HSC Chemistry Band 6 Guide Art of Smart Education

YR12
HSC
CHEMISTRY
How to Get a Band 6 Guide
HSC Chemistry NSW

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Written by Caitlin Law & Matt Saunders
Editor: Reina Caballero
Title: How to Get a Band 6 in HSC Chemistry
First Edition 2022
Publisher: Art of Smart Education (www.artofsmart.com.au)
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HSC
CHEMISTRY
Chapter 1: Essential Skills
Table of Contents
About Art of Smart Education 1
Table of Contents 2
Chapter 1: Essential Skills
How to Write a Band 6 Research Report for HSC Chemistry 3

Your Guide to Writing A Band 6 HSC Chemistry Extended Response 10
How to Write HSC Chemistry Study Notes in 5 Simple Steps 20
Chapter 2: Breakdown of the Modules
Module 5: Equilibrium and Acid Reactions 26

Module 6: Acid/Base Reactions 31
Module 7: Organic Chemistry 38
Module 8: Applying Chemical Ideas 45
Chapter 3: Module Practice Questions
HSC Chemistry Module 5: Equilibrium and Acid Reactions Practice Questions 52

HSC Chemistry Module 6: Acid-Base Reactions Practice Questions 56
HSC Chemistry Module 7: Organic Chemistry Practice Questions 59
HSC Chemistry Module 8: Applying Chemical Ideas Practice Questions 64
© Art of Smart Education, 2022 www.artofsmart.com.au 2

How to Write a Band 6 Research
Report for HSC Chemistry
With the syllabus promoting application of theory over rote-learning, you might be
assigned to write an investigation or research report for HSC Chemistry.
Though it might sound like heaps of work, it is a useful head start for your future studies
and careers in STEM!
Learning how to plan experiments and structure your report are key skills in the field of
STEM, as experimental reports are required very often for systematic reviews, future
improvements and many other important uses.
In this article, we’ll be equipping you with a step-by-step guide on how to write a
Research Report designed for HSC Chemistry – let’s go!
What is a Research Report?

Simply put, a report is a written article that summarises your research and/or
experiments.
In the STEM community, reports are useful in communicating new concepts,

methodology or even suggestions for improving future experiments.
For Chemistry, most reports are used to convey an interpretation of the experimental
observations with reference to existing theories. While quantitative data (measurements
and calculations) can be important, qualitative results (physical descriptions) are also
useful in figuring out what is going on behind the scenes.
A research report is perhaps the most succinct method that encapsulates all aspects of
your research.
Here are some points to consider from NESA’s Chemistry Stage 6 Assessment and
Reporting outline:

As NESA states, your class may be allocated to write a research report as your depth
study.
Ultimately, your research report needs to include your hypothesis, methods, results and
discussion. Let’s flesh this out a little more!
How to Write a HSC Chemistry Research

Report
Luckily, most scientific disciplines share similar structures and formatting with slight
differences at times.
To help you, we’ve composed a simplified guide on writing a HSC Chemistry research
report in just 7 steps!
Step 1: Title
The title of your report should incorporate your main variables and subject matter.
This means explicitly including your dependent variable, independent variable and the
reagent(s) you will be testing.
Example:
The time it takes for 1cm of rust to form on the element iron versus the alloy bronze
as a measure of oxidation rate.
Note: Ensure that any scientific notations or symbols used are presented correctly as
markers can be nit-picky about this.

Step 2: Abstract
The abstract is a summary of your experiment, specifically your purpose, your results
and how your results were gathered.
Abstracts should be:
● A paragraph long (< 200 words)

● Include title, background, aim, methods, results and conclusion.
● Clear and succinct.
You can find examples of Chemistry abstracts here!
Step 3: Introduction
There are so many things to include in your introduction.
What is/are your research focus/es? What are the background concepts that underpin
your research question? What is/are your hypothesis/es?
Here is a checklist of what your introduction should include:
● Your research question

● Relevant knowledge and background information about the subject of research
question
● Your hypothesis based on current literature
● Your experimental approach
● The beneficial contribution of your research to scientific advancement
Note: Your introduction must NOT be more than 4 paragraphs long.
Example of hypothesis:
Drawing from the knowledge that alloys generally have a lower oxidation rate than
elemental metals due to alloy’s more diverse properties, it was hypothesized that a
bronze alloy will require a longer time to oxidize into rust as opposed to the element
iron.

Step 4: Methods
Reaction Equation Section
For experiments that require quantitative analysis, it is usually accompanied by relevant
equations.
These equations do not have to be solely mathematical, as they can include chemical
formulas too. It can also include the structures and names of products and reactants, as
well as the conditions of the experiment (temperature, solvent, atmospheric pressure,
etc).
Experimental Section
Here in the methods section, you will need to detail the methods you have used to test
your hypothesis.
Your protocol should be clear, well-structured and in chronological order.
It is very important that your experiment still remains DETAILED such that scientists can
replicate your procedure in future experiments!
If your procedure is complex, consider drawing up a flowchart or illustration to visualise

your methods.
Note: Consider the conditions of your experiment (temperature, humidity, etc).
Example:
Bronze alloy and iron metal samples were cut into 5cm x 5cm squares with a
thickness of 2mm. Eight samples were prepared. A pair of bronze alloy and iron metal
squares were placed in each of the three humidity controlled boxes with varying
humidities (25%, 50%, 75%) at room temperature (25°C) to regulate their exposure to
water.

Step 5: Results
Here is where you describe your results. You may consider the use of tables and graphs
to convey your results but it does depend on whether your investigation produces
quantitative or qualitative outcomes.
DO NOT interpret your results in this section! The interpretation of results belongs in the
discussion section.
Example:
The mean rate of rust production on the bronze sample was 0.3mm per day while the
mean rate of rust production on the iron sample was 5mm per day in the 50%
humidity environment (Table 1). The mean rate of the rust production of iron sample in
a 50% humidity environment was 2mm more than the mean rate of rust production of
iron in the 25% humidity environment.
Step 6: Discussion
In this section, draw out any significant results and try to account for them.
To really present an in-depth discussion, check if it answers the following

questions:
1. What are the significant results?

2. What do the results mean? What do they represent?
3. Do the results accept or reject the hypothesis?
4. Do the results agree or disagree with existing scientific literature?
5. What are the limitations and improvements on accuracy, reliability and validity
that can be made?
6. How can this research contribute to future experiments and scientific knowledge?
7. Is there a concluding paragraph summarising all of the above?
Note: Be sure to describe your significant results in as much detail as possible. For
example, when describing trends, describe whether it increases at an increasing rate or
decreasing rate. If confused, here is a diagram to show how your graph might look like
and how to describe the trends at a higher detail:

Image sourced from Study.com
Example:
The results show that both brass and iron samples rusted faster at an exponential rate
in an environment of higher humidification. This could be due to a higher amount of
water being available in a highly humid environment, allowing more of the metal
molecules to oxidise in the presence of more water. This finding supports our original
hypothesis that a higher humidified environment will accelerate oxidation reaction,
further substantiating Evan’s (2013) investigation of the mechanism of rusting under
varying environmental conditions…
Step 7: References
Here, ensure that all citations of literature you have mentioned or used are listed. Your
school might have a different referencing style from other schools, so don’t forget to ask
your teacher or check your marking criteria!

Example:
Image sourced from Library Guides
NOTE: This reference list uses the Harvard referencing style.
And that wraps up our 7 step guide to writing an HSC Chemistry research report – good
luck!

