What do I need to know? 

Refer to the course description and knowledge outcomes that need to be met, as listed below. This information is provided by the VCAA in the Course guidelines.

What are the assessment tasks for this Area of Study?

In Unit 3, the outcomes are to “evaluate the suitability of techniques and instruments used in chemical analysis” and to “identify and explain the role of functional groups in organic reactions and construct reaction pathways using organic molecules”.

School-assessed coursework will consist of three tasks across the unit: an extended experimental investigation worth 50% of the marks available,a written report on one practical activity from the other Area of study (25%) and another task such as the analysis of data using structured questions (25%). The extended experimental investigation will involve
• between three and five hours of practical work, conducted in pairs or small groups;
• preparation of a risk assessment and management sheet;
• each individual presenting his/her own report on the task in a format to be decided by your teacher.

If you are unsure as to how to approach the writing of a chemistry practical report, you may wish to look at the general example, "Typical structure of a chemistry practical report" which can be found on this page below the "Course description and outcomes" section.

Practice tests / Revision sheets

At this link you will find practice tests in Consumer Chemistry and Modern Instrumental Analysis.

Course description and outcomes

Outcome 1: Key knowledge

  On completion of this Unit students should be able to evaluate the suitability of techniques and instruments used in chemical analysis

  To achieve this outcome the student will draw on key knowledge outlined in area of study 1 and the key skills listed:

·        volumetric analysis: simple and back titrations, acid-base and redox titrations;

·        quantitative procedures involving gravimetric and volumetric analysis; the determination of empirical formulas; the preparation of standard solutions; direct titration and simple back titration

·       gravimetric analysis

·       precipitation and redox reactions, including the writing and interpretation of chemical equations, half equations for redox reactions in acidic media; oxidation numbers

·        the role of stoichiometry in quantitative analysis; calculations of amounts of solids, liquids and gases; concentrations (molarity and mass/volume); calculations involving excess reactants; STP, SLC

·        qualitative and quantitative procedures using chromatographic techniques and interpretation of qualitative and quantitative data from thin layer chromatography (TLC), including paper chromatography and the general principles of gas chromatography and high-performance liquid chromatography; R_f value and retention time

·        principles and applications of spectroscopic techniques of qualitative and quantitative data from various spectroscopic techniques, including flame tests, atomic absorption spectroscopy (AAS), infrared spectroscopy (IR), mass spectrometry, nuclear magnetic resonance spectroscopy (NMR) and ultra-violet and visible light ( UV-visible) spectroscopy

·        the relationship between the properties of a material and the choice of an appropriate analytical procedure

Outcome 1: Key skills

  To achieve this outcome the student should demonstrate the ability to:

·        identify and apply appropriate practical techniques to the qualitative and quantitative analysis of common chemicals

·        record accurate observations

·        select volumetric equipment of precision appropriate to a particular procedure

·        recognise the uncertainty in the stated precision of volumetric equipment

·        identify possible sources of error in an analytical procedure

·        record and present data systematically and precisely

·        interpret experimental data recorded in a range of analytical procedures

·        apply logical processes to solve quantitative chemical problems

·        establish and observe safe laboratory work practices

·        present clear, concise reports of laboratory work

Typical structure of a chemistry practical report

  Date conducted                   Title of report                          Your name                                                                                                               Partners name/s

  Aim: A clear, concise and yet comprehensive statement of the purpose and methodology of the exercise.

  Apparatus: As per Practical sheet [write down Experiment number, page and text from which it was taken]

  Method: As per Practical sheet [write down Experiment number, page and text from which it was taken]. You may occasionally be asked to describe this in more detail; a flow chart is often useful in this regard.

  Results: A well-structured and logical presentation of the results obtained in the experiment. Any data recorded should generally be tabulated (put into a Table), calculations performed accurately and logically, with the correct Units and significant figures included; all relevant equations and a clearly marked overall result, if appropriate.

  Discussion: This is perhaps the most important section of your practical report. In an analytical exercise you should compare your experimental result to the theoretical value that your teacher has provided. An error discussion should be included where appropriate, in which you will detail possible sources of error in the analysis. For example, in a volumetric analysis: accurate determination of the endpoint, possible impurities in reactants, possible side reactions that may have occurred and systematic errors in the equipment employed are all possible sources of error. An explanation/discussion of possible design flaws in the experimental technique may be included at this point. In an analytical exercise, is the sample that you have used of consistent composition with the rest of the material? Be careful that you do not confuse a simple mistake in the conduction of your experiment (ie. “Half way through our experiment my partner knocked over the reaction vessel and spilt its contents over the bench!”) with actual experimental error.

  Conclusion: A short response to your Aim. Were you able to obtain results within the experimental range of error to the theoretical result? Your teacher may direct you to write an overall “Conclusions” section that incorporates the “Discussion of results”. Naturally, you need to follow the instructions of your own teacher in the final structure of your report.