| The way the HSC is structured is in terms of syllabus | | | | • Described that synthesis of ammonia occurs as a |
| dot-points that are easy to read and understand. This | | | | reversible reaction that will reach equilibrium. |
| helps HSC students because as their HSC trials and | | | | • Identify the reaction of hydrogen with nitrogen as |
| final HSC exams approach, the syllabus itself can be a | | | | exothermic. |
| useful study tool. | | | | • Explain why the rate of reaction is increased by |
| Structure of the HSC syllabus | | | | higher temperature. |
| For HSC sciences like Chemistry and Physics, the | | | | The first 5 dot-points of this second section found in |
| syllabus is a very useful study tool that students should | | | | Chemical Monitoring and Management all deal with |
| use in preparing for their exams. Exams for these | | | | describing ammonia, its basic structure and the |
| subjects MUST only contain questions that test | | | | chemical reactions that are associated with it. When |
| knowledge within the bounds of the syllabus - that's | | | | studying, students need to check that they understand |
| how our NSW HSC works. | | | | each dot-point individually, as well as the bigger picture |
| Each 'dot-point' is a requirement for HSC students to | | | | these dot-points highlight, in terms of fully understanding |
| understand a certain point, concept or issue. Together, | | | | the general properties of ammonia. |
| these dot-points form the content of the entire subject. | | | | Experiment dot-points |
| However the beauty of the syllabus is the way it is | | | | The syllabus also requires students to conduct |
| broken down into separate points, allowing students to | | | | "first-hand investigations", or "gather secondary |
| study them individually, making sure each dot-point is | | | | information" to find out more about a particular topic. |
| understood. | | | | Where these dot-points relate to experiments / |
| Cover ALL the dot-points | | | | practicals conducted in your school lab during class, |
| Because HSC exams (and school internal exams) | | | | HSC exams can and often do ask questions |
| must only test knowledge contained within the syllabus, | | | | concerning the major aspects of these experiments / |
| studying all the dot-points is a pretty safe and | | | | practicals. |
| comprehensive study strategy if done correctly. | | | | Therefore it is highly important to pay attention to what |
| It is a good idea for all students to make their own | | | | is going on during one of these experiments / |
| syllabus dot-point summary notes nearing the end of | | | | practicals. |
| the year in preparation for their exams. This reinforces | | | | Of particular relevance to HSC exams, students |
| their knowledge of the dot-points, and highlights areas | | | | should always note the following three things: |
| of weakness in their knowledge. Sometimes, only | | | | 1. What was the basic procedure followed, including |
| when you need to write about a certain concept do | | | | equipment used?. |
| you realise you don't quite fully understand the concept. | | | | 2. What were possible sources of error (if relevant). |
| Understand the connections between dot-points | | | | 3. What were the risks to safety, and what |
| It is important to note that syllabus dot-points should not | | | | precautionary measures were taken? (e.g. the need |
| be looked at in isolation. Most dot-points are in some | | | | for safety goggles, gloves, tongs etc). |
| way connected to other dot-points. For example, they | | | | For experiments / practicals that are a syllabus |
| may be dealing with aspects of a larger concept, topic | | | | requirement, HSC exam questions often ask students |
| or issue, or they may describe a larger concept or | | | | to discuss one or more of the points listed above. For |
| issue together, therefore they should not be looked at | | | | example, a common one may be 'Outline the |
| in isolation. | | | | procedure you followed to demonstrate the production |
| A good example is shown here: | | | | of an ester" or "Account for the use of a fractional |
| Chemical processes in industry require monitoring and | | | | distillation column in your procedure to produce an |
| management to maximise production | | | | ester." |
| Students learn to: | | | | Therefore in your study of the syllabus, it is important |
| • Identify and describe the industrial uses of | | | | to not neglect the "first hand investigation" dot-points, |
| ammonia. | | | | as they may very likely come up as a question in your |
| • Identify that ammonia can be synthesised from its | | | | exams! |
| component gases, nitrogen and hydrogen. | | | | |