Your Guide to Writing A Band 6
HSC Chemistry Extended Response
Oftentimes, the secret to getting yourself from a Band 5 to a Band 6 HSC Chemistry
extended response isn’t at all in what you’re saying but how you’re saying it.
Never is this more obvious than in a Chemistry 6 or 7 mark question.
It is important to learn how to absolutely smash out a good Chemistry extended

response because this is what separates the “good” people from the “great” people.
The best part is – it’s actually pretty easy!
Step 1: Read the question

It sounds obvious, but you need to pick out the verbs and other directive terms that are
going to define what direction you take.
We’ve created a glossary of verbs taken from NESA that you might find in your exam
questions below!
Note: Because the NESA definition is not specific to one subject, a column is added
to give you an idea of an appropriate approach to the question in the light of
Chemistry.
Verb NESA Definition Chemistry Approach
Account for State reasons for Consider the molecular mechanisms that
underpin the reactions or observations.
Analyse Identify features and the Usually for graphs or data, describe
relationship between them notable observations and any relationships
between them.
Assess Make judgement of value, Usually for long response questions, you
quality, outcomes, results or will be required to make a judgement
size based on pros and cons without a certain
criteria to adhere to.

Compare Show how things are similar For Chemistry, these responses are often
or different done best in table form.
Eg. Column 1 can note similarities while
column 2 can describe differences.
Critically Add a degree or level of For Chemistry, these responses have to

(analyse/evaluat accuracy depth, knowledge consider the molecular theories that
e) and understanding, logic, underpins these reactions. Alternatively for
questioning, reflection and scenario questions, these responses can
quality to (analyse/evaluate) also consider the societal, environmental
and economical implications from the
following reactions.
Describe Provide characteristics and This is the easiest type of question - just
features note down what you see and know!
Discuss Identify issues and provide Unlike “evaluate/assess” questions, you

reasons for and against DO NOT need to provide a judgement but
you still need to list out the issues and
provide arguments for and against your
topic.
Evaluate Make judgement based on While you will need to provide a judgement
criteria; determine the value like “assess” questions, “evaluate”
of questions focus more on whether
objectives are being reached based on set
standards.
Explain Relate cause and effect; Identify the molecular mechanisms that
make relationship between underpin your observations and draw out
things evident; provide why the relationship between theory and
and how observations.
Justify Support an argument or In Chemistry, the best way to support your

conclusion argument is to consider the chemical
structure/ properties that underpin the
conclusion. To strengthen your response,
you can also consider the alternate
scenario and explain how it could turn out
worse than the original scenario.
Ultimately, you need to address these directive terms to push your response into the
Band 6 criteria. We’ll work through a question here as we go from a past HSC
Chemistry paper.

Let’s have a look at this 2014 HSC Question 32(e) (7 marks)
Explain how the differences in the structure and composition of soaps and detergents
determine their uses and their impacts on the environment.
First – the verb.
According to the NESA, ‘Explain’ means “relate cause and effect; make the
relationships between things evident; provide why and/or how”. Thus, it’s perfectly
acceptable to use “cause” and “effect” subheadings to help make your answer
clearer.
And now for other directive terms: “Differences in structure and composition of soaps
and detergents” – so most of the differences come from the composition, but the
question is telling you to address structure as well.
“Determine their uses and impact on the environment” – there are TWO things here: the
‘uses’, and the ‘impact’. That means you have to address both with equal weight.
In your response, note down the chemical structure and composition of that class of
surfactant. This is the cause.
And then, how does the chemical structure and composition of the surfactant contribute
to its uses and impact on the environment? This is the effect!
Step 2: Plan your answer

Never just vomit information, you have to attack the syllabus points. Take a look at the
sample answers below to see what the difference is.
We’ll also plan out our answer to 32(e). There are four classes of surfactant, and for
each we need to address uses and environmental concerns with reference to
molecular-level chemistry.
So, a good, easy answer structure that will tick all of the boxes might be:
● Surfactant one: (e.g. Cationic surfactants)

● Uses/environmental impact: pick one to go with here – we’ll write out a use for
now
● Cause: The cationic amine group has a positively charged head.

● Effect: Cationic surfactants are great hair conditioners as the positively charged
head of the surfactant will be attracted to the negatively charged wet hair,
causing the non-polar ends to stick out of the hair, making the hair more shiny
and manageable.
And you’ve just built yourself an easy response that aims square for 7/7!
Step 3: Consider the use of diagrams,

tables or flow charts
Remember that you have to keep your answer to space provided as best you can!
The more you run over the allotted space, the more risk you run of being penalised.
Representing information visually can display your understanding far more thoroughly
than the same amount of writing. Hop on over to draw.io right now and try your hand at
constructing a good flow chart.
In our example, it’s a great idea to include structural diagrams of the different classes of
surfactant. This proves that you know the structure yourself.
Here’s a good example of what your diagrams might look like – labelled with their
identity, and also labelling the non-polar hydrophobic tail, and the hydrophilic head.

I do recommend using skeleton structures though, and don’t think you have to
memorise the names!
Step 4: Picture the marking criteria

This can get a bit dangerous, because it’s very possible you can guess wrong. But that’s
what practice questions were for!
You’ll be far more familiar with patterns in marking criteria than what you might realise.
What might be in our tester question?
Looking at it again, it’s pretty obvious there’ll be marks for understanding the
structure and composition of different soaps and detergents.
In the same vein, there’ll be marks for understanding their uses, and environmental
impacts (and remember – an impact isn’t always negative!).
Since it’s an explain question, they’re be marks for spelling out the cause-effect
relationship between the two.
And there’s always marks for being clear and concise.
They’re our guesses, but what are the real criteria? Let’s take a look!

What do you know? Four for four! Having the idea of how to approach the question will
go a long way towards getting into those top two brackets.
So now you know how – time to try it out!
I’ll leave the surfactant question for now – it’s from an option, so you may not need that
material covered. And plus, this way you can try writing an answer for it on your own!
Sample Response
So let’s use these steps to run through an example!
7 marks:
With reference to the underlying chemistry and with relevant equations, assess the
impacts on society of TWO uses of ethanol. (2014 HSC Chemistry exam)

Let’s be careful here and go through our simple 4-step process:
1. Key terms – underlying chemistry, assess (make a judgement of), impacts on

society, TWO, uses of ethanol.
2. Draw out the syllabus points – ethanol’s uses, the chemistry of ethanol, social
impact. Select two uses – e.g. solvent and fuel. Establish what part of chemistry
makes it useful in that field. Assess the impact on society.
3. A diagram of ethanol’s polar and nonpolar ends would be useful for conveying
its use as a solvent but also could consume a lot of space – be discerning! Same
be said for a flow chart of ethanol as a carbon-neutral fuel. In this instance, I
would recommend no – not enough space.
4. What’s likely to appear on the marking criteria?
● Connecting ethanol’s chemistry to its uses

● Assessing the extent of its impact on society
● Correct and accurate equations
● Fluency and chemical literacy

For reference, here’s the actual criteria!
Bam. Our guesses were pretty much straight on. So let’s try this again.

Now that is a nice Chemistry extended response.
It’s a shame that it didn’t lend itself to diagrams, and also a shame that the formatting of
the chemical states in the equations isn’t consistent, nor are they technically complete.
Reaction conditions should be written above the arrows (this is why I like handwriting
these things).
But other than that, it covers everything.
It demonstrates a very deep understanding of the connection between the fundamental

chemistry and its uses, awareness of the social dimension of the question and uses
clear, concise language.

