This table provides detailed information about proposed changes to the VCE Chemistry study design.
Section Current study design Proposal for revised study design
Scope of study A single Rationale covers both proposed Scope of study and Rationale
Rationale
Aims
Explains aspects of the broad discipline of chemistry that is included in VCE Chemistry
Explains the importance of studying VCE
Chemistry, including post-secondary pathways
Includes a set of eleven VCE
Chemistry aims
Proposes a set of two VCE Chemistry-specific aims and a set of eleven generic aims which apply to all VCE sciences (Biology, Chemistry,
Environmental Science, Physics and Psychology)
Key science skills
A set of key skills is described under three general headings
A set of key science skills is described under seven general headings which apply to all VCE sciences, with contextualised elaborations specific to VCE Chemistry
Unit questions Unit titles

Unit 1: The big ideas of
Chemistry

Unit 2: Environmental chemistry

Unit 3: Chemical pathways

Unit 4: Chemistry at work
Unit questions designed to link concepts and ideas across the unit and to reflect the inquiry nature of science

Unit 1: What makes materials different?

Unit 2: Why is water precious?

Unit 3: How can energy and materials be produced efficiently?

Unit 4: Why is carbon useful?
Area of study questions
Area of study has short phrases as titles
Area of study has questions as titles which are designed to enable exploration of the concepts and ideas related to the topics within the area of study
Key knowledge sub-headings
Key knowledge listed as a set of dot points
Key knowledge dot points listed under sets of sub-headings
©VCAA, August 2014

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 1
Area of Study 1
Current content from Unit 1
Area of Study 1 (The Periodic
Table) includes:

the Periodic Table

atomic theory

mole concept

mass spectrometry
Why do elements matter?
Topics:

origin, distribution and structure of the elements

Periodic Table and properties of elements

metals

materials containing metal compounds

quantifying atoms and compounds
Content is similar to current Unit 1 Area of
Study 1 except that:

new content includes nuclear genesis, abundance of elements in the Universe and on Earth, metallic nanomaterials and glass

historical development of the Periodic Table is deleted

historical development of models of atomic structure is deleted
Content from current Unit 1 Area of Study 2 includes metallic and ionic bonding
Unit 1
Area of Study 2
Current Unit 1 Area of
Study 2 (Materials) includes:

models of bonding

alkanes and alkenes up to C6

structural isomers of butane

surface chemistry

addition polymers
Why are non-metals so versatile?
Topics:

materials made of molecules

carbon lattices and carbon nanomaterials

organic compounds

customised polymers
Content is similar to current Unit 1 Area of
Study 2 except that:

alkanes and alkenes up to C10 are included

new content includes graphenes, fullerenes, polymer additives, composite materials, fractional distillation of crude oil

surface chemistry is deleted from this area of study
Unit 1
Area of Study 3
Not included Research investigation into a useful material and its life cycle

new area of study with a skills focus

investigation question relates to content in
Unit 1 Areas of Study 1 and/or 2

includes new content of green chemistry principles as applied to production of new materials
©VCAA, August 2014 2

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 2
Area of Study 1
Current content in Unit 2
Area of Study 1 (Water) includes:

role of water in maintaining life in the environment

acids and bases

stoichiometry

redox reactions in solution

green chemistry principles related to water processes
What makes water unique?
Topics:
 density
 specific heat capacity and latent heat of vaporization
 solvent properties
 measurement of solubility and concentration
 acid-base reactions in water
 redox reactions in water
 environmental issues
Content is similar to current Unit 2 Area of Study
1 except that:

new content includes specific heat capacity, solubility curves and ocean solubility of oxygen and carbon dioxide

green chemistry principles related to solution chemistry is deleted
Unit 2
Area of Study 2
Current content in Unit 2
Area of Study 1 (The atmosphere) includes:

role of the atmosphere in maintaining life in the environment

greenhouse effect gases and protocols

kinetic molecular theory of gases

calculations involving gas laws
What is in water?
Topics:
 water sample analysis
 analysis for salts
 analysis for organic compounds
 analysis for acids and bases
 water treatment
Content relates to aspects of current Unit 2 Area of Study 1 in terms of stoichiometry, acid-base reactions and the role of water in maintaining life in the environment
Relevant content from current Unit 4 Area of
Study 1 includes pH as a measure of the strength of acids and bases
New content includes chromatography, instrumental analysis, analysis of contaminants, acid-base titrations, standards in water treatment
Unit 2
Area of Study 3
Not included Practical investigation into an aspect of water quality

new area of study with a laboratory skills focus

investigation question relates to content in
Unit 2 Areas of Study 1 and/or 2
©VCAA, August 2014 3

