2
The Chemistry Education Association, CEA, is an association dedicated to assisting chemistry teachers and students. It has a very useful web site ( www.cea.asn.au
) and I recommend it to you. The website contains such things as:
 links to the VCAA study design, VCAA resources, past exams, VCAA Sample exams, VCAA FAQs
 useful resources and materials for teachers and students
 interesting items of news for Chemistry teachers such as up-coming conferences.
 Links to the ECCN – the Early Careers Chemistry Network
If you wish to join CEA, the cost is $10 for life. Membership forms are available on the website. You can use the website without being a member of course!
The Early Careers Chemistry Network (ECCN) is a new initiative that has been organised by CEA. The central objective of the ECCN is to assist Victorian secondary school Chemistry teachers early in their careers. One of the strategies for achieving this objective is to create a resource website for early careers Chemistry teachers to improve their ease of transition into teaching Chemistry. This can be easily accessed from the CEA website.
Page references can be found in the Pearson (Heinemann) books, Chemistry One and Chemistry Two, and the Chemistry 1 Student Workbook and Chemistry 2 Student Workbook . The other text book series contain similar useful material. The pracs and practical parts of the SACs are from the Heinemann
Chemistry 2 Student Workbook or the Heinemann Teacher’s Resource and Assessment Book. Reference to the worksheets are those found in the Student Workbook, Heinemann Chemistry 2 Student Workbook 2 nd
Edition.
There are many resources available, but some include:
 Chemistry 2 Student Workbook 2
 Chemistry Two 4 nd Edition - Penny Commons, Heinemann, Pearson th Edition, Heinemann, Pearson
 Heinemann Teacher’s Resource and Assessment Book
 Checkpoints by Roger Slade that contains VCAA exam questions and worked solutions
 Nelson Chemistry VCE Units 1 and 2 and Units 3 and 4
 Study On series, Jacaranda
 Chemistry Dimensions, Pearson
 Material provided by the VCAA on their website and in FAQ
 The Data Booklet to be used in VCAA examinations
 The VCAA Sample exam for 2013
 CEA web site ( www.cea.asn.au
) which includes information about CEA, useful material for VCE Chemistry including exam papers, suggested solutions to VCAA 2008 Sample exam papers, Chemistry resources including links to useful sites (e.g. VCAA)

3
The timetable and your timing in general are extremely important to enable you to be certain you have taught all the necessary material before you give the students a SAC. It is important to keep in mind that you are teaching an exciting and demanding subject.
Chemistry has the wonderful advantage of practical activities and it is important that, in your aim to cover the course for the exam, that you do not lose that excitement and fun. There will be students who find Chemistry very difficult, but if you are careful not to reduce the numbers of pracs and demos, they will enjoy the subject, although their score may not be earth-shattering.
To achieve your teaching goals, it is important to be well prepared for each lesson and to keep to your timetable.
Be sure you have fully considered and planned the way you intend to teach each topic:
 the method of questioning,
 the answers you might expect (or not!)
 the order of the material,
 practice the demos and pracs
 where the students are coming from and how they might interpret the information
 the homework you intend to set that lesson
 your intended outcomes for the students.
Writing lesson plans is not just useful during your education degree - they really do make a difference to the amount of material you cover in each lesson and the success of the lesson from your viewpoint and especially from the students’ viewpoint.
Consider ways to catch up if necessary. Some suggested time-savers:
 Try not to cut pracs, as this is how Chemistry is best taught. Redesign pracs to fit the time you have.
 One way to save time with pracs is to teach theory until 20 minutes before the end of the lesson and then to do a prac.
 Use notes provided in booklets (see later)
 Do demos (see later) to emphasise a point.
When designing the timetable allow time for revision, and, if possible, allow catch up time. Schools are notorious for taking lessons from you unexpectedly! Watch the holidays on a Monday when you may have your double for the week!
There are excellent excursions you could organise and details of these are on the CEA website at http://www.cea.asn.au/vce-chemistry#classworkshops
 Endless excellent demos etc on U-tube to liven up your lessons
 Practical Science Series Number 1: Chemical Analysis. Video Education Australasia, Bendigo.
 World of Science: Catalysts – old, but short and very good.
 A power point on chromatography from a lecture series I went to several years ago. Simple, but well done.
Let me know if you would like this.
 The Amazing Mole; there are many others produced by VEA that are most useful.
Talk to other teachers about their favourites. It is important that you have viewed the segment before you show it in class. These should not be used as time-fillers or baby-sitters. Sometimes you need to have taught a particular point before the video is useful and then you may only need to show 2-3 minutes of it.

4
It is important to complete risk assessment forms for each experiment and demonstration. You only need to do them once and then keep them with the lab notes for that exercise for the following year. They are valid for 5 years. The CEA web site offers suggestions as do text books, in particular the Pearson (Heinemann) Teachers
Resource and Assessment Book (TRAB) has a Risk Assessment proforma and there is also an electronic copy on the Pearson website.
As part of the present course students have to know how to use MSDS for chemicals and complete a Risk
Assessment for a prac. It is useful to do this as part of an assessment task - maybe completed in 10 minutes in class on the provided proforma before the actual activity takes place.
 Chemistry Handbook
 Prac book
 Class notes
School Chemistry Handbook
I found it useful to provide Years 11 and 12 students with a dedicated School Chemistry Handbook that contains useful information regarding errors, significant figures, examination preparation and hints, the timetable for each unit, the set SCA week dates, the questions they are required to complete and a checklist of the key knowledge and key skills in each unit from the VCAA Study Design. A suggested copy of this is in this file
Prac Book
A specially designed prac book is useful for you, the lab tech and the students. This contains all the pracs and demos you intend to do throughout each semester. Provide space for student answers in some cases and in others provide the aim, materials and method only leaving spare pages for the student to record observations and results accurately. There are pracs in the Student Workbook set out in a useful way and these could be used as well. The selected practical activities are useful for helping students to understand the concepts. You may decide to use these practical activities as part of assessment tasks.
Class Notes
A booklet of your Class Notes is also useful. These booklets take considerable time to produce but are definitely worthwhile. Leave spaces for the students to add notes from the board or as you speak. This means the students have an ownership of the booklets and it is not just another text book. If your students have the
Student Workbook you could assist the students to annote their workbook and add comments where necessary from your teaching notes. They would also need a note book to record your worked examples etc from each lesson.
It is very important that when they come to revise they have only one set of notes from which they can train their memory to recall information.
These required questions are listed in the Chemistry handbook in a column in the timetable and the students should submit all essential questions on each topic. This and their pracs form the basis for achieving their overall
S for the Unit.
Correction of chapter questions
In order to reduce your correction time, provide answers to the book questions. The TRAB website is most useful in this respect. Insist students correct their work before submitting it. I feel that all students can

5 benefit from reading what is considered to be the correct answer. It helps them to learn how to use the language of Chemistry correctly and efficiently.
It makes your life difficult if you attempt to correct all questions for all students. There is no time and you need a life too! Check that they have done all set questions and that the working is shown and the descriptive answers are not a direct copy of the provided answers. Ask them to request the questions at the top of their answers with which they need help and want you to look at carefully. Only give them an S for the questions once you see evidence that they have corrected their work.
Why use demonstration?
They are quick, fun, help the students remember particular aspects and they create interest in the topics. They also give your teaching a special flair. It can be difficult to do all the pracs you would like to do as well as the necessary SACs. Demonstrations fill this gap.
After all, Chemistry is prac and demonstrations really! That is why students love it!
When you do a demo in the last 3 to 5 minutes of a class, your students leave inspired and with a sense of having enjoyed themselves.
Make sure you have done the demonstration before you perform it in front of the class. With the lab tech’s help it will be all organised and take no longer than a few minutes to set up. The lab technician is the chemistry teacher’s best friend – this is an important relationship to work at. Some of my favourite demonstrations are listed by the same names in the Teacher’s Resource and Assessment Book.
 The foam column
 Various rates demos
 Chemical oven
 Endothermic reaction between two solids
 Carbon pillar
It is also a good idea to get students to help you carry out the demo for the rest of the class, when it is safe to do so. It can be useful to use a demo as a way of introducing students to equipment they will need to use in a coming SAC or to introduce a new concept.
The TRAB has the demonstrations listed with the pracs so they are easily found for each topic. Including the method and questions for each demonstration in the students’ prac book, ensures that they remember them and listen and learn appropriately. They have to complete all questions, as they do for all the pracs.
I made a point of correcting pracs and demos very carefully. It is the one place you can teach your
students to express themselves and learn to use the chemical language properly. This is important in Year 11 as well to help them develop this knowledge base. Full reports are not always necessary, but it is important that
all results are accurately recorded, all questions fully answered and a conclusion written. Require your students to resubmit pracs until you feel they have met your requirements.
When introducing a new topic request that all students listen. After teaching the concept for about 10 minutes, add notes to their work book or class notes. This generally means that each topic is covered twice in a lesson.
The plan is that students review their notes each night and read the appropriate section in the text book, making a note of anything of which they are not sure. (This process should take them about 15 - 20 minutes and should

