Escolar Documentos
Profissional Documentos
Cultura Documentos
46
Chemistry Stage 6 Syllabus
1. Fossil fuels provide construct word and balanced gather and present information from
both energy and formulae equations of chemical first-hand or secondary sources to
raw materials such reactions as they are encountered write equations to represent all
as ethylene, for the chemical reactions encountered in
identify the industrial source of
production of the HSC course
ethylene from the cracking of some
other substances
of the fractions from the refining of identify data, plan and perform a
petroleum first-hand investigation to compare
the reactivities of appropriate
identify that ethylene, because of alkenes with the corresponding
the high reactivity of its double alkanes in bromine water
bond, is readily transformed into
many useful products analyse information from secondary
sources such as computer
identify that ethylene serves as a simulations, molecular model kits
monomer from which polymers are or multimedia resources to model
made the polymerisation process
47
Chemistry Stage 6 Syllabus
2. Some scientists discuss the need for alternative use available evidence to gather and
research the sources of the compounds presently present data from secondary sources
extraction of obtained from the petrochemical and analyse progress in the recent
materials from industry development and use of a named
biomass to reduce biopolymer. This analysis should
our dependence on explain what is meant by a name the specific enzyme(s) used
fossil fuels condensation polymer or organism used to synthesise the
material and an evaluation of the
describe the reaction involved when use or potential use of the polymer
a condensation polymer is formed produced related to its properties
48
Chemistry Stage 6 Syllabus
3. Other resources, describe the dehydration of ethanol process information from secondary
such as ethanol, to ethylene and identify the need for sources such as molecular model
are readily a catalyst in this process and the kits, digital technologies or
available from catalyst used computer simulations to model:
renewable
– the addition of water to
resources such as describe the addition of water to
ethylene
plants ethylene resulting in the production
of ethanol and identify the need for – the dehydration of ethanol
a catalyst in this process and the process information from secondary
catalyst used sources to summarise the processes
involved in the industrial
describe and account for the many production of ethanol from sugar
uses of ethanol as a solvent for cane
polar and non-polar substances
process information from secondary
outline the use of ethanol as a fuel sources to summarise the use of
and explain why it can be called a ethanol as an alternative car fuel,
renewable resource evaluating the success of current
usage
describe conditions under which solve problems, plan and perform a
fermentation of sugars is promoted first-hand investigation to carry out
the fermentation of glucose and
summarise the chemistry of the monitor mass changes
fermentation process
present information from secondary
define the molar heat of combustion sources by writing a balanced
of a compound and calculate the equation for the fermentation of
value for ethanol from first-hand glucose to ethanol
data identify data sources, choose
resources and perform a first-hand
assess the potential of ethanol as an investigation to determine and
alternative fuel and discuss the
compare heats of combustion of at
advantages and disadvantages of its
use least three liquid alkanols per gram
and per mole
identify the IUPAC nomenclature
for straight-chained alkanols from
C1 to C8
49
Chemistry Stage 6 Syllabus
50
Chemistry Stage 6 Syllabus
5. Nuclear chemistry distinguish between stable and process information from secondary
provides a range of radioactive isotopes and describe sources to describe recent
materials the conditions under which a discoveries of elements
nucleus is unstable
use available evidence to analyse
benefits and problems associated
describe how transuranic elements
with the use of radioactive isotopes
are produced
in identified industries and
medicine
describe how commercial
radioisotopes are produced
51
Chemistry Stage 6 Syllabus
52
Chemistry Stage 6 Syllabus
2. While we usually identify oxides of non-metals which identify data, plan and perform a
think of the air act as acids and describe the first-hand investigation to
around us as conditions under which they act as decarbonate soft drink and gather
neutral, the acids data to measure the mass changes
atmosphere involved and calculate the volume
naturally contains analyse the position of these non- of gas released at 25˚C and 100kPa
acidic oxides of metals in the Periodic Table and
analyse information from secondary
carbon, nitrogen outline the relationship between
sources to summarise the industrial
and sulfur. The position of elements in the Periodic
origins of sulfur dioxide and oxides
concentrations of Table and acidity/basicity of oxides