I don’t mind admitting this Chemistry extended response answer is hundreds of times
better than the one I submitted when this question appeared in my actual exams – we
all learn from our mistakes! This is an easy 6, and a strong candidate for a 7!
I don’t like saying it’s a surefire 7 because that last mark has less to do with the quality
of your answer and more to do with the quality of a typical answer.
The Chemistry exams are marked in such a way that there’s a roughly
bell-curved-shaped distribution of marks, so the difference between 6 and 7 isn’t about
being good – it’s about being better than everyone else.
For comparison, here’s a Chemistry extended response I might have written

without considering any of the above points.
Okay, so what’s wrong with this Chemistry extended response? Or, rather, what’s not
wrong with it?
It almost completely ignores the social impact of both uses and uses an incredibly
poor example of ethanol as a solvent. Of all the impacts that’s had on society, perfume
would have to be the least meaningful.
On top of that, it skims over the relevant chemistry and has no equations, despite
the carbon-neutral statement absolutely screaming for three. Three whole equations!
This answer would be lucky to score a 3/7 – with the equations! Without them, it’s
almost destined for a 1/7. But, likewise, that bell-curve marking could pull it up to a 2/7 if
there are some other really poor responses.
But why was the first Chemistry extended response so much better?
Because of practice, attention to detail and hard work.

How to Write HSC Chemistry Study
Notes in 5 Simple Steps
Writing HSC Chemistry study notes might seem pretty simple, but once you sink your
fangs into it it’s always a surprise to see how much there actually is to it!
On top of the differences between handwritten and typed notes, highlighters and
coloured pens and loose-leaf paper versus bound books, every subject seems to want
theirs written differently.
So to help you out with at least that last one, we’ve put together this handy guide to
make effective HSC Chemistry Study Notes.
Step 1: Target the syllabus

Don’t know where to start?
The syllabus is a great place to get an idea of the learning outcomes that NESA wants
you to master.
It’s good to check that you understand which content falls under which syllabus point by:
1. Organising your notes under subheadings derived from the syllabus

2. Or labelling relevant syllabus dot points next to pieces of information in your note
set.
Since some of the content in the new syllabus can be a bit confusing, don’t be afraid to
ask your teacher or tutor for clarity and advice.

Let’s take this section of the syllabus for an example:
You could organise your notes like this:
Point 5.1: Static and Dynamic Equilibrium – what happens when chemical
reactions do not go through completion?
● Static equilibrium occurs when the system is at rest and the chemical reaction
has stopped.
● Examples of static equilibrium can include burning magnesium and steel wool
● Dynamic equilibrium occurs during a reversible reaction whereby the rate of
forward reaction is the same as the rate of the reverse reaction.
● Examples of dynamic equilibrium can include reaction between cobalt (II)
chloride hydrated and dehydrated and iron (III) nitrate and potassium
thiocyanate
Or like this:
● Static equilibrium occurs when the system is at rest and the chemical reaction
has stopped (5.1.2).
● Examples of static equilibrium can include burning magnesium and steel wool
(5.1.1, 5.1.2, 5.1.3)
● Dynamic equilibrium occurs during a reversible reaction whereby the rate of
forward reaction is the same as the rate of the reverse reaction (5.1.2)

The most important thing is that you can see how the content relates to the
syllabus! (Don’t feel pressured to write your notes in full sentences when you’re
navigating the syllabus – you can stick to what you are comfortable with).
Step 2: Write them out!

Once you’ve decided which note taking style works best for you and understand what
the syllabus wants you to learn, it’s time to write your HSC Chemistry study notes.
As Chemistry involves a lot of processes and concepts that relate to one another, try out
diagrams, tables or mind maps to draw connections and develop that holistic thinking
NESA is looking for. Sometimes, exams might even require you to use these formats so
let your creativity run loose!
For example, you may draw a conceptual mindmap like this:
If you want to make digital notes, you can use these websites:
● Draw.io – for flowcharts or mind maps with proper scientific formatting

● Bubbl.us – for quick and easy visual guides with less stress

That said, Chemistry notes are always easier to make by hand writing because of its
complex chemical equations and diagrams. Hand writing notes also helps with
remembering them so it’s like killing two birds with one stone yay!
Depending on how you are coping with the content, it’s good to write out your notes
once a day or once a week by the topic area you have covered in class. For the more
difficult concepts, try revisiting over the term to ensure you build a strong understanding!
Step 3: Research anything you don’t

understand independently
A number of 98+ students in the sciences point out using multiple sources improves
your understanding.
For anyone planning a career in science, that’s also a good habit to get into – if you only
have 5 sources on your university research paper, the marker will laugh you out of good
marks before they’ve even read your intro.
Research can be pretty threatening, but for HSC level you don’t need to fret hugely.
Some helpful research sources include:
● Using your textbook to verify the accuracy of a source you found on Google (or
Google Books!) should be adequate.
● Using HSC Together for FREE video resources that explain each syllabus dot
point and Chemistry concepts in detail.
● Using Khan Academy for FREE video resources that explain Chemistry concepts
in a visual way in detail.
● Wikipedia (to your teacher’s horror) is generally pretty on point with high school
Chemistry.
○ If you still feel iffy about Wikipedia, you can look through WIkipedia’s
references to find a good source that explores relevant concepts
● Google Scholar can also be used to find primary scientific literature – though
some of the papers might be a bit more complex that what is required of you
● Wolfram Alpha is also another database which is basically the Google for math
and science

If all the research still left you in the dark, it’s always good to ask your teacher or tutor
for advice! With the new syllabus, everyone is in the same position as you so don’t feel
afraid that you are the only one needing some navigation.
Step 4: Look for connections between

syllabus dot points
I know this was stated at the start but it really is an important step to developing a
well-rounded understanding of chemistry!
A lot of 6/7 markers in the Chemistry exam can involve information from more than one
syllabus point – and this can even extend across multiple modules.
For example, a question can encompass both solution equilibria concepts from Module
5: Equilibrium and Acid Reactions and testing precipitations from Module 8: Applying
Chemical Ideas
Try to find any two syllabus points that express high synergy- as there is a good chance
that the new HSC exam will question you on both of them at the same time.
To work on our Analysis of Inorganic Substances example, we might need

information from:
● 5.4.4: Ksp is an indicator of the solubility of a compound. High Ksp indicates high
solubility while low Ksp indicates low solubility.
● 5.4.5: A compound with a lower Q value than its Ksp will not form a precipitate
while a compound with a higher Q value than its Ksp will form a precipitate.
● 8.1.2: Precipitation tests is one qualitative way of analysing the presence of a
toxic ion in a sample. The Q value when compared to the Ksp of a compound
can determine whether it can be detected through a precipitation test. If a
compound has lower Q value than Ksp, it cannot be detected through
precipitation test and therefore may go undetected.
Now this might seem like a far-fetched question, but the new syllabus likes to test us on
our understanding of chemistry concepts so the question might look something like this:
“Explain how Ksp and Q value of a compound may determine the effectiveness of a
precipitation test when analyzing inorganic compounds that may be bad for the
environment.”

This question might weigh 4 or 5 marks, but notice how it covers the concepts of all
three of the syllabus dot points. It isn’t really a route-learning question either as it calls
on our conceptual understanding of chemistry.
Step 5: Jump into practice questions

Now you’ve prepped all your HSC Chemistry study notes and they’re top notch, it’s time
to test how much you really know!
You can use example questions from textbooks if you want to save HSC papers to
practice for the exam.
There are plenty of great practice question books you can get, like the Dot Point
series, that have questions listed by and centred on each dot point from the syllabus.
To truly test yourself, try filling out the answers in pencil and erasing them in your
second attempt to solidify your understanding piece by piece.
If you still want more practice questions, you can also try making your own questions
out of the syllabus dot points! Be sure to mark your responses to step into the shoes of
your markers and see what they really expect from you!

