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Specific Competence: Students will understand the basic features of solids, liquids, and gases, including how they change from one state to another. They will also understand how temperature and pressure affect gases, explaining these ideas using the kinetic particle theory. Learning Activities: - Tell the key features that make solids, liquids, and gases different. - Explain how the tiny particles are spaced, arranged, and moving in solids, liquids, and gases. - Describe changes of state like melting (solid to liquid), boiling (liquid to gas), evaporating (liquid to gas slowly), freezing (liquid to solid), and condensing (gas to liquid). - Explain how changing temperature and pressure affects how much space a gas takes up. - Explain changes of state using the idea that particles are always moving (kinetic particle theory), including reading graphs that show heating and cooling. - Explain how temperature and pressure affect the space a gas takes up, using the kinetic particle theory. Expected Standard: Students should be able to tell the difference between solids, liquids, and gases, describe their particle structures, name and explain changes of state, and explain how temperature and pressure affect gases using the kinetic particle theory.
Specific Competence: Understand chemistry, its importance, and how to work safely and accurately in a lab. Learning Activities: Students will learn what chemistry is and its main areas. They will find out why chemistry is important in daily life, like in food or medicine. They will learn how to stay safe in the lab, including using equipment and handling waste correctly. They will practice measuring things accurately. Expected Standard: Students will show they understand chemistry and its importance. They will correctly follow lab safety rules, manage waste, use lab tools, and measure accurately.
Specific Competence: Students will understand and explain how diffusion works using the kinetic particle theory. Learning Activities: - Describe and explain diffusion (how particles spread out from a crowded area to a less crowded area) using the kinetic particle theory. - Describe and explain how the weight of gas particles affects how fast they spread out (diffuse). Expected Standard: Students should be able to explain diffusion in terms of moving particles and describe how the weight of particles affects how quickly they diffuse.
Specific Competence: Understand matter, its different forms (states), and how it behaves when heated or cooled. Learning Activities: Students will explore the forms of matter: solids, liquids, gases, and plasma. They will learn about the tiny particles that make up matter, like atoms and molecules. They will understand how these particles move (kinetic theory of matter) and how this explains changes like diffusion (spreading out). They will also learn to draw and understand graphs that show how matter changes when heated or cooled. Expected Standard: Students will show they understand matter, how its particles move, and how to work with heating and cooling graphs.
Specific Competence: Students will be able to tell the difference between elements, compounds, and mixtures. Learning Activities: - Describe what makes elements (pure substances made of only one type of atom), compounds (substances made of two or more elements chemically joined), and mixtures (substances physically combined but not chemically joined) different from each other. Expected Standard: Students should be able to clearly state the differences between elements, compounds, and mixtures.
Specific Competence: Understand elements, compounds, and mixtures. Tell the difference between physical and chemical changes. Test how pure a substance is and separate mixtures. Learning Activities: Students will describe elements (basic substances), compounds (substances made from two or more elements joined together), and mixtures (substances physically combined) and show how they are different. They will learn about changes that substances go through, whether they are physical (like melting ice) or chemical (like burning wood). They will learn how to check if a substance is pure and why this is important. Students will also practice different ways to separate mixtures, such as filtering (removing solids from liquids) or distilling (separating liquids by boiling and condensing). Expected Standard: Students will show they understand elements, compounds, and mixtures. They will correctly tell the difference between physical and chemical changes. They will be able to check for purity and separate mixtures correctly.
Specific Competence: Students will understand the basic parts of an atom, what each part does, and how an atom's structure relates to its place on the Periodic Table. Learning Activities: - Describe an atom as having a central core (nucleus) that holds tiny particles called protons and neutrons, with even smaller particles called electrons moving around the nucleus in layers (shells). - State the relative electrical charge and relative mass for a proton, a neutron, and an electron. - Define "proton number" (also called "atomic number") as the number of protons in an atom's nucleus. - Define "mass number" (also called "nucleon number") as the total number of protons and neutrons in an atom's nucleus. - Figure out how electrons are arranged in shells for atoms and their charged versions (ions) with proton numbers from 1 to 20 (for example, 2,8,3). - State that noble gases (found in Group VIII of the Periodic Table) have a full outer layer of electrons. - State that for elements in Groups I to VII, the number of electrons in their outer layer is the same as their group number. - State that the number of electron layers an atom uses is the same as its period number on the Periodic Table. Expected Standard: Students should be able to describe the parts of an atom, define key terms like proton number and mass number, show how electrons are arranged, and explain how an atom's structure relates to its position on the Periodic Table.
Specific Competence: Understand what an atom is and its parts. Know the properties of these tiny parts. Calculate the number of these parts in an atom. Learning Activities: Students will learn about different models of the atom. They will identify the tiny parts inside an atom: protons (positive charge), neutrons (no charge), and electrons (negative charge). They will learn about the charge and weight of each part and why an atom is usually neutral (has no overall charge). They will also learn about atomic number (number of protons) and mass number (total protons and neutrons), and how to use them to find the number of protons, neutrons, and electrons. Expected Standard: Students will show they understand atomic structure and the properties of its parts. They will correctly calculate the number of subatomic particles.
Specific Competence: Students should understand what isotopes are, how to represent them with symbols, why they have the same chemical properties, and how to calculate an element's average atomic mass. Learning Activities: Students will define isotopes as different atoms of the same element that have the same number of protons but different numbers of neutrons. Students will interpret and use symbols for atoms (e.g., ⁶₁₂C) and ions (e.g., ³⁵₁₇Cl⁻). Students will explain that isotopes of the same element have the same chemical properties because they have the same number of electrons. Students will calculate the average atomic mass of an element using the masses and amounts of its different isotopes. Expected Standard: Students can clearly define isotopes, correctly use their symbols, explain why they have similar chemical properties, and calculate an element's average atomic mass from isotope data.