of nitrogen and evaluate reasons for
these acidic oxides
concern about their release into the
have been define Le Chatelier’s principle
environment
increasing since
the Industrial identify factors which can affect the
Revolution equilibrium in a reversible reaction
53
Chemistry Stage 6 Syllabus
3. Acids occur in define acids as proton donors and solve problems and perform a first-
many foods, drinks describe the ionisation of acids in hand investigation to use pH
and even within water meters/probes and indicators to
our stomachs distinguish between acidic, basic
identify acids including acetic and neutral chemicals
(ethanoic), citric (2- plan and perform a first-hand
hydroxypropane-1,2,3- investigation to measure the pH of
tricarboxylic), hydrochloric and identical concentrations of strong
sulfuric acid and weak acids
describe the use of the pH scale in gather and process information
comparing acids and bases from secondary sources to write
ionic equations to represent the
describe acids and their solutions ionisation of acids
with the appropriate use of the use available evidence to model the
terms strong, weak, concentrated molecular nature of acids and
and dilute simulate the ionisation of strong
and weak acids
identify pH as -log10 [H+] and gather and process information
explain that a change in pH of 1 from secondary sources to explain
means a ten-fold change in [H+] the use of acids as food additives
compare the relative strengths of identify data, gather and process
equal concentrations of citric, acetic information from secondary sources
and hydrochloric acids and explain to identify examples of naturally
in terms of the degree of ionisation occurring acids and bases and their
of their molecules chemical composition
process information from secondary
describe the difference between a sources to calculate pH of strong
strong and a weak acid in terms of acids given appropriate hydrogen
an equilibrium between the intact ion concentrations
molecule and its ions
54
Chemistry Stage 6 Syllabus
4. Because of the outline the historical development gather and process information
prevalence and of ideas about acids including those from secondary sources to trace
importance of of: developments in understanding and
acids, they have – Lavoisier describing acid/base reactions
been used and
– Davy choose equipment and perform a
studied for
– Arrhenius first-hand investigation to identify
hundreds of years.
the pH of a range of salt solutions
Over time, the
outline the Brönsted-Lowry theory
definitions of acid perform a first-hand investigation
of acids and bases
and base have been and solve problems using titrations
refined and including the preparation of
describe the relationship between
standard solutions, and use
an acid and its conjugate base and a
available evidence to quantitatively
base and its conjugate acid
and qualitatively describe the
reaction between selected acids and
identify a range of salts which form
bases
acidic, basic or neutral solutions
and explain their acidic, neutral or perform a first-hand investigation to
basic nature determine the concentration of a
domestic acidic substance using
identify conjugate acid/base pairs computer-based technologies
analyse information from secondary
identify amphiprotic substances and sources to assess the use of
construct equations to describe their neutralisation reactions as a safety
behaviour in acidic and basic measure or to minimise damage in
solutions accidents or chemical spills
identify neutralisation as a proton
transfer reaction which is
exothermic
55
Chemistry Stage 6 Syllabus
5. Esterification is a describe the differences between identify data, plan, select equipment
naturally the alkanol and alkanoic acid and perform a first-hand
occurring process functional groups in carbon investigation to prepare an ester
which can be compounds using reflux
performed in the
process information from secondary
laboratory identify the IUPAC nomenclature
sources to identify and describe the
for describing the esters produced
uses of esters as flavours and
by reactions of straight-chained
perfumes in processed foods and
alkanoic acids from C1 to C8 and
cosmetics
straight-chained primary alkanols
from C1 to C8
56
Chemistry Stage 6 Syllabus
1. Much of the work outline the role of a chemist employed gather, process and present
of chemists in a named industry or enterprise, information from secondary
involves identifying the branch of chemistry sources about the work of
monitoring the undertaken by the chemist and practising scientists identifying:
reactants and explaining a chemical principle that the – the variety of chemical
products of chemist uses occupations
reactions and
– a specific chemical
managing reaction identify the need for collaboration occupation for a more
conditions between chemists as they collect and detailed study
analyse data
57
Chemistry Stage 6 Syllabus
2. Chemical identify and describe the industrial uses gather and process information
processes in of ammonia from secondary sources to
