CHEMISTRY
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
IMPORTANT INFORMATION
Syllabus review
Once a course syllabus has been accredited by the School Curriculum and Standards Authority, the implementation of that syllabus will
be monitored by the Course Advisory Committee. This committee can advise the Board of the Authority about any need for syllabus
review. Syllabus change deemed to be minor requires schools to be notified of the change at least six months before implementation.
Major syllabus change requires schools to be notified 18 months before implementation. Formal processes of syllabus review and
requisite reaccreditation will apply.
Other sources of information
The Western Australian Certificate of Education (WACE) Manual contains essential information on assessment, moderation and
examinations that need to be read in conjunction with this course.
The School Curriculum and Standards Authority website www.scsa.wa.edu.au and extranet provides support materials including sample
programs, course outlines, assessment outlines, assessment tasks with marking keys, past WACE examinations with marking keys,
grade descriptions with annotated student work samples and standards guides.
WACE providers
Throughout this document the term ‘school’ is intended to include both schools and other WACE providers.
Currency
This document may be subject to minor updates. Users who download and print copies of this document are responsible for checking
for updates. Advice about any changes made to the document is provided through the Authority communication processes.
Copyright
© School Curriculum and Standards Authority, 2007.
This document—apart from any third party copyright material contained in it—may be freely copied or communicated for non-commercial purposes by educational institutions,
provided that it is not changed in any way and that the School Curriculum and Standards Authority is acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the School Curriculum and Standards Authority.
Copying or communication of any third party copyright material contained in this document can be done only within the terms of the Copyright Act or by permission of the copyright
owners.
2008/16077[v18]
2
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Rationale
Chemistry, the study of matter and its interactions,
is an indispensable human activity that has
contributed essential knowledge and understanding
of the world around us. Chemical knowledge has
enabled us to understand matter and devise
processes for activities such as: cooking and
preserving food; purifying air and water; recycling
plastics; anaesthetising patients; creating and
building computers; and communicating with others
around the world about chemistry. It has also
allowed people to design and produce materials for
purposes that include: transport and fuels; cosmetic
and beauty products; building products; medical
treatments and pharmaceuticals; and cleaning
agents. The significant achievements of chemistry
stretch across every facet of our lives. However,
some may come at a price if they are not used with
the greatest of care. Chemical monitoring tells us
that some materials, that may pose a threat to
ourselves and other life forms, have entered the
environment. Ongoing developments and improved
understanding of chemistry can also be used to
solve these problems.
The Chemistry course equips students with a
knowledge and understanding of chemistry to
enable them to appreciate the natural and built
environment, its materials, and interactions between
them. The course helps students to predict
chemical effects, recognise hazards and make
informed, balanced decisions about chemical use
and sustainable resource management. This
enables students to confidently and responsibly use
the range of materials and substances available to
them.
Chemistry requires observation, investigation,
experimentation, collection and evaluation of data
and the application of new understandings. Over the
years chemists have developed a theoretical
framework that allows these new understandings to
be organised and related to existing knowledge. The
Chemistry course mirrors this process by providing
opportunities for students to investigate properties
and reactions of matter within a developing
theoretical framework, enabling them to recommend
applications and possible future uses, and hazards,
of materials.
In achieving the course outcomes, students develop
knowledge, skills, understandings and values
relating to materials, reactions and the practices of
chemistry. By studying its applications, students
appreciate the role and value of chemistry in their
daily lives. Through undertaking chemical
investigations and laboratory activities using
specialised technologies, they develop an
appreciation of the need for precision and accuracy,
critical analysis and informed decision making.
The Chemistry course is designed to stimulate and
foster intellectual curiosity and promote logical and
analytical thinking. It aims to equip students to
become informed citizens able to participate in
discussion of challenging social and environmental
issues. The course enables students to relate
chemistry to other sciences including biology,
physics, geology, medicine, molecular biology and
agriculture, and to take advantage of vocational
opportunities that arise through its application. It also
helps them to prepare for further study and to be
responsible and efficient users of specialised
chemical products and processes at home or in the
workplace.
Course outcomes
The Chemistry course is designed to facilitate the
achievement of five outcomes.
Outcome 1: Investigating in chemistry
Students use investigative processes in order to
communicate their understandings of the chemical
world.
In achieving this outcome, students:
 plan experiments to investigate, illustrate and
validate ideas about the chemical world;
 conduct
experiments
safely,
making
observations, collecting and recording data and
presenting them in an organised and logical
way;
 analyse data and draw appropriate conclusions
based on evidence and their findings; and
 evaluate investigation plans, processes and
findings.
Outcome 2: Structure, properties and uses of
materials
Students understand the structures of materials to
explain their properties and uses.
In achieving this outcome, students:
 understand the properties of materials are
related to their structure; and
 understand the uses of materials in terms of
their properties.
Outcome 3: Interaction and change
Students understand interactions between, and
changes to, materials.
In achieving this outcome, students:

understand that chemical change involves the
production of new substances and this
production can be classified and represented in
varied ways; and

understand the significance of energy in
chemical and physical change processes and
that these changes can be predicted and
controlled.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
3
Outcome 4: Problem-solving and quantities in
chemistry
Students understand problem-solving techniques
and how to apply them to quantitative problems in a
chemical context.
In achieving this outcome, students:

understand the quantitative nature of chemistry
to solve problems in a chemical context; and

understand the processes involved in solving
problems in a chemical context.
Outcome 5: Chemistry in action
Students understand the role of chemistry in
biological, environmental and industrial processes.
In achieving this outcome, students:

understand the role of chemistry in processes
important in daily life; and

understand the role of chemistry in evaluating
the sustainability of processes important in
society.
Course content
The course content is the focus of the learning
program.
The course content is divided into seven areas:
 macroscopic properties of matter
 atomic structure and bonding
 chemical reactions
 acids and bases in aqueous solutions
 oxidation and reduction
 organic chemistry
 applied chemistry.
The content areas have been divided between the
A units and the B units. The A units include topics
such as macroscopic properties of matter and
atomic structure and bonding. The B units include
such topics as acids, bases and organic chemistry,
and the application of many of the concepts from
the A units. Both A and B units increase in cognitive
complexity from one unit pair to the next.
Macroscopic properties of matter
Macroscopic properties of matter deals with the
observable properties of matter. Substances can be
classified as elements, compounds or mixtures.
Understanding the differences between these
classifications provides a basis for choosing
appropriate separation techniques for mixtures.
An understanding of the behaviour of materials is
useful
in
interpreting
everyday situations.
Understanding the difference between chemical
and physical change is also important.
4
Atomic structure and bonding
Understanding the particle model of matter is
important in explaining the properties of materials,
their interactions and uses. Atoms, ions and
molecules can be differentiated and elements,
compounds and mixtures more readily understood
using atomic theory. An understanding of atomic
structure including electron configuration and
bonding theories are used to distinguish metals,
ionic substances, covalent network substances and
covalent molecular substances. Understanding
intermolecular forces in hydrogen bonding, dipoledipole and dispersion forces aids in explaining
properties of covalent molecular substances.
Chemical reactions
It is essential to read, write and interpret chemical
equations including word, molecular and ionic
equations to understand and communicate change
processes in chemistry, why reactions occur, how
fast they go and how far they go. The collision
theory explains reversible reactions, energy
changes in reactions and equilibrium.
Acids and
solutions
bases
in
aqueous
Acids and bases have particular characteristics and
are chemicals commonly found around the home.
Acid-base theory and the use of indicators is used
to explore acidic and basic salts and solution
equilibria and provide links to real world
applications.
Oxidation and reduction
Oxidation and reduction are best understood as an
electron transfer process and interrelationships
between chemical change and electrical energy in
electrochemical and electrolytic cells.
Organic chemistry
Organic chemistry is the chemistry of carbon
compounds other than carbon dioxide, carbon
monoxide
and
carbonates.
Hydrocarbons,
compounds containing only carbon and hydrogen,
undergo specific reactions such as substitution,
combustion and addition reactions. Most organic
compounds have functional groups. These
functional groups can be identified, named and
reactions about them understood.
Applied chemistry
Applied chemistry deals with the application of
chemical models, principles and concepts to real
world processes. An understanding of chemistry
can be used to describe, explain and predict the
conditions
and
behaviour
of
biological,
environmental and industrial processes.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Unit 2ACHE
Course units
Each unit is defined with a particular focus through
which the specific unit content can be taught and
learnt. The cognitive difficulty of the content
increases with each stage. The pitch of the content
for each stage is notional and there will be overlap
between stages.
Stage 1 units provide bridging support and a
practical and applied focus to help students develop
skills required to be successful for Stage 2 units.
Stage 2 units provide opportunities for applied
learning but there is a focus more on academic
learning.
Stage 3 units provide opportunities to extend
knowledge and understandings in challenging
academic learning contexts.
Unit 1ACHE
The focus for this unit is chemistry and me. This
unit is designed to build on informal understandings
of chemistry that students have already acquired
through using different materials, tools and products
in their lives, and through everyday chemical
reactions such as cooking, decomposition and
rusting.
Students develop their understandings through
laboratory work. They investigate factors that affect
solubility, crystallisation and change of state.
The focus for this unit is chemistry in and around
the home. In this unit, students develop more
formal understandings of chemical structure,
change and language within familiar contexts.
Students understand that chemicals used in and
around the home need to be used and disposed of
responsibly.
Students learn and apply bonding theories and
atomic structure, including an introduction to
electron configurations. They distinguish between
atoms, molecules and ions, as well as metals, ionic
substances, covalent molecular substances and
covalent network substances. Students understand
and apply the collision theory. Students read, write
and interpret formulae and balanced equations.
They learn that mass is conserved in a chemical
reaction. They perform calculations including those
relating to the number of moles, mass, molar mass
and concentrations of solutions.
Students investigate factors that affect the rate of a
reaction such as concentration, temperature and
presence of catalysts, and distinguish between heat
producing and absorbing reactions.
Unit 2BCHE
The focus for this unit is chemistry and the
environment. In this unit students develop formal
understandings of acids and bases, oxidation and
reduction,
and
organic
chemistry through
environmental contexts.
Unit 1BCHE
The focus for this unit is chemistry in my
community. Students investigate how chemistry
plays an important part in their daily lives. Students
appreciate the role of chemistry in contributing to a
sustainable future by investigating recycling and
disposal of community chemical wastes. They
investigate ways that chemists assist in protecting
the natural environment such as conservation and
management of our resources.
Students understand chemical language by
interpreting symbols and formulae of some common
elements and compounds.
In the laboratory, students investigate chemical
changes involved in processes such as food
preservation and acid rain. They perform
experiments to investigate reactions with acids and
bases and use chemical aids such as pH colour
charts.
The work of chemists and the responsibilities of all
associated with the sustainable development of
environments, and the use and disposal of related
products and by-products are highlighted.
Students experiment with chemical reactions, such
as acid/base, precipitation, redox and organic
reactions such as combustion addition and
substitution. They create solutions and measure
properties such as pH, concentration and
conductivity. They use the mole as a unifying
concept in multi-step stoichiometric calculations
including limiting reagents, concentration, mass and
volumes.
Students explore an important industrial, biological
or environmental process. This study is multifaceted, 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.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
5
Unit 3ACHE
The focus for this unit is chemical processes. A
sustainable chemical industry is important to the
well-being 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 3BCHE
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
laptop computers 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.
6
Time and completion
requirements
The notional hours for each unit are 55 class
contact hours. Units can be delivered typically in a
semester or in a designated time period up to a
year depending on the needs of the students. Pairs
of units can also be delivered concurrently over a
one year period. Schools are encouraged to be
flexible in their timetabling in order to meet the
needs of all of their students.
Refer to the WACE Manual for more information
about unit and course completion.
Resources
Teacher support materials are available on the
School Curriculum and Standards Authority website
extranet and can be found at www.scsa.wa.edu.au
Vocational Education
and Training
information
Vocational Education and Training (VET) is
nationally recognised training that provides people
with occupational knowledge and skills and credit
towards, or attainment of, a vocational education
and training qualification under the Australian
Qualifications Framework (AQF).
When considering VET delivery in WACE courses it
is necessary to:
 refer to the WACE Manual, Section 5: Vocational
Education and Training, and
 contact education sector/systems representatives
for information on operational issues concerning
VET delivery options in schools.
Australian Quality Training Framework (AQTF)
AQTF is the quality system that underpins the
national vocational education and training sector and
outlines the regulatory arrangements in states and
territories. It provides the basis for a nationally
consistent, high-quality VET system.
The AQTF Essential Conditions and Standards for
Registered Training Organisations outline a set of
auditable standards that must be met and
maintained for registration as a training provider in
Australia.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
VET integrated delivery
VET integrated within a WACE course involves
students undertaking one or more VET units of
competency concurrently with a WACE course unit.
No unit equivalence is given for units of
competency attained in this way.
VET integrated can be delivered by schools
providing they meet AQTF requirements. Schools
need to become a Registered Training Organisation
(RTO) or work in a partnership arrangement with an
RTO to deliver training within the scope for which
they are registered. If a school operates in
partnership with an RTO, it will be the responsibility
of the RTO to assure the quality of the training
delivery and assessment.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
7
Assessment
The WACE Manual contains essential information
on principles, policies and procedures for schoolbased assessment and WACE examinations that
needs to be read in conjunction with this document.
School-based assessment
The table below provides details of the assessment
types for this course and the weighting range for
each assessment type.
Teachers are required to use the assessment table
to develop their own assessment outline for each
unit (or pair of units) of the course.
This outline includes a range of assessment tasks
and indicates the weighting for each task and each
assessment type. It also indicates the content and
course outcomes each task covers.
If a pair of units is assessed using a combined
assessment outline, the assessment requirements
must still be met for each unit.
In developing an assessment outline and teaching
program the following guidelines should be taken
into account.