Specific Competence: Interpret chemical symbols. Show how electrons are arranged in an atom. Calculate the average mass of an element. Handle radioactive forms of elements safely. Learning Activities: Students will learn to read and write chemical symbols (e.g., H for hydrogen) and special notations for atoms (nuclide notation). They will understand how electrons are arranged in shells (energy levels) around the atom's nucleus (electronic configuration) and how this relates to the Periodic Table. They will learn about isotopes (atoms of the same element with different numbers of neutrons) and how to calculate an element's average atomic mass (relative atomic mass). Students will also explore how radioactive isotopes (radioisotopes) are used in areas like medicine and energy, and learn how to handle them safely due to their health risks. Expected Standard: Students will correctly read chemical symbols and notations. They will correctly apply electron arrangements. They will correctly calculate relative atomic mass. They will show how to manage radioisotopes safely.
Specific Competence: Students should understand how positive and negative ions form, what an ionic bond is, how these bonds create compounds, and the key properties of these compounds. Learning Activities: Students will describe how positive ions (called cations) and negative ions (called anions) are formed. Students will state that an ionic bond is a strong electrical pull between oppositely charged ions. Students will describe how ionic bonds form between elements from Group 1 and Group 7, and between metal and non-metal elements, using diagrams to show electron arrangements (dot-and-cross diagrams). Students will describe the properties of ionic compounds: high melting points and boiling points, good electrical conductivity when melted or dissolved in water, and poor conductivity when solid. Students will describe the regular, repeating pattern of positive and negative ions in a giant lattice structure of ionic compounds. Students will explain these properties based on the compound's structure and bonding. Expected Standard: Students can describe how ions and ionic bonds form, draw dot-and-cross diagrams for ionic compounds, describe their giant lattice structure, and explain the characteristic properties of ionic compounds by linking them to their structure and bonding.
Specific Competence: Students should understand how covalent bonds form by sharing electrons in simple molecules and the properties of these compounds. Learning Activities: Students will state that a covalent bond forms when two atoms share a pair of electrons, making them stable like noble gases. Students will describe how covalent bonds form in simple molecules such as H₂, Cl₂, H₂O, CH₄, NH₃, HCl, CH₃OH, C₂H₄, O₂, CO₂, and N₂. They will use diagrams (dot-and-cross diagrams) to show how electrons are shared. Students will describe the properties of simple molecular compounds: low melting points and boiling points, and poor electrical conductivity. Students will explain these properties by referring to the weak forces between the molecules. Expected Standard: Students can define covalent bonds, draw dot-and-cross diagrams for common simple molecules, and explain their low melting/boiling points and poor electrical conductivity due to weak forces between molecules.
Specific Competence: Students should understand the structures of giant covalent compounds like graphite and diamond, and how their structures determine their uses and properties. Learning Activities: Students will describe the large, repeating structures of graphite and diamond, where atoms are linked by strong covalent bonds. Students will connect the structure and bonding of graphite to its use as a lubricant (to reduce friction) and an electrode (for electrical conduction), and diamond to its use in cutting tools. Students will describe the giant covalent structure of silicon(IV) oxide (SiO₂). Students will describe how diamond and silicon(IV) oxide have similar properties because of their similar structures. Expected Standard: Students can describe the structures of diamond, graphite, and silicon(IV) oxide, and explain how these structures lead to their specific uses and properties.
Specific Competence: Students should understand how metallic bonds are formed in metals and how this bonding explains their unique properties. Learning Activities: Students will describe metallic bonding as the electrical pull between positive metal ions (atoms that have lost electrons) arranged in a regular pattern, and a 'sea' of electrons that can move freely (delocalised electrons). Students will explain the properties of metals, such as good electrical conductivity (ability to carry electricity), malleability (ability to be hammered into shape), and ductility (ability to be stretched into wires), based on their structure and bonding. Expected Standard: Students can define metallic bonding and explain how the arrangement of atoms and free-moving electrons gives metals their characteristic properties like electrical conductivity, malleability, and ductility.
Specific Competence: Students will be able to understand and write chemical formulas and equations to represent chemical substances and their reactions. Learning Activities: - Students will learn the chemical symbols and formulas for common elements and compounds. - They will define a **molecular formula** as the exact number and type of different atoms in one molecule (the smallest unit of a compound). - They will figure out the formula of a simple compound by looking at models or diagrams that show the atoms. - They will write **word equations** (using names of substances) and **symbol equations** (using chemical formulas) to show how starting materials (**reactants**) change into new substances (**products**). This includes adding **state symbols** like (s) for solid, (l) for liquid, (g) for gas, and (aq) for dissolved in water. - Students will define an **empirical formula** as the simplest whole-number ratio of different atoms or charged particles (**ions**) in a compound. - They will figure out the formula of an ionic compound (a compound made of charged particles) from models, diagrams, or the charges on the ions. - They will write symbol equations with state symbols, including **ionic equations** (which only show the particles that are directly involved in the chemical change). - They will determine the correct symbol equation with state symbols for a chemical reaction, given relevant information. Expected Standard: Students will be able to correctly write and interpret various types of chemical formulas (molecular, empirical, ionic) and equations (word, symbol, ionic), and correctly use state symbols to represent chemical reactions.
