2016 Copyright NSW Teaching and Educational Standards Board of Studies for and on behalf of the Crown in right of the State of New South Wales. NSW Standards for and on behalf of the Crown in right of the State of New South Wales. No part of the Material may be reproduced in Australia or elsewhere by any process, electronic or otherwise, in any material form, or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies. , Teaching and Educational Standards NSW, except as permitted by the Copyright Act 1968.
A summary of the BOSTES syllabus development process is available at http://www.boardofstudies.nsw.edu.au/syllabuses/syllabus-development. The purpose of the survey is to obtain detailed comments from individuals and systems/organizations on the syllabus. Stage 6 curricula reflect the principles of the BOSTES K-10 Curriculum Framework and Statement of Equity Principles, and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).
Gifted students have special learning needs that may require adjustments to the pace, level, and content of the curriculum. EAL/D students simultaneously learn a new language and the knowledge, understanding and skills of the Level 6 Chemistry curriculum through this new language.
RATIONALE
THE PLACE OF THE CHEMISTRY STAGE 6
DRAFT SYLLABUS IN THE K–12 CURRICULUM
In NSW curricula, the purpose provides a concise statement of the overall purpose of the curriculum. A curriculum's purpose, objectives, outcomes, and content are clearly linked and sequentially amplify the details of the curriculum's intent.
OBJECTIVES
VALUES AND ATTITUDES
SKILLS
KNOWLEDGE AND UNDERSTANDING
OUTCOMES
It is recognized that other skill outcomes will also be addressed in each module. CH11-8 explores the properties and trends in the physical, structural and chemical aspects of matter. CH11-10 explores many different types of chemical reactions, in particular the reactivity of metals and the factors that affect the rate of chemical reactions.
WORKING SCIENTIFICALLY
The development, proposal and evaluation of research questions and hypotheses challenge students to identify an area that can be scientifically investigated, involving primary and/or secondary-source data. Variables must be identified as independent, dependent, and controlled to ensure that a procedure is developed that enables the reliable collection of data. Students must select appropriate equipment, use safe work practices and ensure risk assessments are carried out and followed.
In representing data and information, students use the most appropriate and meaningful methods and media to organize and analyze data and information sources, including digital technologies and the use of a variety of visual representations. From these representations students identify trends, patterns and relationships in data and information and recognize errors, uncertainty and limitations. They make predictions and help synthesize data and information to develop evidence-based conclusions and arguments.
Students identify trends, patterns and relationships; recognize errors, uncertainty and limitations in data; and interpret scientific and media texts. Students evaluate the relevance, accuracy, validity and reliability of the primary or secondary sources of data in relation to investigations.
INVESTIGATIONS
COURSE STRUCTURE AND REQUIREMENTS
Chemical
DEPTH STUDY: YEARS 11 AND 12
POSSIBLE DEPTH STUDIES
ASSESSMENT
The draft school-based assessment guidelines provide specific advice on the number of formal assessment tasks, course components and weightings, and the nature of the types of tasks. One assignment must include an assessment of in-depth study and associated knowledge, understanding and skill outcomes with a weighting of 20-40%. The Assessment Certification Examination website will be updated to align with the curriculum implementation timeline.
CONTENT
LEARNING ACROSS THE CURRICULUM
Students will have the opportunity to learn how Aboriginal and Torres Strait Islander peoples have developed and refined their knowledge about the world through observation, prediction, testing (trial and error) and responding to environmental factors within specific contexts. Students will explore examples of Aboriginal and Torres Strait Islanders' understanding of the environment and the ways in which traditional knowledge and Western scientific knowledge can be complementary. Students appreciate how interactions within and between these environments and the effects of human activity affect the region, including Australia, and matter to the rest of the world.
Students are provided opportunities to investigate the relationships between systems and system components, and to consider the sustainability of food resources and the natural and human environment. Critical and creative thinking are integral to activities where students learn to generate and evaluate knowledge, clarify concepts and ideas, look for opportunities, consider alternatives and solve problems. Students are provided opportunities to develop critical and creative thinking skills by asking and posing questions, making predictions, engaging in investigations of primary and secondary sources, and analyzing and evaluating evidence to make evidence-based decisions.