be done for all subjects for which they had classes that day.) Any problems should be discussed with the teacher as soon as possible, preferably before the next lesson. This is an approach that will be successful in tertiary study and it encourages them to start to take responsibility of their own education.
Aim to finish Unit 4 theory and pracs by the last lesson in Term 3 by carefully planning ahead. Sometimes an extra class or two may need to be organised to compensate for unavoidable lost school time.
6
One of the significant changes to assessment in recent years is the introduction of a Data Booklet for use in the
VCAA examinations. This does not contain equations, but there is considerable information given that students will need to learn how to access, interpret and use. This booklet should be part of each student’s resources and should be constantly used in class whenever data is required (even molar masses or using the Electrochemical
Series in Year 11). It can be downloaded as part of any VCAA Examination 1 or 2, via the
CEA or VCAA websites.
Time can be difficult and the students may not take topic tests as seriously in Year 12 as they should. The SACs provide an excellent method of keeping the students up to date with their work.
You may decide to give topic tests and answers to the students to do at home on weekends or holidays. It is up to them to do these in their own time and to see you if they have any questions.
I strongly urge you to take the time at the beginning of the year and develop all the SACs for both units. This will ensure that they are carefully considered. You may make minor alterations closer to the time when you use them, but at least they will be properly planned. Also be sure to write out the answers and allocate the marks,
carefully developing the marking scheme. This is essential to ensure there are no errors and that you know exactly what you require them to give as their answers.
Planning ahead of time will allow you to ensure that you have taught the necessary material, given the lab tech time to order the appropriate chemicals and equipment and given students appropriate time to digest the key knowledge and skills. It also prevents repetition of topics covered in SACs.
For the Written Report of a Practical Activity, the Extended Experimental Investigation and the Summary
Report it is important that the practical segments do not overrun the time you have allowed.
 Where necessary, rewrite pracs so that they will fit.
 Ask your lab tech to assist with setting out materials so that as little time as possible is lost by the students.
For example, it is not always necessary that student weigh the starting material. Once they have perfected this task in earlier pracs, the lab tech can provide weighed samples reducing the time lost at the balances
 Sometimes you might even clean up for them!
The Student Workbook contains suggested SACs to cover your needs as stated by the Study Design. If you wish, the practical exercises of the assessment task can be completed in the workbook by the students, collected by you as the log book, and the report section provided separately under test conditions for easy authentication.
One suggestion is to design the Written Report of a Practical Activity to be all done within the one session in class, including the report. In such a case the students could use the workbook. It is not really an issue that they know the prac beforehand because they will have to answer your questions as part of the report.

7
For a stimulus material SAC or analysis of second-hand data SAC material can be easily found in such places as:
 the websites in the Advice to Teachers at the back of the VCAA Study Design
 the textbook action, extension or cutting edge boxes.
 from various exercises in the Heinemann TRAB or other texts.
When writing the questions to satisfy the VCAA criteria, it is sometimes useful to include application questions which ensure that the students study the topic completely. This also allows easier separation of students when you are ranking them. In the past, my students have requested that the questions cover as much as possible of the topic.
During the week before the SAC, it can be useful to give the students a list of appropriate pages in the text, questions and notes for their revision. This Pre-assessment is helpful, particularly if there is more than one class with different teachers.
Providing an assessment sheet for each SAC that summarises (in simple terms) the VCAA criteria and shows the students where the marks are to be allocated can be useful also.
(On the Pearson website my thoughts and suggestions about preparing the assessment tasks are provided, as well as solutions and suggested risk assessments and a grid to satisfy the VCAA criteria. You may find it useful when planning and developing your assessment tasks.)
Because it is important to be able to authenticate the assessment tasks, the idea of a log book that you collect is worth considering. Also ensuring the final reports are done under test conditions in the classroom helps in authentication. This provides a fair assessment of the students and they appreciate the justice.

I have copied a small section of the eei Hints and comments from the website, for your interest, below.
Hints and comments
After consideration of the particular laboratory environment and school timetable demands, teachers must decide how to organise their extended experimental investigation. It could be done over a 2–3-week period, concentrating specifically on the investigation, or it may be spread over about 5 weeks with students performing one experiment each week and completing the report in the last week. The extended experimental investigation can be student designed and/or planned or a teacher-directed task. It is important that students complete the necessary theory before each part of the task. Students may work in pairs to perform the practical activities but will need to record their results and progress in their own logbooks, which will remain with the teacher until it is required for the session when the report will be completed. The report must be an individual activity completed by each student and readily authenticated as their own work.
A grid indicating marks for sections of the practical exercises that exemplify particular key skills and criteria according to the VCAA Assessment Handbook should be developed. As suggested earlier, it is desirable that students keep a logbook throughout the activity and for safe-keeping and authentication reasons, the logbook should remain with the teacher. By checking the logbook regularly, discussing issues and signing off notes in the logbook, a student’s progress can be carefully monitored.
The last part of the assessment grid would be for the report in the format decided upon. This part of the investigation should be an individual activity and must be able to be authenticated. One way to do this is to require that students use their results, under test conditions, to complete a report that is entirely written in the classroom. Another way is to provide sufficient time, for all the class to give an oral report as a media/PowerPoint presentation, poster or speech with speaker notes. It is essential that the report includes a written document that is submitted, with the logbook, to the teacher.
One suggestion for the questions to be addressed by the report is provided at the end of the sample assessment tasks in the second edition of Heinemann Chemistry 2 Student Workbook. Other approaches are provided by the VCAA.
8
I have included a brief summary of the changes to the VCAA Study Design for 2013 at the end of this file.
These are mainly changes to assessment in Unit 4, although there are some small changes to the content – generally as clarification. It is important to notice that there is very little less content than exists now. Really only the removal of possible questions specifically about the chemical they studied in Industrial Chemistry. They sill need to know the general principles involved – but not specified details.
With no June exam, students need careful revision of Unit 3 material and a mid-year exam. They have to remember all this material for the whole year and there is considerable content in the Chemistry course.
When constructing the mid-year exam make good use of past VCAA Unit 3 exams. It will be essential to finish the Unit 3 course with about 2 weeks time for careful structured revision in Term 2. Your timetabling will be important. There is really no less material to teach, so it is important not to run overtime with Unit 3 content.
It is important to provide structured class revision when revising both Unit 3 and Unit 4.
Late in Term 3, start essential Unit 3 revision. Spend time revising the concepts carefully and set homework exam questions for the Term 3 holidays. In the 2 weeks or so of Term 4, select appropriate exam questions for each class and go over these, giving the students a little time to try them first.
Prepare these lessons well. Use flow-charts, tables etc to remind the students of the theory. Give out formulae to assist them memories. (see the Handbook in the electronic version)
The revision they do in class before they finish school is extremely important. As is the revision they do during the September holidays.

9
Remind students that, although old exam questions are the best revision, it is important to read over their notes after doing every 2 or 3 exams. This ensures that the details remain in their memory.
Trail exams are always useful, as they will provide entire exams that are appropriate. However remember they are another teacher’s interpretation of the Study Design that may match the real exams less successfully than your interpretation. It is still useful to include in your budget the cost of trial exams.
Despite the use of the school intranet some students actually need to have the exam papers as hard copies before they find the time to use them. Providing a folder of exam papers and charging students a deposit to borrow the folder works quite well. The deposit is retained if they do not return the folders and it covers the cost of buying new ones and/or photocopying (depending on the copyright arrangements). Useful trial exams can be bought from NEAP, STAV, IARTV, Lisachem, Insight.
The old VCAA exams since 2000 have large numbers of questions that will be appropriate. On CEA’s website past examinations and examiners reports can be downloaded back to 2000. There is a list of questions that are appropriate from old VCAA exams in a table on the CEA website. The book called Checkpoints is a useful revision source for you and for the students, because it contains real exam questions and worked solutions as well as other practice questions.
All these exams are designed as two separate exams of 1.5 hours each. The only sample exam of 2.5 hours will be the VCAA Sample exam which will be produced for 2013 specifically. It is important to look critically at the Unit
3 and 4 material and design questions may overlap both units.
It is useful to use a similar process with class notes, pracs and revision for Year 11 in order to prepare the students for Year 12. There is a suggested Unit 1 and 2 timetable in a possible Year 11 Chemistry Handbook in the electronic material.
The assessment tasks are suggested in the Study Design by the VCAA for Year 11. While it is important to expose the students to the types of assessment tasks that they will encounter in Year 12, they can be a little less formal and there can be fewer.
In Year 11 topic tests are important, and you may keep the assessment tasks to a minimum, ensuring that they have adequate introduction to the extended experimental investigation (eei) and a summary report. The test results could be recorded in their reports ensuring they take them seriously.
Setting tests
Setting Year 11 topic tests is a most important activity and is similar to setting SACs for Year 12. The best way to find any errors or omissions is to print off the final version of the test or exam paper (or SAC) and to do it yourself using only the data and information provided. Once you have done the test, make sure that your marks can be allocated and that the marking scheme and solutions are complete and correct.
When setting Year 11 topic tests, you can use some of the formats and styles that will be part of their assessment in Year 12 - both in exams and in the assessment tasks. For example:
 give them second hand-data and set structured question that requires its use;
 make use of the Data booklet in questions where it is relevant to year 11;
 provide stimulus material for them to read and then ask structured question that requires their comprehension and application of some of this material.

10
I feel it is essential to have contact with other Chemistry teachers. This is particularly important if you are in the country. There are local network groups set up between schools that can be most helpful. CEA is extremely prepared to provide support. I am always happy to share ideas and materials and would encourage you to email me, if you wish.
Two specifically Chemistry related professional learning activities are listed below:
 The STAV Chemistry Conference is always held in February each year. I wholeheartedly recommend this to you as a way of learning more about the courses, collecting material for direct use in the classroom, meeting other teachers and making useful connections.
 CEA run the November Lectures in November annually. The idea of this is to extend the teacher’s knowledge, rather than specifically provide material that is directly useful in the classroom. It is meant to empower you so that you have interesting and relevant stories and examples to stimulate your students. The lectures are given by research chemists about cutting edge chemistry. There are also workshop sessions in the afternoon that allow you to develop your knowledge skills.