HSC
CHEMISTRY
Chapter 2: Breakdown of the Modules
Guide to HSC Chemistry Module 5:
Equilibrium and Acid Reactions
What’s remained static and what’s changed dynamically? That’s the question on
everyone’s mind when it comes to the new HSC Chemistry Module: Equilibrium and
Acid reactions.
As Equilibrium now plays as a big star in the new Year 12 module, we are not the only
ones going back and forth.
That’s right- the current HSC Chemistry Module 5 now centralises itself on Equilibrium,
a chemical reaction where the rate of forward reaction (reactants to product) is equal to
the rate of reverse reaction (products to reactants).
In this article, we will be exploring newly introduced content, a breakdown of the new
Module 5: Equilibrium and Acid Reactions by its inquiry questions and some tips on how
to get a Band 6 for this subject!
So, let’s dig in!
Overview of Module 5: Equilibrium and

Acid reactions
Inquiry Question #1: What happens when
chemical reactions do not go through
completion?
There are some chemical reactions that can procrastinate as much as we do.
In Year 11, we familiarise ourselves with the famous hard worker Static Equilibrium that
goes through completion, exhausting all its reactants to make its products.
Year 12 brings forth Dynamic Equilibrium whose work ethics goes backwards and
forwards, causing leftover reactants and products as the equilibrium reaction does not
go through completion.

Inquiry Question #2: What factors affect
equilibrium and how?
Like how the pressure, heat and volume of schoolwork affect us students, these factors
can also affect how an equilibrium reaction would act.
While students may work harder or less depending on circumstances, an equilibrium

reaction will also react to changes in pressure, heat and concentration/volume.
It reacts by either turning backwards or accelerating forwards to cancel out the stressful
change in its system.
Inquiry Question #3: How can the position of

equilibrium be described and what does the
equilibrium constant represent?
“To the left, to the left”. Extending from Queen Bey’s iconic line, equilibriums can be
positioned either to the right (forward reaction) or to the left (reverse reaction).
But how do we know which direction it goes?
Coming to our rescue is our soon to be best friend, the equilibrium constant, Keq.
Keq determines the position of the equilibrium by calculating the ratio of

concentration of products over the concentration of reactants.

Sourced from Slide Player: Equilibrium SCH4U organic photochromic molecules
respond to the UV light by Oswin Banks
Simply saying, the bigger the Keq, the more likely the reaction will proceed forwards.
Similarly, the smaller the Keq, the more likely the reaction will move backwards.
Inquiry Question #4: How does solubility relate to

chemical equilibrium?
Now we’ve met Keq, let’s get to know its brother Ksp. But who is Ksp?
Ksp is the equilibrium constant for the solubility of a substance. In other words,
the level at which a solute dissolves into its solvent.
But how is solubility related to equilibrium?
Just like its sibling Keq, a bigger Ksp constant will indicate a higher likelihood of a
forward equilibrium reaction and therefore, a higher capacity to dissolve.
A smaller Ksp will indicate a lower likelihood of a forward equilibrium reaction and lower
likelihood to dissolve.

Unlike Keq however, calculating Ksp would require only the multiplication of the
concentration of products, as seen in the formula below:
Sourced from Slide Player: CM4106 Review of Lesson 4 by Yong Yao Tan
How Do I Get a Band 6 for this Module?

Tip #1: Map out equilibrium
Just like the module, your mind map will encompass all things to do with our central
focus, Equilibrium.
Grab the largest piece of paper from your nearest Officeworks or newsagency, and start
mapping out all things you know about Equilibrium!
Design your mind map so that each branch explores its respective inquiry
questions.
This way you can learn how one part of the module relates to another, forming a big
picture so it can be used as an umbrella summary for future revision.
Feel free to use sticky notes as well to add solutions for harder questions (calculations,
trickier concept questions, etc) to the mind map so you can easily look back at what you
need to master.

Tip #2: Identify holes in your understanding
It’s always best to do as many papers as possible to get a feel of the exam question
styles and the level of thinking and understanding required to ace band 6 questions.
Not enough time to complete papers? No worries.
The workbook, Checkpoint Chemistry is an amazing resource that delivers all the tricky
questions in past HSC papers.
It includes both multiple choice and long response, along with marking guidelines so
you can familiarise yourself with what your marker is expecting from a Band 6 student.
But identifying what you don’t understand is not enough! You need to master the topics
you are struggling with and the best way to do that is to practice, practice and practice!
So what are you waiting for? Get grinding!
Tip #3: Apply theory in your pracs

As you are writing your practical report, ensure you explaining what you see.
This means applying the concepts you’ve learnt in class to what you observe in your
pracs.
If you have any trouble remembering what has happened in class, it is good to revise
your practical experiments at home online.
While revising each practical, ask yourself these questions:
1. What are the molecular interactions that have caused the equilibrium position to
shift?
2. How have outside factors affected the molecular interactions within the reaction?
By asking yourself this question every time you see a change in the reaction, you’re
essentially mastering your understanding of chemistry on a molecular level!
And that wraps up our guide to HSC Chemistry Module 5: Equilibrium and Acid
Reactions!

Acid/Base Reactions
Struggling with the content from HSC Chemistry Module 6: Acid/Base Reactions? Don’t
sweat it!
In Year 12 Chemistry, acids and bases extend beyond flavour and litmus papers as we
start looking at acids and bases at a much more molecular scale.
While there are many definitions of acids and bases (which you will learn later on in this
module), acids are commonly known as proton donors while bases are proton
acceptors.
These acids and bases are very important to our body, industry and environment, as
much of life depends on pH, a measure of the concentration of protons produced by
acids or consumed by bases.
In this article, we’ll be breaking down each of the inquiry questions in HSC Chemistry
Module 6: Acid/Base reactions plus give you our top 3 tips on how to get a Band 6 in
this module!
So, what are you waiting for? Let’s get to it!
Overview of Module 6: Acid/Base

Reactions
Inquiry Question 1: What is an acid and what is a
base?
The first step to mastering anything is to learn the basics first! (No pun intended).
Here, we review what we know about acids and bases from junior high school. Acids
are sour and bases are bitter. Easy right?
Remember, Year 12 extends junior high knowledge. While we merely scraped off
balancing equations in junior high, it is now important to remember the products of each
of the following reactions:

1. Acid + Base → Salt + Water
2. Acid + Carbonate → Salt + Carbon dioxide + water
3. Acid + Metal → Salt + Hydrogen
Neutralisation, the addition of acid and base together is particularly important, and you
would need to revise Module 4: Drivers of Reaction to understand the thermodynamics
of neutralisation.
Hint: Neutralisation is exothermic. Can you explain why?
Additionally, there are two different definitions for both acids and bases; the Arrhernius
theory and the Bronsted-Lowry theory.
Arrhernius theory Bronsed-Lowry theory
- Acids ionize in water to form protons (H+) - Acids are proton donors
- Bases ionize in water to form hydroxide ions (OH-) - Bases are proton acceptors
It is important to know the definitions and their limitations accurately, as many of the
trickier Band 6 questions would target this area of your understanding!
Inquiry Question 2: What is the role of water in

solutions of acids and bases?
Acids and bases are good friends with water.
This is because water allows concentrations to be made. These concentrations will

become pivotal in determining pH and pOH, a measure of acidity and basicity,
respectively.
pH = -log10[H+]
pOH = – log10 [OH-]
Where [ ] is concentration in mol/L
pH + pOH = 14
Where pH =1 is most acidic and pH = 14 is most basic.
It is important to know what a low pH or high pH means. To avoid confusion, here is a

summary of what a high pH means and what a low pH means and etc.

pH pOH
High Low concentration of H+ Low concentration of OH-

Low acidity Low basicity
High pH Low pH
Low High concentration of H+ High concentration of OH-