All assessment tasks should take into account
the teaching, learning and assessment
principles outlined in the WACE Manual.

There is flexibility for teachers to design
school-based assessment tasks to meet the
learning needs of students.

The assessment table outlines the forms of
student response required for this course.

Student work submitted to demonstrate
achievement should only be accepted if the
teacher can attest that, to the best of her/his
knowledge, all uncited work is the student’s
own.

Evidence collected for each unit must include
assessment tasks conducted under test
conditions together with other forms of
assessment tasks.
Assessment table
Weightings for types
Stage 1
Stage 2
Stage 3
30–50%
30–50%
20–40%
8
15–25%
15–25%
50–70%
Type of assessment
15–25%
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 course 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 course Outcomes 1, 2, 3 and 4.
15–25%
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 course Outcomes 2, 3 and 5.
50–70%
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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Grades
Standards Guides
Schools report student achievement in a completed
unit at Stage 1, 2 or 3 in terms of grades. The
following grades are used:
Standards for this course are exemplified in
Standards Guides. They include examination
questions, annotated candidate responses at the
‘excellent’ and ‘satisfactory’ achievement bands,
statistics for each question and comments from
examiners. The guides are published on the
Authority’s web site at www.scsa.wa.edu.au and are
accessed under Examination materials. An extranet
log-in is required to view the guides.
Grade
A
B
C
D
E
Interpretation
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Inadequate achievement
Each grade is based on the student’s overall
performance for the unit as judged by reference to a
set of pre-determined standards. These standards
are defined by grade descriptions and annotated
work samples.
The grade descriptions for this course are provided
in Appendix 1. They can also be accessed, together
with annotated work samples, through the Guide to
Grades link on the course page of the Authority
website at www.scsa.wa.edu.au
Refer to the WACE Manual for further information
regarding grades.
WACE Examinations
In 2013, students in their final year who are studying
at least one Stage 2 pair of units (e.g. 2A/2B) or at
least one Stage 3 pair of units (e.g. 3A/3B) are
required to sit an examination in this course, unless
they are exempt. For 2014 and 2015, examinations
for all Stage 2 pairs of units (e.g. 2A/2B) are
optional.
WACE examinations are not held for Stage 1 units
and/or Preliminary Stage units. Any student may
enrol to sit a Stage 2 or Stage 3 examination as a
private candidate.
Each examination assesses the specific content
described in the syllabus for the pair of units studied.
Details of the WACE examinations in this course are
prescribed in the WACE examination design briefs
(pages 27–29).
Refer to the WACE Manual for further information
regarding WACE examinations.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
9
States of matter and Kinetic Theory
 use the Kinetic Theory of matter to explain:
 properties of gases, liquids and solids
 phase changes
 heating and cooling curves
 temperature and kinetic energy.
UNIT 1ACHE
Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus for this unit is chemistry and me. Within
this broad focus, learning contexts are selected that
build upon informal understandings that students
have already acquired through using different
materials, tools and products in their lives, and
through everyday chemical reactions such as
cooking, decomposition and rusting.
Students develop their understandings through
laboratory work. They investigate factors that affect
solubility, crystallisation and change of state.
Suggested learning
contexts
Within the broad area of chemistry and me,
teachers may choose one or more of the suggested
contexts (this list is not exhaustive):
 food
 chemistry of the car
 consumer chemistry
 forensics.
Experiments and investigations should reflect the
chosen context/s.
This unit includes knowledge, understandings and
skills to the degree of complexity described below:
Macroscopic properties of matter




10
Solutions and solubility
 describe
the
different
solute/solvent
combinations that form different types of
solutions
 explain and apply the concept of solubility to
describe:
 unsaturated and saturated solutions
 concentration scales (g L-1)
 explain factors that affect solubility and
crystallisation.
Atomic structure and bonding
Atomic structure and Periodic Table
 describe the structure of matter in terms of
particles called atoms composed of protons,
neutrons and electrons
 describe and explain the differences between
atoms, molecules and ions
 use an element’s position on the Periodic Table
to help with the identification of metals and nonmetals
 relate the physical properties of metals and nonmetals to their uses.
Chemical reactions
Unit content

