TERTIARY & CAREER PATHWAYS:
Chemical Engineer, Dentistry, Environmental Scientist, Exercise Science, Geologist, Industrial Chemist, Medicine, Pharmacist, Physiotherapist, Science Teacher, Veterinary Medicine
UNIT 3 - How can design and innovation help to optimise chemical processes?
In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment.
Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems.
Throughout the unit students use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others.
A student-designed scientific investigation related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4.
Key Skills:
Students need to be able to investigate and inquire scientifically by working independently, responsibly and collaboratively to conduct practical investigations. They need to:
UNIT 4 - How are carbon-based compounds designed for purpose?
In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds in order to identify them and to ensure product purity.
Students conduct practical investigations related to the synthesis and analysis of organic compounds, involving reaction pathways, organic synthesis, identification of functional groups, direct redox titrations, solvent extraction and distillations.
Throughout the unit students use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others.
A student-designed scientific investigation related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4.
Key Skills:
Students need to be able to investigate and inquire scientifically by working independently, responsibly and collaboratively to conduct practical investigations. They need to:
Assessment:
VCAA ASSESSMENT - THE OVERALL STUDY SCORE WILL CONSIST OF:
Prerequisites:
Entry into Unit 4 requires a prerequisite of Unit 3.
Recommendations:
It is recommended that Unit 1 and 2 are satisfactorily completed before students undertake Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4.
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