High acidity High basicity
Low pH High pH
Yet, pH or pOH can be complicated depending on the strength of acids and bases
Note: Strength of acid/base is defined as its degree of dissociation.
A strong acid/base completely dissociates in water while a weak acid/base does not
completely dissociate in water.
In the case of a weak acid/base, this decreases the concentration of H+ that increases
the pH and decreases the concentration of pOH that decreases the pH.
Try not to get confused between strength and concentration of an acid/base. A

concentrated or diluted acid/base has nothing to do with its strength.
Sourced from Quora

Inquiry Question 3: How are solutions of acids
and bases analysed?
Now we know how to measure the concentration of strong acids/bases, how do we do
the same for weak acids/bases?
Here is where titration comes in!
Titration is a technique that uses a solution of known concentration to measure the

concentration of an unknown solution. This technique can be used for:
● Strong acids and strong base pairs

● Strong acids and weak base pairs
● Weak acids and strong base pairs
These pairs have their own unique titration curves and indicators used! Be sure to
remember them! To help, here is a summary:
Sourced from ChemGuide

Note: Titrations of weak acids and weak bases are not required of Year 12 level so
don’t sweat it!
Titration pairs Best Indicators Indicator end point pH range
Strong acid and strong base Phenolphthalein 8.3-10
Strong acid and weak base Methyl Orange 3.1-4.4
Weak acid and strong base Phenolphthalein 8.3-10
Most importantly, the syllabus has introduced a formula to quantitatively measure the
difference between strong and weak acids, the dissociation constant, Ka.
Note: Most weak acid/base reactions are in equilibrium because they do not dissociate
completely. Meanwhile, strong acid/base reactions are not in equilibrium because their
reaction goes to completion.
Ka is the measure of the dissociation extent of the acid. It is expressed as:
Ka looks very similar to Keq, and in fact, Ka ACTS like Keq too. It indicates whether the
equilibrium reaction goes forward or backward.
The bigger the Ka, the more the acid dissociates, the stronger the acid.
Alternatively, the smaller the Ka, the less the acid dissociates, the weaker the acid.

How to get a Band 6 in HSC Chemistry
Module 6: Acid/Base Reactions
Tip #1: Map out acids and bases
Whew! Despite having only three inquiry questions, Module 6 does carry some heavy
concepts!
To organise everything you know, compile them into a mind map that centralises on
acids and bases!
Design your mind map such that each branch addresses each inquiry question.
This way you can visually grasp how one concept relates to another, forming an
umbrella summary that can be used for revision for future assessments!
For this module, be sure to include all necessary formulas as calculations play a pivotal
role in acids and bases.
Tip #2: Master calculations

For examiners, Module 6: Acid/Base Reaction is a treasure box of calculation questions.
There are calculations within titration, pH, pOH, pKa and diluted or concentrated
solutions.
To prepare yourself for the trickiest of calculations, the best way is to practise,
practise, practise.
This way, you not only form a routine to approaching same styled questions, but also
expose yourself to the more unique questions that require a bit of thinking outside the
box!
Lucky for you, these calculations have not changed much from the old syllabus’ “Acidic
Environment”. Therefore, past HSC papers are an amazing resource!

Tip #3: Apply theory to practicals and real life
situations
Acid and base reactions occur all around us!
That is why the new syllabus requires you to apply acid/base theories to industrial,
environmental and even biological reactions.
Be sure to also apply the theory you have learnt in class to the practicals you’ve done,
especially for titration!
For practise, ask yourself these two questions when revising the practical applications
of acids and bases:
1. What are the properties of acids or bases that contribute to its uses?
2. How do the properties of acids and bases contribute to its uses?
By asking yourself these questions, you’re basically mastering your understanding of

chemistry and how they are related to real life!
And that wraps up our guide to HSC Chemistry Module 6: Acid/Base Reactions! Good
luck!

Organic Chemistry
With the new HSC Chemistry Module 7 and its focus on Organic Chemistry, we often
see and investigate compounds containing Carbon and Hydrogen atoms, the trademark
atoms of organic compounds.
Organic compounds exist all around us and in us too, as we are constantly making,
breaking and using organic compounds to do basic things like eating, sleeping and
scrolling through Instagram.
In this article, we will be exploring newly introduced topics, a breakdown of Module 7:

Organic Chemistry by its inquiry questions with some tips on how to get a Band 6 for
this subject!
So let’s get started!
Breakdown of Module 7: Organic

Chemistry
Inquiry question #1 : How do we systematically
name organic chemical compounds?
“Say my name… say my name.” Most organic compounds are fans of Destiny Child’s hit
song, as they require you to name them according to the IUPAC rules.
While naming a structural formula that looks like a tree might be scary, the rule of
organic compound nomenclature can be pretty simple.
The first step is to remember the names of compounds with 1 carbon atom, 2 carbon
atoms, etc. This is summarized in the table below:

Second step is to recall the structural differences between organic substrate types such
as alkanes, alkenes, alkynes, alcohols etc. Apply this to your naming scheme.
Third step is to label groups (bromo, fluoro, methyl) by the nth Carbon atom they are
attached to. Remember prefixes! If you have two of the same group, it is called eg.
di-fluoro. If you have three of the same groups, it is called eg. tri-fluoro and etc.
Fourth and final step is to ensure the groups are sequenced in alphabetical order in the
name.
Inquiry question #2: How can hydrocarbons be

classified based on their structure and reactivity?
Organic chemistry compounds such as alkanes, alkenes and alkynes are very similar to
real life friendships and relationships in terms of reactivity and bond strength.
While friendships persevere due to a strong single bond, organic molecules also interact
less with others when they have a strong bond between the atoms within their structure.
Meanwhile, like friendships with two or more people, organic compound with two or
three bonds tend to be highly reactive and react with other molecules.
Alkanes (single bond), alkenes (double bond) and alkynes (triple bond) are respectively
increasing in reactivity.
This is because alkanes, with a strong single bond is stable without the presence of a
reactive double or triple bond. Alkenes on the other hand, have an unstable double

bond that is itching to react with another compound. The same can be said about the
triple bond of alkynes, who cannot wait to find another friend to react with.
Note: Alkanes with single bonds are known to be SATURATED with hydrogens.
Meanwhile, Alkenes with a double bond(s) and Alkynes with triple bond(s) are known
to be UNSATURATED.
Inquiry question #3: What are the products of

reactions of hydrocarbons and how do they
react?
So what else do organic molecules interact with?
Following from the friendship dynamics of organic molecules, alkanes with a strong
single bond remain loyal and are not likely to react with other molecules.
This is partly because alkanes are already SATURATED with Hydrogen atoms!
As alkanes are loyal organic molecules, the only way for it to react with another
molecule is to substitute one of its Hydrogen atoms with another chemical substance via
substitution reaction.
This chemical substance could be either hydrogen, halogens, hydrogen halides or

water.
Alkenes and alkynes can also interact with these chemical substances too. Unlike
alkanes however, alkene and alkynes can easily interact with these substances
because of their reactive double/triple bonds and UNSATURATED status.
To make alkenes and alkynes saturated, these organic compounds react with other
substances via an additional reaction.
Inquiry question #4: How can alcohols be

produced and what are their properties?
OH, OH, OH it’s alcohol!
Alcohol is similar to alkanes, but instead of a normal boring hydrocarbon, it has an

hydroxyl (OH) group.

