Chemists design and produce a vast range of materials for many purposes, including for fuels, cosmetics, building materials and pharmaceuticals. As the science of chemistry has developed over time, there has been an increasing realisation that the properties of a material depend on, and can be explained by, the material’s structure. A range of models at the atomic and molecular scale enable explanation and prediction of the structure of materials and how this structure influences properties and reactions. In this unit, students relate matter and energy in chemical reactions, as they consider the breaking and reforming of bonds as new substances are produced. Students can use materials that they encounter in their lives as a context for investigating the relationships between structure and properties.
Through the investigation of appropriate contexts, students explore how evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of atomic structure and chemical bonding. They explore how scientific knowledge is used to offer reliable explanations and predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.
Students use science inquiry skills to develop their understanding of patterns in the properties and composition of materials. They investigate the structure of materials by describing physical and chemical properties at the macroscopic scale, and use models of structure and primary bonding at the atomic and sub-atomic scale to explain these properties. They are introduced to the mole concept as a means of quantifying matter in chemical reactions.
By the end of this unit, students:
Identify, research and refine questions for investigation; propose hypotheses; and predict possible outcomes (ACSCH001)
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSCH002)
Conduct investigations, including the use of devices to accurately measure temperature change and mass, safely, competently and methodically for the collection of valid and reliable data (ACSCH003)
Represent data in meaningful and useful ways, including using appropriate graphic representations and correct units and symbols; organise and process data to identify trends, patterns and relationships; identify sources of random and systematic error and estimate their effect on measurement results; and select, synthesise and use evidence to make and justify conclusions (ACSCH004)
Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments (ACSCH005)
Select, construct and use appropriate representations including chemical symbols and formulae, molecular structural formulae, physical and graphical models of structures, chemical equations and thermochemical equations, to communicate conceptual understanding, solve problems and make predictions (ACSCH006)
Select and use appropriate mathematical representations to solve problems and make predictions, including calculating percentage composition from relative atomic masses and using the mole concept to calculate the mass of reactants and products (ACSCH007)
Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSCH008)
Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility (ACSCH009)
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSCH010)
Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSCH011)
The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSCH012)
The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences (ACSCH013)
Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSCH014)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSCH015)
In this unit, students develop their understanding of the physical and chemical properties of materials including gases, water and aqueous solutions, acids and bases. Students explore the characteristic properties of water that make it essential for physical, chemical and biological processes on Earth, including the properties of aqueous solutions. They investigate and explain the solubility of substances in water, and compare and analyse a range of solutions. They learn how rates of reaction can be measured and altered to meet particular needs, and use models of energy transfer and the structure of matter to explain and predict changes to rates of reaction. Students gain an understanding of how to control the rates of chemical reactions, including through the use of a range of catalysts.
Through the investigation of appropriate contexts, students explore how evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of intermolecular forces and chemical reactions. They explore how scientific knowledge is used to offer reliable explanations and predictions, and the ways in which it interacts with social, economic, cultural and ethical factors.
Students use a range of practical and research inquiry skills to investigate chemical reactions, including the prediction and identification of products and the measurement of the rate of reaction. They investigate the behaviour of gases, and use the kinetic theory to predict the effects of changing temperature, volume and pressure in gaseous systems.
By the end of this unit, students:
Identify, research, construct and refine questions for investigation; propose hypotheses; and predict possible outcomes (ACSCH040)
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSCH041)
Conduct investigations, including measuring pH and the rate of formation of products, identifying the products of reactions, and testing solubilities, safely, competently and methodically for the collection of valid and reliable data (ACSCH042)
Represent data in meaningful and useful ways, including using appropriate graphic representations and correct units and symbols; organise and process data to identify trends, patterns and relationships; identify sources of random and systematic error; identify anomalous data; estimate the effect of error on measured results; and select, synthesise and use evidence to make and justify conclusions (ACSCH043)
Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments (ACSCH044)
Select, construct and use appropriate representations, including physical and graphical models of molecules, energy profile diagrams, electron dot diagrams, ionic formulae, chemical formulae, chemical equations and phase descriptors for chemical species to communicate conceptual understanding, solve problems and make predictions (ACSCH045)
Select and use appropriate mathematical representations to solve problems and make predictions, including using the mole concept to calculate the mass of chemicals and/or volume of a gas (at standard temperature and pressure) involved in a chemical reaction, and using the relationship between the number of moles of solute, concentration and volume of a solution to calculate unknown values (ACSCH046)
Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSCH047)
Science is a global enterprise that relies on clear communication, international conventions, peer review, and reproducibility (ACSCH048)
Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines (ACSCH049)
Advances in science understanding in one field can influence other areas of science, technology and engineering (ACSCH050)
The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations (ACSCH051)
The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences (ACSCH052)
Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions (ACSCH053)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSCH054)
The idea of reversibility of reaction is vital in a variety of chemical systems at different scales, ranging from the processes that release carbon dioxide into our atmosphere to the reactions of ions within individual cells in our bodies. Processes that are reversible will respond to a range of factors and can achieve a state of dynamic equilibrium. In this unit, students investigate acid-base equilibrium systems and their applications. They use contemporary models to explain the nature of acids and bases, and their properties and uses. This understanding enables further exploration of the varying strengths of acids and bases. Students investigate the principles of oxidation and reduction reactions and the production of electricity from electrochemical cells.