Students are provided with opportunities for students to form and make ethical judgments regarding scientific investigations, design, codes of practice and the use of scientific information and applications. Students are provided with opportunities to develop ICT capability as they develop ideas, concepts and solutions, research scientific concepts and applications, investigate scientific phenomena and communicate their scientific and technological understanding. In particular, they learn to acquire information, collect, analyze and present data, model and interpret concepts and relationships, and communicate scientific and technological ideas, processes and information.
Students have the opportunity to appreciate how diverse cultural aspects have influenced the development, breadth and diversity of scientific knowledge and applications. Students have opportunities to develop mathematical skills through hands-on measurement and the collection, presentation and interpretation of data from first-hand investigations and secondary sources. Students develop personal and social skills as they learn to understand and manage themselves, their relationships and their lives more effectively.
Students are given opportunities to expand their understanding of aspects of civil society and citizenship in relation to the application of scientific ideas and technological advances, including ecological sustainability and the development of environmental and sustainable practices at local, regional and national levels. Students are given the opportunity for students to understand and appreciate the difference and diversity they experience in their everyday lives. Students will be empowered to prioritize safe practices and understand the potential risks and hazards present when conducting investigations.
ORGANISATION OF CONTENT
CHEMISTRY YEAR 11 COURSE CONTENT
WORKING SCIENTIFICALLY SKILLS
QUESTIONING
DESIGNING INVESTIGATIONS
CONDUCTING INVESTIGATIONS
REPRESENTING
ANALYSING
SOLVING PROBLEMS
COMMUNICATION
FUNDAMENTALS OF CHEMISTRY
PROPERTIES AND STRUCTURE OF MATTER OUTCOMES
CONTENT FOCUS
- INTRODUCTION TO QUANTITATIVE CHEMISTRY OUTCOMES
- CHEMICAL INTERACTIONS AND DRIVING FORCES
- REACTIVE CHEMISTRY OUTCOMES
- DRIVERS OF REACTIONS OUTCOMES
- Fundamentals of Chemistry
- Chemical Interactions and Driving Forces
Students will further develop their understanding of the universal language of Chemistry and are introduced to the idea that Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility. All chemical reactions involve the creation of new substances and associated energy transformations, which are usually observable as changes in the temperature of the environment and/or the emission of light. In this module, students focus on designing and carrying out investigations to obtain and present data on chemical reactions in the most appropriate way.
They investigate the relationship between enthalpy and entropy to calculate the Gibbs free energy and the role each plays in the spontaneity of reactions. Students will conduct investigations to measure the heat energy changes that occur in chemical reactions and describe reactions using terms such as endothermic and exothermic. They will explain reactions in terms of the Law of Conservation of Energy and use Hess's Law to calculate enthalpy changes involved in breaking and making bonds.
In this module, students focus on developing questions and hypotheses, analyzing trends, patterns and relationships in data to solve problems and convey ideas about the driving forces in chemical reactions. Inquiry Question: How much energy is required to break bonds and how much is released. Question of Inquiry: Increases all reactions disorder and chaos in the arrangement of atoms.
Research an industry in the local community (eg a mine) and find out how chemical relationships and calculations are an integral part of it. Explore information from secondary sources to evaluate scientists who have contributed to our understanding of the concept of moles.
CHEMISTRY YEAR 12 COURSE CONTENT
- EQUILIBRIUM AND ACIDS
- EQUILIBRIUM REACTIONS OUTCOMES
- ACID/BASE REACTIONS OUTCOMES
- APPLICATIONS OF CHEMISTRY
- ORGANIC CHEMISTRY OUTCOMES
- APPLYING CHEMICAL IDEAS OUTCOMES
- Applications of Chemistry
Research question: How can the equilibrium position be represented and what does the equilibrium constant represent? Acids and bases, and their reactions, are widely used in everyday life and in the human body. The chemistry of acids and bases contributes to industrial contexts and the environment and it is essential that acidity is continuously monitored in these situations.
By exploring the qualitative and quantitative properties of acids and bases, students learn to appreciate the importance of pH and indicators. In this module, students explore many classes of organic compounds and their characteristic chemical reactions. Inquiry question: What products are formed in the reactions of alkanols and/or alkanoic acids.
Inquiry Question: What materials do we currently use and what can we use in the future.
GLOSSARY
Information compiled from primary sources by a person or persons not directly involved in the original investigation or event.
