Unit Outline

Curious about the chemistry behind everyday processes but not aiming to become a chemist? This unit is designed for students who want to understand how chemistry works in the real world, without needing a prior background in science. Whether your studies connect to health, agriculture, fermentation, or another applied field, you will find that chemistry shapes the behaviour of substances and the properties processes, materials, and products you encounter everywhere in your work and daily life.

This unit builds understanding step by step , starting from foundational principles and progressing through topics including chemical analysis and measurement, the phases of matter and their transformations, acids, bases and pH, molecules essential to life, and an introduction to biochemical reactions and processes. The focus throughout is on transferable insights, real-world reasoning, and practical application, underpinned by chemistry principles and concepts: you will develop skills in monitoring and measuring chemical parameters, applying laboratory and industry techniques, solving applied problems, and communicating findings clearly.

Accessibility is central to how the unit is structured. Study materials and tutorials are available online across the semester, and a three-day practical workshop offers both on-campus and remote participation options. Students attending in person are welcome to join us at our Launceston laboratories; those completing the unit remotely will receive a workshop materials kit (posted to any address within Australia).

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Explain chemistry theory and principles in relation to applied environments and scenarios
2	Perform basic preparatory and exploratory chemistry techniques as relevant to selected real-world contexts
3	Utilise chemistry-based frameworks for solving industry-relevant challenges
4	Identify and evaluate opportunities for self-development in the context of chemistry technical practice and knowledge

Requisites


REQUISITE TYPE	REQUISITES
Anti-requisite (mutual excl)	ZAS105 ZAS115 ZAS233

Alterations as a result of student feedback

To be determined

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	AT01: Workshop and Report	Week 6	30 %	LO1, LO2, LO4
Assessment Task 2:	AT02: Data-driven Technique Comparison	Week 9	35 %	LO1, LO2, LO3
Assessment Task 3:	AT03: Workplace Problem Brief	Week 12	35 %	LO1, LO3, LO4

Assessment details

Assessment Task 1: AT01: Workshop and Report

Task Description:

Part A - Workshop:
You will complete a three (3) day hands-on workshop which will involve conducting and observing chemistry-based experiments. If participating in-person, you will need to complete the compulsory safety induction at the start of the workshop.

At the workshop you will learn and demonstrate practical chemistry techniques and skills as per instructions from staff, including good laboratory practice, adherence to safety requirements, and consistent and accurate record keeping.

You will be provided with a ‘Workshop Manual’ comprising of relevant information and the experimental methods. You will use content from the experimental methods section in combination with instructions from staff members to perform workshop activities.

Part B - Workshop Report Book:
You will be provided with both printed and electronic versions of a ‘Workshop Report Book’, with a templated layout for you to fill in, which you will use to submit your laboratory observations, data, results, and reflective responses regarding your workshop activities as part of this assessment task. Further information on how to do this will be provided to you as part of the assessment instructions.

To complete this task, you will record the results and observations from your investigation in the template provided, including images and written descriptions as appropriate. The word-count is a guide only; you may select to represent these outcomes as most appropriate for yourself, such as:
- Text in paragraphs
- Bullet points
- Graphs
- Images and graphics

Task Length:

As per templated lab book (Approximately 1500 words OR equivalent combination of text, images, and other elements; see task description)

Due Date:

Week 6

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Interpret and perform chemistry techniques as instructed	LO2
2	Record and validate data, results, and observations	LO2
3	Identify and explain chemistry concepts, principles and techniques	LO1
4	Identify and assess challenges and opportunities for improvement through self-assessment of practice	LO4

Assessment Task 2: AT02: Data-driven Technique Comparison

Task Description:

You will select one of three paired datasets provided. Each dataset contains observational outputs from two different analytical techniques applied to the same chemical system. The data is realistic and deliberately imperfect - it will require careful review and analysis rather than straightforward interpretation. Each paired dataset will specify the real-world context your final recommendation must address.

Your task is to work from the data provided: understand the chemistry behind each technique, describe what the data is showing, evaluate how each technique performs in the specified context, and arrive at a justified recommendation.