Gas laws
 use qualitative data to explain the behaviour of
gases in response to changes in temperature,
pressure and volume.
explain the differences between elements,
compounds and mixtures
use examples to describe homogeneous and
heterogeneous mixtures
explain the difference between a physical and a
chemical property
explain and describe the differences between
physical and chemical changes
describe the following methods for separating
mixtures:
 decantation
 filtration
 crystallisation
 evaporation
 distillation
 chromatography.







write the symbols and names of common
elements and compounds that are appropriate to
the chosen context
describe the difference between elements and
compounds in terms of the types of particles
interpret chemical formula by identifying the
number of atoms in a chemical formula
write the formulae of simple familiar compounds
state that mass and atoms are conserved during
a chemical reaction
write word equations to describe chemical
reactions
identify and name the reactant/s or product/s
given an incomplete word equation.
Energy changes in chemical reactions
 use observation to identify heat producing and
heat absorbing reactions.
Reaction rates
 use qualitative data to describe reaction rates
(time to complete) e.g. rusting is a slow reaction
and precipitation is a fast reaction
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015

investigate factors that effect chemical changes
involved in processes such as spoiling of food,
corrosion control.
Applied chemistry









explain everyday chemical changes such as
rusting, burning, respiration, composting and
cooking in terms of:
 rate of reaction
 energy changes
analyse food labelling to determine
 concentration scale used to describe the
nutrition information provided
 shelf life (length of use by dates)
describe and explain situations where the rates
of chemical reactions are altered e.g. food
preservation
investigate real world problems in a laboratory
setting with appropriate teacher direction,
considering:
 sources of uncertainty in experimental
measurements
 selection of the appropriate units of
measurement of quantities such as volume
and time
investigate a separation technique applicable to
the context/s chosen and
 describe the process
 explain relationships between the chosen
technique and the chemical or physical
property, or properties, the process is
based on
 describe the safe handling and disposal of
chemicals and materials involved
use labels and other manufacturer’s information
to explain the appropriate method for use and
disposal of household chemicals e.g. pool
chemicals, bleach, caustic soda, car oil
describe and explain reasons behind the
recycling of inorganic household materials e.g.
glass and aluminium
read, write and interpret symbols and formulae
of some common elements and compounds
found on labels of common household
substances (fertilisers, pool chemicals etc.)
perform simple calculations in context such as
solubility and concentration (g L-1 and g cm-3),
dilutions.
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 1
30–50%
30–50%
20–40%
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 course 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 course 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 openended 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 course 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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
11
Acids and
solutions
UNIT 1BCHE

Unit description

The unit description provides the focus for teaching
the specific unit content.

The focus for this unit is chemistry in my
community. Within this broad focus, learning
contexts are selected that demonstrate how
chemistry plays a role in the community in which
students live. Students investigate how chemistry
plays an important part in their daily lives. Students
appreciate the role of chemistry in contributing to a
sustainable future by investigating recycling and
disposal of community chemical wastes. They
investigate ways that chemists assist in protecting
the natural environment such as conservation and
management of our resources.
Students understand chemical language by
interpreting symbols and formulae of some common
elements and compounds.
In the laboratory, students investigate chemical
changes involved in processes such as food
preservation and acid rain. They perform
experiments to investigate reactions with acids and
bases and use chemical aids such as pH colour
charts.
Suggested learning
contexts
Within the broad area of chemistry in my
community, teachers may choose one or more of
the suggested contexts (this list is not exhaustive):
 clean air, soil and water
 recycling and waste management
 chemistry on the farm
 materials testing.
Experiments and investigations should reflect the
chosen context/s.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below:
Chemical reactions

12
describe the observations and write word
equations for the following chemical reaction
types:
 acid-base
 acid-metal
 acid-carbonate
 simple ion/element displacement.


bases
in
aqueous
describe how indicators are used to identify
acids and bases
explain the relationship between the pH scale
and the colour of universal indicator
identification of acids by:
 colour on a universal indicator colour chart
 pH scale value
identification of bases by:
 colour on a universal indicator colour chart
 pH scale value
compare the acid and base properties of
common substances.
Organic chemistry



identify organic materials as those that contain
carbon and hydrogen and produce carbon
dioxide and water when burnt
explain the origins of hydrocarbons
describe simple polymers (natural and/or
synthetic).
Applied chemistry







explain where and why acids and bases are
used in everyday life
prepare simple polymers and describe their
properties (PVA/borax or casein glue)
interpret information contained on chemical
labels such as constituent chemicals, dilutions
and disposal
perform simple chemical reactions involving
everyday chemicals (acid/base, acid/carbonate
etc.) and describe their observations
explain the need for safety information and
waste disposal procedures given on the
packaging of commonly used chemicals
investigate real world problems in a laboratory
setting with appropriate teacher direction,
considering:
 sources of uncertainty in experimental
measurements
 selection of the appropriate units of
measurement of quantities such as volume
and time
investigate, by field work or case study, a
biological, environmental or industrial process in
the local community e.g. pH of soils in a local
ecosystem, comparison of the types of crude oil,
comparison the strength of casein and PVA
glues. Include:
 a description of the chosen process
 an explanation of relationships between
properties and uses
 where appropriate:
o safe handling and disposal of any
materials or specific chemicals involved
in the process.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
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 1
30–50%
30–50%
20–40%
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 course 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 course 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 course 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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
13
UNIT 2ACHE
Unit description
The unit description provides the focus for teaching
the specific unit content.
The unit description provides the focus for teaching
the specific unit content. The focus for this unit is
chemistry in and around the home. In this unit,
students develop more formal understandings of
chemical structure, change and language within
familiar contexts. Students understand that
chemicals used in and around the home need to be
used and disposed of responsibly.
Students learn and apply bonding theories and
atomic structure, including an introduction to
electron configurations. They distinguish between
atoms, molecules and ions, as well as metals, ionic
substances, covalent molecular substances and
covalent network substances. Students understand
and apply the collision theory. Students read, write
and interpret formulae and balanced equations.
They learn that mass is conserved in a chemical
reaction. They perform calculations including those
relating to the number of moles, mass, molar mass
and concentrations of solutions.
Students investigate factors that affect the rate of a
reaction such as concentration, temperature and
presence of catalysts, and distinguish between heat
producing and absorbing reactions.
Unit content
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


