QCE Stuff > QCE Chemistry
QCE Chemistry Questions Thread
piperfred:
--- Quote from: babo on October 22, 2020, 02:31:45 pm ---Hello, i was wondering if we needed to know the structures of nanotubes and how they were made. Also for other molecular machines? as the syllabus is very vague about this. do we need to know about their reactions conditions?
--- End quote ---
Hi babo!
I'm studying chemistry too, and here's what I have in my notes about molecular machines and nanotubes if it helps! Just a disclaimer that I'm not certain if this is exactly what we need (like every other 2020 chemistry senior in the state), but I'm fairly confident this will put me in pretty good stead in terms of content :)
Be able to broadly define:
Designer chemicals
Nanoparticles
How nanoparticles are produced -- top-down approach and bottom-up approach
Stereospecificity
Host-guest systems and broad uses (used to bind to and remove hazardous substances from the environment)
The orientation effect (e.g. Ribosomes and the molecular machine Rotaxane)
By broadly define I really mean just one or two sentences to give you a rough idea. I'm sure there wouldn't be anything to complex on the exam, maybe just a multiple choice question.
Hope this helps!
Piper
keltingmeith:
--- Quote from: piperfred on October 29, 2020, 11:07:15 am ---Hi babo!
I'm studying chemistry too, and here's what I have in my notes about molecular machines and nanotubes if it helps! Just a disclaimer that I'm not certain if this is exactly what we need (like every other 2020 chemistry senior in the state), but I'm fairly confident this will put me in pretty good stead in terms of content :)
Be able to broadly define:
Designer chemicals
Nanoparticles
How nanoparticles are produced -- top-down approach and bottom-up approach
Stereospecificity
Host-guest systems and broad uses (used to bind to and remove hazardous substances from the environment)
The orientation effect (e.g. Ribosomes and the molecular machine Rotaxane)
By broadly define I really mean just one or two sentences to give you a rough idea. I'm sure there wouldn't be anything to complex on the exam, maybe just a multiple choice question.
Hope this helps!
Piper
--- End quote ---
Okay, so like, I'm now really intrigued since you've specifically mentioned rotaxanes. Not saying you're wrong at all - because nobody knows what the hell is going to be on this exam - but am curious if rotaxanes were taught by your teacher or the textbook? It does make sense for the "orientation effect" (which is a fancy term that NOBODY in the field actually uses lmao, classic high school trying to make things complicated) to be assessable, and rotaxanes are an example of using the orientation effect, but still am curious
piperfred:
--- Quote from: keltingmeith on October 29, 2020, 05:09:56 pm ---Okay, so like, I'm not really intrigued since you've specifically mentioned rotaxanes. Not saying you're wrong at all - because nobody knows what the hell is going to be on this exam - but am curious if rotaxanes were taught by your teacher or the textbook? It does make sense for the "orientation effect" (which is a fancy term that NOBODY in the field actually uses lmao, classic high school trying to make things complicated) to be assessable, and rotaxanes are an example of using the orientation effect, but still am curious
--- End quote ---
Hiya!
My textbook (QCE Unit 3 and 4 Pearson Chemistry) used rotaxanes as an example of a molecular machine that uses orientation effect. It was pretty brief, only half a page I think, including information about them mimicking ribosomes and the fact that they're used to produce peptides.
It's funny that you say no one uses the phrase "orientation effect"! I remember there being a multi-choice question on it in the mock and a heap of us being surprised they went into that much detail; that's partly why I've memorised rough details about rotaxanes because I found the mock much more detail-orientated than I expected.
pamon2:
Hi there!
This is my first ever post, so apologies if I've put this in the wrong place or if I'm lacking in forum etiquette, I'm really quite new to this ^^ However, I really just wanted to ask about data analysis in the sciences. Particularly, how does one thoroughly analyse data in chem, phy and bio (and all other sciences) in order to reach those 20s? + Where can I go to teach myself how to analyse data and would anyone have any online resources they could offer pertaining to this?
I don't think my school properly equipped anyone with the required data analysis skills in Grade 10, so going into Grade 11 no one could get an A in chem :( I'm hoping to work on this before Grade 12.
Thanks in advance,
Paul :)
Bri MT:
--- Quote from: pamon2 on November 30, 2020, 07:01:25 pm ---Hi there!
This is my first ever post, so apologies if I've put this in the wrong place or if I'm lacking in forum etiquette, I'm really quite new to this ^^ However, I really just wanted to ask about data analysis in the sciences. Particularly, how does one thoroughly analyse data in chem, phy and bio (and all other sciences) in order to reach those 20s? + Where can I go to teach myself how to analyse data and would anyone have any online resources they could offer pertaining to this?
I don't think my school properly equipped anyone with the required data analysis skills in Grade 10, so going into Grade 11 no one could get an A in chem :( I'm hoping to work on this before Grade 12.
Thanks in advance,
Paul :)
--- End quote ---
Hey,
Welcome to the forums! :)
You might have seen already but I have made a series of articles talking about data test preparation which you might find helpful:
🧬 Biology: https://atarnotes.com/biology-data-test-advice-qce/
🧪 Chemistry: https://atarnotes.com/chemistry-data-test-advice-qce/
🧲 Physics: https://atarnotes.com/physics-data-test-advice-qce/
🧠 Psychology: https://atarnotes.com/psychology-data-test-advice-qce/
Great to hear that you're tackling this early!
If you look at page 25 of the chemistry syllabus you'll see that it has a section on measurement uncertainty and error. Everything in that part you want to become familiar with (and not just for chemistry). The Victorian equivalent of QCAA has a section for their science subjects where they give advice on scientific investigations and measurement in science which you might find useful. Please note that the information on assessment is different across states, but the meaning of uncertainty, accuracy, significant figures etc. is not.
Please feel free to follow up if you have any more questions, comments etc. :)
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