Through the investigation of appropriate contexts, students explore the ways in which models and theories related to acid-base and redox reactions, and their applications, have developed over time and through interactions with social, economic, cultural and ethical considerations. They explore the ways in which chemistry contributes to contemporary debate in industrial and environmental contexts, including the use of energy, evaluation of risk and action for sustainability, and they recognise the limitations of science in providing definitive answers in different contexts.
Students use science inquiry skills to investigate the principles of dynamic chemical equilibrium and how these can be applied to chemical processes and systems. They investigate a range of electrochemical cells, including the choice of materials used and the voltage produced by these cells. Students use the pH scale to assist in making judgments and predictions about the extent of dissociation of acids and bases and about the concentrations of ions in an aqueous solution.
By the end of this unit, students:
Identify, research, construct and refine questions for investigation; propose hypotheses; and predict possible outcomes (ACSCH074)
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSCH075)
Conduct investigations, including using volumetric analysis techniques and constructing electrochemical cells, safely, competently and methodically for the collection of valid and reliable data (ACSCH076)
Represent data in meaningful and useful ways, including using appropriate graphic representations and correct units and symbols; organise and process data to identify trends, patterns and relationships; identify and distinguish between random and systematic errors, and estimate their effect on measured results; discuss how the nature of the procedure and the sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSCH077)
Interpret a range of scientific texts, and evaluate processes, claims and conclusions by considering the quality of available evidence, including confidence intervals in secondary data; and use reasoning to construct scientific arguments (ACSCH078)
Select, construct and use appropriate representations, including half-equations, balanced chemical equations, equilibrium constants and expressions, pH, oxidation numbers, standard electrode potentials and cell diagrams, to communicate conceptual understanding, solve problems and make predictions (ACSCH079)
Select and use appropriate mathematical representations to solve problems and make predictions, including calculating cell potentials under standard conditions, using the mole concept to calculate moles, mass, volume and concentrations from volumetric analysis data, determining the yield of incomplete reactions, and calculating the pH of solutions of strong acids and bases (ACSCH080)
Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSCH081)
ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of data sets with which scientists work (ACSCH082)
Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power (ACSCH083)
The acceptance of scientific knowledge can be influenced by the social, economic, and cultural context in which it is considered (ACSCH084)
People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk (ACSCH085)
Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question (ACSCH086)
International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia-Pacific region (ACSCH087)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSCH088)
Current and future applications of chemistry include the development of specialised techniques to create, or synthesise, new substances to meet the specific needs of society, including pharmaceuticals, fuels, polymers and nanomaterials. In this unit, students focus on the principles and application of chemical synthesis, particularly in organic chemistry. This involves considering where and how functional groups can be incorporated into already existing carbon compounds in order to generate new substances with properties that enable them to be used in a range of contexts.
Through the investigation of appropriate contexts, students explore the ways in which models and theories related to chemical synthesis, structure and design, and associated applications, have developed over time and through interactions with social, economic, cultural and ethical considerations. They explore the ways in which chemistry contributes to contemporary debate regarding current and future uses of local, regional and international resources, evaluation of risk and action for sustainability, and they recognise the limitations of science in providing definitive answers in different contexts.
Students use science inquiry skills to investigate the principles and application of chemical structure, synthesis and design. They select and use data from instrumental analysis to determine the identity and structure of a range of organic materials. They make predictions based on knowledge of types of chemical reactions, and investigate chemical reactions qualitatively and quantitatively.
By the end of this unit, students:
Identify, research, construct and refine questions for investigation; propose hypotheses; and predict possible outcomes (ACSCH112)
Design investigations, including the procedure/s to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics (ACSCH113)
Conduct investigations, including using organic synthesis methods and collating data from chemical analyses, safely, competently and methodically for the collection of valid and reliable data (ACSCH114)
Represent data in meaningful and useful ways, including using appropriate graphic representations and correct units and symbols; organise and analyse data to identify patterns and relationships; identify and distinguish between random and systematic errors, and estimate their effect on measured results; discuss how the nature of the procedure and the sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence from a range of sources to make and justify conclusions (ACSCH115)
Interpret a range of scientific and media texts, and evaluate processes, claims and conclusions by considering the quality of available evidence; and use reasoning to construct scientific arguments (ACSCH116)
Select, construct and use appropriate representations, including physical, virtual and graphical models of primary, secondary and tertiary structures, structural formulas, chemical equations, systematic nomenclature (using IUPAC conventions) and spectra, to communicate conceptual understanding, solve problems and make predictions (ACSCH117)
Select and use appropriate mathematical representations to solve problems and make predictions, including using the mole concept to calculate quantities in chemical reactions, including multi-step reactions, and the percentage yield of synthesis reactions (ACSCH118)
Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSCH119)
ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of data sets with which scientists work (ACSCH120)
Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power (ACSCH121)
The acceptance of scientific knowledge can be influenced by the social, economic and cultural context in which it is considered (ACSCH122)
People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk (ACSCH123)
Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question (ACSCH124)
International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia-Pacific region (ACSCH125)
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability (ACSCH126)