Specific Competence: Students will be able to understand and calculate the relative masses of atoms and molecules. Learning Activities: - Students will describe **relative atomic mass (Ar)** as the average mass of an element's atoms compared to 1/12th the mass of a carbon-12 atom (a specific type of carbon atom). This helps us compare how heavy different atoms are. - They will define **relative molecular mass (Mr)** as the total sum of the relative atomic masses of all atoms in a molecule. For compounds made of charged particles (**ionic compounds**), they will use **relative formula mass (Mr)**, which is calculated similarly. - They will calculate the masses of substances that react or are produced in simple chemical reactions, without using the concept of the 'mole' yet. Expected Standard: Students will be able to define and calculate relative atomic mass and relative molecular/formula mass, and perform straightforward calculations involving the masses of reactants and products in simple chemical reactions.
Specific Competence: Students will be able to understand the concept of the mole and the Avogadro constant, and use them in calculations involving amounts of substances, gases, and solutions. Learning Activities: - Students will state that the **concentration** (how much substance is dissolved in a certain amount of liquid) of a solution can be measured in grams per cubic decimeter (g/dm³) or moles per cubic decimeter (mol/dm³). - They will state that the **mole (mol)** is a unit for the amount of a substance, and that one mole always contains 6.02 × 10²³ particles (like atoms, ions, or molecules). This very large number is called the **Avogadro constant**. - They will use the formula: **amount of substance (in moles) = mass (in grams) / molar mass (in grams per mole)** to calculate the amount of substance, its mass, its **molar mass** (the mass of one mole of a substance), its relative atomic or relative molecular/formula mass, or the number of particles (using the Avogadro constant). - They will use the **molar gas volume** (the volume of one mole of any gas), which is 24 dm³ at room temperature and pressure, in calculations involving gases. - They will calculate the masses of reacting substances (**stoichiometric reacting masses**), identify **limiting reactants** (the reactant that runs out first and stops the reaction), volumes of gases, volumes of solutions, and concentrations of solutions (in g/dm³ and mol/dm³), including converting between cubic centimeters (cm³) and cubic decimeters (dm³). - They will use experimental data from a **titration** (a method to find the concentration of an unknown solution by reacting it with a solution of known concentration) to calculate the moles of the dissolved substance, or the concentration or volume of a solution. - They will calculate **empirical formulae** (the simplest ratio of atoms) and **molecular formulae** (the actual number of atoms in a molecule), given the necessary information. - They will calculate **percentage yield** (how much product was actually made compared to the maximum possible amount), **percentage composition by mass** (how much of each element is in a compound by mass), and **percentage purity** (how much of the desired substance is in a sample), given the necessary information. Expected Standard: Students will be able to confidently apply the mole concept and the Avogadro constant to solve a wide range of quantitative chemistry problems, including calculations for chemical reactions, gases, solutions, and determining chemical formulas and percentages.
Specific Competence: Students will be able to explain what electrolysis is (breaking down ionic compounds using electricity when they are melted or dissolved in water). They will identify the parts of an electrolytic cell (anode, cathode, electrolyte). They will predict the substances made and describe what happens at each electrode when different ionic compounds are broken down, including molten salts, concentrated salt solutions, and dilute acids. They will also understand how electricity moves through the cell (electrons in wires, ions in liquid, electrons lost/gained at electrodes) and how to write the chemical changes at the electrodes using ionic half-equations. Students will explain why and how metals are coated with other metals using electricity (electroplating). Learning Activities: Students will define key terms like electrolysis, anode (positive electrode), cathode (negative electrode), and electrolyte (the liquid that conducts electricity). They will learn to identify these parts in simple setups. They will observe or learn about experiments that break down substances like molten lead(II) bromide, concentrated salt water (sodium chloride), and dilute sulfuric acid. They will practice predicting what forms at the electrodes for various melted and dissolved compounds. They will learn how electrons move in the wires and how ions (charged particles) move in the liquid during electrolysis. They will also learn about the process of coating one metal with another using electricity (electroplating) to make it look better or stop it from rusting. They will practice writing special short equations (ionic half-equations) to show the chemical changes at the electrodes. Expected Standard: Students can clearly define electrolysis and its components. They can accurately identify the products formed and describe observations during the electrolysis of specific molten and aqueous solutions, using different types of electrodes (like platinum, carbon/graphite, or copper). They can predict products for various molten and aqueous compounds. They can explain how charge is transferred during electrolysis and write correct ionic half-equations for the chemical reactions at both electrodes. They can explain the purpose and method of electroplating metals.
Specific Competence: Students will be able to explain that a hydrogen-oxygen fuel cell uses hydrogen and oxygen gas to produce electricity, with water being the only other chemical made. They will also compare the good points (advantages) and bad points (disadvantages) of using these fuel cells in vehicles versus using gasoline engines. Learning Activities: Students will learn how hydrogen and oxygen combine in a fuel cell to create electricity and water. They will discuss and list the benefits (like cleaner emissions) and drawbacks (like storage issues) of using fuel cells in cars compared to traditional car engines that run on gasoline. Expected Standard: Students can state the main function of a hydrogen-oxygen fuel cell. They can accurately list and explain the advantages and disadvantages of using these fuel cells in vehicles when compared to gasoline engines.
Specific Competence: Students will be able to explain that an exothermic reaction releases heat energy into its surroundings, causing the temperature to increase. (It is also expected that they will learn about endothermic reactions, which absorb heat and cause the temperature to decrease.) Learning Activities: Students will learn the definitions of exothermic reactions (giving out heat) and endothermic reactions (taking in heat). They will observe or discuss examples of chemical reactions that get hotter (exothermic) and reactions that get colder (endothermic) as they happen. Expected Standard: Students can clearly define and give examples of exothermic reactions, explaining how they affect the temperature of their surroundings. (They are also expected to do the same for endothermic reactions.)