industry require describe the conditions under
monitoring and identify that ammonia can be which Haber developed the
management to synthesised from its component gases, industrial synthesis of ammonia
maximise nitrogen and hydrogen and evaluate its significance at
production that time in world history
describe that synthesis of ammonia
occurs as a reversible reaction that will
reach equilibrium
58
Chemistry Stage 6 Syllabus
59
Chemistry Stage 6 Syllabus
4. Human activity describe the composition and layered present information from
has caused changes structure of the atmosphere secondary sources to write the
in the composition equations to show the reactions
and the structure identify the main pollutants found in involving CFCs and ozone to
of the atmosphere. the lower atmosphere and their sources demonstrate the removal of
Chemists monitor ozone from the atmosphere
these changes so describe ozone as a molecule able to gather, process and present
that further act both as an upper atmosphere UV information from secondary
damage can be radiation shield and a lower atmosphere sources including simulations,
limited pollutant molecular model kits or
pictorial representations to
describe the formation of a coordinate model isomers of haloalkanes
covalent bond
present information from
demonstrate the formation of secondary sources to identify
coordinate covalent bonds using Lewis alternative chemicals used to
electron dot structures replace CFCs and evaluate the
effectiveness of their use as a
compare the properties of the oxygen replacement for CFCs
allotropes O2 and O3 and account for
them on the basis of molecular
structure and bonding
60
Chemistry Stage 6 Syllabus
61
Chemistry Stage 6 Syllabus
1. Industrial discuss the issues associated with identify data, gather and process
chemistry shrinking world resources with information to identify and discuss
processes have regard to one identified natural the issues associated with the
enabled scientists product that is not a fossil fuel, increased need for a natural
to develop identifying the replacement resource that is not a fossil fuel and
replacements for materials used and/or current evaluate the progress currently
natural products research in place to find a being made to solve the problems
replacement for the named material identified
2. Many industrial explain the effect of changing the identify data, plan and perform a
processes involve following factors on identified first-hand investigation to model an
manipulation of equilibrium reactions equilibrium reaction
equilibrium – pressure choose equipment and perform a
reactions
– volume first-hand investigation to gather
– concentration information and qualitatively
analyse an equilibrium reaction
– temperature
process and present information
interpret the equilibrium constant from secondary sources to calculate
expression (no units required) from K from equilibrium conditions
the chemical equation of
equilibrium reactions
62
Chemistry Stage 6 Syllabus
3. Sulfuric acid is one outline three uses of sulfuric acid in gather, process and present
of the most industry information from secondary sources
important to describe the steps and chemistry
industrial describe the processes used to involved in the industrial
chemicals extract sulfur from mineral production of H2SO4 and use
deposits, identifying the properties available evidence to analyse the
of sulfur which allow its extraction process to predict ways in which
and analysing potential the output of sulfuric acid can be
environmental issues that may be maximised
associated with its extraction perform first-hand investigations to
observe the reactions of sulfuric
outline the steps and conditions acid acting as:
necessary for the industrial – an oxidising agent
production of H2SO4 from its raw
materials – a dehydrating agent
use available evidence to relate the
describe the reaction conditions properties of sulfuric acid to safety
necessary for the production of SO2 precautions necessary for its
and SO3 transport and storage
63
Chemistry Stage 6 Syllabus
4. The industrial explain the difference between identify, plan and perform a first-
production of galvanic cells and electrolytic cells hand investigation to identify the
sodium hydroxide in terms of energy requirements products of the electrolysis of an
requires the use of aqueous solution of sodium
electrolysis outline the steps in the industrial chloride
production of sodium hydroxide analyse information from
from sodium chloride solution and secondary sources to predict and
describe the reaction in terms of net explain the different products of the
ionic and full formulae equations electrolysis of aqueous and molten
sodium chloride
distinguish between the three
electrolysis methods used to extract
sodium hydroxide:
– mercury process
– diaphragm process
– membrane process
by describing each process and
analysing the technical and
environmental difficulties involved
in each process
64
Chemistry Stage 6 Syllabus
6. The Solvay process identify the raw materials used in perform a first-hand investigation to
