response a written assignment multiple-choice questions short-answer questions
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a structured interview a response to text(s).
For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: investigation analysis and evaluation application knowledge and understanding.
EXTERNAL ASSESSMENT Assessment Type 3: Examination (30%)

Students undertake one 3-hour written examination in which they are assessed on their knowledge and understanding of the key ideas and the intended student learning in the five topics and the investigation skills. For the examination, students are given a sheet containing a periodic table, standard SI prefixes, and a table showing the relative activities of a number of metals. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: investigation analysis and evaluation application knowledge and understanding.
PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E. Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her learning. During the teaching and learning program the teacher gives students feedback on, and makes decisions about, the quality of their learning, with reference to the performance standards. Students can also refer to the performance standards to identify the knowledge, skills, and understanding that they have demonstrated and those specific features that they still need to demonstrate to reach their highest possible level of achievement. At the students completion of study of each school assessment type, the teacher makes a decision about the quality of the students learning by: referring to the performance standards
assigning a grade between A+ and E for the assessment type.
At the students completion of study of the subject, the teacher uses a SACE Board school assessment grade calculator to combine the grades for the school assessment types and determine the students school assessment grade in the range A + to E. The calculator is available on the SACE website (www.sace.sa.edu.au).
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In the external assessment, assessors use the performance standards to make a decision about the quality of students learning, based on the evidence provided. The students school assessment and external assessment are combined for a final result, which is reported as a grade between A+ and E.
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Performance Standards for Stage 2 Chemistry
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Investigation

Critically and systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions. Critically and logically evaluates procedures and suggests a range of appropriate improvements.
Application
Applies chemistry concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts. Uses appropriate chemical terms, conventions, formulae, and equations highly effectively. Demonstrates initiative in applying constructive and focused individual and collaborative work skills.

Consistently demonstrates a deep and broad knowledge and understanding of a range of chemistry concepts. Uses knowledge of chemistry perceptively and logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of chemistry coherently and highly effectively.
Designs logical, coherent, and detailed chemistry investigations. Critically and logically selects and consistently and appropriately
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Investigation

Clearly and logically analyses data and their connections with concepts, to formulate consistent conclusions and make mostly relevant predictions. Logically evaluates procedures and suggests some appropriate improvements.
Application
Applies chemistry concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts. Uses appropriate chemical terms, conventions, formulae, and equations effectively. Applies mostly constructive and focused individual and collaborative work skills.

Demonstrates some depth and breadth of knowledge and understanding of a range of chemistry concepts. Uses knowledge of chemistry logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of chemistry coherently and effectively.
Designs well-considered and clear chemistry investigations. Logically selects and appropriately acknowledges information about Stage 2 Chemi stry 2013
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Investigation

Analyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance. Evaluates some procedures in chemistry and suggests some improvements that are generally appropriate.
Application
Applies chemistry concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts. Uses generally appropriate chemical terms, conventions, formulae, and equations, with some general effectiveness. Applies generally constructive individual and collaborative work skills.

Demonstrates knowledge and understanding of a general range of chemistry concepts. Uses knowledge of chemistry with some logic to understand and explain one or more social or environmental issues. Uses different formats to communicate knowledge and understanding of chemistry, with some general effectiveness.
Designs considered and generally clear chemistry investigations. Selects with some focus, and mostly appropriately acknowledges, information
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Investigation

Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant. For some procedures, identifies improvements that may be made.
Application
Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts. Attempts to use some chemical terms, conventions, formulae, and equations that may be appropriate. Attempts individual work inconsistently, and contributes superficially to aspects of collaborative work.

Demonstrates some basic knowledge and partial understanding of chemistry concepts. Identifies and explains some chemistry information that is relevant to one or more social or environmental issues. Communicates basic information to others using one or more formats.
Prepares the outline of one or more chemistry investigations. Selects and may partly acknowledge one or more sources of information Stage 2 Chemi stry 2013
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Investigation

Attempts to connect data with concepts, formulate a conclusion, and make a prediction. Acknowledges the need for improvements in one or more procedures.
Application
Identifies a basic problem and attempts to identify a solution in a familiar context. Identifies some chemical terms or formulae. Shows emerging skills in individual and collaborative work.

Demonstrates some limited recognition and awareness of chemistry concepts. Shows an emerging understanding that some chemistry information is relevant to social or environmental issues. Attempts to communicate information about chemistry.
Identifies a simple procedure for a chemistry investigation. Identifies a source of information about chemistry or an issue in chemistry.
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ASSESSMENT INTEGRITY
The SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework. The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools. Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).
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SUPPORT MATERIALS
SUBJECT-SPECIFIC ADVICE
Online support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials. For Stage 2 Chemistry, the support materials include advice about assumed knowledge and skills.
ADVICE ON ETHICAL STUDY AND RESEARCH

See the Ethical Study and Research section in the Introduction for information on: ethical study and research practices occupational health, safety, and welfare safety practices in the laboratory.
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Chemistry Subject Outline (For Teaching in 2013)

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Chemistry Subject Outline (For Teaching in 2013)

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Chemistry

2013 Subject Outline

Chemistry 2013 Subject Outline Stage 1 and Stage 2

Chemistry 2013 Subject Outline Stage 1 and Stage 2

Chemistry 2013 Subject Outline Stage 1 and Stage 2

ETHICAL STUDY AND RESEARCH

Occupational Health, Safety, and Welfare

Safety Practices in the Laboratory

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND PERSPECTIVES

Chemistry 2013 Subject Outline Stage 1 and Stage 2

LEARNING SCOPE AND REQUIREMENTS

CHEMISTRY INVESTIGATION SKILLS

Stage 1 Chemistry 2013

Intended Student Learning

Questions and Hypotheses

Designing Investigations Design

Stage 1 Chemistry 2013

Intended Student Learning

Classify appropriate variables in a practical investigation as independent or dependent.

Conducting Investigations Procedures

Follow instructions accurately and safely.

Safety and Ethics

Stage 1 Chemistry 2013

Intended Student Learning

Precision, Reliability, and Accuracy

Information and Data

Stage 1 Chemistry 2013

Intended Student Learning

Interpretation and Evaluation

Stage 1 Chemistry 2013

Intended Student Learning

Use concise language and graphics to present information.

Stage 1 Chemistry 2013

Wine production Energy Agriculture The atmosphere.

Stage 1 Chemistry 2013

ASSESSMENT SCOPE AND REQUIREMENTS

ASSESSMENT DESIGN CRITERIA

Stage 1 Chemistry 2013

Analysis and Evaluation

Knowledge and Understanding

SCHOOL ASSESSMENT Assessment Type 1: Investigations Folio

Stage 1 Chemistry 2013

Assessment Type 2: Skills and Applications Tasks

Stage 1 Chemistry 2013

Stage 1 Chemistry 2013

Performance Standards for Stage 1 Chemistry

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Analysis and Evaluation

Knowledge and Understanding

Stage 1 Chemistry 2013

ADVICE ON ETHICAL STUDY AND RESEARCH

Stage 1 Chemistry 2013

LEARNING SCOPE AND REQUIREMENTS

CHEMISTRY INVESTIGATION SKILLS

Stage 2 Chemistry 2013

Intended Student Learning