11
 Extended experimental investigation - eei
 Written report of a practical activity
 Analysis of first or second hand data using structured questions or a response to stimulus material in written format (slight variations for this last activity in the VCAA produced VCE Assessment Handbook Chemistry
2008 -2011.)
The VCAA clearly states that the eei must be from one Area of Study and the other two tasks from the other Area of Study.
The extended experimental investigation can be done in several ways from the first Area of Study. As shown in the Student Workbook one suggestion is to do several pracs (titrations, gravimetric, chromatography), investigating the types of techniques that chemists use to obtain analytical information about commercial products. Another suggestion is to go on an excursion to an institute and enable your students to use instruments such as an AAS, a UV-Visible spectrophotometer and gas chromatography.
These practical activities could be performed over weeks or all done within 2-3 weeks. A log book must kept including all the working, results, answers to questions, risk assessment and any other relevant material. The log book would be collected between practical activities and returned to students for their use when doing the report at the end.
A suggestion of the Pre-lab and assessment sheets are given below.
Pre-lab for eei:
You will need to have the following key skills.
 Apply chemical understandings
 Investigate and inquire scientifically
 Communicate chemical information and understandings
You will need to understand the following key knowledge.
 Text book: Chapters 1 – 5
 Any of the set questions from text book in the following chapters: Chapter 2 – 5
 Pracs and demos: List these
 Worksheets in workbook: 1 – 6
Assessment sheet for eei:
Criteria
Marks Your
Marks
Background questions for the 3 pracs
Risk assessment and use of MSDS
Recording of results and discussion questions for the 3 pracs
Laboratory skills (automatic and only lost if irresponsible behaviour occurs)
Evaluation of results for the 3 pracs
Overall conclusion that summarises the suitability of different techniques in chemical analysis with reference to the experiments you have performed
Second-hand data for analysis of ammonia (could be a question
3x2 = 6
5
3x6 = 18
2
3x2 = 6
6
5

12 from an old exam or textbook).
Use of scientific language and conventions, chemical equations and units of measurement
2
Total
Criteria
50
The other two assessment tasks would be from Unit 3 Area of Study 2.
For the written report of a practical activity you could do The Preparation of Aspirin or Properties and
Reactions of Some Organic Compounds. Many teachers have difficulty buying the necessary chemicals for the aspirin prac, so Aspirin could be taught as a theoretical exercise and the students could do the reaction prac which is an excellent way of teaching organic chemistry.
For the second assessment task from the Area of Study 2, the section on DNA provides material for an analysis
of first or second hand data using structured questions or a response to stimulus material in written format.
These two could be combined to produce a test. There is a suggestion in the Workbook and it is relatively easy to produce a similar, but different, set of questions and stimulus material that is previously unseen by students.
This requires that you leave this major piece of assessment until second Term. However if this does not stress you and your students, I think a successful eei could be developed using:
 Reactions and properties of some organic compounds
 Modelling functional groups and organic reactions.
Once again, these practical activities could be performed over weeks or all done within 2-3 weeks. A log book must kept including all the working, results, answers to questions, risk assessment and any other relevant material. The log book would be collected between practical activities and returned to students for their use when doing the report at the end.
A suggestion of the Pre-lab and assessment sheets are given below.
Pre-lab for eei:
You will need to have the following key skills.
 Apply chemical understandings
 Investigate and inquire scientifically
 Communicate chemical information and understandings
You will need to understand the following key knowledge.
 Text book: Chapters 9 - 10
 Any of the set questions from text book in the following chapters: Chapter 9 - 10
 Pracs and demos: List these
 Worksheets in workbook: 14, 15, 16, 21, 24
Assessment sheet for eei:
Marks Your
Marks
Risk assessment and use of MSDS 5
10x2 = 20 Recording of results, equations and discussion questions for the 2 pracs
Laboratory skills (automatic and only lost if irresponsible behaviour occurs)
Evaluation of results for the 2 pracs
2
2x2 = 4

13
Overall conclusion that summarises the reactions and properties of the functional groups of the homologous series studied and the effects that functional groups have on bonding and solubility of organic compounds.
Second-hand data for analysis of aspirin (could be a question from an old exam or textbook).
Use of scientific language and conventions, chemical equations and units of measurement
6x2 = 12
5
2
Total 50
This would require that the other two assessment tasks will need to come from Unit 3 Area of Study 1.
You could choose one of the four pracs in the workbook in The Analysis of Fertiliser as the written report of a practical activity.
The spectroscopy and chromatography section would be ideal for analysis of first or second hand data using structured questions or a response to stimulus material in written format. These two could be combined to produce a test.
 Summary report: VCAA has stated that this has to involve pracs concerning the Energy transformations in chemical reactions.
 Written report of a practical activity
 Analysis of first or second -order data using structured questions or a response to stimulus material in written format or a report in written, oral, multimedia or visual format: VCAA has stated that this has to involve the uses, equilibrium and rate considerations, and safety issues associated with the industrial production of a selected chemical (NH
3
, H
2
SO
4
or HNO
3
) and its associated wastes.
Suggestions are shown in the Student Workbook for the summary report. The pracs could be Fuel cell, Half-cell
and the electrochemical series and Electrolysis of aqueous solutions. For the written report of a practical
activity teachers could use one or two of the pracs that investigate the concept of equilibrium.

Week Concepts
Sem 1
Intro at end of
Year 11
Term 1
1
2
Overview of analytical techniques - titrations introduced in Year 11
Overview of analytical techniques; stoich of s, l and g including gas stoich.; excess problems; gravimetric analysis;
Revise mole, stoich
Conc. (M, %v/v, %m/v); volumetric analysis
Text
Chapt
3
Questions from text
bold = essential
W/s in w/book
Pracs/Demos p 38: Analysis of brick cleaner or below in Year
12 week 1 p 37: Analysis of brick cleaner
1, 2 Ch 1: 1, 5 6
Ch 2: 5 - 8, 9, 10,
16, 17, 19,
20,21,24,31,34,3
5,36,41,44,
1, 2
46,48
3 Ch 3: 1c,3,4,5, 6-
8, 11c, 14,15, 16,
17, 18, 19,
20,21,23,24,25
1 and 3
5
3
4
Revise acid/base theory; pH; indicators; back titration; titration curves
Redox reactions; oxid. nos.; redox titrations; balancing redox eqs.
4
5
Ch 4: 5,6,7,
8,9,10, 13,15,
16, 18, 20,21,
22-24,25,26,
27,28
Ch 5: 1-5,6,7,
10,11,15,18,19,
22, 24,25,26,
28,29,31,33,34
2, 4
6 p 50: Back titration: N
2
in lawn feed
SAC Dates &
Details
p 48:
Gravimetric determination of sulphate - eei
5
6
7
8
9
Chromatography - TLC,
GLC, HPLC; R f
& R t
; calibration; interpreting chromatograms;
Spectroscopy - o/view electromagnetic spectrum; flame tests; AAS, UV-vis;
NMR; IR
Mass spectroscopy; interpreting spectrum
Bonding in hydrocarbons; homologous series; alkanes and alkenes; isomers and naming
Functional groups; common organic reactions
6
7
8
9
Ch 6: 2 - 4,8,10,
14, 19, 20, 21
Ch 7: 5,7,9,10,
12,14,15,17,18,
20,23,25,29,
32,33, 38, 40
Ch 8: 1,4,5,7,8,
13,16,18,20
Ch 9: 1-4, 8, 9,
11,12,13,15,16,1
8,20,22,23,24
9, 10 Ch 10: 2, 3, 4, 6-
9,11,13-17,
8
7, 10,
12, 13
9, 11
16
TRAB p 45: theoretical exercise -
Ethanol content of wine by gas chromatography
TRAB P 56: data analysis -
Interpretation of nmr spectra of a no. of organic compounds
TRAB p 58: data analysis - interpretation of mass spectra
Incursion / excursion on instrumentation p 53:
Determination of Fe(II) content of lawn fertiliser
- eei p 55:
Colorimetric determination of phosphorus content of lawn fertiliser eei report under test conditions
15, 21 p 93: Preparing artificial
14

Holidays
(move as needed)
Area of Study Review; exam revision of this area of study
Term 2
10
11
Organic reaction pathways; synthesis of medicines e.g. aspirin; drug development
Biochemical fuels
12
13
14
15
Biomolecules: Fats; carbohydrates; proteins
Proteins; enzymes; denaturation
DNA function, structure bonding
Complete all topics; Area of Study Review
16 Revision of Unit 3
17
18
Sem 2
Revision of Unit 3
Mid-year internal test?
1 (19) Unit 4: Chemical energy; exo and endothermic r/ns;
ΔH; energy profile diagrams; manipulation of thermochemical equations; rates; catalysts; activation energy
2 (20) Equilibrium law; K; temp effect; Le Chatelier's principle; calculations
Holidays Review Ch 15 and 16 carefully
21,22,23-
27,29,30,33,34 p 124: all questions; complete and revise all AoS 1
10, 14 Ch 14: 1,5, 9,13 16 (Q1
10, 11 Ch 10: 19,20, 31
Ch 11: 3, 11, 12, 13 and 2),
24
20
12
12
13
Ch 12: 1-3, 7,8,
10, 29,
Ch 12: 12,13,14,
16,17,21,32,33,3
4,41,43,45,46 fragrances and flavours
17
18, 19,
22
22, 23 p 95: Reactions and properties of some organic compounds p 98: Modelling functional groups and organic reactions p 101: Written report of a practical
activity - Prep of Aspirin
Ch 13: 2,6,7,17,
18 p 239: all
questions
14, 16
(Q3)
15 Ch 15: 1,2,4,6,8,
9,10,12,15,18,20
Stimulus
material -
DNA and protein
16 Ch 16: 3,5,6,7,
8,9,10,11,12,13
-15,17-
21,23,25-
32,36,37
Complete rate, e/brium quest;
Complete AoS review p360: Q
1-12; 17-21
25, 26 p 138: Factors affecting rates of reaction
Demos: TRAB p
94: Foam column
TRAB p 128:
Chemical Oven
TRAB p 129:
Endothermic reaction b/w 2 solids
27, 30 TRAB p 96:
Theoretical exercise - discovering the equilibrium law.
15

