[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-315317-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-315317-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","dot-point-vce-chemistry-units-1-and-2","Dot Point VCE Chemistry Units 1 and 2","","VCE Chemistry Units 1 and 2 provides structured questions and model answers aligned to the Victorian Certificate of Education Chemistry Study Design. It covers Unit 1 on explaining the diversity of materials through elements and the properties of matter, including non-metals, and Unit 2 on water’s unique chemical nature, including how substances interact with water and how water is measured and analysed. 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No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Science Press. ABN 98 000 073 861  \nContents  \nWords to Watch iv  \nIntroduction v  \nDot Points  \nUnit 1 How Can the Diversity of Materials Be Explained? vi  \nUnit 2 What Makes Water Such a Unique Chemical? vii  \nQuestions  \nUnit 1 How Can the Diversity of Materials Be Explained? 1  \nUnit 2 What Makes Water Such a Unique Chemical? 119  \nAnswers  \nUnit 1 How Can the Diversity of Materials Be Explained? 234  \nUnit 2 What Makes Water Such a Unique Chemical? 281  \nAppendix  \nAnswers 233  \nData Sheet 318  \nPeriodic Table 319  \nIndex 320  \nScience Press  \nDot Point VCE Chemistry Units 1 and 2 iii Contents  \nWords to Watch  \naccount, account for State reasons for, report on, give an account of, narrate a series of events or transactions.  \nanalyse Interpret data to reach conclusions.  \nannotate Add brief notes to a diagram or graph. apply Put to use in a particular situation.  \nassess Make a judgement about the value of something.  \ncalculate Find a numerical answer.  \nclarify Make clear or plain.  \nclassify Arrange into classes, groups or categories. comment Give a judgement based on a given statement or result of a calculation.  \ncompare Estimate, measure or note how things are similar or different.  \nconstruct Represent or develop in graphical form. contrast Show how things are different or opposite. create Originate or bring into existence.  \ndeduce Reach a conclusion from given information. define Give the precise meaning of a word, phrase or physical quantity.  \ndemonstrate Show by example.  \nderive Manipulate a mathematical relationship(s) to give a new equation or relationship.  \ndescribe Give a detailed account.  \ndesign Produce a plan, simulation or model.  \ndetermine Find the only possible answer.  \ndiscuss Talk or write about a topic, taking into account different issues or ideas.  \ndistinguish Give differences between two or more different items.  \ndraw Represent by means of pencil lines.  \nestimate Find an approximate value for an unknown quantity.  \nevaluate Assess the implications and limitations.  \nexamine Inquire into.  \nexplain Make something clear or easy to understand. extract Choose relevant and/or appropriate details. extrapolate Infer from what is known.  \nhypothesise Suggest an explanation for a group offacts or phenomena.  \nidentify Recognise and name.  \ninterpret Draw meaning from.  \ninvestigate Plan, inquire into and draw conclusions about.  \njustify Support an argument or conclusion. label Add labels to a diagram.  \nlist Give a sequence of names or other brief answers. measure Find a value for a quantity.  \noutline Give a brief account or summary.  \nplan Use strategies to develop a series of steps or processes.  \npredict Give an expected result.  \npropose Put forward a plan or suggestion for consideration or action.  \nrecall Present remembered ideas, facts or experiences.  \nrelate Tell or report about happenings, events or circumstances.  \nrepresent Use words, images or symbols to convey meaning.  \nselect Choose in preference to another or others. sequence Arrange in order.  \nshow Give the steps in a calculation or derivation. sketch Make a quick, rough drawing of something. solve Work out the answer to a problem.  \nstate Give a specific name, value or other brief answer. suggest Put forward an idea for consideration. summarise Give a brief statement of the main points. synthesise Combine various elements to make a whole.  \n","cbCaifgHWncx40vp","https://ap.wps.com/l/cbCaifgHWncx40vp","pdf",3008472,22,"English","# Words to Watch\n# Introduction\n## What the book includes\n## Format of the book\n## How to use the book\n# Unit 1 How Can the Diversity of Materials Be Explained?\n## Area of Study 1 How Can Knowledge of Elements Explain the Properties of Matter?\n## Area of Study 2 How Can the Versatility of Non-Metals Be Explained?\n# Unit 2 What Makes Water Such a Unique Chemical?\n## Area of Study 1 How Do Substances Interact With Water?\n## Area of Study 2 How Are Substances in Water Measured and Analysed?\n# Questions\n# Answers\n# Appendix\n## Data Sheet\n## Periodic Table\n## Index","[{\"question\":\"What topics are covered in Unit 1?\",\"answer\":\"Unit 1 focuses on explaining the diversity of materials using knowledge of elements to explain the properties of matter, and on the versatility of non-metals.\"},{\"question\":\"What topics are covered in Unit 2?\",\"answer\":\"Unit 2 focuses on what makes water a unique chemical, including how substances interact with water and how substances in water are measured and analysed.\"},{\"question\":\"How is the book organized for studying each dot point?\",\"answer\":\"Each syllabus dot point is presented with a structured set of questions and corresponding answers, with the number of lines used for answers indicating likely exam mark allocation.\"}]","Dot Point VCE Chemistry Units 1 and 2 | PDF",1789904452,55]