Structure:
Your submission must address the following five components, in order. You may distribute your submission effort across components as you judge appropriate (consult the assessment rubric for additional guidance).
- Technique identification and chemistry explanation
- Dataset description and observation
- Comparative analysis
- Uncertainty and confidence
- Recommendation

The word-count is a guide only; you may select to represent your findings, etc., as most appropriate for yourself, such as: - Text in paragraphs - Bullet points - Graphs - Images and graphics

Task Length:

Approximately 1500 words OR equivalent combination of text, images, and other elements (see task description) + Reference list

Due Date:

Week 9

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Identify and explain the chemistry principles behind each measurement technique	LO1
2	Describe what methodological and chemistry-related information each dataset shows and identify any results that appear unusual or limited	LO2
3	Evaluate how well each technique suits the specified measurement context	LO3
4	Make a justified recommendation for the specified context, based on your analysis	LO3

Assessment Task 3: AT03: Workplace Problem Brief

Task Description:

In this task you will identify a chemistry-related problem in a real or realistic workplace setting and produce a professional brief explaining the problem and recommending a course of action. Your brief is written for a named decision-maker – someone with operational responsibility who is not a chemist. Your brief should communicate your chemistry reasoning clearly enough for them to understand and act on your recommendation. The task is designed as the capstone of the unit: it asks you to apply what you have learned independently, in a context of your choosing, for an audience that relies on your reasoning to be both accurate and accessible.

You will draw on the chemistry principles and reasoning framework developed across this unit to frame the problem, explain what is happening and why, and propose what should be done. Alongside the brief, you will engage in a structured peer review process – rating your own work against the criteria before reviewing peers, and reflecting on feedback you receive.

This task has two parts. Part A covers the peer evaluation, feedback, and response component (C5 and C6, 20% of the total task weighting). Part B is the finalised submission of the workplace problem brief (C1–C4, 80% of the total task weighting).

Part A - Peer Evaluation of Draft, Feedback, and Response to Feedback
Part A uses the Feedback Fruits platform and proceeds in the following sequence:
- Submit a high-level draft of your brief via Feedback Fruits. Your draft should indicate your chosen context, the chemistry principles you expect to apply, and a skeleton of your intended final submission. Brief notes are sufficient at this stage.
- Before reviewing any peers' drafts, rate your own draft against the assessment criteria.
- Review 2 peers' drafts using the structured prompts provided.
- Once peer feedback on your own draft is available, submit a brief reflection (~150 words) on what you adopted, what you did not, and why.

Part B — Workplace Problem Brief
Your brief is addressed to a named decision-maker in a specific workplace role. This person has responsibility for the problem you are addressing but is not a chemist. Relevant chemistry must be explained clearly enough for that audience to follow the reasoning.

Required sections:
Your brief must address the following five sections. How you present, weight, and lay out content within them is at your discretion (Consult the assessment rubric for additional guidance).
- Problem framing
- Chemistry analysis
- Proposed course of action
- What you don't know
- Recommendation

Optional visual summary:
You may include an optional one-page visual summary (e.g. - a diagram, flowchart, or annotated schematic) if you judge it will strengthen the brief for your decision-maker. This does not count toward the word limit.

Choosing your workplace context:
You may use your own workplace if it presents a relevant chemistry problem. If you prefer not to, or if your workplace context is not applicable, select a scenario from the curated set provided separately.
Whichever context you choose, the problem should:
- Involve a real or realistic operational situation
- Be explainable using at least two chemistry principles from this unit
- Be genuinely underdetermined; i.e. – a problem worth reasoning about, not one with an obvious answer

Task Length:

800–1500 words + optional visual summary + reference list (separate page)

Due Date:

Week 12

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Frame the problem in its workplace context	LO1
2	Use chemistry principles from this unit to explain why the problem is occurring	LO1
3	Describe a course of action supported by your chemistry reasoning	LO3
4	Identify current gaps in information, and necessary information to improve confidence in recommendation	LO4
5	Evaluate draft peer-submissions and provide feedback	LO4
6	Evaluate own work, and reflect on feedback received	LO4

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.