Specific Competence: Students can tell the difference between physical changes and chemical changes. Learning Activities: Students will observe common changes, like melting ice or burning wood. They will learn to identify if a new substance is made (chemical change) or if only the form changes (physical change). Then, they will describe how these two types of changes are different. Expected Standard: Students will correctly identify physical changes (for example, water boiling) and chemical changes (for example, iron rusting). They will clearly explain the main differences between them, such as whether new substances are formed.
Specific Competence: Students can explain what makes chemical reactions go faster or slower, understand why these changes happen using ideas about tiny particles, and carry out experiments to measure how fast a reaction happens. Learning Activities: Students will explore how changing the amount of a substance (concentration), the pressure of gases, the surface area of solid materials, the temperature, or adding a special helper substance (a catalyst, like enzymes) affects how quickly a reaction happens. They will learn "collision theory," which explains that particles must hit each other with enough energy to react. Students will also do practical experiments to measure reaction speed, for example, by tracking how much a substance weighs or how much gas is made over time. They will then look at data and graphs from these experiments. Expected Standard: Students will accurately describe how different factors change reaction speeds. They will explain these changes using collision theory, which includes ideas about particle collisions and "activation energy" (the minimum energy needed for a reaction). Students will correctly interpret information and graphs from experiments that measure reaction rates. They will also know that a catalyst speeds up a reaction by lowering the activation energy and is not used up in the process.
Specific Competence: Students can understand that some chemical reactions can go both forwards and backwards, and they can explain what "chemical equilibrium" means. They can also explain how changing conditions affects these reactions, including their use in making important industrial chemicals. Learning Activities: Students will learn that some reactions can be "reversed" (shown by a special arrow: ⇌). They will see how heating or adding water can change the direction of simple reversible reactions, like those involving copper(II) sulfate or cobalt(II) chloride. Students will learn that "equilibrium" is a state where the forward and reverse reactions happen at the same speed, and the amounts of substances stop changing. They will predict and explain how changes in temperature, pressure, concentration, or using a catalyst affect the balance of these reactions. Students will also study two important industrial processes, the Haber process (making ammonia) and the Contact process (making sulfur trioxide), learning their chemical recipes, starting materials, typical conditions, and why these conditions are chosen based on reaction speed, equilibrium, safety, and cost. Expected Standard: Students will correctly identify reversible reactions and explain what chemical equilibrium is. They will predict how changing conditions (like temperature or pressure) affects the direction of a reversible reaction. They will be able to describe the main steps of the Haber and Contact processes, including their chemical equations, starting materials, and typical operating conditions. They will also explain why these specific conditions are used, considering both how fast the reaction happens and where the equilibrium lies, along with safety and economic reasons.
Specific Competence: Students can define, identify, and explain "redox reactions" using different ways of thinking about them, and they can identify the substances that cause these reactions. Learning Activities: Students will learn to use Roman numerals to show the "oxidation number" (a number that helps track electron changes) of an element in a compound. They will define "redox reactions" as reactions where one substance gains oxygen or electrons (reduction) while another loses oxygen or electrons (oxidation) at the same time. Students will learn to identify these changes in reactions by looking at oxygen changes, electron transfers, or changes in oxidation numbers. They will also learn to spot redox reactions through colour changes when using specific chemicals like acidified potassium manganate(VII) or aqueous potassium iodide. Finally, students will define and identify "oxidizing agents" (substances that cause oxidation) and "reducing agents" (substances that cause reduction). Expected Standard: Students will correctly use Roman numerals for oxidation numbers. They will define oxidation and reduction in terms of gaining/losing oxygen, gaining/losing electrons, and increasing/decreasing oxidation numbers. Students will be able to identify which substances are oxidized and reduced in a reaction, and which are the oxidizing and reducing agents. They will also be able to identify redox reactions by observing specific colour changes.
Specific Competence: Understand what acids and bases are, how they react, and how to identify them using indicators. Understand pH and neutralisation. For advanced understanding, define acids and bases by proton transfer and distinguish between strong and weak acids. Learning Activities: Describe how acids react with metals, bases, and carbonates. Observe how acids and alkalis change the color of litmus, thymolphthalein, and methyl orange indicators. Compare hydrogen ion concentration and pH using universal indicator paper. Learn about the neutralisation reaction where an acid and an alkali mix to form water. For advanced learning, define acids as proton donors and bases as proton acceptors. Define strong acids as fully dissociated and weak acids as partially dissociated in water, using examples like hydrochloric acid and ethanoic acid. Expected Standard: Students can describe acid reactions. They can identify acids and alkalis using indicators. They know acids have H+ ions and alkalis have OH- ions in water. They can explain neutralisation and use universal indicator to compare pH. They can define acids as proton donors and bases as proton acceptors. They can explain the difference between strong and weak acids based on how much they split apart in water, giving examples.
Specific Competence: Classify different types of oxides. For advanced understanding, describe and classify amphoteric oxides. Learning Activities: Learn to sort oxides into acidic (like sulfur dioxide, carbon dioxide) or basic (like copper(II) oxide, calcium oxide) based on whether they come from non-metals or metals. For advanced learning, describe amphoteric oxides as those that react with both acids and bases to make a salt and water. Classify aluminum oxide and zinc oxide as amphoteric oxides. Expected Standard: Students can sort oxides as acidic (from non-metals) or basic (from metals). They understand that amphoteric oxides react with both acids and bases, and can name examples like aluminum oxide and zinc oxide.
