YEAR 9 EXTENSION SCIENCE
IMCC 2015: TERM 1
CHEMICAL SCIENCES
Year 9 Level Description
The Science Inquiry Skills and the Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer
to the expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure
that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated
way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of
energy and matter and interactions due to forces, and develop the ability to quantify changes and relative amounts. In Year 9, students consider the operation
of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies
between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how
this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important
role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer.
They begin to apply their understanding of energy and forces to global systems such as continental movement.
Year 9 Content Descriptions
Science Understanding
Chemical sciences
All matter is made of atoms which are
composed of protons, neutrons and
electrons; natural radioactivity arises from
the decay of nuclei in atoms (ACSSU177)
Chemical reactions involve rearranging
atoms to form new substances; during a
chemical reaction mass is not created or
destroyed (ACSSU178)
Chemical reactions, including combustion
and the reactions of acids, are important in
both non-living and living systems and
involve energy transfer (ACSSU179)
Science as a Human Endeavour
Nature and development of science
Scientific understanding, including models
and theories, are contestable and are
refined over time through a process of
review by the scientific community
(ACSHE157)
Advances in scientific understanding often
rely on developments in technology and
technological advances are often linked to
scientific discoveries (ACSHE158)
Use and influence of science
People can use scientific knowledge to
evaluate whether they should accept
claims, explanations or predictions
(ACSHE160)
Advances in science and emerging
sciences and technologies can significantly
affect people’s lives, including generating
new career opportunities (ACSHE161)
The values and needs of contemporary
society can influence the focus of scientific
research (ACSHE228)
Science Inquiry Skills
Questioning and predicting
Formulate questions or hypotheses that can
be investigated scientifically (ACSIS164)
Planning and conducting
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)
Select and use appropriate equipment,
including digital technologies, to
systematically and accurately collect and
record data (ACSIS166)
Evaluating
Evaluate conclusions, including identifying
sources of uncertainty and possible
alternative explanations, and describe
specific ways to improve the quality of the
data (ACSIS171)
Critically analyse the validity of
information in secondary sources and
evaluate the approaches used to solve
problems (ACSIS172)
Processing and analysing data and information
Communicating
Analyse patterns and trends in data,
including describing relationships between
variables and identifying inconsistencies
(ACSIS169)
Use knowledge of scientific concepts to
draw conclusions that are consistent with
evidence (ACSIS170)
Communicate scientific ideas and
information for a particular purpose,
including constructing evidence-based
arguments and using appropriate scientific
language, conventions and representations
(ACSIS174)
Chemical Sciences Program Term 1 2015.
Skills/content
knowledge:
Chemical
Sciences
Week
1
2nd Feb –
6th Feb
Describe the structure of an atom and differentiate between atoms, molecules, elements and compounds.
Using a periodic table, determine the different groups of metals and memorise 30 elements (and their symbols) of the PT.
Calculate the atomic number, mass number and number of protons, neutrons and electrons of elements.
Draw electron shell diagrams and use the electron configuration.
Determine between cations and anions and describe how they form.
Students write chemical formula and use it to write chemical reactions.
Differentiate between the various acid reactions by determining their products and reactants and practically test the presence
of different gases formed.
Give examples of different reactions (endothermic, exothermic, photosynthesis, respiration & combustion reactions).
Content
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Atoms
Elements
Molecules
Compounds
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Periodic table
Activities
Resources and Experiments
Assessment and
Homework
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Pearson Science 9, Ch1.1
Make a model of some molecules
using balloons to hang in class
OR Use the molecule making
model kits.
Chemistry booklet 1
Element quiz sheet.
Unit Review qs p.10
Pearson Text. Qs 1-16.
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Define atoms/molecules
Revise the structure of the atom – protons,
electrons, neutrons
Define elements/compounds
Give students a periodic table and ask students
to highlight the first 20 elements of the
periodic table and their symbol as well as Au,
Ag, Pb, Cu, Sn, Zn, Ni, U, Fe, Hg.
Periodic table shortcuts – Across (Periods –
tell us how many shells). Vertical (Columns –
tell us how many electrons in the outer shell).
Charges of each group.
Periodically, during the term, give students a
Interactive periodic table
http://www.learner.org/interactives/p
eriodic/periodic_table.html
Chemistry booklet 1
quiz to test the chemical names and symbols.
2/3
9th Feb –
20th Feb

Atomic Nuclei
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Isotopes
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Atomic nuclei – atomic number/mass number.
Students identify and calculate the atomic
mass and number as well as the number of
protons, electrons and protons.
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Electron Shells
& electron
configuration.
Atomic structure sheet
Pearson Activity Book 1.1 ‘atomic
symbols’
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Read pg 6 in Pearson Science text and ask
students to write examples of the isotopes
given.
Show isotopes video
http://www.youtube.com/watch?v=xjY5p1CDr8
Pearson Activity Book 1.2 ‘Isotopes’
Read pg 7 of Pearson text ‘Electron Shells’.
Students read about ‘electron configuration’ pg
7 of Pearson Text.
Students should know the configuration is
2:8:18:32.
Get students to practice drawing electron shell
diagrams (practice the elements they’ve learnt
week 1 first)
Students must also write the electron
configuration next to their drawings.
Briefly discuss valence electrons and get
students to identify the amount of valence
electrons from their diagrams. (Will be
revisited).