This hydroxyl (OH) group induces intermolecular forces such as hydrogen bonds,
dipole-dipole forces and dispersion forces.
This OH group is handy in performing oxidation reactions, dehydration and even

preventing incomplete combustions!
Because of alcohol’s many uses, it has a high demand! Luckily, alcohol can be
produced via substitution reactions with halogenated compounds or fermentation.
Inquiry question #5: What are the properties of

organic acids and bases?
Now, before we get too sour about the revisit to carboxylic acids and amino bases such
as amines and amides, this topic also includes new groups such as alcohols, aldehydes
and ketones.
Structural formulas can be referenced below!
Besides normal acids and bases interactions, we will take on a clean approach to new
reactions such as esterification, the formation of perfumes and saponification, the
production of soaps and detergents. How exciting!
Sourced from Chemistry Score

Inquiry question #6: What are the properties and
uses of polymers?
Imagine you have a string. You place one bead into the string, followed by another and
another and another. Finally, you stop and tie a knot to the string and you have a
bracelet!
That is what polymerization is. The beads represent monomers, individual organic
compounds that add on and on. The process of adding on monomers (beads in the
metaphor) is called polymerization. Once that has ended, polymerization has terminated
and you have a bracelet, or in chemistry terms – a polymer.
Polymers are in what you use in everyday life! From the polystyrene that keeps your
food warm to the polyesters in your shirts, polymers make up every bit of our living.
That is why it is important to see how its structure, composition and interaction with
others make up your clothes, containers and whatever else you can think of!
How to Get a Band 6 for in HSC

Chemistry Module 7: Organic Chemistry
Tip #1: Memorise your nomenclature and
structures!
To master the Band 6 content, it is always best to master the basics first.
To memorise effectively, try and test yourself!
Attempting to write names or draw structures for many different types of organic
molecules will broaden your scope. Soon enough, any molecule in your way will be a
breeze for you.
Feel free to take note of any organic compounds that you struggle to name or draw.
Discussing them with your teacher is a great way to confirm which nomenclature or
structure will earn you the most marks in the exam!

Tip #2: Collaborate with your peers and teachers
Because some of the concepts are new in HSC Chemistry Module 7, it may be difficult
to access relevant practice questions and their corresponding answers.
Collaborating with friends is a great way to share your resources and understanding
with one another. Perhaps their way of explaining may open your eyes to a whole new
way of seeing and remembering the concepts you previously struggled with. Perhaps
they can present to you resources that you couldn’t find otherwise.
Also don’t feel afraid to approach your teachers whenever you are unsure about a
question, topic or answer. Discussions with teachers are always handy as they can give
you clues about what your marker is expecting from a Band 6 student.
But doing one or two practice questions is not enough. In order to master the topics you
have struggled with, it is always best to practice, practice and practice.
The updated version of Excel HSC Past Papers workbook is one of the best resources
that lists all relevant past HSC questions by module.
So what’s stopping you? Let’s start practising!
Tip #3: Apply theory in your pracs

As you are performing your experiments, try to account for what is being observed.
This means putting the concepts you have learnt in class into action!
A good way to apply your knowledge is to prepare for practicals by re-reading any
relevant chemical concepts that forms the basis of the experiment.
That way, you can actively apply what you have read earlier that week to what you see
during your practical lesson!
When revising for Module 7: Organic Chemistry, always ask yourself these questions:
1. What are the structural differences between these organic molecules?

2. How do these structural components contribute to its interaction and
reactivity with other molecules?

By asking yourself these questions every time you perform a new reaction in class,
you’re essentially applying your understanding of chemistry to many different organic
chemical reactions!
And that wraps up our guide to HSC Chemistry Module 7: Organic Chemistry! Good
luck!

The Ultimate Guide to Applying
Chemical Ideas for HSC Chemistry
So it’s the last term of Year 12, we’ve learnt all the basic concepts in chemistry but how
do we apply this to real life? HSC Chemistry Module 8: Applying Chemical Ideas
translates everything you’ve learnt in the past two years into reality!
In this article, we will be breaking down Module 8: Applying Chemical Ideas through its
inquiry questions PLUS give you some pro-tips on how to get a Band 6 for this module!
So, what are you waiting for? Let’s jump in!
Overview of Module 8: Applying

Chemical Ideas
In Module 8: Applying Chemical Ideas, you’ll learn about how organic and inorganic
substances are identified and quantified in our everyday lives.
This is extremely important in ensuring that a certain chemical is within a safe

concentration range, ultimately managing the health and environmental risks that come
with synthesising products!
Inquiry Question 1: How are the ions present in

the environment identified and measured?
Ever since junior science, we recognise Chemistry by the vibrant colours of test tube
solutions.
In Year 12, we will be using these colours to identify inorganic cations and anions
through two different methods, the flame test and precipitation test.
Looks like it’s time to revise the precipitation rules from Module 6: Acid/Base Reactions
for this topic!
A good tip is to remember the colours of the flame or precipitate that identify a
particular cation or anion!

Besides identifying cations and anions, we will also be calculating the concentration of
these ions through colorimetry, ultraviolet-visible spectrophotometry and atomic
absorption spectroscopy!
Whew, sounds like a handful!
But again, we don’t need to know the complex engineering behind these processes. It’s
useful to understand the principle behind each process though.
For example, atomic absorption spectroscopy (AAS) takes advantage of the fact that
each ion has their own unique absorbance (extent of absorbing light) in order to
quantify its presence in a sample.
Now it’s your turn to ask yourself, which feature of the ion is being exploited in this
process?
Inquiry Question 2: How is information about the

reactivity and structure of organic compounds
obtained?
After we’ve mastered identifying and measuring INORGANIC ions, it’s time to face its
more difficult twin, ORGANIC compounds.
Organic compounds such as alkenes, alcohols and carboxylic acids can be identified by
their reactivities. It’s important that you understand how these compounds react
with others and what the reaction produces.
Here is a table summarising the organic compound, the reaction used to identify them
and the product it results in.
Organic
Reaction Product
Compounds
Alkenes Addition Reaction Alkanes
Alcohols Esterification Ester
Carboxylic acids Sodium hydrogen carbonate Salt, water and carbon dioxide

At times, identifying organic compounds by reactivity is not enough. Reactivity alone
does not tell us the structure of the organic compound, which is important because
structure determines the function of the compound!
Here comes proton and carbon-13 NMR, mass spectroscopy and infrared spectroscopy
to the rescue!
Again, we need to think about the principle behind these processes. While we do not
need to know it in detail at HSC level, it is useful to ask yourself, “what part of the
organic molecule is being exploited by these technologies?”
For example, mass spectroscopy uses the mass to charge ratio to determine the mass
of the organic molecule.
These processes also come with some funky graphs!
It is absolutely essential that you can not only recognise the features of the graphs but
also be able to interpret and draw results from them!
Here are some examples of what they look like:
Example of proton NMR graph sourced from Wikipedia.

Example of carbon NMR graph sourced from LibreTexts.
Mass spectroscopy graph sourced from Chemistry MSU.

Infrared spectroscopy graph sourced from Chemistry MSU.
Inquiry Question 3: What are the implications for

society of chemical synthesis and design?
It’s finally time to take our classroom lessons into the big world!
Here, we tackle the practical complications that come with introducing chemistry
into the real world.
We ask ourselves questions such as, do we have enough reagents to meet the
demands? What are the reaction conditions required and are they within safe levels?
Most importantly, what are the environmental, social and economical issues that may
arise from chemical synthesis?
While it may seem like all these questions are irrelevant to chemistry, it is highly
relatable to your building career as a scientist as you start thinking about how your
projects may affect people and the world around you.
And this is exactly what the new syllabus wants! The application of theory into real life
situations.