Week Concepts
Sem 2
Term 3 Acid/base equilibria
3 introduction
4 Kw; pH; pKa;
Text
Chapt
17
Questions from text W/sheet in w/book bold = essential
16, 17 Ch 17: 1,2,3,5,6,
7,9,10,11,13,
14,15,16-22.
28
29
5
6
7
8
Chem. Indust; ; OH and
S; Waste management;
MSDS;
Sulfuric acid production
Energy sources; energy converters and transfers; biochemical fuels
Calorimetry; calculations; ∆H
9 Galvanic cells; recharging; fuel cells; the electrochemical series and E o
10 Electrolysis; electrolytic cells
18
21
Ch 18: 9,13,15,28, 32
Ch 21: 1,2,5,7,8,
9,13,15,18 p 360: Complete all questions in review
of AoS 1
31, 34,
35
23, 24 Ch 23: 4,5,8,9,11
Ch 24: 8,12,14, 15,
18
25 Ch 25: 2,4,5,6,7,
10,11,13,21,22,24,
26,28, 33,34,35,36
26, 27 Ch 26: 1,4,5,6,7,
8,9,10, 11,13, 14
Ch 27: 5, 12,13,
14,19,21,23
28 Ch 28: 3-7,8,9,
11,12,14,17,18,19,
20,23,25,26,29,30,3
1, 33
40
38, 39,
41
Pracs / Demos
(reference in w/book) p 141: Extent of hydrolysis of two acids p 143:
Determination of
2 acidity constants
SAC Dates &
Details
P 146: Written report of a practical
activity: Effect of changes in concentration on equilibrium
TRAB p 116
Demo - Carbon
Pillar
TRAB p117:
Properties of sulfuric acid
TRAB p 114:
Flowchart of
Contact process
(hi.com)
P 145: Industrial production of sulphuric acid – a report, response
or an analysis p 187:
Calorimetry and enthalpy changes p 195: Fuel cells
11 Faraday's Laws;
Complete review AoS 2
12
28 p463: Complete all question in review of AoS 2
42, 43,
44, 45
Use Worksheet
45 (p179) as an exercise;
TRAB p 147:
Demo of Tin crystals by electrolysis
46, 47 p 193:
Determination of
Faraday’s constant and
Avogadro’s constant p 195: Summary
report: Fuel
16

Holiday move as needed
Complete revision of
Unit 4 including exam questions. Aim for
100 hours (20 hours per subject) during these holidays on revision of all subjects to be examined – this can seriously be achieved if your students are organised! They will still have the evening off and some
Term 4
13 relaxation periods.
Revision; Trial exam 1
14 Revision; Trial exam 2
15 Revision
Exam papers cells, Half-cells and electrolysis
17

Wk
1
2
3
4
Concepts
 Elements
 Periodic table
 Compounds
 Development of atomic theory
 Nuclear atom
 Electronic configuration
 The modern periodic table
 Periodic properties
 Trends in properties
 Compounds
 Masses of particles
 The mole
Text chapt
1
2
3
4
Minimum
Chapter
Questions
Term 1 Area of Study 1: THE PERIODIC TABLE
15, 17, 20, 23
19, 20, 21, 22,
23a,c, 24, 26,
29, ace, 30, 31,
34
16, 18, 19, 20,
22, 25, 26, 27,
28, 29
21, 22, 23, 24
Practical work including
Worksheets from
W/book and videos
SAC Dates &
Details
TRB1 p. 13 Changes in chemical reactions
Video: World of
Chemistry, Periodic
Table. (parts)
P16 worksheet activity 5
- Organising elements
Revision – Worksheets 3
& 4
SW1 p. 81 Flame colours of selected metals (an experiment for the summary report)
Video: Bohr atom (parts)
SW1 p. 28 Period 3 elements
P17 worksheet activity 6
- Tracking Trends
TRB1 p. 26 Mole simulation and applications
Video: World of
Chemistry, The Mole
Worksheets 7-11
(Homework or class revision)
SW1 p. 34
Periodic variation of properties – analysis of
2 nd hand data
5
6
 Practice mole concept calculations and complete all questions form chapters in text book
 Molar mass
 Empirical and molecular formulas
 percentage composition
Term 1 Area of Study 2: MATERIALS
7  Metals
4
5
8  Ionic compounds – properties & model
 Electron transfer diagrams
 Chemical formulas
6
26aceg, 27, 28,
29, 31, 32, 36,
37, 38, 40, 32,
45, 48, 50, 51
SW1 p. 31 Chemical composition of a compound
Prac: Empirical formula determination
10, 14, 15, 17,
20, 21, 23
17, 19, 21, 22,
23, 25, 26, 27,
SW1 p. 72 Testing materials
TRB1 p. 33 Growing metal crystals
Prac: Modifying the properties of metals
SW1 p. 82 Solubility of compounds in water (an summary report)
SW1 p. 84 Conductivity of common materials (an experiment for the
18

9
Holiday
– move as needed
10
11
12
13
 Covalent molecular substances
 Shapes of molecules
 Polarity of molecules
 Forces between
 Covalent lattices







 molecules
Carbon
Hydrocarbons
Naming hydrocarbons
Properties of alkenes and alkenes
Polymers
An overview of bonding
Surfaces
Nan particles
7
7
8
8
9
14
15
16
17




Revision
Revision
Exams
Exams
Semester 2: Unit 2: Area of Study 1 Water
1  The water cycle
 Properties of water
 Water as a solvent
10
2  Measuring solubility
 Concentration of solutions
11
18, 19, 20, 21,
22 summary report)
SW1 p. 75 Making molecular models
Worksheets No 12, 17
23, 24, 25, 26,
29, 31, 34, 36
18, 21, 22, 23,
24
25, 26, 27, 28,
29, 30, 32, 34,
40
9, 10, 11, 12, 13,
14, 16, 17
TRB1 p. 41 Comparing the physical properties of different covalent lattices
Worksheet No 18, 19
SW1 p. 78 Investigating hydrocarbons
Worksheet No 21
SW1 p. 81
A summary report of three practical activities
Worksheet No 23
Demo: Thermosetting and
Thermoplastic polymers
TRB1 p. 50 Making ghost buster slime
TRB1 p. 53 Making an
Eastover
Prac: Wetting
Demo: Flotation of
Mothballs
TRB1 p. 43 Bucky balls, annotates and other allotropes of carbon
No. 22 worksheet, p69
SW1 p. 86
Nanotechnolo gy and new materials – a poster presentation
(optional for you not the students!)
13, 14, 19, 23,
24, 31, 32, 34,
35
14. 15, 17, 19,
22ace, 23ace,
26, 28, 32, 35,
37
Selections from TRB1 p.
61 Properties of water
WS25: Wonderful water—structure and properties
TRB134: Effect of polarity on solubility
TRB135: Supersaturation
TRB136: Stalagmite from a supersaturated solution
TRB137: Concentrations of solutions
19

Term 3 Area of Study 1: WATER
Wk Concepts Text chapt
3  Precipitation reactions
 Ionic equations
 Maintaining water quality
4  Introducing Acids & bases
 Reactions involving acids and bases
5  Brønsted - Lowry definition
 Acid and base strength
 pH scale
6  Stoichiometry
7  Excess reactants
 Volumetric analysis

8  More practice of stoichiometry and catch up
12
13
14
15
15
15
Minimum Chapter
Questions
6, 8, 10, 11, 12, 13,
14, 15, 17
2, 5, 8, 9
15, 16, 17, 21, 22,
24, 25, 26, 27, 28,
31, 32
14, 15, 17, 19, 23,
24, 28, 30, 32, 33,
35, 36, 39, 40, 41,
43, 45
Practical work including Worksheets from W/book and videos
SW1 p. 115
Precipitation reactions
WS26: Solving solubility—predicting precipitation reactions
TRB1 p. 77 Purification of polluted water
TRB1 p. 80 reactions of hydrochloric acid eei- Use some of the activities from
Experimental investigation of the properties and behaviour of acids - only use as a prac
WS27: Recording equations—Full and ionic chemical equations;
WS28: Concentration and strength—picturing acids and bases;
T49: Strong and weak acids
TRB1 p. 82 Amphiprotic substances in water
WS31: Acidity of solutions—calculating pH
WS24: Crossword— acids and bases
SW1 pp. 119 Products of a decomposition reaction
WS29: Stoichiometry
1: Mass–mass calculations
TRB1 p. 90
Determination of the concentration of a hydrochloric acid solution
WS30: Stoichiometry
2: Excess reagent calculations
School-assessed
Coursework
An extended experimental investigation could be developed using acids and bases and pH pracs and making the
links (It could be good to do this at this early stage of the semester)
20

9  Oxidation and reduction
 Redox reactions
 Oxidation numbers
10  Galvanic cells
 The electrochemical series
 Corrosion
11  Green Chemistry: Some of the following-Applications of green chemistry; The
CFC story; replacement of halogenated solvents with supercritical CO2 in industrial processes or in plant protection.
 Area of study review
12  The atmosphere
 Essential gases
 Acid rain
 Depletion of the ozone layer
 Smog
 Green house effect
16
16
17
18
19
21
22, 25, 27, 29, 30,
31, 32
36, 38, 40, 42, 43,
46, 47, 50
3, 4, 5
11, 12, 14, 16, 20
12, 14, 15, 21, 22, 24
WS32: Solving complex calculations—using more than one formula
SW1 p. 121 Corrosion
WS33: Matchmaker— redox reactions;
WS34: Metals and their cations—writing half equations
TRB1 p. 98
Electrochemical cells and corrosion
WS35: From chemicals to electricity—galvanic cells
TRB1 p. 102
Investigating galvanic cells
WS36: Sorting statements—principles of green chemistry
WS37: Conserving atoms—the green chemistry principle of atom economy
SW1 p. 155 Preparation and properties of oxygen
WS41: Gases of the atmosphere—concept maps
WS38: Crossword—the atmosphere
WS39: Humans doing damage—the greenhouse effect and the ozone layer
SW1 p. 163
Greenhouse and global warming – a response to
stimulus material
(optional for you if time permits)
21
Term 4 Area of Study 2 - THE ATMOSPHERE
13  Laboratory and industrial 20 13, 15, 16, 17, 18, 19, preparation of a gas of significance to the quality
20 of the atmosphere – carbon dioxide
SW1 p. 155 Preparation and properties of oxygen
WS40: Cycling matter—carbon and nitrogen
SW1 p. 164
Preparation and properties of carbon dioxide – an extended experimental
investigation
(could be done here but it is very late in the
year)
14  Kinetic molecular theory
 Pressure, volume relationships
 Gas laws
 General gas equation
 Gas stoichiometry
33, 34, 36, 40, 41,
43, 45, 47, 48, 49,
51, 57, 59, 61, 64,
66, 67
SW1 p. 157 Volumepressure relationships of gases
SW1 p. 160 Molar volume of hydrogen
WS42: Explaining gas behaviour—kinetic

22
15  Revision molecular theory
WS44: How humans breathe—Boyle’s Law
WS45: Charles Law
WS47: Different but the same—molar volume of gases
WS43: Equivalent measures—converting units
WS46: Changing conditions—effects of temperature, volume and amount on pressure.
WS48: Putting it all together—the general gas equation
WS49: Stoichiometry
3: mass–volume
16  Revision
17  Exams /Year 12 exams for those doing a ¾ subject
It is worth remembering that many Year 11 students are doing Year 12 subjects and once Week 3 of Term 4 arrives they are thinking mainly of their Year 12 subject. I always tried to complete the Year 11 course by the end of Week 2, Term 4 and only be doing revision in the Weeks 3, 4, 5 leading up to Year 11 exams. Many of your students will be missing at different times.
For this reason I would not recommend doing the eei or summary report in Term 4 on the material in The
Atmosphere. It will be treated more seriously if it is done in Term 3 and therefore on the Area of Study 1,
Water. There are plenty of pracs that could be appropriate – stoichiometry (titrations etc) redox reactions as well as my suggestion of acids and bases.