has been in use the Solvay process and name the assess risk factors and then carry
since the 1860s products out a chemical step involved in the
Solvay process, identifying any
describe the uses of sodium difficulties associated with the
carbonate laboratory modelling of the step
process information to solve
identify, given a flow chart, the problems and quantitatively analyse
sequence of steps used in the the relative quantities of reactants
Solvay process and describe the and products in each step of the
chemistry involved in: process
– brine purification
use available evidence to determine
– hydrogen carbonate formation the criteria used to locate a
– formation of sodium carbonate chemical industry using the Solvay
– ammonia recovery process as an example
65
Chemistry Stage 6 Syllabus
1. The chemical identify the origins of the minerals process information from secondary
composition of the in oceans as: sources to outline and analyse the
ocean implies its – leaching by rainwater from impact of the work of Galvani,
potential role as an terrestrial environments Volta, Davy and Faraday in
electrolyte understanding electron transfer
– hydrothermal vents in mid- reactions
ocean ridges
outline the role of electron transfer
in oxidation-reduction reactions
2. Ships have been account for the differences in identify data, select equipment, plan
made of metals or corrosion of active and passivating and perform a first-hand
alloys of metals metals investigation to compare the rate of
corrosion of iron and an identified
identify iron and steel as the main form of steel
metals used in ships
use available evidence to analyse
and explain the conditions under
identify the composition of steel
which rusting occurs
and explain how the percentage
composition of steel can determine gather and process information
its properties from secondary sources to compare
the composition, properties and
describe the conditions under which uses of a range of steels
rusting of iron occurs and explain
the process of rusting
66
Chemistry Stage 6 Syllabus
3. Electrolytic cells describe, using half-equations, what plan and perform a first-hand
involve oxidation- happens at the anode and cathode investigation and gather first-hand
reduction reactions during electrolysis of selected data to identify the factors that
aqueous solutions affect the rate of an electrolysis
reaction
describe factors that affect an
electrolysis reaction
– effect of concentration
– nature of electrolyte
– nature of electrodes
4. Iron and steel identify the ways in which a metal identify data, gather and process
corrode quickly in hull may be protected including: information from first-hand or
a marine – corrosion resistant metals secondary sources to trace historical
environment and developments in the choice of
– development of surface alloys
must be protected materials used in the construction of
– new paints ocean-going vessels with a focus on
the metals used
predict the metal which corrodes
when two metals form an identify data, choose equipment,
electrochemical cell using a list of plan and perform a first-hand
standard potentials investigation to compare the
corrosion rate, in a suitable
outline the process of cathodic electrolyte, of a variety of metals,
protection, describing examples of including named modern alloys to
its use in both marine and wet identify those best suited for use in
terrestrial environments marine vessels
plan and perform a first-hand
describe the process of cathodic investigation to compare the
protection in selected examples in effectiveness of different
terms of the oxidation/reduction protections used to coat a metal
chemistry involved such as iron and prevent corrosion
gather and process information to
identify applications of cathodic
protection, and use available
evidence to identify the reasons for
their use and the chemistry involved
67
Chemistry Stage 6 Syllabus
5. When a ship sinks, outline the effect of: perform a first-hand investigation to
the rate of decay – temperature compare and describe the rate of
and corrosion may corrosion of materials in different :
– pressure
be dependent on – oxygen concentrations
the final depth of on the solubility of gases and salts
– temperatures
the wreck
identify that gases are normally – salt concentrations
dissolved in the oceans and
use available evidence to predict the
compare their concentrations in the
rate of corrosion of a metal wreck at
oceans to their concentrations in the
great depths in the oceans and give
atmosphere
reasons for the prediction made
compare and explain the solubility
of selected gases at increasing
depths in the oceans
6. Predictions of slow explain that ship wrecks at great perform a first-hand investigation to
corrosion at great depths are corroded by compare and describe the rate of
depths were electrochemical reactions and by corrosion of metals in different
apparently anaerobic bacteria acidic and neutral solutions
incorrect
describe the action of sulfate
reducing bacteria around deep
