A Teacher's Guide to the new VCE Chemistry Study Design

A teacher’s guide to the new VCE Chemistry Study Design (2023-2027) Changes to the new VCAA VCE Chemistry Study Design affect all aspects of teaching and learning. New key knowledge, new course structure, new scientific methodologies and a fresh approach to assessment.

Units 1&2 will be implemented from 2023, while Units 3&4 has been confirmed for implementation in 2024.

In this guide, our team of expert publishers share their in-depth knowledge of the new VCE Chemistry Study Design. Allow us to guide you through the content changes and assist you to confidently implement the new Study Design.

Register your interest to receive information about upcoming professional development events and priority access to sample pages of Oxford’s new series, Chemistry for VCE Units 1–4 .

Further information on the 2023 VCE Chemistry Study Design can be found on the VCAA website.

Key considerations for implementing the new Study Design 1. A greater focus on sustainability Students will need to apply the following concepts: » Sustainable development, focusing on nine of the UN’s Sustainable Development Goals » Green chemistry principles, focusing on atom economy, catalysis, design for degradation, design for energy efficiency, designing safer chemicals, prevention of wastes and use of renewable feedstocks » Linear and circular economies as a strategy for achieving sustainable development

2. Changes to assessment weightings and task type Students are required to: » Compare and evaluate chemical concepts, methodologies and methods from at least two practical activities » Analyse and evaluate primary and/or secondary data, including assumptions or data limitations and conclusions » Conduct a comparison and evaluation of biological concepts, methodologies and findings from practical activities » Analyse and evaluate a contemporary bioethical issue » Produce a scientific poster and logbook entry

3. Greater emphasis on practical work Practical work will be a central component of learning and assessment.

Scientific investigations can cover a range of methodologies now specified in the Study Design (page 13), including: » Case studies » Classification and identification » Controlled experiments » Fieldwork » Literature reviews » Modelling » Product, process or system development » Simulations Students should complete at least 10 hours of practical work per unit (out of at least 50 hours of classroom instruction) and additional time to the AOS investigation.

The new VCE Chemistry Study Design also includes: • More guidance and definitions for key terms relating to data and measurement (pages 18–19) • More inclusion of Aboriginal and Torres Strait Islander cultures and knowledges • Refinements to Key Science Skills (e.g. now refers to data generation instead of data collection) (pages 11–12)

What’s In? What’s Out? What’s In?

Unit 1: How can the diversity of materials be explained?

Unit 2: How do chemical reactions shape the natural world?

Unit 3: How can design and innovation help to optimise chemical processes?

Unit 4: How are carbon-based compounds designed for purpose?

• Elements and the periodic table (introducing critical elements) • Covalent substances (including structures and representations) • Reactions of metals (including metal recycling) • Reactions of ionic compounds • Separation and identification of components of mixtures (including chromatography) • Quantifying atoms and compounds (including mole concept) • Families of organic compounds (up to C8 and structural isomers up to c5) • Polymers and society

What’s Out?

• • • • • •

Nanoparticles and nanostructures The Bohr model Extraction of metal ores Metallic nanomaterials Emphasis on crude oil Cyclic compounds C9 and C10 and structural isomers C6 and C7

• Water as a unique element • Acid-base (proton transfer) reactions (introducing antacids & applications in society) • Redox (electron transfer) reactions • Applying solvent properties of water (introducing applications in society) in biological, domestic and • Measuring solubility and concentration industrials contexts (introducing precipitation reactions to • Atomic absorption spectroscopy (AAS) remove impurities from water) • Organic contaminants of water • Analysis for acids and bases • Measuring gases (including general gas equation and gas stoichiometry) • Analysis for salts

• Carbon based fuels (including biofuels, photosynthesis and cellular respiration) • Measuring changes in chemical reactions (including energy from fuels and food) • Primary galvanic cells and fuel cells as sources of energy • Rates of chemical reactions • Extent of chemical reactions (introducing reaction quotient) • Production of chemicals using electrolysis (introducing green hydrogen)

• Structure nomenclature and properties of organic compounds (introducing aldehydes and ketones) • Reactions of organic compounds (introducing transesterification) • Laboratory analysis of organic compounds (introducing iodine test for degree of unsaturation, tests for carbon-carbon double bond & tests for purity) • Instrumental analysis of organic compounds • Medicinal chemistry (including enzymes as protein catalysts)

• Fuel choices • Maxwell-Boltzmann distribution curves (no longer specified)

• •

Metabolism of fuels in the human body Energy content of food

Source: Victorian Curriculum and Assessment Authority VCE Chemistry Study Design

Assessment

Outcome 1 and 2: At least one task selected from a list.

The same task type cannot be used more than once across Outcomes 1 and 2.

Outcome 3: A response to a question involving the production or use of a selected material, including reference to sustainability.

Outcome 1 and 2: At least one task selected from a list.

The same task type cannot be used more than once across Outcomes 1 and 2.

Outcome 3: A report of a student adapted or designed investigation, using a selected format (e.g. poster, oral presentation, report, multimedia).

Outcome 1 and 2 (40 marks each): One task selected from: • Comparison and evaluation of chemical concepts, methodologies and methods, and findings from at least two practical activities • Analysis and evaluation of primary and/or secondary data, including identified assumptions or data limitations, and conclusions • Problem-solving, including calculations, using chemistry concepts and skills applied to real-world contexts • Analysis and evaluation of a chemical innovation, research study, case study, socio-scientific issue, or media communication

Outcome 1 and 2 (40 marks each): One task selected from the same list as Unit 3.

Outcome 3 (40 marks): Communication of the student-designed investigation through poster and logbook entries (max. 600 words).

We’ve got you covered Chemistry for VCE Units 1–4 is a new series purpose-written for the Study Design.

You can trust our expert authors and award-winning publishing team to support you with the tools needed to confidently implement the new Study Design, save time while lesson planning and ensure the best learning outcomes for your students.

Register your interest below to receive information about upcoming professional development events and priority access to sample pages of Oxford’s new series: Chemistry for VCE Units 1–4 .

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