23

24
When instruments are manufactured, there is a specified uncertainty within which the instrument is designed to deliver accurate results. You do not need to remember the various uncertainties of instruments exactly, however you are required to know the probable range (to within a power of 10) within which an instrument should operate.
Typical uncertainties are: pipette burette top loading balances


0.02 mL
0.02 mL
 0.005 g
10 mL measuring cylinders  0.1 mL
100 mL measuring cylinders  1 mL
250 mL standard flasks  0.2 mL
Errors in experimental work can be classified in three categories:
Gross Errors or Mistakes
These are due to careless work or apparatus that is temporarily faulty. By being careful and repeating the experiment several times these errors are easily detected and eliminated.
Systematic Errors
These result from an error in the equipment. They can be eliminated by careful calibration of the instrument.
Random Errors
These errors arise from random variations. They cannot be eliminated, but are reduced by repeating the experiment several times and averaging the results.
All of your numeric answers in the examination must be calculated to the correct number of significant figures.
Generally you will lose one mark once only on your paper if your answers are incorrect to more one significant figure. Whilst one mark may not seem especially large, it is easy to express answers correctly.
The following rules will allow you to determine the correct number of significant figures.
 A significant figure is either an integer or a zero that follows an integer. For example:
0.0100 has three significant figures; 100 has three significant figures; 0.001 has one significant figure;
1001.0 has five significant figures; 0.0040 has two significant figures.
 For addition and subtraction:
When determining the number of significant figures for your answer, use the smaller number of decimal places present in the values you used for the calculations.
Example: Use the Law of Conservation of Mass to calculate the mass of product formed when 1.00 g C
6
H
12
reacts completely with 0.0442 g H
2
gas.
Solution: 1.00 + 0.0442 = 1.0442 = 1.04 (2 decimal places)
 For multiplication and division:
When determining the number of significant figures for your answer, use the smallest number of significant figures present in the values you used for the calculation.
Example: How many mole of hydrogen gas is present in a 5000 litre container at a pressure of 101.325 kPa and a temperature of 300 o C?
Solution: Because the temperature is given to three significant figures, your answer can only be correct to three significant figures, despite the four for the volume and the six for the pressure.
All reactants and products in equations should have their states correctly included. This means you must use the terms (aq), (g), (s) and (l) properly. You lose one mark once only on your paper for incorrect states in equations.

25
YOUR REVISION PROGRAM
As part of your revision program, you should:
 Memorise all the key ideas including definitions, important equations, and details of instruments, industrial processes and cells.
 Go over the outcome statements in the Study Design.
 Go over questions you have done during the term from your text book. You should be able to do this quite quickly. There is no need to do them all again; just select typical examples of each type. Try working out the main steps in your head to save time. Particularly select the questions with which you previously had difficulty or needed someone to show you.
 Complete past VCAA exam papers. Because this is a relatively new course, the old papers (pre-2008) are not entirely relevant. However large sections are still appropriate and your teacher will be able to tell you what you can omit. The VCAA produced a Sample Exam for use in 2013 that is entirely relevant is 2.5 hours long. It is most important that you complete these papers for each Unit and check the answers that can be found on the CEA website.
 The Sample Exams can be found via the CEA website, under VCE Chemistry,
 All papers can be downloaded from the VCAA or CEA websites: www.cea.asn.au
.
 The more past examinations you do, the better your marks will be. It is not necessary to do them as complete exams. As you revise topics, you can complete the appropriate questions, being careful to keep to the time suggested for each question. At other times you may decide that you need practice in doing multiple choice questions - 20 in 20 minutes is a good idea.
 Mark your exams carefully from the answers provided. If you were incorrect, look at the appropriate section in your notes to assist your memory. Even if you are correct, it is important to read the correct answer fully, especially as it is written by the examiners. Whenever the examiners report states that this question was badly done, you can almost guarantee that the topic will be examined
again in a very similar manner.
 Make sure you speak to your teacher about the problems you are constantly finding.
 When you complete 2 or 3 papers, read your notes completely to remind yourself regularly of the details of the course. During the weeks before the exams in June and November, this should occur at least twice a week until the exam. You should have one complete set of notes. Amalgamate all revision notes, class notes and summaries.
YOUR REVISION TIMETABLE
You should make up a revision timetable. Work backwards from your examinations. Naturally you will revise for a specific exam the night before. Be careful to allocate equal time during the prior weekend to all subjects in which you have an exam. Work backwards through the weeks before the exams.
IN THE EXAM
During the reading time read the whole paper slowly and carefully. Do not flip back and forward. During the reading time you will slow down your pulse rate and allow your thoughts to begin to work in an ordered way. Take some deep breaths and consciously regain your full composure. By reading with understanding your mind will start to work on the problems. During this time you may also find material in one section of the paper that will assist you with a different question!
Decide whether you are doing the multiple-choice or structured questions first.
When completing the multiple choice questions do all questions. Do not leave any blank, even if you have to guess.
Before you hand in your paper, double check that you have answered all questions. Be careful to write the correct answer in the correct box. In case you misalign your answers, circle the correct letter in the exam booklet, allowing a quick check if needed at the end.

26
In the extended answer section, do the question of which you are most certain first.
Check the time at the end of each question.
Reread each question when you finished it and check you have answered all parts, balanced all equations, and included all states and units.
If you complete your answer away from the expected section, clearly direct the marker to follow your working.
Set out your answers clearly, stating the formulae you intend to use, as this often earns marks. e.g. n (NaOH) = c x V
pH = - log10 [H3O+]
Formulae must be memorised because no information can be taken in to the examination in your calculator memory. Your calculator must not be programmable. n = m / M n = cV pV = nRT n = V / V m n = number of particles
N
A pH = – log10 [H3O
+
]
[H
3
O + ] = 10 -pH
[H
3
O
+
] × [OH ] = 10 -14 at 25oC
E = 4.184 × m ×  T
E = V × I × t
Q = I × t
Q = n(electrons) × F
C.F.= (V × I × t) /  T
A
r
=  (relative isotopic mass x relative abundance) /  total relative abundance
n
m
amount in moles mass in grams
M molar mass in grams per mole
NA Avogadro’s Number = 6.023 × 1023
c concentration in moles per litre (M)
V
P
T volume in litres pressure in kilopascals (kPa) temperature in Kelvin
R general gas constant = 8.31 J K-1 mol-1
Vm molar volume in litres at specified conditions; commonly used conditions are SLC (25oC, 1 atm) or STP
Q
I
t
V
F
(0oC,1 atm) charge in Coulomb current in amps time in s voltage in volts
Faraday = 96500 C.
S.H.C of water = 4.184 J oC -1 g -1 – in the Data Book
C.F. calibration factor

Investigate and inquire scientifically
• work independently and collaboratively as required to develop and apply safe and responsible work practices when completing all practical investigations including the appropriate disposal of wastes;
• conduct investigations that include collecting, processing, recording and analysing qualitative and quantitative data; draw conclusions consistent with the question under investigation and the information collected; evaluate procedures and reliability of data;
• construct questions (and hypotheses); plan and/or design, and conduct investigations; identify and address possible sources of uncertainty;
• apply ethics of scientific research when conducting and reporting on investigations.
Apply chemical understandings
• make connections between concepts; process information; apply understandings to familiar and new contexts;
• use first and second-hand data and evidence to demonstrate how chemical concepts and theories have developed and been modified over time;
• analyse issues and implications relating to scientific and technological developments;
• analyse and evaluate the reliability of chemistry related information and opinions presented in the public domain.
Communicate chemical information and understandings
• interpret, explain and communicate chemical information and ideas accurately and effectively;
• use communication methods suitable for different audiences and purposes;
• use scientific language and conventions correctly, including chemical equations and units of measurement.
27

AREA OF STUDY 1: Chemical analysis
Key knowledge
 volumetric analysis including determination of excess and limiting reagents and titration curves: simple and back titrations, acid-base and redox titrations
 gravimetric analysis
 calculations including amount of solids, liquids and gases; concentration; volume, pressure and
28 temperature of gases
 the writing of balanced chemical equations, including the use of oxidation numbers to write redox equations, and the application of chemical equations to volumetric and gravimetric analyses
 principles and applications of chromatographic techniques (excluding features of instrumentation and operation), and interpretation of qualitative and quantitative data from:
– thin layer chromatography (TLC), including calculation of Rf
– high performance liquid chromatography (HPLC) and gas chromatography (GC) including Rt and the use of a calibration graph to determine amount of analyte
 principles and applications of spectroscopic techniques (excluding features of instrumentation and operation), and interpretation of qualitative and quantitative data from:
– atomic absorption spectroscopy (AAS) including electron transitions and use of calibration graph to determine amount of analyte
– infrared spectroscopy (IR) including use of characteristic absorption bands to identify bonds
– proton and carbon-13 nuclear magnetic resonance spectroscopy (NMR) including spin, the application of carbon-13 to determine number of equivalent carbon environments; and application of proton NMR to determine structure: chemical shift, areas under peak and peak splitting patterns
(excluding coupling constants), and application of n+1 rule to simple compounds
– visible and ultraviolet spectroscopy (visible-UV) including electron transitions and use of calibration graph to determine amount of analyte
– mass spectroscopy including determination of molecular ion peak and relative molecular mass, and identification of simple fragments
 matching analytical technique/s to a particular task: single and combined techniques.