3 Tips to Get a Band 6 in Applying
Chemical Ideas
Tip #1: Memorise your reactions!
As you can tell, this module contains a lot of different reactions to identify organic and
inorganic substances.
For organic chemistry, a good way to memorise these reactions is to draw a connected
flowchart that includes all the types of reactions, with their reactant, products and
respective catalysts.
This way you can visually make sense of the overall flow of reactions, while forming a
fun summary that is useful for future revision!
For inorganic chemistry, the most you have to memorise is the precipitation rules and
the colour of the precipitates. I find that the NAGSAG acronym technique works well in
remembering the basic precipitation rules.
To memorise effectively, try and test yourself under a time limit!
Tip #2: Identify your mistakes and keep

practising!
The key to improving your responses is to check where you have lost your marks! The
next step is to ask yourself or your marker why you have lost that mark.
But don’t stop there, identifying your mistakes alone is not enough. It’s always best to
try the same question again but with the knowledge of what can be improved.
And practise, practise, practise!
Expose yourself to new questions every week to familiarise yourself with exam style
questions and how to write a bomb response.
Luckily for you, the majority of this module remains similar to the old module called
Monitoring and Management.
So, there should be plenty of past HSC questions you can access through the NESA
website.

Tip #3: Work with your peers!
Tackling the entire Chemistry module by yourself can be exhausting, especially with
organic chemistry being relatively new with limited resources for study.
So don’t feel afraid to work with your peers! Group study can be effective because you
can explore different perspectives or explanations that might clarify and solidify your
understanding. Plus, your friends might introduce you to new resources that might be
difficult to find otherwise.
If you’re still feeling unsure about a topic, question or answer, it’s always best to ask
your teacher or your tutor. Especially with the funky spectroscopy graphs, your teacher
is always the best to go to as they can be tricky to interpret correctly and justify the
results.
Plus, discussing with your teacher or tutor is always handy as they can guide you to
write a solid Band 6 response that will blow the socks off your marker!
And that wraps up our guide to acing HSC Chemistry Module 8: Applying Chemical
Ideas – good luck!

HSC
CHEMISTRY
Chapter 3: Module Practice Questions
HSC Chemistry Module 5:
Equilibrium and Acid Reactions
Practice Questions
Static and Dynamic Equilibrium

Question 1
Complete the table below (11 marks)
(L1.1: Conduct practical investigations to analyse the reversibility of

chemical reactions, for example: Cobalt(II) chloride hydrated and
dehydrated, Iron(III) nitrate and potassium thiocyanate, Burning magnesium,
Burning steel wool)
Question 2
State whether the following reactions are static or dynamic equilibrium

reactions and provide relevant chemical equations. (6 marks)
a) The combustion of magnesium
b) Iron (III) hexahydrate and KSCN

c) Nitrogen dioxide and carbon oxide
(L1.2: Model static and dynamic equilibrium and analyse the differences
between open and closed systems)
Question 3
Can dynamic equilibriums proceed in open systems? Explain why or why

not. (3 marks)
(L1.2: Model static and dynamic equilibrium and analyse the differences
between open and closed systems)
Question 4
Explain the relationship between enthalpy and entropy during a combustion

reaction and a photosynthetic reaction. (4 marks)
(L1.3: Analyse examples of non-equilibrium systems in terms of the effect of

entropy and enthalpy, for example: Combustion reactions, Photosynthesis)
Question 5
Explain the three ways the collision theory accounts for reaction rate of
chemical equilibrium reactions. (3 marks)
(L1.4: Investigate the relationship between collision theory and reaction rate
in order to analyse chemical equilibrium reactions)
Factors that Affect Equilibrium

Question 6
Account for the effect of increased temperature and increased volume on the
reaction between nitrogen dioxide and dinitrogen tetraoxide using the Le
Chatelier’s principle. (4 marks)

(L2.1: Investigate the effects of temperature, concentration, volume and/or
pressure on a system at equilibrium and explain how Le Chatelier’s principle
can be used to predict such effects)
Question 7
Using the Le Chatelier’s principle, explain how the addition of NaCl can be
used to produce more Fe3+ and SCN- ions in the following reaction. (4
marks)
Image source

Question 8
Using Le Chatelier’s principle, deduce how we can increase the yield of

Co(H2O)62+ by temperature, concentration and pressure. The chemical
reaction is as follows:
Image source


Question 9
Consider the reaction in question 8. Explain whether the addition of NaCl

increases the production of its products using the collision theory. (4 marks)
(L2.2: Explain the overall observations about equilibrium in terms of the

collision theory)
Question 10
Predict the most likely position of the equilibrium in the following conditions.
(4 marks)
a) Low activation energy in forward reaction but high activation energy in

reverse reaction
b) High activation energy in forward reaction but low activation energy in

reverse reaction
c) Negative heat of reaction within high temperatures
d) Negative heat of reaction within low temperatures
(L2.3: Examine how the activation energy and heat of reaction affect the
position of equilibrium)

HSC Chemistry Module 6:
Acid-Base Reactions Practice
Questions
Properties of Acids and Bases

Question 1
Justify why transporting concentrated sulfuric acid is more favourable than

transporting diluted sulfuric acid. Use relevant chemical equations. (3 marks)
(L1.1:investigate the correct IUPAC nomenclature and properties of common

inorganic acids and bases)
Question 2
Assess the validity and accuracy of the red cabbage indicator experiment. (4
marks)
(L1.2: conduct an investigation to demonstrate the preparation and use of

indicators as illustrators of the characteristics and properties of acids and
bases and their reversible reactions)
Question 3
Write balanced chemical equations to predict the products of:
● Phosphoric acid and sodium hydroxide

● Sulfuric acid and sodium bicarbonate
● Hydrochloric acids and magnesium metal
(L1.3: predict the products of acid reactions and write balanced equations to
represent: – acids and bases – acids and carbonates – acids and metals)

Question 4
Justify the importance of neutralization reactions in everyday life and

industrial processes. Give at least 2 examples for each. (5 marks)
(L1.4: investigate applications of neutralisation reactions in everyday life and

industrial processes)
Question 5
Draw the experimental set-up you have performed in class to measure the
enthalpy of neutralization. Describe how the value you have obtained is
different to the theoretical value of neutralization of -56kJ/mol and explain
why. (6 marks)
(L1.5: conduct a practical investigation to measure the enthalpy of

neutralisation)
Question 6
Justify the continued use of the Arrhenius definition of acids and bases,
despite the development of the more sophisticated Brønsted–Lowry
definition. (4 marks)
(L1.6: explore the changes in definitions and models of an acid and a base
over time to explain the limitations of each model, including but not limited
to: – Arrhenius’ theory – Brønsted-Lowry theory)
Using Brønsted-Lowry Theory

Question 7
A solution was made by mixing 75.00 mL of 0.120 mol L-¹ hydrochloric acid
with 25.00 mL of 0.200 mol L-¹ sodium hydroxide. (4 marks)
What is the pH of the solution?