wrecks
68
Chemistry Stage 6 Syllabus
7. Salvage, explain that artefacts from long perform investigations and gather
conservation and submerged wrecks will be saturated information from secondary
restoration of objects with dissolved chlorides and sources to compare conservation
from wrecks sulfates and restoration techniques applied
requires careful in two Australian maritime
planning and describe the processes that occur archaeological projects
understanding of the when a saturated solution
behaviour of evaporates and relate this to the
chemicals potential damage to drying artefacts
69
Chemistry Stage 6 Syllabus
1. ATP is the energy identify that adenosine solve problems and process
currency of every triphosphate is used as an energy information from a diagram or
living cell source for nearly all cellular model of the structure of the
metabolic processes adenosine triphosphate molecule to
discuss the nature and organisation
explain that the biologically of the phosphate groups
important part of the molecule process information from
contains three phosphate groups secondary sources to locate the site
of each step of respiration in the
identify the role of enzymes as cell
catalysts in the conversion of ATP
to ADP with energy made
available for metabolism, given a
flow chart of the biochemical
pathways
70
Chemistry Stage 6 Syllabus
2. Carbohydrates are identify that carbohydrates are choose resources and perform first-
an important part composed of carbon, hydrogen and hand investigations to compare the
of an athlete’s diet oxygen according to the formula: structures of glycogen and glucose
from diagrams or models
Cx (H2O)y
3. Fats are also identify that fatty acids include solve problems, identify resources
important fuels for alkanoic acids with the general and perform first-hand
cells formula: investigations to compare the
structures of fatty acids and
CH3(CH2)nCOOH
glycerol from diagrams or models
identify that part of the fatty acid use available evidence and process
molecule which should mix with information from secondary
water and explain this phenomenon sources to analyse the structure of
the glycerol molecule and predict
identify the most common fatty its viscosity and solubility in water,
acids in our diet and in our body giving reasons for their predictions
stores as the C14-C20 series from
diagrams or models
71
Chemistry Stage 6 Syllabus
4. Proteins are used as describe the composition and process information from
both structural general formula for amino acids secondary sources to draw the
molecules and as generalised structural formula for
enzymes to catalyse identify the major functional an amino acid
metabolic reactions groups in an amino acid
identify data, plan, choose
equipment and perform first-hand
outline the nature of a peptide bond investigations to observe the effect
and, using a specific example, of changes in pH and temperature
describe the chemistry involved in on the reaction of a named enzyme
the formation of a peptide bond and use the available evidence to
relate this to possible changes in
explain, using a named example, the primary, secondary and/or
the relationship between the tertiary structure of the enzyme
chemical features of a protein and involved
its shape using appropriate
diagrams or models process and analyse information
from secondary sources to discuss
account for the shape of a protein the use of models in the
molecule in terms of development of understanding of
enzyme function
– electrostatic forces
– hydrogen bonding forces
– hydrophobic forces
– disulfide bonds
account for the process of protein
denaturation
72
Chemistry Stage 6 Syllabus
6. Fats are oxidised to identify the importance of the process information from a
release energy in oxidation of long-chain fatty acids simplified flow chart of
cells in tissues biochemical pathways to identify
and describe the oxidation of a
explain that the decomposition of typical fatty acid to acetyl CoA
fatty acids occurs by oxidative
removal of 2-carbon fragments
73
Chemistry Stage 6 Syllabus
74
Chemistry Stage 6 Syllabus
9. ATP used in muscle identify NADH and FADH2 as process information from a
contraction is compounds essential for respiration simplified flow chart of biochemical
continually pathways to analyse the steps in
regenerated describe the NADH/FADH2 oxidative phosphorylation
oxidation as part of an oxidation–
reduction process leading to ATP
production
10. Sprinting involves outline the problems associated with solve problems and process
muscles contracting the supply and use of fuels during information from a simplified flow
powerfully and sprinting and relate this to the chart of biochemical pathways to
rapidly and utilises sprinting muscles’ reliance on non- summarise the steps in anaerobic
type 2 muscle cells oxygen/non-mitochondrial based ATP glycolysis and analyse the total
production energy output from this process
use available evidence and process
explain the possible relationship
information from a simplified flow
between the production of 2–
