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Chemistry

“The Christian faith of the early scientists gave them more than presuppositions; it also gave them motivation. They believed that in studying nature they were discovering the wisdom and power of the Creator and were thus honouring Him.” James F. Jekel

OVERVIEW

Chemistry is a key science in explaining the workings of our universe through an understanding of the properties and interaction of substances that make up matter. A knowledge of chemistry gives an understanding of a broad range of human activities including medicine, domestic science, industrial development, use of machines and scientific research. As such, chemistry is a prerequisite or recommended subject for a large number of tertiary courses. However, students should be encouraged to study this subject not simply because they must, rather, it provides a chance to understand more about the materials we encounter in everyday life.

Many topical issues are explored in the units of study, allowing opportunities to discuss these from a Christian viewpoint. The Psalmist reminds us that “the earth is the Lord’s and everything in it” (Ps 24:1), but at creation God gave man a position of authority under His authority. As His stewards of the earth, we need to treat its chemical resources responsibly. It is important that we show concern for our “neighbour” - the present and future generations that may be affected by waste disposal - and for the treatment of the environment and the excessive use or misuse of materials. Through understanding the chemical principles involved in God’s Creation, students of Chemistry become equipped to produce, modify and analyse substances encountered in everyday life.

SUBJECT LENGTH

9 periods per cycle

TOPICS INCLUDE

UNIT 1:  HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED?

  • How Can Knowledge Of Elements Explain The Properties Of Matter?
  • How Can The Versatility Of Non-Metals Be Explained?
  • Research Investigation

UNIT 2: WHAT MAKES WATER SUCH A UNIQUE CHEMICAL?

  • How Do Substances Interact With Water?
  • How Are Substances In Water Measured And Analysed?
  • Practical Investigation

UNIT 3: HOW CAN CHEMICAL PROCESSES BE DESIGNED TO OPTIMISE EFFICIENCY?

  • What Are The Options For Energy Production?
  • How Can The Yield Of A Chemical Product Be Optimised?

UNIT 4: HOW ARE ORGANIC COMPOUNDS CATEGORISED, ANALYSED AND USED

  • How Can The Diversity Of Carbon Compounds Be Explained And Categorised?
  • What Is The Chemistry Of Food?
  • Practical Investigation

The group and discussion work purposes to foster cooperation and mutual respect between students. It is hoped that increased understanding of the complexity and the order of the materials that make up our physical world will inspire wonder at the creation and appreciation of our mighty Creator.

PREREQUISITES

  • Booklist items
  • Levy costs
  • Chemistry Units 1&2 are prerequisites of Chemistry Units 3&4

ASSESSMENT

UNIT 1

For Outcomes 1 and 2 (25% of overall grade each) from a range of:

  • A report of a practical activity or investigation
  • Problem-solving involving chemical concepts, skills and/or issues
  • Data analysis
  • A test comprising multiple choice and/or short answer and/or extended response

For Outcome 3 (25% of overall grade each)

  • A report of an independent investigation of a topic selected from Area of Study 1 and/or Area of Study 2, using an appropriate format, for example digital presentation, oral communication or written report

Examination (25% of overall grade each)

UNIT 2

For Outcomes 1 and 2 (25% of overall grade each) from a range of:

  • A report of a practical activity or investigation
  • Problem solving involving chemical concepts, skills and/or issues
  • Data analysis
  • A test comprising multiple choice and/or short answer and/or extended response

For Outcome 3(25% of overall grade each)

  • A report of a student-designed quantitative laboratory investigation using an appropriate format, for example digital presentation, oral communication, scientific poster or written report

Examination (25% of overall grade each)

UNIT 3 (16% of study score)

Outcome 1 (50% overall of Unit 3 result) from a range of:

  • Analysis and evaluation of stimulus material OR A report on a laboratory investigation OR A comparison of two electricity-generating cells.

(Approximately 50 minutes or not exceeding 1000 words)

Outcome 2 (50% overall of Unit 3 result) from a range of:

  • Annotations of at least two practical activities from a practical logbook
  • An evaluation of research
  • Analysis of data including generalisations and conclusions
  • Media analysis/response
  • An analysis of an unfamiliar chemical manufacturing process or electrolytic cell
  • A response to a set of structured questions

(Approximately 50 minutes or not exceeding 1000 words for each task)

UNIT 4 (24% for overall study score)

Outcome 1 (1/3 of overall grade for Unit 4) from a range of:

  • Annotations of at least two practical activities from a practical logbook
  • A report of a student investigation
  • Analysis of data including generalisations and conclusions
  • A response to a set of structured questions

(Approximately 50 minutes or not exceeding 1000 words for each task)

Outcome 2 (1/3 of overall grade for Unit 4) from a range of:

  • Response to stimulus material OR A report of a laboratory investigation OR A comparison of food molecules

(Approximately 50 minutes or not exceeding 1000 words)

Outcome 3 (1/3 of overall grade for Unit 4):

  • A structured scientific poster according to the VCAA standard template (not exceeding 1000 words)

EXTERNAL ASSESSMENT

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination. The examination will contribute to 60%

By faith we understand that the universe was formed at God’s command, so that what is seen was not made out of what was visible.” Hebrews 11:3