29
AREA OF STUDY 2: Organic chemical pathways
Key knowledge
 structure including molecular, structural and semi-structural formulae, and International Union of Pure and Applied Chemistry (IUPAC) nomenclature of alkanes, alkenes, amines, haloalkanes, alkanols (C n
H
2n+1OH
), alkanoic acids (C n
H
2n+1
COOH) and esters up to C10
 common reactions of organic compounds including equations: addition reactions of alkenes (addition of hydrogen halides and water limited to symmetrical alkenes), substitution reactions of alkanes and primary haloalkanes, oxidation of primary alkanols, and esterification
 chemical bonding:
– primary, secondary and tertiary structures of proteins
– the role of the tertiary structure of proteins in enzyme action
– denaturing of proteins: effect of changes in pH and temperature on bonding
– primary and secondary structure of DNA
 organic reaction pathways including appropriate equations and reagents:
– production of esters from alkenes
– condensation reactions that produce lipids (limited to triglycerides)
– condensation and polymerisation reactions that produce large biomolecules including carbohydrates, proteins and DNA
– production of biochemical fuels including the fermentation of sugars to produce ethanol
– function of organic molecules in the design and synthesis of medicines including the production of aspirin from salicylic acid.

Week
Sem 1
Intro at end of
Year 11
Term 1
1
2
3
4
5
6
7
8
9
Concepts
Overview of analytical techniques - titrations introduced in Year 11
Overview of analytical techniques; stoich of s, l and g including gas stoich.; excess problems; gravimetric analysis;
Revise mole, stoich
Conc. (M, %v/v, %m/v); volumetric analysis
Revise acid/base theory; pH; indicators; back titration; titrations curves
Redox reactions; oxid. nos.; redox titrations; balancing redox eqs.
Chromatography - TLC,
GLC, HPLC; R
NMR; IR f
& R calibration; interpreting chromatograms; t
;
Spectroscopy - o/view electromagnetic spectrum; flame tests; AAS, UV-vis;
Mass spectroscopy; interpreting spectrum
Bonding in hydrocarbons; homologous series; alkanes and alkenes; isomers and naming
Functional groups; common
Text
Chapt
3
Questions from text
bold = essential
W/s in w/book
Pracs/Demos p 38: Analysis of brick cleaner or below in Year
12 week 1 p 37: Analysis of brick cleaner
1, 2 Ch 1: 1, 5 6
Ch 2: 5 - 8, 9, 10,
16, 17, 19,
20,21,24,31,34,3
5,36,41,44,
1, 2
46,48
3 Ch 3: 1c,3,4,5, 6-
8, 11c, 14,15, 16,
17, 18, 19,
20,21,23,24,25
1 and 3
5
4
5
Ch 4: 5,6,7,
8,9,10, 13,15,
16, 18, 20,21,
22-24,25,26,
27,28
Ch 5: 1-5,6,7,
10,11,15,18,19,
22, 24,25,26,
28,29,31,33,34
2, 4
6 p 50: Back titration: N
2
in lawn feed
SAC Dates &
Details
p 48:
Gravimetric determination of sulphate - eei
6
7
8
9
Ch 6: 2 - 4,8,10,
14, 19, 20, 21
Ch 7: 5,7,9,10,
12,14,15,17,18,
20,23,25,29,
32,33, 38, 40
Ch 8: 1,4,5,7,8,
13,16,18,20
Ch 9: 1-4, 8, 9,
11,12,13,15,16,1
8,20,22,23,24
8
7, 10,
12, 13
9, 11
16
TRAB p 45: theoretical exercise -
Ethanol content of wine by gas chromatography
TRAB P 56: data analysis -
Interpretation of nmr spectra of a no. of organic compounds
TRAB p 58: data analysis - interpretation of mass spectra
Incursion / excursion on instrumentation p 53:
Determination of Fe(II) content of lawn fertiliser
- eei p 55:
Colorimetric determination of phosphorus content of lawn fertiliser eei report under test conditions
9, 10 Ch 10: 2, 3, 4, 6- 15, 21 p 93: Preparing
30

Holidays
(move as needed)
Area of Study Review; exam revision of this area of study
12
13
14
15 organic reactions
Term 2
10
11
Organic reaction pathways; synthesis of medicines e.g. aspirin; drug development
Biochemical fuels
Biomolecules: Fats; carbohydrates; proteins
Proteins; enzymes; denaturation
DNA function, structure bonding
Complete all topics; Area of Study Review
16 Revision of Unit 3
17
18
Sem 2
Revision of Unit 3
Mid-year internal exams
1 (19) Unit 4: Chemical energy; exo and endothermic r/ns;
ΔH; energy profile diagrams; manipulation of thermochemical equations; rates; catalysts; activation energy
2 (20) Equilibrium law; K; temp effect; Le Chatelier's principle; calculations
Holidays Review Ch 15 and 16 carefully
9,11,13-17,
21,22,23-
27,29,30,33,34 p 124: all questions; complete and revise all AoS 1
10, 14 Ch 14: 1,5, 9,13 16 (Q1
10, 11 Ch 10: 19,20, 31
Ch 11: 3, 11, 12, 13 and 2),
24
20
12
12
13
Ch 12: 1-3, 7,8,
10, 29,
Ch 12: 12,13,14,
16,17,21,32,33,3
4,41,43,45,46 artificial fragrances and flavours
17
18, 19,
22
22, 23 p 95: Reactions and properties of some organic compounds p 98: Modelling functional groups and organic reactions p 101: Written report of a practical
activity - Prep of Aspirin
Ch 13: 2,6,7,17,
18 p 239: all
questions
14, 16
(Q3)
15 Ch 15: 1,2,4,6,8,
9,10,12,15,18,20
Stimulus
material -
DNA and protein
16 Ch 16: 3,5,6,7,
8,9,10,11,12,13
-15,17-
21,23,25-
32,36,37
Complete rate, e/brium quest;
Complete AoS review p360: Q
1-12; 17-21
25, 26 p 138: Factors affecting rates of reaction
Demos: TRAB p
94: Foam column
TRAB p 128:
Chemical Oven
TRAB p 129:
Endothermic reaction b/w 2 solids
27, 30 TRAB p 96:
Theoretical exercise - discovering the equilibrium law.
31

32
AREA OF STUDY 1: Industrial chemistry
Key knowledge
 collision theory and factors that affect the rate of a reaction including temperature, pressure, concentration and use of catalysts, excluding: a formal treatment of the Maxwell-Boltzmann distribution, reaction mechanisms and rate laws
 energy profile diagrams and the use of ΔH notation including: activation energy; alternative reaction pathways for catalysed reactions; and deduction of ΔH for an overall reaction given energy profiles or
ΔH of two related reactions
 equilibrium: representation of reversible and non-reversible reactions: homogeneous equilibria and the equilibrium law (equilibrium expressions restricted to use of concentrations), Le Chatelier’s Principle and factors which affect the position of equilibrium
 pH as a measure of strength of acids and bases; Kw, Ka for weak acids
 application of equilibrium and rate principles to the industrial production of one of ammonia, sulfuric acid, nitric acid:
– factors affecting the production of the selected chemical
– waste management including generation, treatment and reduction
– health and safety considerations
– uses of the selected chemical.
AREA OF STUDY 2: Supplying and using energy
Key knowledge
 comparison of the renewability of energy sources including coal, petroleum, natural gas, nuclear fuels and biochemical fuels
 application of calorimetry to measure energy changes in chemical reactions in solution calorimetry and bomb calorimetry, including calibration of a calorimeter and the effects of heat loss
 use of the electrochemical series in predicting the products of redox reactions and deducing overall equations from redox half equations
 limitations of predictions made using the electrochemical series, including the determination of maximum cell voltage under standard conditions
 the chemical principles, half-equations and overall equations of simple primary and secondary galvanic cells
 the chemical principles, half-equations and overall equations of fuel cells; advantages and disadvantages of fuel cells compared to conventional energy sources
 the chemical principles, half-equations and overall equations of simple electrolytic cells; comparison of electrolytic cells using molten and aqueous electrolytes, and inert and non-inert electrodes
 application of Faraday’s laws in electrochemistry.

