Download LEARNING AREA: SCIENCE Yr 9 Chemical Science: Balance it Up

LEARNING AREA: SCIENCE
Yr 9 Chemical Science: Balance it Up
Content
Atomic Structure and Nuclear Radiation.
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Describe atoms as the basic building blocks of all substances and that they are the smallest particle
that can exist by itself.
Review the structure of the atom and the arrangement of the protons, neutrons and electrons.
Describe an element as a substance whose atoms have the same atomic number (no. of protons).
Represent the atomic structure of an element as .
Describe the atomic number (Z) of an atom as the number of protons in the nucleus of an atom.
Describe the mass number (A) of an atom as the number of nucleons (protons + neutrons).
Recognise the relative mass and charge of protons neutrons and electrons.
Describe the term isotopes as atoms that have the same atomic number but different mass
numbers. ie a different number of neutrons.
Recognise that some isotopes of elements are radioactive.
Describe radioactivity as the spontaneous and uncontrolled disintegration of an unstable nucleus
by the emission of particles and waves.
Describe the properties of alpha, beta and Gamma Radiation.
Describe the energy level structure of the electron cloud of an atom.
Determine the electron configuration of the first twenty(20) elements.
(link to the periodic table)
Describe the formation of ions.
Learn the valencies of common monatomic and polyatomic ions. ( see list )
Use valencies to derive the formulae for substances that form from common monatomic ions. (A
Stream classes may extend and also include those formed from polyatomic ions.)
Chemical Equations
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Understand that a chemical equation represents a chemical reaction showing reactants and
products.
Write word equations for observed chemical reactions.
Write and balance molecular chemical equations from given word equations.
Describe the concept of conservation of mass in a chemical reaction.
Recognise that reactions involve a transfer of energy. Exothermic reactions release heat to the
surroundings whilst Endothermic reactions absorb heat from the surroundings.
Reactions
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Describe the general properties of acids.
Recognise the names, formulae and uses of common acids, e.g. hydrochloric acid, sulphuric acid,
nitric acid, ethanoic acid
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Describe the general properties of bases
Recognise the names, formulae and uses of common bases, e.g. ammonia, sodium hydroxide,
magnesium hydroxide, calcium hydroxide, ammonium hydroxide
Identify and use common indicators to measure pH.
(litmus paper, methyl orange, universal indicator, phenolphthalein)
Describe neutralisation as a reaction between an acid and a base to achieve a neutral solution.
Write the word equation for neutralisation.
Acid + Base → A Salt + Water
Recognise the reaction between acids and reactive metals and write the word equation.
Metal + Acid → A Salt + Hydrogen gas
Recognise the pop test as the test for Hydrogen gas
Recognise the reaction between acids and carbonates (hydrogen carbonates) and write the word
equation.
Acid + Carbonate → A Salt + Water + Carbon Dioxide
Describe the addition of oxygen to a substance as Oxidation.
Recognise combustion of fuels (eg: methane, propane, butane) as an example of oxidation and
write the word equation.
Fuel + Oxygen → Water + Carbon Dioxide + Energy
Decscribe the possible reaction when non-metal oxides dissolve in water to create an acid and
write the word equation.
Non-metal Oxide + Water → An Acid
Briefly describe the main atmospheric pollutants formed from the burning of fossil fuels and their
contribution to the formation of acid rain and climate change due to greenhouse gases.
Recognise the process of cellular respiration as an example of oxidation and write the word
equation.
Glucose + Oxygen → Water + Carbon Dioxide + Energy
All students should be able to write examples of common molecular equations for all given word
equations.
Science as a Human Endeavour
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Scientific understanding, including models and theories, are contestable and are refined over time
through a process of review by the scientific community.
Advances in scientific understanding often rely on developments in technology and technological
advances are often linked to scientific discoveries.
People can use scientific knowledge to evaluate whether they should accept claims, explanations
or predictions.
Advances in science and emerging sciences and technologies can significantly affect people’s
lives, including generating new career opportunities.
Science Inquiry Skills
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Formulate questions or hypotheses that can be investigated scientifically.
Plan, select and use appropriate investigation methods, including field work and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated with
these methods.
Select and use appropriate equipment, including digital technologies, to systematically and
accurately collect and record data.
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Analyse patterns and trends in data, including describing relationships between variables and
identifying inconsistencies.
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence.
Evaluate conclusions, including identifying sources of uncertainty and possible alternative
explanations, and describe specific ways to improve the quality of the data.
Critically analyse the validity of information in secondary sources and evaluate the approaches
used to solve problems.
Communicate scientific ideas and information for a particular purpose, including constructing
evidence-based arguments and using appropriate scientific language, conventions and
representations.
Assessment
Mid unit Test
End of Unit Test
Investigating Scientifically Test
Year 9
EARTH AND SPACE SCIENCE
Elaborations
Science Understandings
Structure of the Earth
1. Previous Knowledge:- the structure of the Earth including the core (inner and outer) mantle,
asthenosphere, crust, lithosphere and discuss their differing nature, composition and thicknesses.
2. Understand that we gain most of our understanding of the Earth’s interior from indirect evidence
such as Seismic Waves.
