Irene McCormack Catholic College
Chemistry 3A/3B
Course Outline
2014/2015
YEAR 12 CHEMISTRY Timeline 2014/2015
Task / Week
Task Weighting (%)
Atomic essay
5%
Week 5 Term 4
Atomic Test 1
3%
Week 6, Term 4
Chemical equilibrium and reaction rates analysis and evaluation
3%
Week 4, Term 1
Chemical equilibrium prac exam
4%
Week 5, Term 1
Chemical reactions Test 2
3%
Week 5, Term 1
Acid and base titration prac exam
4%
Week 8 Term 1
Investigation 9-Acid content in wine
5%
Week 8, Term 1
Acid and base Test 3
4%
Week 9 Term 1
Semester 1 exam
20%
Weeks 1-2, Term 2
Redox Analysis and Evaluation
4%
Week 6, Term 2
Redox titrations prac exam
4%
Week 7, Term 2
Redox Test 4
4%
Week 7, Term 2
Organic essay
5%
Week 3, Term 3
Organic Prac exam
3%
Week 4, Term 3
Organic Test 5
4%
Week 5, term 3
Semester 2 exam
Weeks 10 and holidays Term 3
25%
Mark achieved
Weighting
Stage 3
20%
Type of assessment
Practical assessment
4% - Chemical equilibrium and reaction rates analysis and evaluation
4% - Acid and base titration prac exam
4% - Redox titrations prac exam
3% - Organic Prac exam
(15–25%)
Investigations
5% - Investigation 9-Acid content in wine
17%
(15–25%)
Assignments and class work
5% - Atomic essay
3% - Chemical equilibrium and reaction rates analysis and evaluation
4% - Redox Analysis and Evaluation
5% - Organic essay
Tests and examinations
3% - Atomic Test 1
3% - Chemical reactions Test 2
63%
(50–70%)
4% - Acid and base Test 3
20% - Semester 1 exam
4% - Redox Test 4
4% - Organic Test 5
25% - Semester 2 exam
UNIT 3ACHE
Unit description
The unit description provides the focus for teaching the specific unit content.
The focus for this unit is chemical processes. A sustainable chemical industry is important to the wellbeing of an industrialised society. Industry is concerned with getting the maximum yield and the optimum
rate of production at the lowest cost. While the industrial production of substances or materials often uses
reactions and conditions that cannot be replicated in a school laboratory, students explore how chemists
achieve an economically viable rate of production by manipulating the factors that influence the rate of
reaction and exploiting Le Châtelier’s Principle.
They also appreciate how chemists maintain appropriate levels of health and safety, protect the
environment and enhance our health and lifestyle by applying their knowledge of chemistry to industrial
processes.
Students refer to intermolecular forces when explaining properties of substances, including melting and
boiling points, their relative solubilities in various solvents and their ability to act as solvents.
Students perform multi-step stoichiometric calculations in the context of industrial processes.
Students explore an important industrial, environmental or biological process. This study is multi-faceted,
and includes laboratory work as well as students exploring ways that chemists assist in monitoring and
controlling processes in the environment, highlighting links to the importance of chemistry to society.
Unit content
This unit builds on the content covered in previous units. It is recommended that students studying Stage
3 have completed Stage 2 units.
This unit includes knowledge, understandings and skills to the degree of complexity described below. This
is the examinable content of the course.
Macroscopic properties of matter
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interpret observations, such as the colour changes, of physical and chemical systems at equilibrium
use observable properties, such as the colour of ions, to help predict and explain the formation of
products in chemical processes (see data sheet)
use the Kinetic Theory to explain the concept of absolute zero.
Solutions
 apply the solubility rules to predict if a precipitate will form when two dilute ionic solutions are mixed
(see data sheet)
 perform concentration calculations (mol L-1, g L-1, ppm, percentage composition by mass)
 calculate the concentration of ions in solution for strong electrolytes
 perform the calculation of concentration and volume involved in the dilution of solutions and the
addition of solutions.
Atomic structure and bonding
Atomic structure and Periodic Table
 explain the structure of the atom in terms of protons, neutrons and electrons
 write the electron configuration using the shell model for the first twenty elements
 explain trends in first ionisation energy, atomic radius and electronegativity across periods and down
groups (for main group elements) in the Periodic Table
 explain the trend in successive ionisation energies
 describe and explain the relationship between the number of valence electrons and an element’s
 bonding capacity
 position on Periodic Table
 physical and chemical properties.