Week Concepts
Sem 2
Term 3 Acid/base equilibria
3 introduction
4 Kw; pH; pKa;
Text
Chapt
17
Questions from text W/sheet in w/book bold = essential
16, 17 Ch 17: 1,2,3,5,6,
7,9,10,11,13,
14,15,16-22.
28
29
5
6
7
8
Chem. Indust; ; OH and
S; Waste management;
MSDS;
Sulfuric acid production
Energy sources; energy converters and transfers; biochemical fuels
Calorimetry; calculations; ∆H
9 Galvanic cells; recharging; fuel cells; the electrochemical series and E o
10 Electrolysis; electrolytic cells
18
21
Ch 18: 9,13,15,28, 32
Ch 21: 1,2,5,7,8,
9,13,15,18 p 360: Complete all questions in review
of AoS 1
31, 34,
35
23, 24 Ch 23: 4,5,8,9,11
Ch 24: 8,12,14, 15,
18
25 Ch 25: 2,4,5,6,7,
10,11,13,21,22,24,
26,28, 33,34,35,36
26, 27 Ch 26: 1,4,5,6,7,
8,9,10, 11,13, 14
Ch 27: 5, 12,13,
14,19,21,23
28 Ch 28: 3-7,8,9,
11,12,14,17,18,19,
20,23,25,26,29,30,3
1, 33
40
38, 39,
41
Pracs / Demos
(reference in w/book) p 141: Extent of hydrolysis of two acids p 143:
Determination of
2 acidity constants
SAC Dates &
Details
P 146: Written report of a practical
activity: Effect of changes in concentration on equilibrium
TRAB p 116
Demo - Carbon
Pillar
TRAB p117:
Properties of sulfuric acid
TRAB p 114:
Flowchart of
Contact process
(hi.com)
P 145: Industrial production of sulphuric acid – a report, response
or an analysis p 187:
Calorimetry and enthalpy changes p 195: Fuel cells
11 Faraday's Laws;
Complete review AoS 2
12
28 p463: Complete all question in review of AoS 2
42, 43,
44, 45
Use Worksheet
45 (p179) as an exercise;
TRAB p 147:
Demo of Tin crystals by electrolysis
46, 47 p 193:
Determination of
Faraday’s constant and
Avogadro’s constant p 195: Summary
report: Fuel
33

Holiday move as needed
Complete revision of
Unit 4 including exam questions. Aim for
100 hours (20 hours per subject) during these holidays on revision of all subjects to be examined – this can seriously be achieved if your students are organised! They will still have the evening off and some
Term 4
13 relaxation periods.
Revision; Trial exam 1
14 Revision; Trial exam 2
15 Revision
Exam papers cells, Half-cells and electrolysis
34

(
Relevant questions from old Unit 3 exams
2000 Section A 1 - 18, 20
Section B 1, 2, 4, 5, 6
2001 Section A 1 - 4, 8 – 12, 16 - 22
Section B 1- 5 (treat Q 3 as TLC)
2002 Section A 1 -15, 17,19, 20
Section B 1b, 1c, 2 – 6, 7c
Relevant questions from old Unit 4 exams
2000 Section A 2, 3, 4, 5, 8 -12, 14, 15, 16
Section B 1, 2, 4
2001 Section A 1, 2, 9, 10, 11, 13, 15
Section B 1 – 4, 7
2002 Section A 7 – 9, 11, 13 – 15, 18, 19, 20
Section B 3, 4b, 5b, 6
2003 Section A 1 – 10, 12 - 20
Section B 1 - 7
2004 Section A 1 - 20
Section B 1 – 4, 6
2005 Section A 1 – 20
Section B 1 – 4, 6 -8
2006 Section A 2 - 20
Section B 1 - 6
2007 Section A 1 – 8, 10 - 20
2008
2010
2011
2009
2012
Section B 1-3, 4a, 4b, 5c, 5d, 6, 7
Section A 1 – 10, 12 - 19
Section B 1 - 7
Section A 1 - 18
Section B 1 - 10
Section A 1 - 20
Section B 1 - 8
Section A all
Section B all
Section A All
Section B all
2003 Section A 1 -9, 17, 18, 19,
Section B 1a, 1b, 2, 3, 4, 5, 6,
2004 Section A 2 – 9, 16 - 18
Section B 3, 4, 5, 8a, 8b
2005 Section A 1, 2, 5 – 11
Section B 2a, 2b, 3, 4, 5, 6b, 7, 8,
2006 Section A 2 – 8, 12, 14,15
Section B 4, 5, 8, 9a-c
2007 Section A 4, 7, 11, 15, 16, 17, 18, 19
2008
2010
2011
2009
2012
Section B 4a-c, 5, 6, 7, 8
Section A all
Section B 1 – 4, 6 - 9
Section A all
Section B 1 – 6a, 6b, 7
Section A all
Section B 1 – 4, 6 -8
Section A all
Section B 2 - 8
Section A all
Section B 1 – 4, 6 -8
35

Units 1 and 2 VCAA Study Design
VCAA Key Skills
Unit 1 Timetable
Revision for Unit 1 Exam
Unit 2 Timetable
Revision for Unit 2 Exam
36

37
VCAA CHEMISTRY STUDY DESIGN
Unit 1: The big ideas of chemistry
AREA OF STUDY 1
The Periodic Table
Key knowledge
This knowledge includes
• The Periodic Table
– historical development from Mendeleev to Seaborg
– trends and patterns of properties within The Periodic Table: atomic number, types of compounds formed, metallic/non-metallic character, chemical reactivity of elements;
• atomic theory
– historical development of the model of atomic theory with contributions from Dalton to
Chadwick
– limitations of the model of atomic theory
– mass number, isotopes, calculation of relative atomic mass, electronic configuration including subshells;
• the mole concept including empirical and molecular formulas, percentage composition, Avogadro’s constant;
• interpretation of data from mass spectrometry.
AREA OF STUDY 2
Materials
Key knowledge
This knowledge includes
• models of bonding to explain observed properties including melting temperature, electrical conductivity, chemical reactivity, shape, polarity of bonds, intermolecular forces
– metals
– ionic compounds
– molecular substances, network lattices, layer lattices;
• limitations of the bonding models;
• properties and systematic naming of alkanes and alkenes up to C
6
;
• structural isomers of C
4
H
10
;
• behaviour of surfaces and the application of surface chemistry in nanotechnology;
• addition polymers
– relationship between structure, properties and applications,
– synthesis, cross-linking
– development of customised polymers.

38
Unit 2: Environmental chemistry
AREA OF STUDY 1
Water
Key knowledge
This knowledge includes
• role of water in maintaining life in the environment
– unique properties of water: relationship between structure and bonding, and properties and uses including solubility and conductivity
– ways in which substances behave in water: the dissociation of soluble ionic solutes; the ionisation of polar molecules such as acids; the separation of non-ionising polar molecules such as ethanol
– maintaining water quality: solubility, precipitation reactions, pH
– desalination, including the principles of distillation;
• acids and bases: proton transfer; common reactions of acids; strong and weak acids and bases; polyprotic acids; amphiprotic substances;
• calculations including mass-mass stoichiometry and concentration and volume of solutions; pH of strong acids and of strong bases;
• redox reactions in aqueous solution including writing balanced equations for oxidation and reduction reactions, for example metal displacement reactions, corrosion of iron;
• application of the principles of green chemistry; for example, replacement of halogenated solvents with supercritical carbon dioxide in industrial processes or in plant crop protection.
AREA OF STUDY 2
The atmosphere
Key knowledge
This knowledge includes
• role of the atmosphere in maintaining life in the environment
– effects of human activities, such as agriculture, industry, transport, energy production, on the atmosphere
– chemical reactions and processes of acid rain
– qualitative effects of ozone depletion and photochemical smog
– role of the carbon and nitrogen cycles in maintaining life on earth
– the laboratory and industrial preparation of one gas of signifi cance to the quality of the atmosphere;
• the major contributing gases to the enhanced greenhouse effect and at least one of the associated local, state, national or international protocols;
• kinetic molecular theory and its use in explaining properties of gases;
• calculations including those involving gas laws, molar volume (VM) at STP and SLC, the General Gas Equation, volume-volume and mass-volume stoichiometry.

VCAA KEY SKILLS for UNITS 1 - 4
Investigate and inquire scientifically
• work independently and collaboratively as required to develop and apply safe and responsible work practices when completing all practical investigations including the appropriate disposal of wastes;
• conduct investigations that include collecting, processing, recording and analysing qualitative and quantitative data; draw conclusions consistent with the question under investigation and the information collected; evaluate procedures and reliability of data;
• construct questions (and hypotheses); plan and/or design, and conduct investigations; identify and address possible sources of uncertainty;
• apply ethics of scientific research when conducting and reporting on investigations.
Apply chemical understandings
• make connections between concepts; process information; apply understandings to familiar and new contexts;
• use first and second-hand data and evidence to demonstrate how chemical concepts and theories have developed and been modified over time;
• analyse issues and implications relating to scientific and technological developments;
• analyse and evaluate the reliability of chemistry related information and opinions presented in the public domain.
Communicate chemical information and understandings
• interpret, explain and communicate chemical information and ideas accurately and effectively;
• use communication methods suitable for different audiences and purposes;
• use scientific language and conventions correctly, including chemical equations and units of measurement.
39

Wk
1
2
3
4
Concepts
 Elements
 Periodic table
 Compounds
 Development of atomic theory
 Nuclear atom
 Electronic configuration
 The modern periodic table
 Periodic properties
 Trends in properties
 Compounds
 Masses of particles
 The mole
Text chapt
1
2
3
4
Minimum
Chapter
Questions
Term 1 Area of Study 1: THE PERIODIC TABLE
15, 17, 20, 23
19, 20, 21, 22,
23a,c, 24, 26,
29, ace, 30, 31,
34
16, 18, 19, 20,
22, 25, 26, 27,
28, 29
21, 22, 23, 24
Practical work including
Worksheets from
W/book and videos
SAC Dates &
Details
TRB1 p. 13 Changes in chemical reactions
Video: World of
Chemistry, Periodic
Table. (parts)
P16 worksheet activity 5
- Organising elements
Revision – Worksheets 3
& 4
SW1 p. 81 Flame colours of selected metals (an experiment for the summary report)
Video: Bohr atom (parts)
SW1 p. 28 Period 3 elements
P17 worksheet activity 6
- Tracking Trends
TRB1 p. 26 Mole simulation and applications
Video: World of
Chemistry, The Mole
Worksheets 7-11
(Homework or class revision)
SW1 p. 34
Periodic variation of properties – analysis of
2 nd hand data
5
6
 Practice mole concept calculations and complete all questions form chapters in text book
 Molar mass
 Empirical and molecular formulas
 percentage composition
Term 1 Area of Study 2: MATERIALS
7  Metals
4
5
8  Ionic compounds – properties & model
 Electron transfer diagrams
 Chemical formulas
6
26aceg, 27, 28,
29, 31, 32, 36,
37, 38, 40, 32,
45, 48, 50, 51
SW1 p. 31 Chemical composition of a compound
Prac: Empirical formula determination
10, 14, 15, 17,
20, 21, 23
17, 19, 21, 22,
23, 25, 26, 27,
SW1 p. 72 Testing materials
TRB1 p. 33 Growing metal crystals
Prac: Modifying the properties of metals
SW1 p. 82 Solubility of compounds in water (an summary report)
SW1 p. 84 Conductivity of common materials (an experiment for the
40