Specific Competence: Describe how to make, separate, and clean soluble salts. Know the general rules for how salts dissolve in water. For advanced understanding, describe how to make insoluble salts and define water of crystallisation. Learning Activities: Learn methods to prepare soluble salts by reacting an acid with: an alkali using titration, excess metal, excess insoluble base, or excess insoluble carbonate. Learn the general rules for salt solubility (e.g., sodium, potassium, ammonium salts are soluble; most chlorides are soluble except lead and silver). Define a hydrated substance as one with water chemically joined, and an anhydrous substance as one with no water. For advanced learning, describe how to make insoluble salts by precipitation (mixing two solutions to form a solid). Define water of crystallisation as the water molecules found in hydrated crystals, giving examples like copper(II) sulfate pentahydrate. Expected Standard: Students can describe how to make, separate, and clean soluble salts using various reactions. They know the general rules for which salts dissolve. They can define hydrated and anhydrous substances. They can describe how to make insoluble salts by precipitation and define water of crystallisation with examples.
Specific Competence: Understand how the Periodic Table is set up and how this arrangement helps predict element properties. For advanced understanding, identify trends within groups using given information. Learning Activities: Describe the Periodic Table as elements arranged in rows (periods) and columns (groups) in order of increasing proton number (atomic number). Describe how metallic character changes from left to right across a row. Explain the link between a group number and the charge of ions elements in that group form. Explain why elements in the same group have similar chemical properties due to their electron arrangement. Explain how an element's position can predict its properties. For advanced learning, identify patterns and changes in properties within groups from given information. Expected Standard: Students can describe how the Periodic Table is arranged. They can explain the change from metallic to non-metallic character across a period. They can connect group number to ion charge and explain similar properties within a group based on electron arrangement. They can predict properties from an element's position and identify trends within groups.
Specific Competence: Describe the features of Group I alkali metals and predict the properties of other elements in this group. Learning Activities: Describe Group I alkali metals (lithium, sodium, potassium) as relatively soft metals. Learn about the changes observed when moving down the group: melting point decreases, density increases, and reactivity increases. Predict the properties of other elements in Group I based on these trends. Expected Standard: Students can describe Group I alkali metals and their trends down the group (melting point goes down, density goes up, reactivity goes up). They can predict properties for other elements in Group I.
Specific Competence: Describe the features of Group VII halogens, their appearance, and their displacement reactions. Predict properties of other elements in this group. Learning Activities: Describe Group VII halogens (chlorine, bromine, iodine) as non-metals made of two atoms. Learn about the changes observed when moving down the group: density increases and reactivity decreases. State the appearance of chlorine (pale yellow-green gas), bromine (red-brown liquid), and iodine (grey-black solid) at room temperature and pressure. Describe and explain how halogens react to push out other halide ions from their compounds. Predict the properties of other elements in Group VII based on these trends. Expected Standard: Students can describe Group VII halogens and their trends down the group (density goes up, reactivity goes down). They know the appearance of chlorine, bromine, and iodine. They can describe and explain halogen displacement reactions and predict properties for other elements in Group VII.
Specific Competence: Describe the general properties of transition elements. For advanced understanding, explain their variable oxidation numbers (different possible charges). Learning Activities: Describe transition elements as metals that: have high densities (are heavy for their size), have high melting points (need a lot of heat to melt), form colored compounds, and often act as catalysts (speed up chemical reactions without being used up). For advanced learning, describe transition elements as having ions with different possible charges (variable oxidation numbers), including examples like iron(II) and iron(III). Expected Standard: Students can describe transition elements as dense metals with high melting points that form colored compounds and often act as catalysts. They know that transition elements can have ions with different charges (variable oxidation numbers), such as iron(II) and iron(III).
Specific Competence: Describe the features of Group VIII noble gases and explain why they do not react easily. Learning Activities: Describe Group VIII noble gases (like helium, neon, argon) as gases that do not react easily and exist as single atoms. Explain this lack of reactivity based on their electron arrangement (how their electrons are set up). Expected Standard: Students can describe noble gases as unreactive, single-atom gases and explain their lack of reactivity based on their electron arrangement.
Specific Competence: Compare the basic ways metals and non-metals act and look. Learning Activities: Compare how well metals and non-metals carry heat. Compare how well metals and non-metals carry electricity. Compare how easily metals and non-metals can be hammered into shapes (malleability) or pulled into wires (ductility). Compare the temperatures at which metals and non-metals melt and boil. Describe how metals react with weak acids, cold water, steam, and oxygen. Expected Standard: Students can clearly compare the physical properties (heat/electricity conduction, malleability, ductility, melting/boiling points) of metals and non-metals. They can also describe how metals react chemically with dilute acids, cold water, steam, and oxygen.
Specific Competence: Explain why certain metals are used for particular jobs based on their physical traits. Learning Activities: Describe why aluminium is used for aircraft (it's light). Describe why aluminium is used for overhead electrical cables (it's light and carries electricity well). Describe why aluminium is used in food containers (it does not rust easily). Describe why copper is used for electrical wiring (it carries electricity well and can be pulled into wires). Expected Standard: Students can explain the uses of aluminium (aircraft, cables, food containers) and copper (electrical wiring) by connecting these uses to their specific physical properties like low weight, good electrical flow, resistance to rust, and ability to be stretched.
Specific Competence: Understand what alloys are, why they are useful, and how their structure makes them special. Learning Activities: Describe an alloy as a mix of a metal with other elements. Give examples: brass (copper and zinc), stainless steel (iron, chromium, nickel, carbon). State that alloys are often harder and stronger than pure metals, making them more useful. Describe uses of alloys, such as stainless steel in cutlery because it is hard and does not rust. Identify alloys from structure diagrams. Explain that alloys are harder and stronger because different-sized atoms stop layers from sliding over each other. Expected Standard: Students can define an alloy, name examples (brass, stainless steel), state that alloys are generally harder and stronger, and describe a use of an alloy (e.g., stainless steel for cutlery). They can also identify alloys from diagrams and explain why alloys are harder due to their atomic structure.
