What is Chemistry all about?
Chemical processes are important in improving human health, preventing environmental problems and rehabilitating degraded environments. In this study of Chemistry, a thematic approach has been adopted, and throughout the study contexts have been provided to apply chemical knowledge to technology and society. Students will investigate, explore and solve qualitative and quantitative problems and discuss chemical concepts and issues.
This study enables students to:
- Apply models, theories, and concepts to describe, explain, analyse and make predictions about chemical phenomena, systems, structures and properties, and the factors that can affect them
- Understand and use the language and methodologies of chemistry to solve qualitative and quantitative problems in familiar and unfamiliar contexts
- Understand the cooperative, cumulative, evolutionary, and interdisciplinary nature of science as a human endeavour, including its possibilities, limitations, and political and sociocultural influences
- Develop a range of individual and collaborative science investigation skills through experimental and inquiry tasks in the field and in the laboratory
- Develop an informed perspective on contemporary science-based issues of local and global significance
- Apply their scientific understanding to familiar and unfamiliar situations, including personal, social, environmental, and technological contexts
- Develop attitudes that include curiosity, open-mindedness, creativity, flexibility, integrity, attention to detail and respect for evidence-based conclusions
- Understand and apply the research, ethical and safety principles that govern the study and practice of the discipline in the collection, analysis, critical evaluation, and reporting of data
- Communicate clearly and accurately an understanding of the discipline using appropriate terminology, conventions, and formats
The study is made up of four units.
Unit 1: How can the diversity of materials be explained?
Unit 2: What makes water such a unique chemical?
Unit 3: How can chemical processes be designed to optimise efficiency?
Unit 4: How are organic compounds categorised, analysed and used?
There are no prerequisites for entry to Units 1, 2 and 3. Students who enter the study at Unit 2 or 3 may need to undertake preparatory work. Students must undertake Unit 3 prior to undertaking Unit 4 and in view of the sequenced nature of the study, it is advisable that students undertake Units 1 to 4.
Demonstrated achievement of the set of outcomes specified for the unit.
Levels of Achievement
Units 1 and 2
School-based assessment consisting of coursework, assessment tasks and an exam
Units 3 and 4
- Unit 3 school-assessed coursework: 16 %
- Unit 4 school-assessed coursework: 24%
- End-of-year examination: 60 %