Level 6: Chemistry
Drawing contexts from across the strands
A level 6 chemistry course could be organised into units that bring together different material world achievement objectives rather than using a content approach in which only one area of chemistry is covered in each unit. However these achievement objectives must be developed through the nature of science achievement objectives.
Science courses at level 6 often combine concepts from two or more strands rather than being drawn from a single strand such as the material world.
The contexts below draw achievement objectives from the material world and the nature of science. When designing a course, teachers can also incorporate concepts from the living world, the physical world, and planet earth and beyond.
Contextual approaches can engage more students. However, the teaching programme needs to ensure that students are aware of the key content covered in the context. This approach allows large and difficult chemistry concepts to be covered more than once during the year. In this way the key concepts can be developed over time, increasing student engagement.
Design courses that will engage your students and make full use of the opportunities available in your local environment and community. When planning a course, involve your students so that their interests and experiences help to shape the course design.
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Everyday chemistry unit
Focus questions
- What is different about the atoms of different elements? Are all the atoms of one element the same?
- What is the effect of pH on the human body?
- How is the rate of a reaction affected by changes in surface area and concentration?
Possible investigations
- What did Ernest Rutherford discover about the structure of atoms?
- What aspect of the structure of a compound causes it to be acidic?
- How can we reduce the effect of an acid?
- What substances are formed during acid reactions?
- How does baking powder work?
- Why do shampoos have a pH of around 6?
- How does the pH of a substance (for example, shampoo, bathroom cleaner, vinegar) relate to its usefulness?
- Why do we use kindling wood to start a fire but use logs once it is burning well?
- What conditions slow down the decay of food or speed up cooking processes?
Possible assessments
Learning could be assessed using a variety of standards – for example:
- AS90930 Chemistry 1.1: Carry out a practical chemistry investigation, with direction (4 credits, internal)
- AS90944 Science 1.5: Demonstrate understanding of aspects of acids and bases (4 credits, external)
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Burning unit
Focus questions
- What makes a substance a good fuel?
- What are the potential effects on the environment when we burn fuels?
Possible investigations
- What is happening when fuels burn?
- Which fuel gives the greater amount of energy per gram – methylated spirits or kerosene? How are the products of complete and incomplete combustion different?
- Why do hydrocarbons make such good fuels?
- How can we separate the different hydrocarbons in crude oil?
- How do you extinguish an oil fire in the kitchen?
- Can spontaneous human combustion actually happen? Use evidence from research to support or refute suggested explanations.
Possible assessments
Learning could be assessed using a variety of standards – for example:
- AS90945 Science 1.6: Investigate the implications of the use of carbon compounds as fuels (4 credits, internal)
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Chemical patterns – it’s elemental unit
Focus questions
- What determines where an element is placed on the Periodic Table?
- What makes a metal metallic?
- Are non-metals the chemical opposites of metals?
Possible investigations
- How does the arrangement of electrons help predict the chemistry of an element?
- Describes situations where scientists have added to or changed the understandings held by the scientific community.
- What are the similarities and differences in the elements in a Group or a Period in the Periodic Table?
- Why is the position of an element in a Group or Period important?
- What properties of metals make them widely used in the community
- How do metals change when heated?
- What happens when we expose a metal to air (oxygen), water, and acids?
- Do all metals respond in the same way to air, water, and acids?
- Does rust ever sleep?
- What are some of physical and chemical properties of a typical non-metal such as sulphur or chlorine?
Possible assessments
Learning could be assessed using a variety of standards – for example:
- AS90933 Chemistry 1.4: Demonstrate understanding of aspects of selected elements (4 credits, external)
- AS90945 Science 1.6: Investigate the implications of the use of carbon compounds as fuels (4 credits, internal)
Last updated December 14, 2012
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