Specific Competence: Know the order of how reactive metals are and predict how they will react. Learning Activities: State the order of the reactivity series: potassium, sodium, calcium, magnesium, aluminium, carbon, zinc, iron, hydrogen, copper, silver, gold. Describe how potassium, sodium, and calcium react with cold water. Describe how magnesium reacts with steam. Describe how magnesium, zinc, iron, copper, silver, and gold react with weak hydrochloric acid. Explain these reactions using the metal's position in the reactivity series. Determine the order of reactivity from experiment results. Describe how metals react differently based on how easily they form positive ions, using displacement reactions with solutions of other metal ions (magnesium, zinc, iron, copper, silver). Explain why aluminium seems unreactive because of its protective layer of aluminium oxide. Expected Standard: Students can list the reactivity series. They can describe and explain how specific metals react with water, steam, and dilute acids by linking these reactions to the metal's position in the series. They can also figure out reactivity order from given results. At a higher level, they can explain reactivity in terms of ion formation and explain aluminium's apparent unreactivity.
Specific Competence: Understand what makes metals rust and how to stop it. Learning Activities: State what is needed for iron and steel to rust, forming hydrated iron(III) oxide. List common ways to stop rust using barriers: painting, greasing, and plastic coating. Describe how barrier methods stop rust by keeping out oxygen or water. Describe how galvanising (coating with zinc) works as both a barrier and a way to protect the iron by sacrificing itself. Explain sacrificial protection using the reactivity series and by describing how electrons are lost. Expected Standard: Students can state the conditions for iron to rust and name common barrier methods (painting, greasing, plastic coating). They can describe how these methods work. At a higher level, they can describe galvanising and explain sacrificial protection using the reactivity series and electron loss.
Specific Competence: Understand how metals are taken from their natural rocks (ores), connecting this to their reactivity, and describe how specific metals are removed. Learning Activities: Describe how easily metals are taken from their ores, based on their place in the reactivity series. Describe how iron is taken from hematite in a blast furnace, covering: Carbon (coke) burning to make heat and carbon dioxide; Carbon dioxide changing to carbon monoxide; Iron(III) oxide being changed by carbon monoxide to iron; Limestone breaking down to make calcium oxide; Slag forming (no chemical equations needed here). State that bauxite is the main rock for aluminium and that aluminium is taken out using electrolysis (using electricity to split it). State the chemical equations for taking iron from hematite. Describe how aluminium is taken from purified bauxite/aluminium oxide, including: What cryolite does; Why the carbon electrodes (anodes) must be changed often; The chemical reactions at the electrodes, including ionic half-equations (no need for details on bauxite purification). Expected Standard: Students can link how easily a metal is extracted to its position in the reactivity series. They can describe the main steps in extracting iron from hematite in a blast furnace (coke burning, reduction by carbon monoxide, slag formation). They can identify bauxite as aluminium's ore and state that electrolysis is used for its extraction. At a higher level, they can provide chemical equations for iron extraction and describe the details of aluminium extraction by electrolysis, including the role of cryolite and electrode reactions.
Specific Competence: Students should be able to understand what water is made of, how to check if it's pure, why special water is used in experiments, what substances are found in natural water, how some of these substances are helpful or harmful, and how drinking water is made safe. Learning Activities: Describe how to use anhydrous cobalt(II) chloride and anhydrous copper(II) sulfate to chemically test for the presence of water. Describe how to test how pure water is by checking its melting point and boiling point. Explain that distilled water, which has very few chemical impurities, is used in practical chemistry instead of tap water. State a list of substances that can be found in natural water sources, including: dissolved oxygen, metal compounds, plastics, sewage, harmful microbes (tiny living things), nitrates from fertilisers, and phosphates from fertilisers and detergents. State that some of these substances are helpful, such as: dissolved oxygen for living things in water, and some metal compounds that provide necessary minerals for life. State that some of these substances can be harmful, such as: some metal compounds that are poisonous, some plastics that hurt living things in water, sewage that contains harmful microbes causing diseases, and nitrates and phosphates that cause water to lose oxygen and harm aquatic life. Describe how domestic water supply is treated by: sedimentation and filtration to remove solid bits, using carbon to take away bad tastes and smells, and chlorination to kill microbes. Expected Standard: Students will be able to perform chemical tests to identify water, check its purity, explain why distilled water is important, list substances found in natural water and say if they are helpful or harmful, and describe the steps involved in cleaning water for home use.
Specific Competence: Students should be able to understand what substances are used to help plants grow better and how these substances work. Learning Activities: State that ammonium salts and nitrates are chemical substances used as fertilisers. Describe how NPK fertilisers are used to give plants the important elements nitrogen (N), phosphorus (P), and potassium (K) to improve their growth. Expected Standard: Students will be able to name common types of fertilisers and explain how NPK fertilisers help plants grow stronger and bigger by providing essential nutrients.