Bonding
 describe and apply the relationships between the physical properties and the structure of ionic,
metallic, covalent network and covalent molecular substances
 use the Valence Shell Electron Pair Repulsion (VSEPR) theory and Lewis structure diagrams to
explain and predict and draw the shape of molecules and polyatomic ions (octet only)
 explain polar and non-polar covalent bonds in terms of the electronegativity of the atoms involved in
the bond formation
 use the relationship between molecule shape and bond polarity to predict and explain the polarity of a
molecule
 explain the differences between intermolecular and intramolecular forces
 describe and explain the origin and relative strength of the following intermolecular interactions for
molecules of a similar size:
 dispersion forces
 dipole-dipole attractions
 hydrogen bonds
 ion-dipole interactions such as solvation of ions in aqueous solution
 explain the relationships between physical properties including melting and boiling point, and the types
of intermolecular forces present in substances with molecules of similar size
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apply an understanding of intermolecular interactions to explain the trends in melting and boiling points
of hydrides of groups 15, 16 and 17 accounting for the anomalous behaviour of NH 3, H2O and HF
explain and describe the interaction between solute and solvent particles in a solution
use the nature of the interactions, including the formation of ion-dipole and hydrogen bonds to explain
water’s ability to dissolve ionic, polar and non-polar solutes.
Chemical reactions
Reactions, equations and stoichiometry
 describe, write equations for and interpret observations for the following reaction types:
 precipitation
 solvation of ions in aqueous solution
 physical and chemical equilibrium
 write ionic equations using ions in the list below:
Name
Formula
ammonium
NH4
caesium ion
hydrogen ion
lithium ion
potassium ion
rubidium ion
silver ion
Cs 
sodium ion
barium ion
calcium
Na 
Ba 2
Ca 2 
cobalt(II) ion
copper(II) ion
iron(II) ion
lead(II) ion
magnesium ion
Co 2
Cu 2
Fe 2 
Pb 2
Mg 2
manganese(II)
nickel(II) ion
strontium ion
zinc ion
aluminium ion
chromium(III) ion
iron(III) ion
bromide ion
chloride ion
hypochlorite ion
cyanide ion
dihydrogenphosphate ion
Mn 2
Ni 2 
Sr 2
Zn 2
A 3
Cr 3
Fe 3
Br 
C 
CO 
CN 
H 2 PO 4
ethanoate (acetate) ion
CH 3 COO
fluoride ion
hydrogencarbonate ion
F
HCO 3
hydrogensulfate ion
HSO 4
hydroxide ion
iodide ion
nitrate ion
OH 
I
NO3
H
Li 
K
Rb 
Ag 
nitrite ion
NO 2
permanganate ion
MnO 4
carbonate ion
CO 32
chromate ion
CrO24
dichromate ion
Cr2 O 72
hydrogenphosphate ion
HPO 24
oxalate ion
C 2 O 24
sulfate ion
SO24
oxide ion
sulfide ion
sulfite ion
O2–
S 2
SO32
N 3
PO34
write the molecular formulae of commonly encountered molecules that have non-systematic names
including NH3, H2O, H2O2, CH3COOH, HC, HNO3, H2CO3, H2SO4, H2SO3, H3PO4
perform calculations involving
 conversion between Celsius and Kelvin temperature scales
 mass, molar mass, number of moles of solute, concentration and volume of solution and gas
volume using PV=nRT
 percentage purity of reactants or percentage yield in industrial processes
 a limiting reagent, including:
o identification of limiting reagents
o calculation of excess reagents.
nitride ion
phosphate ion
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Equilibrium
 explain and apply enthalpy (H), endothermic and exothermic reactions and enthalpy diagrams
 explain by applying the collision theory how changes in rates of reactions can be accomplished by:
 the presence of catalysts
 changes in temperature
 pressure of whole system concentration
 state of sub-division
 describe and explain the characteristics of a system in dynamic chemical and physical equilibrium
 write equilibrium law expressions for homogeneous and heterogeneous systems
 use K and equilibrium law expression to explain the relative proportions of products and reactants in a
system in dynamic chemical equilibrium
 apply and explain how Le Châtelier’s principle can be used to predict the impact of the following
changes to a system initially at chemical equilibrium:
 changes in temperature
 changes in solution concentration
 changes in partial pressure of a gas
 addition of a catalyst.
Applied chemistry
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apply the concept of equilibrium in biological, environmental or laboratory situations where a system is
in dynamic chemical equilibrium
describe the variation of gas solubility in aqueous solution with temperature
explain the reasons for compromises between the ideal and actual conditions used in industrial
processes that involve reversible reactions
write the chemical formulae for molecular compounds based on the number of atoms of each element
present as inferred from the systematic names
investigate real world problems in a laboratory setting, considering:
 sources of uncertainty in experimental measurements
 selection of the appropriate units of measurement of quantities such as volume and time
investigate a biological, environmental or industrial process. Include:
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
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a description of the chosen process and the chemical reactions occurring
an explanation of the relationships between the chosen process and chemical models and
theories
where appropriate:
o safe handling and disposal of any materials or specific chemicals involved in the process
o discussion of sustainability of the process
o discussion of the environmental impact of the process.