9
Holiday
– move as needed
10
11
12
13
 Covalent molecular substances
 Shapes of molecules
 Polarity of molecules
 Forces between
 Covalent lattices







 molecules
Carbon
Hydrocarbons
Naming hydrocarbons
Properties of alkenes and alkenes
Polymers
An overview of bonding
Surfaces
Nan particles
7
7
8
8
9
14
15
16
17




Revision
Revision
Exams
Exams
Semester 2: Unit 2: Area of Study 1 Water
1  The water cycle
 Properties of water
 Water as a solvent
10
2  Measuring solubility
 Concentration of solutions
11
18, 19, 20, 21,
22 summary report)
SW1 p. 75 Making molecular models
Worksheets No 12, 17
23, 24, 25, 26,
29, 31, 34, 36
18, 21, 22, 23,
24
25, 26, 27, 28,
29, 30, 32, 34,
40
9, 10, 11, 12, 13,
14, 16, 17
TRB1 p. 41 Comparing the physical properties of different covalent lattices
Worksheet No 18, 19
SW1 p. 78 Investigating hydrocarbons
Worksheet No 21
SW1 p. 81
A summary report of three practical activities
Worksheet No 23
Demo: Thermosetting and
Thermoplastic polymers
TRB1 p. 50 Making ghost buster slime
TRB1 p. 53 Making an
Eastover
Prac: Wetting
Demo: Flotation of
Mothballs
TRB1 p. 43 Bucky balls, annotates and other allotropes of carbon
No. 22 worksheet, p69
SW1 p. 86
Nanotechnolo gy and new materials – a poster presentation
(optional for you not the students!)
13, 14, 19, 23,
24, 31, 32, 34,
35
14. 15, 17, 19,
22ace, 23ace,
26, 28, 32, 35,
37
Selections from TRB1 p.
61 Properties of water
WS25: Wonderful water—structure and properties
TRB134: Effect of polarity on solubility
TRB135: Supersaturation
TRB136: Stalagmite from a supersaturated solution
TRB137: Concentrations of solutions
41

REVISION FOR UNIT 1 EXAMINATION
FORMULAE n = m / Mr where n amount in moles n = no. of particles / N
A
PRACS m
Mr where N
A mass in grams molar mass in gram per mole
= 6 x 10
23 which is called Avogadro's constant
The equations and information in all pracs in your prac book is examinable material.
42

Term 3 Area of Study 1: WATER
Wk Concepts
3
4
6
7





Precipitation reactions
Ionic equations
Maintaining water quality
5  Brønsted - Lowry definition
 Acid and base strength
 pH scale




Introducing Acids & bases
Reactions involving acids and bases
Stoichiometry
Excess reactants
Volumetric analysis
8  More practice of stoichiometry and catch up
Text chapt
Minimum Chapter
Questions
12
13
14
15
15
15
6, 8, 10, 11, 12, 13,
14, 15, 17
2, 5, 8, 9
15, 16, 17, 21, 22,
24, 25, 26, 27, 28,
31, 32
14, 15, 17, 19, 23,
24, 28, 30, 32, 33,
35, 36, 39, 40, 41,
43, 45
Practical work including Worksheets from W/book and videos
SW1 p. 115
Precipitation reactions
WS26: Solving solubility—predicting precipitation reactions
TRB1 p. 77 Purification of polluted water
TRB1 p. 80 reactions of hydrochloric acid eei- Use some of the activities from
Experimental investigation of the properties and behaviour of acids - only use as a prac
WS27: Recording equations—Full and ionic chemical equations;
WS28: Concentration and strength—picturing acids and bases;
T49: Strong and weak acids
TRB1 p. 82 Amphiprotic substances in water
WS31: Acidity of solutions—calculating pH
WS24: Crossword— acids and bases
SW1 pp. 119 Products of a decomposition reaction
WS29: Stoichiometry
1: Mass–mass calculations
TRB1 p. 90
Determination of the concentration of a hydrochloric acid solution
WS30: Stoichiometry
2: Excess reagent calculations
School-assessed
Coursework
An extended experimental investigation could be developed using acids and bases and pH pracs and making the
links (It could be good to do this at this early stage of the semester)
43

9  Oxidation and reduction
 Redox reactions
 Oxidation numbers
10  Galvanic cells
 The electrochemical series
 Corrosion
11  Green Chemistry: Some of the following-Applications of green chemistry; The
CFC story; replacement of halogenated solvents with supercritical CO2 in industrial processes or in plant protection.
 Area of study review
12  The atmosphere
 Essential gases
 Acid rain
 Depletion of the ozone layer
 Smog
 Green house effect
16
16
17
18
19
21
22, 25, 27, 29, 30,
31, 32
36, 38, 40, 42, 43,
46, 47, 50
3, 4, 5
11, 12, 14, 16, 20
12, 14, 15, 21, 22, 24
WS32: Solving complex calculations—using more than one formula
SW1 p. 121 Corrosion
WS33: Matchmaker— redox reactions;
WS34: Metals and their cations—writing half equations
TRB1 p. 98
Electrochemical cells and corrosion
WS35: From chemicals to electricity—galvanic cells
TRB1 p. 102
Investigating galvanic cells
WS36: Sorting statements—principles of green chemistry
WS37: Conserving atoms—the green chemistry principle of atom economy
SW1 p. 155 Preparation and properties of oxygen
WS41: Gases of the atmosphere—concept maps
WS38: Crossword—the atmosphere
WS39: Humans doing damage—the greenhouse effect and the ozone layer
SW1 p. 163
Greenhouse and global warming – a response to
stimulus material
(optional for you if time permits)
44
Term 3 Area of Study 2 - THE ATMOSPHERE
13  Laboratory and industrial 20 13, 15, 16, 17, 18, 19, preparation of a gas of significance to the quality
20 of the atmosphere – carbon dioxide
SW1 p. 155 Preparation and properties of oxygen
WS40: Cycling matter—carbon and nitrogen
SW1 p. 164
Preparation and properties of carbon dioxide – an extended experimental
investigation
(could be done here but it is very late in the
year)
14  Kinetic molecular theory
 Pressure, volume relationships
 Gas laws
 General gas equation
 Gas stoichiometry
33, 34, 36, 40, 41,
43, 45, 47, 48, 49,
51, 57, 59, 61, 64,
66, 67
SW1 p. 157 Volumepressure relationships of gases
SW1 p. 160 Molar volume of hydrogen
WS42: Explaining gas behaviour—kinetic

15  Revision
16  Revision
17  Exams /Year 12 exams for those doing a ¾ subject molecular theory
WS44: How humans breathe—Boyle’s Law
WS45: Charles Law
WS47: Different but the same—molar volume of gases
WS43: Equivalent measures—converting units
WS46: Changing conditions—effects of temperature, volume and amount on pressure.
WS48: Putting it all together—the general gas equation
WS49: Stoichiometry
3: mass–volume
45

REVISION FOR UNIT 2 EXAMINATION
FORMULAE n = m / Mr where n n = c x V pV = nRT amount in moles m
Mr where c mass in grams molar mass in gram per mole concentration in mol / L
V where R = 8.31 if volume in litres
P is in kPa
T is in K
V is in L n = V / Vm n = no. of particles / N
A where Vm
SLC Standard Lab Conditions:101.325 kPa and 25 where N
A molar volume
= 6 x 10
23 o
C
STP Standard Temp and Pressure:101.325 kPa and 0 o
which is called Avogadro's constant
C
[H
3
O
+
] × [OH -] = 10 -14 pH = - log
10
[H
3
O
+
]
[H
3
O
+
] = 10 -pH
where [ ] concentration in mol / L
P
1
V
1
/ T
1
= P
2
V
2
/ T
2
RAM = A r
= ∑ (isotopic mass × relative abundance)
∑ (total relative abundance)
PRACS
The equations and information in all pracs in your prac book is examinable material.
RULES FOR ANY STOICHIOMETRY PROBLEM
1. Write a balanced equation
2. Write given and required information under the appropriate species in the equation.
3. When necessary, determine which reactant is in excess and then use the limiting reactant to calculate amounts of product formed.
n (reactant 1) = n (reactant 2) coefficient of reactant 1 coefficient of reactant 2
4.
5.
Set up mole ratio between n (unknown) = coefficient of unknown
n ( known) coefficient of known
Use appropriate equation from the list above to calculate the required n(unknown).
RULES FOR DETERMINING SPONTANEOUS REDOX REACTIONS
 A spontaneous reaction will occur when the strongest oxidant is HIGHER in the table than the strongest reductant.
 When more than one reductant or oxidant is present, the strongest reductant always reacts with the strongest oxidant.
 The rule for predicting that a reaction will occur when using the electrochemical table is
stongest oxidant (is higher than) strongest reductant
 Oxidation: always occurs at the anode, produces electrons, increases the oxidation number.
46

The VCAA has rewritten the Essential Knowledge and the Assessment for the Units 3 and 4
Chemistry course. The changes to the Chemistry course are briefly summarized below.
47
 No reference to Green Chemistry;
 Inclusion of titration curves;
 Details of the instrumentation and operation of chromatographic and spectroscopic instruments are excluded;
 More details about the level of interpretation of IR and NMR spectra is provided;
 More details of the required knowledge for protein and enzyme structure and effects are listed.
 Energy efficiencies of a range of energy resources are to be considered;
 Ethene cannot be chosen as a chemical to study in detail;
 Deduction of  H from energy profile diagrams is required;
 Inclusion of the determination of a cell E o under standard conditions;
 No changes to assessment, except to more clearly state that the extended experimental investigation must be chosen from a different Area of Study to the other two assessment tasks.
 The two assessment tasks from Area of Study 1 must be a written report of a practical activity AND a report / response / analysis of uses, equilibrium and rate considerations, safety aspects and associated wastes of a chemical selected from ammonia, sulfuric acid or nitric acid;
 A summary report must be produced for Area of Study 2 involving annotations of three practical activities relating to energy transformations in chemical reactions.
 One 2.5 hour examination in November (no external mid-year examination);
 All listed essential knowledge will be assessed in the examination, except for the specific details of the selected chemical.

48