Specific Competence: Students should be able to understand what makes up clean air, where air pollutants come from and their bad effects, ways to reduce environmental problems like climate change and acid rain, and how plants make their own food through photosynthesis. Learning Activities: State that clean, dry air is made up of about 78% nitrogen gas (N2), 21% oxygen gas (O2), and a small amount of noble gases and carbon dioxide (CO2). State the source of specific air pollutants: carbon dioxide comes from burning fuels that contain carbon completely; carbon monoxide and tiny solid particles (particulates) come from burning fuels that contain carbon incompletely; methane comes from decaying plants and waste gases from animal digestion; oxides of nitrogen come from car engines; sulfur dioxide comes from burning fossil fuels that contain sulfur. State the bad effects of these air pollutants: carbon dioxide leads to higher global warming and changes in climate; carbon monoxide is a poisonous gas; particulates increase the risk of breathing problems and cancer; methane leads to higher global warming and changes in climate; oxides of nitrogen cause acid rain, photochemical smog (a type of air pollution), and breathing problems; sulfur dioxide causes acid rain. Describe how greenhouse gases like carbon dioxide and methane cause global warming by: absorbing, reflecting, and releasing heat energy, which reduces the amount of heat energy that escapes into space. State and explain plans to reduce these environmental problems: For climate change, planting trees, reducing the number of farm animals, using less fossil fuels, and using more hydrogen and renewable energy sources like wind and solar power. For acid rain, using catalytic converters in vehicles, reducing sulfur dioxide emissions by using fuels with less sulfur, and removing sulfur dioxide from factory gases using calcium oxide (flue gas desulfurisation). Describe photosynthesis as the chemical reaction where carbon dioxide and water combine to make glucose (a sugar) and oxygen, using chlorophyll and light energy. State the word equation for photosynthesis: carbon dioxide + water → glucose + oxygen. State the symbol equation for photosynthesis: 6CO2 + 6H2O → C6H12O6 + 6O2. Explain how oxides of nitrogen form in car engines and describe how catalytic converters remove them, for example, by changing 2CO + 2NO into 2CO2 + N2. Expected Standard: Students will be able to identify the main gases in the air, connect specific air pollutants to where they come from and what harm they cause, explain how greenhouse gases warm the Earth, outline ways to fight climate change and acid rain, and describe the process of photosynthesis using both words and chemical symbols. They will also be able to explain how car engines produce harmful nitrogen oxides and how these are cleaned up.
Specific Competence: Understand how to represent organic molecules using displayed, general, and structural formulas. Identify functional groups (parts of molecules that determine chemical properties). Recognize homologous series (families of similar compounds) and differentiate between saturated (single carbon bonds) and unsaturated (one or more double/triple carbon bonds) compounds. For advanced learning, define and identify structural isomers (same formula, different arrangement). Learning Activities: Students will draw and interpret molecular diagrams, write and understand general chemical formulas, identify functional groups, define key terms, and describe the features of organic compound families. Expected Standard: Students will be able to clearly show all atoms and bonds in a molecule, write general formulas for common organic compound families (like alkanes, alkenes, alcohols, carboxylic acids), explain what a functional group is, describe a homologous series, and distinguish between saturated and unsaturated compounds. Advanced students will define and give examples of structural isomers.
Specific Competence: Name and draw the displayed formulas of simple organic compounds like methane, ethene, ethanol, and ethanoic acid. Identify the type of compound from its name ending (e.g., -ane, -ene, -ol, -oic acid) or its formula. For advanced learning, name and draw structural and displayed formulas of unbranched alkanes, alkenes, alcohols, carboxylic acids, and esters with up to four carbon atoms. Learning Activities: Students will practice naming various organic compounds and drawing their chemical structures. Expected Standard: Students will correctly name and draw the structures of common small organic molecules and identify the type of compound from its name or formula. Advanced students will handle naming and drawing more complex unbranched structures and esters.
Specific Competence: Name common fossil fuels (coal, natural gas, petroleum). Identify methane as the main part of natural gas. Define hydrocarbons as compounds containing only hydrogen and carbon, and state that petroleum is a mixture of hydrocarbons. Describe how petroleum is separated into useful parts (fractions) using fractional distillation. Explain how the properties of these fractions change from bottom to top of the column and name their uses. Learning Activities: Students will list fossil fuels, define hydrocarbons, describe the process of separating petroleum, explain property trends in fractions, and match fractions to their uses. Expected Standard: Students will know common fossil fuels, understand what hydrocarbons are, describe the separation of crude oil into fractions, explain how properties like boiling point and chain length change in these fractions, and list the uses for each fraction.
Specific Competence: State that alkanes have single covalent bonds and are saturated hydrocarbons. Describe alkanes as generally unreactive, except for burning (combustion) and substitution reactions with chlorine. For advanced learning, define a substitution reaction and describe the photochemical reaction of alkanes with chlorine, including drawing the products. Learning Activities: Students will explain alkane bonding and reactivity, and for advanced study, describe substitution reactions and draw the products of alkane-chlorine reactions. Expected Standard: Students will understand the basic structure and low reactivity of alkanes, recognizing their main reactions are combustion and substitution. For advanced study, they will describe how chlorine can replace a hydrogen atom in an alkane and draw the resulting molecule.
Specific Competence: State that alkenes contain a double carbon-carbon covalent bond and are unsaturated hydrocarbons. Describe how alkenes are manufactured by cracking larger alkane molecules and explain why cracking is done. Describe the test to distinguish between saturated and unsaturated hydrocarbons using aqueous bromine. For advanced learning, define an addition reaction and describe the addition reactions of alkenes with bromine, hydrogen, and steam, including drawing the products. Learning Activities: Students will explain alkene structure and how they are made, perform and describe the test for unsaturation, and for advanced study, describe and draw the products of alkene addition reactions. Expected Standard: Students will understand alkene structure and unsaturation, describe their industrial production by cracking, explain how to test for them, and for advanced study, explain addition reactions and predict products when alkenes react with common substances.