UNIT 3BCHE
Unit description
The unit description provides the focus for teaching the specific unit content.
The focus for this unit is chemistry and modern lifestyles. In this unit students develop understandings
of complex models that underlie the study of medicines, biochemistry, fuel cells and plastics through
further study of equilibrium, oxidation and reduction, and organic chemistry. Students explore the
important role buffers play in both biological and industrial processes.
Students examine the relationships between chemistry, industry and modern lifestyles such as the
development of portable power supplies for portable communication devices or fuel cells used in electric
buses and space craft.
Students gain an appreciation of the enormous range of organic compounds with diverse physical and
chemical properties
Students explore an important industrial, environmental or biological process. This study is multi-faceted,
and includes laboratory work as well as students exploring ways that chemists assist in monitoring and
controlling processes in the environment, highlighting links to the importance of chemistry to society.
Unit content
This unit builds on the content covered in previous units. It is recommended that students studying Stage
3 have completed Stage 2 units.
This unit includes knowledge, understandings and skills to the degree of complexity described below.
This is the examinable content of the course.
Chemical reactions
Reactions, equations and stoichiometry
 describe, write equations for and interpret observations for the following reaction types:
 neutralisation
 hydrolysis of salts of weak acids and weak bases
 oxidation and reduction equations in an acidic environment
 perform volumetric analysis using acid-base and redox contexts, and:
 give a description of procedures used and methods for minimising experimental error
 describe and explain the characteristics of primary standards and standard solutions
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demonstrate an understanding of end point and equivalence point to the selection of an
appropriate indicator in an acid-base titration
 explain the choice of indicators (in acid-base only) or use of self-indicators (redox)
perform calculations based on acid-base and redox titrations
determine by calculation the empirical and molecular formulae and the structure of a compound from
the analysis of combustion or other data.
Acids and bases in aqueous solutions
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apply an understanding of the concept of an electrolyte to explain the self-ionisation of water
explain and apply the Arrhenius and Brønsted-Lowry models to describe acids and bases including
conjugate acids and bases
apply the relationship between Kw and temperature to explain the pH value of a neutral solution at
different temperatures
apply the relationship pH = - log [H+] to calculate the pH of:
 strong acid solutions
 strong base solutions
 the resulting solution when strong acid-base solutions are mixed
apply the Brønsted-Lowry model to the hydrolysis of salts to predict and explain the acidic, basic or
neutral nature of salts derived from monoprotic and polyprotic acids, and bases
describe and explain the conjugate nature of buffer solutions
 explain using Le Châtelier’s Principle how buffers respond to the addition of H + and OHexplain qualitatively the concept of buffering capacity.
Oxidation and reduction
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apply the table of Standard Reductions Potentials to determine the relative strength of oxidising and
reducing agents to predict reaction tendency
apply oxidation numbers to identify redox equations and/or oxidants and reductants
 identify by name and/or formula common oxidising and reducing agents including O2, C2, MnO4–
, Cr2O72–, CO–, H+, concentrated sulfuric acid, concentrated nitric acid and common reducing
agents (reductants) including Zn, C, H2, Fe2+, C2O42–
write and balance oxidation-reduction half-equations in acidic conditions
write balanced oxidation-reduction equations
describe and explain the role of the following in the operation of an electrochemical (galvanic) cell:
 anode processes
 cathode processes
 electrolyte
 salt bridge and ion migration
 electron flow in external circuit
describe the electrical potential of a galvanic cell as the ability of a cell to produce an electric current
describe and explain how an electrochemical cell can be considered as two half-cells
describe the role of the hydrogen half-cell in the table of Standard Reduction Potentials
describe the limitations of Standard Reduction Potentials table.
Organic chemistry
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write balanced equations for the following reactions of hydrocarbons:
 substitution reactions of alkanes
 addition reactions of alkenes including hydrogenation and halogenation
 combustion
draw and name (using IUPAC system) structural isomers of alkanes and structural and geometric
isomers of alkenes
draw structures for and recognise the functional groups—alcohols, aldehydes, ketones, carboxylic
acids and esters and name simple straight chain examples to C8
explain the relationship between the presence of a functional group and a compound’s physical
properties and chemical behaviour
alcohols:
 name (using IUPAC system) simple straight chain examples to C8
 draw simple structural formula for primary, secondary and tertiary alcohols
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explain physical properties of alcohols including melting and boiling points and solubility in polar
and non-polar solvents in terms of the intermolecular interactions
 describe, write equations for and predict and interpret observations for the following reactions of
alcohols:
o with carboxylic acids
o with acidified Cr2O72- and MnO4– to produce:
- aldehydes
- ketones
- carboxylic acids
amines:
 recognise primary amines
 name (using IUPAC system) and draw simple structural formulae for primary amines only
α-amino acids:
 recognise and draw general structural formula for α-amino acids.