(L2.2: calculate pH, pOH, hydrogen ion concentration ([H+ ]) and hydroxide
ion concentration ([OH– ]) for a range of solutions)
Question 8
Using your understanding of weak and strong acids, explain how the pH of
0.1M of hydrochloric acid would differ from 0.1M of sulfuric acid. (3 marks)
(L2.3: conduct an investigation to demonstrate the use of pH to indicate the

differences between the strength of acids and bases)
Question 9
Using ionic equations, explain the amphiprotic nature of sodium hydrogen

carbonate or potassium dihydrogen phosphate according to the
Bronsted-Lowry definition. (4 marks)
(L2.4: write ionic equations to represent the dissociation of acids and bases
in water, conjugate acid/base pairs in solution and amphiprotic nature of
some salts, for example: – sodium hydrogen carbonate – potassium
dihydrogen phosphate)
Question 11
Referencing the model you have used in class to communicate differences

between strong and weak acids, explain why strong acids have a lower pH
compared to the weak acids of the same concentration. (4 marks)
(L2.5: construct models and/or animations to communicate the differences

between strong, weak, concentrated and dilute acids and bases)

HSC Chemistry Module 7: Organic
Chemistry Practice Questions
Nomenclature
Question 1
Name the following organic compounds with the correct IUPAC

nomenclature. (4 marks)
(L1.1: investigate the nomenclature of organic chemicals, up to C8, using

IUPAC conventions, including simple methyl and ethyl branched chains,
including: (ACSCH127)
– alkanes
– alkenes
– alkynes
– alcohols (primary, secondary and tertiary)
– aldehydes and ketones
– carboxylic acids
– amines and amides
– halogenated organic compounds)

Question 2
Explain the difference between chain, position and functional group isomers.
Include examples for each type of isomer. (6 marks)
(L1.2 explore and distinguish the different types of structural isomers,

including saturated and unsaturated hydrocarbons, including:
– chain isomers
– position isomers
– functional group isomers)
Hydrocarbons
Question 3
Write the molecular and structural formulas for the following organic
compounds and label their functional groups: (3 marks)
1. 2-bromo-2-methylbutane
2. 1-iodo-3-methyl-2-butene
3. 5-chloro-4-methyl-2-pentyne
(L2.1:construct models, identify the functional group, and write structural and
molecular formulae for homologous series of organic chemical compounds,
up to C8
– alkanes
– alkenes
– alkynes)
Question 4
“Shorter alcohols have higher boiling points”. Is this statement true? Explain
your answer with reference to structure and intermolecular bonds. (3 marks)

(L2.2: conduct an investigation to compare the properties of organic
chemical compounds within a homologous series, and explain these
differences in terms of bonding)
Question 5
Draw and compare the shape of the organic compounds: Ethane, ethene
and ethyne. (3 marks)
(L2.3: analyse the shape of molecules formed between carbon atoms when
a single, double or triple bond is formed between them)
Question 6
Explain the trends in boiling points shown in the graph. (4 marks)
(L2.4: explain the properties within and between the homologous series of
alkanes with reference to the intermolecular and intramolecular bonding
present)
Question 7
Name one functional group that requires a safety procedure for disposal.
Describe the procedure and why it is necessary. (2 marks)

(L2.5: describe the procedures required to safely handle and dispose of
organic substances)
Question 8
Most hydrocarbons extracted from the Earth are nonrenewable. Assess the
impact of extracting and using hydrocarbons on the environment, economy
and society. (7 marks)
(L2.6:examine the environmental, economic and sociocultural implications of

obtaining and using hydrocarbons from the Earth)
Hydrocarbons
Question 9
Draw structural formulas for the following reactions and name their
respective products. (3 marks)
1. 3-Hexene and hydrogen gas

2. 2-Butyne and excess bromine gas
3. 4-octene and water
(L3.1: investigate, write equations and construct models to represent the

reactions of unsaturated hydrocarbons when added to a range of chemicals,
including but not limited to:
– hydrogen (H2)
– halogens (X2)
– hydrogen halides (HX)
– water (H2O))

Question 10
Draw structural formulas for the following reactions and name their
respective products. (2 marks)
1. Pentane and chloride gas

2. Decane and hydrogen bromide
(L3.2: investigate, write equations and construct models to represent the

reactions of saturated hydrocarbons when substituted with halogens)

HSC Chemistry Module 8: Applying
Chemical Ideas Practice Questions
Analysis of Inorganic Substances

Question 1
Justify the need for monitoring environments such as water bodies (3

marks).
(L1.1: Analyse the need for monitoring the environment)
Question 2
Complete the table below with the correct ion and its flame colour (4 marks)
(L1.2: Conduct qualitative investigations using flame tests, precipitation and

complexation reactions as appropriate to test for the presence of aqueous
solution in the following ions and anions)
Question 3
Can a flame test be performed on Pb2+? Why or why not? (2 marks)


Question 4
Complete the table below, indicating the precipitate formed and its
respective colour (10 marks)

Question 5
Write out the balanced chemical equations for the reactions above. (5
marks)

Question 6
During a gravimetric analysis investigation, you found that the mass of a

sample containing KCl weighed 0.628g. This solution was treated with
AgNO3 and the subsequent AgCl precipitate weighed 1.345g. Calculate the
percentage of K that was in the original sample (4 marks)

(L1.3: Conduct investigations and/or process data involving: Gravimetric
analysis, Precipitation titration)
Question 7
A mixture containing KCl and NaBR only is analyzed using the Mohr
method. A 0.3172g sample is dissolved in 50mL of water and titrated to
Ag2CrO4 end point, requiring 35.85mL of 0.1120 M AgNO 3. A blank titration
requires 0.71mL of titrant to reach the same endpoint. Report the %w/w KCl
in the sample. (5 marks)
Question sourced from LibreTexts
(L1.3: Conduct investigations and/or process data involving: Gravimetric

analysis, Precipitation titration)
Question 8
Describe the steps used to determine the concentration of a solution using

colorimetry (5 marks).
(L1.4: Conduct investigations and/or process data to determine the

concentration of coloured species and/or metal ions in aqueous solution,
including but not limited to, the use of: Colourimetry, UV spectrophotometry,
Atomic absorption spectroscopy)
Question 9
The following graph has two peaks, labelled ‘a’ and ‘b’. Answer the following
questions using the graph below. (3 marks)

Graph sourced from Chou et. al. (2017)
a) What does the first peak represent?
b) What does the second peak represent?
c) How would you use this graph to quantify the sun protection factor (SPF)
of a new sunscreen brand?


Question 10
Draw a diagram depicting how atomic absorption spectroscopy works.

Explain the principle behind this procedure. (4 marks)


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HSC Chemistry NSW

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Get in touch HERE or We've supported over 8,000 students

Chapter 1: Essential Skills

How to Write a Band 6 Research Report for HSC Chemistry 3

Chapter 2: Breakdown of the Modules

Module 5: Equilibrium and Acid Reactions 26

Chapter 3: Module Practice Questions

HSC Chemistry Module 5: Equilibrium and Acid Reactions Practice Questions 52

© Art of Smart Education, 2022 www.artofsmart.com.au 2

What is a Research Report?

In the STEM community, reports are useful in communicating new concepts,

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How to Write a HSC Chemistry Research

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Abstracts should be:

● A paragraph long (< 200 words)

You can find examples of Chemistry abstracts here!

Here is a checklist of what your introduction should include:

● Your research question

Note: Your introduction must NOT be more than 4 paragraphs long.

© Art of Smart Education, 2022 www.artofsmart.com.au 5

Your protocol should be clear, well-structured and in chronological order.

If your procedure is complex, consider drawing up a flowchart or illustration to visualise

Note: Consider the conditions of your experiment (temperature, humidity, etc).

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To really present an in-depth discussion, check if it answers the following

1. What are the significant results?

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Image sourced from Library Guides

NOTE: This reference list uses the Harvard referencing style.

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Never is this more obvious than in a Chemistry 6 or 7 mark question.

It is important to learn how to absolutely smash out a good Chemistry extended

The best part is – it’s actually pretty easy!

Step 1: Read the question

Verb NESA Definition Chemistry Approach

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Critically Add a degree or level of For Chemistry, these responses have to

Discuss Identify issues and provide Unlike “evaluate/assess” questions, you

Justify Support an argument or In Chemistry, the best way to support your

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First – the verb.

Step 2: Plan your answer

● Surfactant one: (e.g. Cationic surfactants)

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Step 3: Consider the use of diagrams,

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Step 4: Picture the marking criteria

What might be in our tester question?

And there’s always marks for being clear and concise.

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So now you know how – time to try it out!

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1. Key terms – underlying chemistry, assess (make a judgement of), impacts on

4. What’s likely to appear on the marking criteria?

● Connecting ethanol’s chemistry to its uses

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