describe the characteristics of homogeneous
and heterogeneous mixtures
distinguish
between
pure
substances,
homogeneous mixtures and heterogeneous
mixtures.
Kinetic Theory
 use the Kinetic Theory of Matter to explain
 relationship between heat and temperature
 change of phase
 vapour pressure and factors that affect
vapour pressure
 effect on gases of changes in pressure,
temperature and volume
 the characteristics of gases
 predict the effect on gases of changes in
pressure, temperature and volume (qualitative
only)
 explain the boiling point of a liquid.
14
Solutions
 identify, explain and give examples of saturated,
unsaturated and supersaturated solutions
 apply solubility rules to predict if a precipitate will
form when two dilute ionic solutions are mixed
(see data sheet)
 use the colour of ions (see data sheet) to identify
reactants and the products in chemical
processes
 explain colligative properties including the effect
of concentration on vapour pressure, melting
point and boiling point of a solution
 describe the characteristics of strong electrolytes
and give examples including ionic compounds
and strong acids
 describe the characteristics of weak electrolytes
and give examples including weak acids and
bases
 describe the characteristics of non-electrolytes
and give examples including water and
hydrocarbons
 explain the differences between concentrated
and dilute solutions of strong and weak
electrolytes.
Atomic structure and bonding
Atomic structure and Periodic Table
 compare the relative charge and relative masses
of protons, neutrons and electrons
 identify elements using their atomic number (Z)
 explain isotopes using their atomic number (Z)
and mass number (A)
 use the energy level or shell model of electron
structure to write the electron configurations for
the first twenty elements
 explain the relationship between position on the
Periodic Table and number of valence electrons
of elements in groups 1, 2 and 13–18
 explain the relationship between the number of
valence electrons and chemical properties of
elements in groups 1, 2 and 13–18
 explain the formation of positive and negative
ions for elements in groups 1, 2 and 13–18.
Bonding
 describe and explain the formation and
characteristics of:
 ionic bonds and ionic substances
 metallic bonds and metallic substances
 covalent bonds
 covalent network and molecular substances
 describe and explain the relationships between
properties and structures of ionic, metallic,
covalent network and covalent molecular
substances
 draw representations of molecular and ionic
substances using electron dot (octet only) or
Lewis structure diagrams (excluding polyatomic
ions).
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Chemical reactions
Reactions, equations and stoichiometry
 write and interpret formulae of elements and
compounds
 write equations for simple chemical reactions
(molecular or ionic from the list below) using
state symbols where appropriate.
Ion name
Formula
ammonium
NH4
caesium
Cs 
hydrogen
H
lithium
Li 
potassium
K
Rb
silver
Ag 
sodium
Na 
barium
Ba 2
calcium
Ca 2 
cobalt(II)
Co 2
copper(II)
Cu 2
iron(II)
Fe 2 
lead(II)
Pb 2
magnesium
Mg 2
manganese(II)
nickel(II)
chromium(III)
Mn 2
Ni 2 
Sr 2
Zn 2
A 3
Cr 3
iron(III)
Fe 3
bromide
chloride
cyanide
Br 
C 
CN 
dihydrogenphosphate
H 2 PO 4
ethanoate (acetate)
CH 3 COO
fluoride
hydrogencarbonate
F
HCO 3
hydrogensulfate
HSO 4
hydroxide
iodide
nitrate
OH 
I
NO3
nitrite
NO 2
permanganate
MnO 4
carbonate
CO 32
chromate
CrO24
dichromate
Cr2 O 72
strontium
zinc
aluminium
HPO 24
oxalate
C 2 O 24
oxide
sulfate
O2–
SO24
sulfide
S 2
sulfite
SO32
nitride
N 3
PO34
write the molecular formulae of commonly
encountered molecules that have nonsystematic names including NH3, H2O, H2O2,
CH3COOH, HC, HNO3, H2CO3, H2SO4, H2SO3,
H3PO4
explain conservation of mass, atoms and charge
during a chemical reaction
use molar volume of gases at STP in
calculations involving the evolution of gases
perform simple calculations:
 molar mass
 mole to mole
 mass to mole
 mass to mass
 mass to volume (gases at STP)
 volume to volume
 concentration calculations (mol L-1, g L-1)
 percentage composition by mass
perform stoichiometric problems that interrelate
mass, molar mass, number of moles of solute,
and concentration and volume of solution.
phosphate



rubidium
hydrogenphosphate



Energy effects
 use the Law of Conservation of Energy to
explain endothermic and exothermic reactions
 apply the concepts of system and surroundings
to energy transfer
 explain enthalpy (H) in terms of stored chemical
energy
 explain endothermic and exothermic reactions in
terms of bond breaking and bond making
 interpret and explain enthalpy diagrams and
equations that include the heat lost or gained
(ΔH).
Reaction rates
 describe the rate of a reaction in terms of rate of
change of a measurable quantity with time
 identify and apply the factors affecting rates of
reaction:
 concentration
 catalysts
 temperature
 state of sub-division
 apply the collision theory to explain the factors
affecting rates of reaction
 draw and interpret energy profile diagrams to
show the transition state, activation energy,
uncatalysed and catalysed pathways and the
heat of reaction
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
15

explain the relationship between collision theory,
kinetic energy distribution graphs and the rate of
a reaction.
Applied chemistry








describe and give examples of chemicals and
their uses in and around the home including
vinegar, bleach, ammonia solution and caustic
soda
explain concentration units used in household
mixtures (g 100g-1, mL L-1, g L-1, percentage
composition by mass)
describe the relationships between properties
and uses of ionic, metallic, covalent network and
covalent molecular substances found in and
around the home including NaC, NaHCO3,
steel, A, graphite, SiO2, Cu, H2O and CO2
describe and explain common examples of
endothermic and exothermic reactions and
processes in and around the home including
combustion, hot packs, cold packs, change of
phase
describe and explain examples where rates of
reaction have been altered in and around the
home
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 with appropriate teacher direction,
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:
 a description of the chosen process
 an explanation of 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.
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 2
15–25%
15–25%
50–70%
16
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 course 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 course 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 course 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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Acids and
solutions
UNIT 2BCHE

Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus for this unit is chemistry and the
environment. In this unit students develop formal
understandings of acids and bases, oxidation and
reduction,
and
organic
chemistry through
environmental contexts. The work of chemists and
the responsibilities of all associated with the
sustainable development of environments, and the
use and disposal of related products and byproducts are highlighted.
Students experiment with chemical reactions, such
as acid/base, precipitation, redox and organic
reactions such as combustion addition and
substitution. They create solutions and measure
properties such as pH, concentration and
conductivity. They use the mole as a unifying
concept in multi-step stoichiometric calculations
including limiting reagents, concentration, mass and
volumes.
Students explore an important industrial, biological
or environmental process. This study is multifaceted, 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 includes knowledge, understandings and
skills to the degree of complexity described below.
This is the examinable content of the course.
Reactions, equations and stoichiometry
 describe,
write
equations
and
predict
observations for the following reaction types:
 acid-base
 acid-carbonate
 acid-metal
 displacement
 write equations that show only the species
involved in the reaction
 perform calculations
 mass to volume (STP)
 volume (STP) to moles
 molecular formulae from empirical formula
and molar mass
 empirical formula
calculations
using
percentage composition, mass composition
and combustion data
 limiting reagent.
in
aqueous
describe, explain and apply an understanding of
the Arrhenius and Brønsted-Lowry models of
acids and bases including conjugate acids and
bases
describe and explain the difference between
strong acids including HC, H2SO4, HNO3 and
weak acids including CH3COOH and H3PO4
use indicator colour (including Universal
Indicator and litmus) and pH value to classify
solutions as acidic, basic or neutral
identify acids by:
 indicator colour
 pH scale value
 reaction with:
o metal carbonates and hydrogen
carbonates
o metals such as magnesium and iron
o metal oxides
o metal hydroxides
describe and explain the difference between
strong bases including group 1 and group 2
hydroxides and weak bases including NH3 and
Na2CO3
identify bases by
 indicator colour
 pH scale value
 reaction with:
o acids
o ammonium salts
write equations for the successive ionisation of
polyprotic acids
qualitatively apply the pH scale
describe properties and reactions of non-metal
and metal oxides including reaction of SO2, CO2,
Na2O and MgO with water.
Oxidation and reduction



Chemical reactions
bases





explain oxidation and reduction as an electron
transfer process
calculate oxidation numbers
identify and name oxidants and reductants in
equations
identify oxidation-reduction reactions using
oxidation numbers
describe, write equations for and interpret
observations for:
 metal displacement reactions
 halogen displacement reactions
write balanced simple redox equations
(metal/metal ion, metal/hydrogen ion and
halogen/halide ion)
describe and explain how an electric current is
conducted in an electrolytic cell
describe and explain the following during the
operation of an electrolytic cell:
 anode processes
 cathode processes
 role of the electrolyte
 direction of ion migration
 direction of electron flow in external circuit
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
17

predict and name the electrode products for the
electrolysis of molten metal halides only.
Organic chemistry






describe the bonding capacity of carbon
explain the diversity of carbon based
compounds
Alkanes:
 name (using IUPAC system) and draw
straight and simple branched to C8
 write observations, equations and name
products for:
o substitution reactions
o combustion reactions
 draw and name structural isomers including
haloalkanes
Alkenes:
 name (using IUPAC system) and draw
straight and simple branched to C8 (only
one double bond per structure)
 write observations, equations and name
products for:
o addition reactions with halogens and
hydrogen
o combustion reactions
 draw and name (using IUPAC system)
structural and geometric isomers including
haloalkenes
Cycloalkanes and Cycloalkenes:
 draw and name (using IUPAC system)
simple structures to C8
 write observations and equations for:
o substitution and combustion reactions
for cycloalkanes
o addition and combustion reactions for
cycloalkenes
 draw and name (using IUPAC system)
structural isomers
Benzene:
 explain the unique structure and reactivity
of benzene
 write equations for:
o catalysed substitution reactions with
halogens
o combustion reactions.

investigate a biological, environmental or
industrial process. Include:
 a description of the chosen process
 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.
Applied chemistry




18
describe and explain the formation and impact
of acids in the environment e.g. rain, acid rain,
soil acidification in agriculture or acidification of
ground water by mineral sulfides
describe electro-winning and electro-refining
state the sources and describe uses of
hydrocarbons as fuels
investigate real world problems in a laboratory
setting with appropriate teacher direction,
considering:
 sources of uncertainty in experimental
measurements
 selection of the appropriate units of
measurement of quantities such as volume
and time
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
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 2
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 course 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 course 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 course 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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
19
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
well-being 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



20
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
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
iodide
nitrate
I
NO3
nitrite
NO 2
permanganate
MnO 4
carbonate
CO 32
chromate
CrO24
dichromate
Cr2 O 72
hydrogenphosphate
HPO 24
oxalate
Chemical reactions
C 2 O 24
sulfate
SO24
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:
oxide
sulfide
sulfite
O2–
S 2
SO32



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
NH3, 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.
Ion name
Formula
ammonium
NH4
caesium
hydrogen
lithium
potassium
rubidium
silver
Cs 
sodium
barium
calcium
Na 
Ba 2
Ca 2 
cobalt(II)
copper(II)
iron(II)
lead(II)
magnesium
Co 2
Cu 2
Fe 2 
Pb 2
Mg 2
manganese(II)
nickel(II)
strontium
zinc
aluminium
chromium(III)
iron(III)
bromide
chloride
hypochlorite
cyanide
dihydrogenphosphate
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)
CH 3 COO
fluoride
hydrogencarbonate
F
HCO 3
hydrogensulfate
HSO 4
hydroxide
OH 
H
Li 
K
Rb 
Ag 
N 3
PO34
write the molecular formulae of commonly
encountered molecules that have nonsystematic 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
phosphate


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
 changes in pressure of whole system
 changes in 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
 explain, using the collision theory, the effect on
the position of equilibrium when the following
changes are made to a system initially at
chemical equilibrium
 changes in solution concentration
 changes in partial pressures of gases
 addition of a catalyst
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
21

predict, using Le Châtelier’s principle, the impact
of the following changes to a system initially at
chemical equilibrium:
 changes in temperature
 changes in solution concentration
 changes in partial pressures of gases
 addition of a catalyst.
Applied chemistry






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:
 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.
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%
22
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 course 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 course 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 course 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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015

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.