chart of biochemical pathways to
hydroxypropanoic (lactic) acid during
trace the path of lactic acid
anaerobic respiration and the
formation and compare this with the
impairment of muscle contractions by
process of fermentation
changes in cellular pH
process information to discuss the
use of multiple naming systems in
chemistry using lactic acid
(2–hydroxypropanoic acid or
2–hydroxypropionic acid) as an
example
75
Chemistry Stage 6 Syllabus
76
Chemistry Stage 6 Syllabus
1. From earliest times, identify the sources of the pigments solve problems and perform a first-
people have used used in early history as readily hand investigation or process
colour to decorate available minerals information from secondary sources
themselves and their to identify minerals that have been
surroundings explain why pigments used needed to used as pigments and describe their
be insoluble in most substances chemical composition with
particular reference to pigments
outline the early uses of pigments for: available and used in traditional art
– cave drawings by Aboriginal people
– self-decoration including process information from secondary
cosmetics sources to identify the chemical
– preparation of the dead for burial composition of identified cosmetics
used in an ancient culture such as
outline the processes used and the early Egyptian or Roman and use
chemistry involved to prepare and available evidence to assess the
attach pigments to surfaces in a named potential health risk associated with
example of medieval or earlier their use
artwork identify data, gather and process
information from secondary sources
explain that colour can be obtained to identify and analyse the chemical
through pigments spread on a surface composition of an identified range
layer (eg paints) or mixed with the of pigments
bulk of material (eg glass colours)
77
Chemistry Stage 6 Syllabus
2. By the twentieth identify Na+, K+, Ca2+, Ba2+, Sr2+, perform first-hand investigations to
century, chemists and Cu2+ by their flame colour observe the flame colour of Na+,
were using a range K+, Ca2+, Ba2+, Sr2+, and Cu2+
of technologies to explain the flame colour in terms of gather and process information from
study the spectra, electrons releasing energy as they secondary sources to analyse the
leading to increased move to a lower energy level emission spectra of sodium and
understanding
present information by drawing
about the origins of explain why excited atoms only emit energy level diagrams to represent
colours of different certain frequencies of radiation these spectral lines
elements
distinguish between the terms spectral gather, process and present
line, emission spectrum, absorption information about a current
spectrum and reflectance spectrum analytical technology to:
– describe the methodology
describe the development of the Bohr involved
model of the atom from the hydrogen – assess the importance of the
spectra and relate energy levels to technology in assisting
electron shells identification of elements in
samples and in compounds, and
explain what is meant by n, the – provide examples of the
principal quantum number technology’s use
identify that, as electrons return to solve problems and use available
lower energy levels, they emit quanta evidence to discuss the merits and
of energy which humans may detect limitations of the Bohr model of the
as a specific colour atom
78
Chemistry Stage 6 Syllabus
3. The distribution of define the Pauli exclusion principle to process information from
electrons within identify the position of electrons secondary sources to analyse
elements can be around an atom information about the
related to their relationship between ionisation
position in the identify that each orbital can contain energies and the orbitals of
Periodic Table only two electrons electrons
process information from
define the term sub-shell
secondary sources to use Hund’s
rule to predict the electron
outline the order of filling of sub- configuration of an element
shells according to its position in the
Periodic Table
identify that electrons in their ground-
state electron configurations occupy
the lowest energy shells, sub-shells
and orbitals available to them and
explain why they are able to jump to
higher energy levels when excited
79
Chemistry Stage 6 Syllabus
4. The chemical identify the block occupied by the process and present information
properties of the transition metals in the Periodic Table from secondary sources by
transition metals writing electron configurations of
can be explained define the term transition element the first transition series in terms
by their more of sub-shells
complicated explain why transition metals may
perform a first-hand investigation
electronic have more than one oxidation state
to observe the colour changes of a
configurations
named transition element as it
account for colour changes in
changes in oxidation state
transition metal ions in terms of
changing oxidation states solve problems and process
information from secondary
explain, using the complex ions of a sources to write half-equations
