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Achievement objective MW 8-1

Students will:

  • investigate and measure the chemical and physical properties of a range of groups of substances, for example, acids and bases, oxidants and reductants, and selected organic and inorganic compounds.

Indicators

  • Uses data/measurements to determine concentration, pH, enthalpy change, Eo for an electrochemical cell.
  • Uses thermochemical data to determine enthalpy change.
  • Relates the physical properties (for example, melting point, boiling point, solubility, and rotation of plane polarised light) of substances to the forces (including intermolecular forces) that operate between the particles from which they are made.
  • Relates the chemical reactions of a range of organic substances to the structure of their molecules.
  • Classifies chemical reactions of organic substances as addition, substitution, oxidation, elimination, or polymerisation.
  • Collects data to draw a titration curve and relates selected points on the graph to the species present in the reaction solution.
  • Uses a titration curve to explain how an indicator for the reaction can be chosen or the useful range of a buffer solution determined.
  • Compares the similarities and differences between the reactions occurring in electrolytic cells and electrochemical cells.
  • Uses experimental observations to predict spontaneous oxidation and reduction reactions.

Possible context elaborations

  • Available oxygen in the stream water on a lifestyle block: How does it change with location?
  • Synthesise this! What goes around comes around: developing reaction pathways.
  • Synthesise this! Carbohydrates: making and breaking starch.
  • Chemical energy: Is firewood or gas better for home heating?
  • Chemical energy: Rocket fuels such as hydrazine vs hydrocarbons.
  • What’s in the water?
  • Caving: How do stalactites and stalagmites form?
  • The chemistry of art: What’s in a colour/paint?
  • Vitamins: What happens to them when we cook or store our food?
  • How does the pH of blood stay constant?
  • What went wrong with the drug thalidomide?
  • Which chemicals will give us the best cell?
  • What’s the antidote to eating rhubarb leaves?
  • What changes the flavour of oranges to lemon?
  • Disposable nappies: How does the super absorbent polymer work?
  • Salt from the sea: What chemistry is behind the process used at Lake Grassmere?
  • Artificial tanning: Redox reactions.

Assessment for qualifications

At the time of publication, achievement standards were in development to align them withThe New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.

Learn more:

Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.

  • 91387 Chemistry 3.1 Carry out an investigation in chemistry involving quantitative analysis; Internal, 4 credits
  • 91388 Chemistry 3.2 Demonstrate understanding of spectroscopic data in chemistry; Internal, 3 credits
  • 91389 Chemistry 3.3 Demonstrate understanding of chemical processes in the world around us; Internal, 3 credits
  • 91390 Chemistry 3.4 Demonstrate understanding of thermochemical principles and the properties of particles and substances; External, 5 credits
  • 91391 Chemistry 3.5 Demonstrate understanding of the properties of organic compounds; External, 5 credits
  • 91392 Chemistry 3.6 Demonstrate understanding of equilibrium principles in aqueous systems; External, 5 credits
  • 91393 Chemistry 3.7 Demonstrate understanding of oxidation-reduction processes; Internal, 3 credits

Last updated August 18, 2015



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