Acids and
solutions






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.

bases
in
aqueous
apply an understanding of the concept of an
electrolyte to explain the self-ionisation of water
explain and apply the Arrhenius and BrønstedLowry 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 acidbase 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
 apply Le Châtelier’s principle to predict how
buffers respond to the addition of H+ and
OHexplain qualitatively the concept of buffering
capacity.
Oxidation and reduction

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
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 acidbase 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.



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 halfequations in acidic conditions
write balanced oxidation-reduction equations
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
23





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







24
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
 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




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.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
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 course 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 course 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 course 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 course Outcomes 2, 3, 4 and 5.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
25
26
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Examination details
Stage 2 and Stage 3
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
27
Chemistry
Examination design brief
Stage 2
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
three hours
Permissible items
Standard items:
pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,
eraser, ruler, highlighters
Special items:
non-programmable calculators approved for use in the WACE examinations
Additional information
The weighting of calculations in the examination is within the range 10–20%, across Sections Two and Three,
with at least one multi-step calculation 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: 45 minutes
Section Two
Short answer
40% of the total examination
The questions could require the candidate to respond with equations,
descriptions, short calculations, diagrams, tables, graphs or flow charts.
10–15 questions
Suggested working time: 70 minutes
Section Three
Extended answer
35% of the total examination
Each question has parts and is based on a scenario.
At least one multi-step calculation question is included.
4–6 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: 65 minutes
Answers could include written responses, multi-step calculations or flowcharts,
either singly or in combination.
28
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
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 (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,
eraser, ruler, highlighters
Special items:
non-programmable calculators approved for use in the WACE examinations
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.
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
29
30
Chemistry: Accredited March 2008 (updated October 2013)
For teaching and examination in Year 12 2015
Appendix 1: Grade descriptions
Chemistry: Accredited March 2008 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Chemistry
Stage 1
A
Understanding and applying concepts
Correctly applies the kinetic theory to explain properties of solids, liquids and gases.
Correctly classifies different types of matter (elements/compounds, atoms/molecules, metals/non-metals).
Explains physical and chemical change in terms of arrangement of particles.
Identifies the different acid–base, acid-metal and acid–carbonate reactions and writes word equations for
them.
Correctly writes and uses chemical names to complete word equations for a range of reactions.
Correctly selects and uses simple formulae to perform calculations.
Investigation skills
Uses guided research to formulate a clearly defined hypothesis or aim in order to make a valid prediction.
Plans a process, identifies several variables and explains which ones need to be controlled in order for the
test to be considered fair.
Independently selects appropriate apparatus and chemicals, assesses the risks and takes precautions.
Evaluates the need for preliminary trials to modify the experimental design.
Descriptions of experimental results are derived directly from observations and not inferences.
Graphs data appropriately and describes the shape of the graph as a relationship between variables.
Analyses experimental data using relevant scientific content to explain patterns and trends. Draws
conclusions that relate to the stated prediction.
Explains any inconsistencies in data and suggests ways to improve the design of an investigation.
Communication skills
Communicates information and concepts logically and consistently, using correct chemical names and
conventions.
Work is presented in a planned and organised format, is accurate and usually complete.
Records and presents data in an appropriate format in a written response.
B
Understanding and applying concepts
Correctly applies the kinetic theory to explain properties of solids, liquids and gases.
Classifies different types of matter as elements, compounds or mixtures.
Classifies reactions as physical or chemical.
Identifies familiar chemical reactions.
Correctly writes and uses chemical names to complete word equations for a given reaction.
Correctly uses given formulae to perform calculations.
Investigation skills
Develops an hypothesis within a context that has been provided and makes a simple prediction.
With some scaffolding provided, identifies the variable to be changed, the variable to be measured and at
least one variable to be controlled.
With guidance, selects appropriate apparatus and materials and uses them safely.
Manipulates simple data and attempts to explain the relationship between the variables.
Recognises inconsistencies in data and makes general suggestions for improvement in the design of an
investigation.
Communication skills
Communicates information using simple terminology, but makes frequent errors in use of conventions. Uses
scientific terminology to communicate ideas.
Presents work in an organised format, including most requirements.
Chemistry: Accredited March 2008 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Chemistry
Stage 1
C
Understanding and applying concepts
Applies scientific theories but explanations are incomplete.
Classifies different types of matter as solids, liquids or gases.
Identifies that a physical change is reversible and that chemical change results in a new substance being
formed.
Correctly writes and uses chemical names to complete simple word equations for a given reaction.
Investigation skills
With guidance, designs an investigation, forms a simple hypothesis and makes a prediction based on
personal experience.
Identifies a link between relevant variables and lists one variable to be controlled.
With guidance, selects appropriate apparatus and materials and uses them safely.
Manipulates simple data/information, with errors in application of conventions.
Describes patterns and trends in the data, and writes a simple conclusion.
Identifies difficulties experienced in conducting the investigation and suggests general improvements.
Communication skills
Communicates in simple, everyday language with limited use of correct technical terminology or conventions.
D
Understanding and applying concepts
Explanations of scientific theories are incomplete and contain errors.
Classifies matter in terms of observable physical properties.
Describes the changes that occur when solids and liquids are heated.
Chemical names are often incomplete or incorrect when writing simple word equations for a given reaction.
Investigation skills
With scaffolding, forms a simple hypothesis and makes a prediction based on personal experience.
Given the variables, identifies a link between two variables and lists at least one variable to be controlled.