transition metal as an example, why and account for the changes in
species containing transition metals in oxidation state
a high oxidation state will be strong
choose equipment, perform a
oxidising agents
first-hand investigation to
demonstrate and gather first-hand
information about the oxidising
strength of KMnO4
5. The formation of explain what is meant by a hydrated use available evidence and
complex ions by ion in solution process information from
transition metal secondary sources to draw or
ions increases the describe hydrated ions as examples of model Lewis structures and
variety of coloured a coordination complex or a complex analyse this information to
compounds that ion and identify examples indicate the bonding in selected
can be produced complex ions involving the first
describe molecules or ions attached to transition series
a metal ion in a complex ion as process information from
ligands secondary sources to give an
example of the range of colours
explain that ligands have at least one
that can be obtained from one
atom with a lone pair of electrons
metal such as Cr in different ion
identify examples of chelated ligands complexes
80
Chemistry Stage 6 Syllabus
1. The job of the outline precautions that may be solve problems and use available
forensic chemist is necessary to ensure accuracy and evidence to discuss the importance
to identify prevent contamination of samples of accuracy in forensic chemistry
materials and for analysis
solve problems and use available
trace their origins
evidence to discuss ethical issues
distinguish between organic and that may need to be addressed
inorganic compounds during an analytical investigation
explain that there are different identify data, plan and perform
classes of carbon compounds first-hand investigations to
including: determine a sequence of tests to
– hydrocarbons distinguish between organic and
inorganic compounds
– alkanols
– alkanoic acids gather and process information
from secondary sources to present
which can be identified by information summarising a series of
distinguishing tests distinguishing tests to separate:
explain that the inorganic chemical – the groups of hydrocarbons
properties of soils and other – acids, bases and neutral salts
materials may be useful evidence in the school laboratory and in the
forensic chemist’s laboratory
discuss, using a recent example,
how progress in analytical
chemistry and changes in
technology can alter the outcome of
a forensic investigation
81
Chemistry Stage 6 Syllabus
2. Analysis of organic identify that carbohydrates are choose equipment, plan and
material can composed of carbon, hydrogen and perform a first-hand investigation to
distinguish plant oxygen according to the formula : carry out a series of distinguishing
and animal tests for the carbohydrates:
Cx (H2O)y
material – reducing and non-reducing
identify glucose as a monomer and sugars
describe the condensation reactions – starch
which produce:
use available evidence and perform
– sucrose as an example of a first-hand investigations using
dissacharide molecular model kits, computer
– polysaccharides including simulations or other multimedia
glycogen, starch and cellulose resources to compare the structures
of organic compounds including:
describe the chemical difference
– monosaccharides
between reducing and non-reducing
sugars – starch
82
Chemistry Stage 6 Syllabus
83
Chemistry Stage 6 Syllabus
5. Much forensic explain what is meant by the analyse and present information
evidence consists destructive testing of material and from secondary sources to discuss
of very small explain why this may be a problem the ways in which analytical
samples and in forensic investigations techniques may provide evidence
sensitive analytical about samples
techniques are identify, outline and assess the
required value of the following techniques in
the analysis of small samples:
– gas-liquid chromatography
– high performance liquid
chromatography
outline how a mass spectrometer
operates and clarify its use for
forensic chemists
6. All elements have describe the conditions under which identify data, choose equipment,
identifiable atoms will emit light plan, and perform a first-hand
emission spectra investigation using flame tests
and this can be identify that the emission of quanta and/or spectroscope analysis as
used to identify of energy as electrons move to appropriate to identify and gather
trace elements lower energy levels may be first-hand information to describe
detected by humans as a specific the emission spectrum of a range of
colour elements including Na and Hg
process and present information
explain why excited atoms in the from secondary sources to analyse
gas phase emit or absorb only and identify individual elements
certain wavelengths of light present in a mixed emission
spectrum and use available
account for the fact that each evidence to explain how such
element produces its signature line information can assist analysis of
emission spectrum the origins of a mixture
84