Specific Competence: Describe the manufacture of ethanol by fermentation of glucose and by the catalytic addition of steam to ethene. Describe the combustion of ethanol and state its uses as a solvent and a fuel. For advanced learning, describe the advantages and disadvantages of each ethanol manufacturing method. Learning Activities: Students will describe ethanol production methods, its burning, and its uses. For advanced study, they will compare the benefits and drawbacks of fermentation versus catalytic addition. Expected Standard: Students will clearly explain the two main ways to produce ethanol, describe how it burns, list its common uses, and for advanced study, evaluate the benefits and drawbacks of each production method.
Specific Competence: Describe the reactions of ethanoic acid with metals, bases, and carbonates, including naming and writing the formulas for the salts produced. For advanced learning, describe the formation of ethanoic acid by the oxidation of ethanol (using acidified potassium manganate(VII) or bacterial oxidation for vinegar) and describe the reaction of a carboxylic acid with an alcohol to form an ester, using an acid catalyst. Learning Activities: Students will describe reactions of ethanoic acid, name products, and for advanced study, describe its formation and the process of esterification. Expected Standard: Students will explain the reactions of ethanoic acid with different substances and name the resulting compounds. For advanced study, they will describe how ethanoic acid is made and how it combines with alcohols to create esters.
Specific Competence: Define polymers as large molecules made from many smaller units called monomers. Describe the formation of poly(ethene) as an example of addition polymerisation. State that plastics are made from polymers and describe the environmental challenges caused by plastics (e.g., disposal in landfills, ocean accumulation, toxic gases from burning). For advanced learning, identify repeat units in polymers, deduce polymer structures from monomers and vice versa, describe differences between addition and condensation polymerisation, describe and draw structures of specific polymers like nylon and PET, and understand that proteins are natural polyamides formed from amino acid monomers. Learning Activities: Students will define key terms, describe polymer formation and environmental issues, and for advanced study, analyze polymer structures, draw examples, and explain different polymerisation types. Expected Standard: Students will understand what polymers are, how simple plastics like poly(ethene) are made, and the environmental impact of plastics. For advanced study, they will be able to identify and draw parts of more complex polymers, distinguish between different polymerisation methods, and understand the basic structure of natural polymers like proteins.
Specific Competence: Students will be able to name the correct tools for measuring time, temperature, mass, and volume. They will also be able to explain the good and bad points of different ways to do experiments and the tools used. Students will define key chemistry words like solvent, solute, solution, saturated solution, residue, and filtrate. Learning Activities: Students will learn about and recognize common lab tools such as stop-watches, thermometers, balances, burettes, pipettes, measuring cylinders, and gas syringes. They will compare different experimental methods and tools, thinking about their strengths and weaknesses. Students will learn the meanings of terms related to dissolving and separation processes. Expected Standard: Students can correctly name the appropriate tools for various measurements, suggest advantages and disadvantages of experimental methods and apparatus, and accurately define the six specified terms.
Specific Competence: Students will be able to explain how to perform an acid-base titration, including how to use a burette, a volumetric pipette, and a suitable indicator. They will also be able to explain how to find the exact point (end-point) of a titration by watching for a color change from the indicator. Learning Activities: Students will learn the steps involved in an acid-base titration experiment and understand the purpose of each piece of equipment (burette, pipette) and the indicator. Expected Standard: Students can clearly describe the process of an acid-base titration and explain how to use an indicator to identify its end-point.
Specific Competence: Students will be able to explain how paper chromatography separates mixtures, whether they are colored or colorless (using a special chemical called a locating agent for colorless ones). They will also be able to read simple results from chromatography (chromatograms) to identify unknown substances by comparing them to known ones, and to tell if a substance is pure or a mixture. Students will also be able to state and use the formula for Rf value: Rf = distance travelled by substance / distance travelled by solvent. Learning Activities: Students will learn the process of paper chromatography for both colored and colorless substances. They will practice looking at chromatograms and figuring out what the spots mean. Students will also learn how to calculate Rf values. Expected Standard: Students can describe paper chromatography for both colored and colorless substances, interpret simple chromatograms to identify substances and assess purity, and correctly calculate Rf values.
Specific Competence: Students will be able to describe and explain different ways to separate and make substances pure, such as using a solvent, filtering, growing crystals (crystallisation), simple distillation, and fractional distillation. They will also be able to suggest the best method to separate and purify substances when given information about them. Students will be able to identify substances and check how pure they are by looking at their melting point and boiling point. Learning Activities: Students will learn about the science behind and the steps for using various separation and purification techniques. They will practice choosing the right method for different mixtures and using melting/boiling point numbers to identify substances and see if they are pure. Expected Standard: Students can describe and explain the listed separation methods, suggest appropriate techniques for given substances, and use melting and boiling points to identify substances and assess their purity.
Specific Competence: Students will be able to describe the chemical tests used to find different negatively charged particles (anions) like carbonate, chloride, bromide, iodide, nitrate, sulfate, and sulfite. They will also describe tests using sodium hydroxide solution and ammonia solution to find positively charged particles (cations) such as aluminium, ammonium, calcium, chromium(III), copper(II), iron(II), iron(III), and zinc. Students will describe tests to find common gases like ammonia, carbon dioxide, chlorine, hydrogen, oxygen, and sulfur dioxide. Lastly, they will describe how to use a flame test to identify specific cations: lithium, sodium, potassium, calcium, barium, and copper(II). Learning Activities: Students will learn and understand the specific procedures for identifying various anions, cations, and gases using different chemical reactions and observations. They will also learn how to perform and interpret flame tests to see characteristic colors. Expected Standard: Students can accurately describe the chemical tests for identifying the listed anions, cations (using both solutions and flame tests), and gases.