With guidance, uses appropriate apparatus and materials safely.
Manipulates simple data/information, with many errors in application of conventions, and makes a very
limited interpretation.
Suggests reasonable explanations for observations and writes a simple conclusion.
Describes difficulties experienced in conducting the investigation.
Communication skills
Communication skills are limited and responses are often incomplete. Uses simple language, rather than
scientific terminology in responses.
Frequently does not provide appropriate evidence to support answers, e.g. diagrams, pictures and tables
are irrelevant.
Presents work in disorganised or inappropriate formats.
E
Does not meet the requirements of a D grade.
Chemistry: Accredited March 2008 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Chemistry
Stage 2
A
Understanding and applying concepts
Applies chemical principles to explain complex phenomena, e.g. factors affecting reaction rates.
Explains the physical properties of substances in terms of their bonding type.
Uses chemical formulae, equations and structures to solve problems and/or to support a point of view.
Applies mathematical procedures that may involve rearranging formulae to solve complex problems.
Investigation skills
Independently designs, conducts and critically evaluates investigations.
Selects, interprets, manipulates, and critically analyses data/information.
Independently selects, and safely manipulates, appropriate apparatus and materials to obtain accurate
results.
Communication skills
Communicates detailed information and concepts logically and coherently.
Uses correct terminology and conventions including chemical formulae and equations.
Constructs a clearly labelled graph from the data provided, and interprets the graph to solve problems.
B
Understanding and applying concepts
Applies chemical concepts to accurately explain simple, and some complex, phenomena.
Links the physical properties of substances to their bonding types and illustrates these using appropriate
diagrams.
Uses chemical formulae and balanced equations to solve some problems and support a point of view.
Solves multi-step calculations with only minor inaccuracies.
Investigation skills
Using minimal scaffolding, designs, conducts and evaluates investigations.
Selects, interprets, manipulates and analyses data/information.
Independently selects, and safely manipulates, appropriate apparatus and materials.
Communication skills
Communicates information and concepts logically using correct terminology and conventions, e.g. chemical
formulae and equations.
Constructs clearly labelled graphs from the data provided.
C
Understanding and applying concepts
Inconsistently applies chemical concepts to describe phenomena. Explanations lack detail.
Responses lack detail and include irrelevant information.
Describes concepts, e.g. chemical reactions, in general terms and predicts the observations for a reaction.
Inconsistently uses chemical formulae, equations and structures.
Uses given formulae to solve straightforward problems.
Investigation skills
Using scaffolding, designs and conducts investigations with evidence of basic evaluation.
Selects, interprets and manipulates data/information.
Independently selects some appropriate apparatus and materials and uses them safely.
Communication skills
Communicates information without detail, using some correct terminology and conventions, e.g. chemical
formulae and equations.
Constructs clearly labelled graphs from the data provided.
D
Understanding and applying concepts
Incorrectly applies chemical principles to explain properties and phenomena.
Classifies compounds according to their bonding type without explaining their properties.
Correctly solves simple calculations.
Investigation skills
With guidance, designs and conducts investigations.
With guidance, selects appropriate apparatus and materials and uses them safely.
Manipulates simple data/information, with errors in application of conventions.
Communication skills
Communicates information using simple terminology but with frequent errors in use of conventions, e.g.
chemical formulae and equations.
Constructs graphs which include many errors.
E
Does not meet the requirements of a D grade.
Chemistry: Accredited March 2008 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Chemistry
Stage 3
A
Understanding and applying concepts
Applies appropriate scientific principles to predict, and comprehensively and coherently explain, the effect
of changes to a system, e.g. changes to a system in equilibrium.
Explains relationships and trends in detail, e.g. ionisation energy across the periodic table.
Supports explanations using relevant, named examples.
Applies chemical concepts to unfamiliar contexts and synthesises an appropriate and accurate response.
Correctly selects and applies mathematical procedures to solve complex problems.
Investigation skills
Independently researches, designs, conducts and critically evaluates investigations.
Independently selects, and safely manipulates, appropriate apparatus and materials to obtain accurate
results.
Accurately selects, interprets, manipulates and critically analyses data/information.
Communication skills
Communicates information logically and coherently using correct terminology, symbols and conventions,
e.g. chemical formulae and equations.
B
Understanding and applying concepts
Applies appropriate scientific principles to explain trends, relationships or cause and effect. Explanations
are logical but lack detail.
Supports explanations using relevant, named examples.
Employs relevant terminology and conventions, e.g. symbols, balanced equations.
Applies mathematical processes to solve straightforward problems as well as some that are complex.
Investigation skills
Independently designs, conducts and evaluates investigations.
Independently selects, and safely manipulates, appropriate apparatus and materials to obtain accurate
results.
Accurately selects, interprets, manipulates and analyses data/information.
Communication skills
Communicates information and concepts logically, using correct terminology and conventions, e.g.
chemical formulae and equations.
C
Understanding and applying concepts
Applies appropriate scientific principles to explain cause and effect in simple situations although
explanations lack detail and depth. In more complex situations, responses contain errors.
Carries a process through a number of steps to explain simple cause and effect with some errors and
omissions.
Links concepts at a superficial level only, e.g. valence electrons and properties.
Makes errors in using terminology and conventions such as chemical formulae, equations and structures.
Correctly applies mathematical processes to solve simple problems.
Investigation skills
Designs and conducts investigations, although evaluation of the experimental process is simplistic.
Independently selects some appropriate apparatus and materials and uses them safely.
Communication skills
Systematically addresses components of the question but with limited application of concepts.
Communicates information and concepts using some correct terminology and conventions, e.g. chemical
formulae and equations.
Chemistry: Accredited March 2008 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Chemistry
Stage 3
D
Understanding and applying concepts
Does not address all aspects of the question.
Responses contain multiple errors, inconsistencies, misconceptions and/or incorrect application of
concepts.
Does not select relevant examples to support a response.
Applies mathematical procedures to a limited degree in simple situations.
Investigation skills
With guidance, designs and conducts investigations, selects appropriate apparatus and materials and
uses them safely.
Manipulates simple data/information, with errors in application of conventions and little interpretation is
made.
Communication skills
Communicates information, e.g. chemical formulae, equations and structures, using incorrect or
incomplete terminology and conventions.
E
Does not meet the requirements for a D grade.
Chemistry: Accredited March 2008 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015