Applied chemistry
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describe the chemistry of common organic substances including soaps, detergents and
α-amino
acids
apply and explain condensation and addition polymerisation including production of polyester and
polyvinyl chloride (PVC)
investigate real world problems in a laboratory setting, considering:
 sources of uncertainty in experimental measurements
 selection of the appropriate units of measurement of quantities such as volume and time
investigate a biological, environmental or industrial redox process. Include:
 a description of the chosen process and the chemical reactions occurring
 an explanation of the relationships between the chosen process and chemical models and
theories
 where appropriate
o safe handling and disposal of any materials or specific chemicals involved in the process
o discussion of the sustainability of the process
o discussion of the environmental impact of the process.
Assessment
The three types of assessment in the table below are consistent with the teaching and learning strategies
considered to be the most supportive of student achievement of the outcomes in the Chemistry course.
The table provides details of the assessment type, examples of different ways that these assessment
types can be applied and the weighting range for each assessment type.
Weighting
Stage 3
15–25%
15–25%
50–70%
Type of assessment
Practical assessment
Practical tasks and/or exercises designed to develop and/or assess a range of laboratory-related skills
and conceptual understandings of scientific principles, and skills associated with processing data.
Types of evidence may include: laboratory reports; literature search reports; exercises requiring
qualitative and/or quantitative analysis of second hand data; evaluation of physical information; portfolio of
laboratory work; and reports of simulated laboratory activities.
Types of evidence may include: PowerPoint/ video/ audio presentation of findings and recommendations;
self or peer evaluation; and observation checklists.
Best suited to the collection of evidence of student achievement of Outcomes 1, 2, 3, 4 and 5.
Investigations
Research work in which students plan and conduct an open investigation, process and interpret data and
evaluate their plan, procedures and findings.
The findings may be communicated in any appropriate form, including written, oral, graphical, or various
combinations of these.
Students must do at least one investigation over a pair of units.
Best suited to the collection of evidence of student achievement of Outcomes 1, 2, 3 and 4.
Assignments and class work
Students apply their understanding and skills in science to analyse and evaluate information, prepare
reports, present responses to extended and/or open-ended questions and solve problems through a
combination of work that may be done inside and outside class time.
Extended tasks may include a combination of work conducted inside and outside class time, be more
open-ended and draw on a variety of resources for developing responses to situations of their own or
others’ choosing.
Types of evidence may include: exercises requiring analysis and evaluation of scientific information in
articles from scientific journals, popular media and/or advertising; responses to specific questions based
on individual research; portfolio of work addressing a specific topic; and PowerPoint/video/audio
presentations on a selected topic.
Best suited to the collection of evidence of student achievement of Outcomes 2, 3 and 5.
Tests and examinations
Students apply their understanding and skills in science to analyse, interpret, solve problems and answer
questions in supervised classroom settings.
These tasks are more structured and require students to demonstrate use of terminology, an
understanding and application of concepts, quantitative skills and knowledge of factual information. It is
expected that assessment items would include open-ended questions to allow students to respond at their
highest level of understanding.
Types of evidence may include: diagnostic, formative and summative tests and examinations;
comprehension and interpretation exercises; exercises requiring analysis and evaluation of both
qualitative and quantitative scientific information; and responses to discussions and/or presentations.
Best suited to the collection of evidence of student achievement of Outcomes 2, 3, 4 and 5.
Chemistry
Examination design brief
Stage 3
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
three hours
Permissible items
Standard items:
pens, pencils, eraser, correction fluid, ruler, highlighters
Special items:
a blue or black pen or a B or 2B pencil for the separate multiple-choice answer
sheet, non-programmable calculators satisfying the conditions set by the Curriculum
Council for this course.
Additional information
The weighting of calculations in the examination is within the range 15–25%, across Sections Two and
Three, with at least two multi-step calculations in Section Three.
Instructions to candidates state: When calculating numerical answers, show your working or reasoning
clearly. Express numerical answers to three significant figures and include appropriate units where
applicable.
A Chemistry data sheet is provided.
Section
Supporting information
Section One
Multiple-choice
25% of the total examination
25 questions
Suggested working time: 50 minutes
Section Two
Short answer
35% of the total examination
The questions could require the candidate to respond with equations,
descriptions, short calculations, diagrams, tables, graphs or flow
charts.
8–12 questions
Suggested working time: 60 minutes
Section Three
Extended answer
40% of the total examination
Each question has parts and is based on a scenario.
At least two multi-step calculation questions are included.
5–7 questions
Stimulus materials for scenarios and text analysis or comprehension
could take the form of technical or historical passages or
experimental data, and could include images, diagrams, graphs and
charts.
Suggested working time: 70 minutes
Answers could include written responses, multi-step calculations or
flowcharts, either singly or in combination.