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Section Current study design Proposal for revised study design
Unit 3
Area of Study 1
Current content in Unit 3
Area of Study 1 (Chemical analysis) includes:

volumetric analysis

gravimetric analysis

calculations involving solids, liquids and gases

balanced chemical equations for redox reactions

chromatography

spectroscopy

matching analytical technique/s to a particular task
What are our energy options?
Topics:

energy from fuels

fuel choices

storage of energy in galvanic cells

energy possibilities
Content is similar to current Unit 4 Area of
Study 2 except that:

calorimetry is included in Unit 4 Area of
Study 2, although specific heat capacity is used to determine energy released in combustion reactions
 electrolytic cells and Faraday’s laws are included in Unit 3 Area of Study 2

fossil fuels and bio-fuels have been specified

new content includes energy efficiency and environmental impacts of fuel choices, stoichiometry (mass-mass, mass-volume and volume-volume)
Relevant content from current Unit 3 Area of
Study 2 with reference to bio-fuel production is included
Unit 3
Area of Study 2
Current content in Unit 3
Area of Study 2 (Organic chemical pathways) includes:

organic nomenclature and structural formula of alkanes, alkenes, amines, haloalkanes, alkanols and esters up to C10

reactions and equations for organic reactions

chemical bonding

organic reaction pathways
How can the production of chemicals be optimised?
Topics:

rate of chemical reactions

extent of chemical reactions

chemical production by electrolysis

rechargeable batteries
Content includes a large part of the current Unit 4
Area of Study 2 except that:

pH as a measure of acid-base strength has been included in the proposed Unit 2 Area of
Study 1

industrial production of a specific chemical has been deleted

electrolytic cells, rechargeable batteries and
Faraday’s laws (from current Unit 4 Area of
Study 1) are included in this area of study

new content includes competing equilibria associated with carbon monoxide poisoning, selection of pyrolysis or electrolysis in metal extraction
©VCAA, August 2014 4

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Section Current study design
Unit 4
Area of Study 1
Current content in Unit 4
Area of Study 1 (Industrial chemistry) includes:

collision theory and rates of reaction

energy profile diagrams and ΔH notation

equilibrium

pH as a measure of strength of acids and bases

industrial production of a chemical
Unit 4
Area of Study 2
Current content in Unit 4
Area of Study 2 (Supplying and using energy) includes:

renewability of energy resources

calorimetry

electrochemical series predictions

primary and secondary galvanic cells

fuel cells

electrolytic cells
 Faraday’s laws
Proposal for revised study design
Why is carbon useful?
Topics:

organic compounds

properties and reactions of simple organic families

analysis of organic chemicals
Content is similar to current content in Unit 3 Area of Study 2 except that:

added nomenclature and structures for alkynes, amides, aldehydes, ketones

chemical bonding moved to Unit 4 Area of
Study 2 in the context of food chemistry

organic reaction pathways

new content includes comparison of silicon and carbon in terms of ability to form a range of compounds, catalytic cracking and catalytic reforming, distinction between structures of benzene and cyclohexane
Content includes parts of the current Unit 3 Area of Study 1:

spectroscopy: mass; IR, NMR

volumetric analysis (redox)

chromatography

titrations, including back titration
What is food?
Topics:

roles of food

metabolism of food in the human body

carbohydrates

proteins

lipids
Food chemistry is a new topic in the proposed study design. It draws on content related to organic chemistry (from Unit 3 Area of Study 2) and calorimetry (from Unit 4 Area of Study 2) as a field of applied chemistry.
©VCAA, August 2014 5

VCE CHEMISTRY
Section Current study design
Unit 4
Area of Study 3
Not included
Units 3 and/or 4 scientific poster template
Practical logbook
Units 3 and 4
Schoolassessed
Coursework
Not included
Practical logbook not mandated
School-assessed
Coursework is evenly weighted across four outcomes
SUMMARY OF PROPOSED CHANGES
Proposal for revised study design
Experimental investigation related to energy and/or food production

new area of study with a laboratory skills focus

investigation question relates to content in
Units 3 and/or 4

results presented as a scientific poster

may be undertaken in either Unit 3, Unit 4 or across both Units 3 and 4
Scientific poster template provided which includes identified sections and suggested marking scheme
Students are required to maintain a practical logbook for record, authentication and assessment purposes
Proposed School-assessed Coursework is equally weighted across 5 outcomes
©VCAA, August 2014 6

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Units 1 and 2
Assessment tasks in the current and proposed study designs are similar although some have been updated to reflect current assessment practice and the nature of the discipline.
Current Unit 1 assessment tasks Proposed Unit 1 assessment tasks
Assessment tasks for this unit are:
• An extended experimental investigation. This could be student designed and/or planned or teacher directed and would require between three and five hours of laboratory/ practical work. Results could be presented in a variety of formats. Students should complete a Risk
Assessment and Risk Management as part of this task. Students could work in small groups or individually.
Or
• A summary report including annotations of three practical activities. This task would require between three and five hours of laboratory time. The annotations would illustrate the links between the practical activities (for example, data, techniques, concepts, problems faced and recommendations for future practical activities). Teachers may provide students with prompts to assist them with the annotations.
If the extended experimental investigation is completed in Unit 1, the summary report including annotations of three practical activities must be completed in Unit 2. If the summary report including annotations of three practical activities is completed in Unit 1, the extended experimental investigation must be completed in
Unit 2.
And
At least one of the following:
• a response to stimulus material in written, oral, visual, or multimedia format
• an analysis of first and/or second-hand data using structured questions
• a written, oral, visual or multimedia presentation of a new material/s, or new use/s of an existing material.
Assessment tasks for this unit are:
For Outcomes 1 and 2:
A selection from the following:

annotations of a practical work folio of activities or investigations

report of a practical activity or investigation

modelling activity

media response

problem solving involving chemical concepts, skills and/or issues

reflective learning journal/blog related to selected activities or in response to an issue

data analysis

test comprising multiple choice and/or short answer and/or extended response.
The assessment tasks may be written, oral or multi-modal.
And
For Outcome 3:

report of an investigation of a new product or material using an appropriate format, for example, digital presentation, oral communication, or written report.
©VCAA, August 2014 7

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Current Unit 2 assessment tasks Proposed Unit 2 assessment tasks
Assessment tasks for this unit are:

An extended experimental investigation. This could be student designed and/or planned or teacher directed and would require between three and five hours of laboratory/ practical work. Results could be presented in a variety of formats. Students should complete a Risk
Assessment and Risk Management as part of this task. Students could work in pairs, small groups or individually.
Or

A summary report including annotations of three practical activities. This task would require between three and five hours of laboratory time. The annotations would illustrate the links between the practical activities (for example, data, techniques, concepts, problems faced and recommendations for future practical activities). Teachers may decide to provide students with prompts to assist them with the annotations.
Assessment tasks for this unit are:
For Outcomes 1 and 2:
A selection from the following:

annotations of a practical work folio of activities or investigations

report of a practical activity or investigation

modelling activity

media response

problem solving involving chemical concepts, skills and/or issues

reflective learning journal/blog related to selected activities or in response to an issue

data analysis

test comprising multiple choice and/or short answer and/or extended response.
The assessment tasks may be written, oral or multi-modal.
And
If the extended experimental investigation is completed in Unit 1, the summary report including annotations of three practical activities must be completed in Unit 2. If the summary report including annotations of three practical activities is completed in Unit 1, the extended experimental investigation must be completed in
Unit 2.
For Outcome 3:

a report of a student-designed quantitative laboratory investigation using an appropriate format, for example, digital presentation, oral communication, scientific poster or written report.
And
At least one of the following:

a response to stimulus material in written, oral, visual, or multimedia format

an analysis of first and/or second-hand data using structured questions

a written, oral, annotated, visual or multimedia presentation related to green chemistry.
©VCAA, August 2014 8

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Proposed Unit 3 Assessment
The nature of assessment tasks in the current and proposed study designs is similar. Some assessment tasks have been updated to reflect current assessment practice and the nature of the discipline. An indication of time for the task is intended to provide greater comparability in the scope of the tasks across classes and schools, and to reduce School-assessed Coursework load for teachers and students.
Outcomes
Outcome 1
Compare fuels quantitatively with specific reference to energy and greenhouse gas production, apply knowledge of the electrochemical series to design, construct and test a galvanic cell, and evaluate energy resources based on energy efficiency, renewability and environmental impact.
Marks allocated*
30
Assessment tasks
Analysis and evaluation of two or more media articles related to energy options
OR
Report on a laboratory investigation of the design, construction and testing of a galvanic cell that meets a specified set of criteria
(approximately 50 minutes)
©VCAA, August 2014 9

VCE CHEMISTRY SUMMARY OF PROPOSED CHANGES
Proposed Unit 4 Assessment
Assessment tasks in the current and proposed study designs are similar for Outcomes 1 and 2 although some have been updated to reflect current assessment practice and the nature of the discipline. An indication of time for the task is intended to provide greater comparability in the scope of the task across classes and schools, and to reduce School-assessed Coursework load for teachers and students.
The proposed Outcome 3 task may be undertaken in Unit 3, Unit 4, or across Unit 3 and Unit 4, but will be reported as part of Unit 4 School-assessed Coursework. A template has been constructed for production of the associated scientific poster task to assist in staged completion and authentication of student work.
Outcomes
Outcome 1
Compare general structures and reactions of major organic families, deduce structures of organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules.
Marks allocated*
30
Assessment tasks
At least one task selected from:
• annotations of at least two practical activities from a practical logbook
• report of a student investigation
• analysis of data including generalisations and conclusions
• media analysis/response
• extended response questions
• reflective learning journal/blog related to comparison of organic structures or pathways.
(approximately 50 minutes)
30
Outcome 2
Compare general structures and reactions of major organic families, deduce structures of organic compounds using instrumental analysis data, and design reaction pathways for the synthesis of organic molecules.
Response to an issue related to food and diet
OR
Report of a laboratory investigation involving calorimetry.
(approximately 50 minutes)
Outcome 3
Design and undertake a practical investigation related to energy and/or food resources, and present methodologies, findings and conclusions as a scientific poster.
30 Structured scientific poster according to
VCAA template.
Total marks 90
*School-assessed Coursework for Unit 4 contributes 24 per cent.
©VCAA, August 2014 10