3. Understand how density relates to the formation of layers in the Earth.
4. Perform simple density calculations involving the formula: Density = Mass / Volume (g/cm3)
Continental Drift - Wegener's Puzzling Evidence
5. Describe and explain the evidence that lead to Wegener making his hypothesis of Continental drift
and to support the viewpoint that the continents were once joined as part of a huge land mass
(Pangaea).. Including:
o Geographical Evidence – Matching Coastlines
o Fossil Evidence
o Matching Rocks Types and Geologic Structures
o Climatic Evidence
6. Explain the difference between a Hypothesis and a Theory.
7. Describe the weaknesses in Wegener’s hypothesis and explain the reasons that the scientific
community rejected it.
New Evidence - Sea Floor Spreading
8. Understand the observations and evidence used by Harry Hess to explain the unusual topography
of the ocean floor in his report: “The history of the ocean basins”.
9. Describe evidence to support the idea that the seafloor is spreading, and the plates are in
constant motion. Including:
o Ocean Floor Topography
o Age of Ocean Floors
o Magnetic Patterns.
o Thickness of Sediments
o Location of Earthquakes
10. Using diagrams and examples describe the process of sea-floor spreading and the formation of
mid-ocean ridges.
11. Describe and explain the process of convection within the mantle and how this relates to plate
motion.
12. Describe convection in terms of density differences and energy transfer.
13. Explain how the work of Harry Hess provided a possible mechanism to explain the apparent drift
of the continents.
One Theory to Bind Them All - Plate Tectonics
14. Understand that the hypotheses of Continental Drift and Sea Floor Spreading were combined with
other evidence to produce the “Unified Theory of Plate Tectonics”.
15. Explain that the earth’s surface is thought to consist of huge plates that are moving relative to each
other.
16. Recognize the major plates on a world map.
17. Describe the three main types of plate boundaries using the terms: Divergent, Convergent, and
Transform as well as Constructive, Destructive and Conservative.
18. Explain how the pattern and characteristics of Earthquakes are related to Plate Boundary types.
19. Explain how the pattern of volcanic eruptions is related to Plate Boundary types.
20. Explain why Australia has very few Earthquakes compared to other countries or continents.
21. By drawing diagrams and using real world examples, explain the process of subduction and the
building of island and mountain arcs etc...
22. Describe and name the main features of different plate boundaries.
23. Recognize and name some major examples of the different types of plate boundaries.
Volcanoes
24. Describe the major types of Volcanoes and their characteristics
25. Describe the major products produced by volcanoes.
26. Explain that the way a volcano erupts is related to magma viscosity and gas content.
27. Explain how the pattern and characteristics of volcanic eruptions is related to Plate Boundary
types.
28. Explain the characteristics and processes that lead to the development of how “Hot Spot”
volcanoes.
29. Research some famous volcanic eruptions and their effects.
Rock and Roll - Earthquakes
30. Understand the difference between an earthquakes “Epicentre” and it’s “Focus”.
31. Understand that waves are a means of transferring energy from one place to another without
significant transfer of matter.
32. Understand the difference between longitudinal and transverse waves.
33. Understand that Primary Seismic Waves (P waves) are examples of Longitudinal waves and
Secondary (S) waves are Transverse waves.
34. Using simple Seismic Waves to locate earthquake epicentres. (Triangulation)
35. Explain how Tsunami can result from undersea earthquakes.
36. Describe some famous examples of Earthquakes and their effects, including at least one
Australian example.
37. Understanding how the type of Earthquakes (Depth of focus) relates to plate tectonics.
38. Describe the causes of folding and faulting,
39. Understand the basic types of folds and faults, and describe the forces that may produce each. i.e.
Folds (Syncline and Anticlines), Faults (Normal, Reverse and Transverse): Forces (either
Compression or Tension)
Science as a Human Endeavour
 investigating how the theory of plate tectonics developed, based on evidence from sea-floor
spreading and occurrence of earthquakes and volcanic activity
 investigating technologies involved in the mapping of continental movement
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investigating contemporary science issues related to living in a Pacific country located near plate
boundaries, for example Japan, Indonesia, New Zealand
Science Inquiry Skills (To be embedded throughout the course)
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Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
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Plan, select and use appropriate investigation methods, including field work and laboratory
experimentation, to collect reliable data; assess risk and address ethical issues associated with
these methods (ACSIS165)
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Select and use appropriate equipment, including digital technologies, to systematically and
accurately collect and record data(ACSIS166)
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Analyse patterns and trends in data, including describing relationships between variables and
identifying inconsistencies (ACSIS169)
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Use knowledge of scientific concepts to draw conclusions that are consistent with
evidence(ACSIS170)
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Evaluate conclusions, including identifying sources of uncertainty and possible alternative
explanations, and describe specific ways to improve the quality of the data(ACSIS171)
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Critically analyse the validity of information in secondary sources and evaluate the approaches
used to solve problems (ACSIS172)
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Communicate scientific ideas and information for a particular purpose, including constructing
evidence-based arguments and using appropriate scientific language, conventions and
representations (ACSIS174)