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Achievement objective MW 8-2

Students will:

  • relate properties of matter to structure and bonding
  • develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations.


  • Models the electron configuration of atoms and ions using s, p, d notation.
  • Uses atomic structure to predict trends in atomic and ionic radii, ionisation energy, and electro-negativity.
  • Draws Lewis structures for simple molecules and uses these to determine the shape and polarity of the molecules.
  • Relates the physical properties of molecular substances to the shape and structure of the molecules and the intermolecular forces involved.
  • Classifies organic compounds, using the structure and functional groups.
  • Relates the structure and bonding in organic molecules to the physical properties and chemical properties of a range of organic substances.
  • Explores optical, geometric, and structural isomerism by using models to represent the structures of organic molecules.
  • Relates the properties of aqueous solutions of acids, bases, and sparingly soluble ionic solids to the relative equilibrium concentrations of the dissolved species present.
  • Models the movement of ions and electrons in electrolytic and electrochemical cells.

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 with The 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 with NZQA subject resources for:

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 September 15, 2020