Pearson Text Chapter 1.2
Formula writing and ions booklet
Unit review 1.2 p. 18
Pearson Text qs 1 -
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Ions
Formation of
ions
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Writing
Chemical
formula
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4
23rd Feb –
27th Feb
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Valence
Electrons and
Bonding (Ionic,
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Students read pg 13/14 from textbook
about atoms and ions and the formation of
cations and anions.
Define ions and compare to an atom.
Students define cation and anion
Explain to students how cations and anions
are formed, by the losing/gaining of
electrons.
Students can draw an atom/ion electron
shell diagram to demonstrate the loss/gain
of electrons.
Give the students a valency table/table of
common ions.
Practical activity 1.2 p. 19/20
Pearson Text.
Pearson Activity Book 1.4 ‘Electron
Configurations of ions’
Pearson Activity 1.5 Book ‘Atoms
and ions crossword’
Revising ions worksheet
(additional ion sheets can be found in
the above booklets)
Chapter 1.2 Ions Pearson science
Text pg 13.
Pearson Website – extra activity
sheets – atoms & ionic compounds
(Student resources)
Define ionic compounds – give students
examples of common ionic compounds (p.
14/15 Pearson Text)
Students practice writing formula using the
Formula writing sheet
practice booklets.
Chemistry test 1 revision booklet
Writing ionic formulas (p. 15 textbook)
Test 1 revision
Link the concept of Valence electrons to ionic
and covalent bonds.
Practical Experiment p 1.2 ‘Making
ionic compounds’ & ‘Detecting ions
Topic test 1: Period
table & ionic formula
writing test. Students
will be able to have a
valency
table/periodic table
for the test.
Unit review questions
2.1 p.44 q 1-14 & 16
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Covalent)
Ionic Bonding &
ions in solutions
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Metals, nonmetals and
metalloids
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5/6
3rd Mar –
13th Mar
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Acids & Bases
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Compare and contrast ionic and covalent
bonds – briefly
Ionic bonding – characteristics (p.15 Pearson 9
text)
Ions and solutions (recrystalisation & electrical
flow)
by indirect observation’ p 19/20 of
Pearson text.
Using p. 38 in their Textbooks, students colour
their own periodic tables to identify the metals,
non-metals and metalloids.
Use p. 39 from the textbook to identify the
properties/uses of metals
Use p. 42 from the textbook to identify the
properties/uses of non-metals
Compare alloys and metalloids.
Pearson Science text chapter 2.1 p.
38.
Practical Activities 2.1 ‘Making Steel
Stronger’ & ‘Making Oxygen’ p.4445 of Pearson Science Text.
Pearson Activity Book Activity 2.1
‘Comparing alloys’ &’Changing the
strength’
Pearson Science 10 text Chapter 4.3
Pearson Science Text Chapter 2.3
p.56
Hand out Chemical formula sheet.
Acids and bases worksheet
Practical experiment – Testing the
pH of various solutions.
Practical experiment – Litmus paper
(red/blue) to test various solutions to
see if they are an acid/base.
Practical experiments p. 62 – 63.
‘Red cabbage indicator’, ‘Garden
eggs’ & ‘pH column’.
Students use the chapter to determine what an
acid and a base are.
Students list the properties/uses of acids and
look at the strength of acids. Students should
be able to say that the strength of an acid is
dependant on the amount of hydrogen ions
released.
Students list the properties/uses of
bases/alkalis.
Students investigate the pH of solutions and
use a pH scale to determine pH of solutions.
Students should be aware of the different
indicators that can be used to test solutions
(table 2.3.6 p. 60).
Students should use pH indicator and litmus
Unit review questions
p. 61 q 1- 13
paper to test solution
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7/8
16th Mar –
27th Mar
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Types of
reactions
- Endothermic
/exothermic
- Combustion
reactions
- Corrosion
reactions
- Writing
chemical
equations
Acid reactions
- Acid/Bases
- Acid/metals
- Acid/Carbon
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Conservation of mass: During a chemical reaction
mass is not created or destroyed.
Students define reactants/products. Write an acid
reaction on the board and students should label the
reactants and products of that reaction.
Write chemical equations – using steps on p. 69.
- Examine examples of the different type of
reactions and model how to write a
chemical equation for each.
- Balance equations for above reactions
(will be useful for acid reactions).
- Revise how to write chemical formula.
Students learn how to write chemical
formula (p. 69 of text).
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Acid/metal reactions – examples & equations
Acid/base reactions (neutralisation) – examples
& equations
Acid/carbonate reactions – examples & equations
Pearson Science Chapter 3.1 p. 68
Practical experiment 3.1 p 74
‘Conservation of mass’
Unit review qs 73 qs 1
- 15
Spontaneous Exothermic Reaction
Unlike the rest of the listed
experiments, you can use this one to
demonstrate how quickly and
vigorously exothermic reactions may
occur. Use 3 grams of potassium
magnate and use a spatula to make a
hollow in the middle of it. Then, pour
about 1 cubed centimetre of glycerol
in the hollow. After a few seconds,
the compound will begin to give off
steam and spontaneously burst into
flames, leaving a black, ashy residue
behind it. Be sure to conduct this
experiment on a heatproof mat.
Pearson Textbook Chapter 3.2 p. 77
Acid reactions practical booklet
Acid reactions summary sheet
Practical experiments: Pop Test,
Unit review 3.2 p. 82
qs 1-9
ates
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Students need to identify the products and
reactants of each equation, write the word
equation and the chemical equation (balancing
equation not necessary – only if you wish to
extend students).
Balancing equation for each type of reaction
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9
30th Mar –
2nd Apr
Additional
work
Neutralisation reaction & limewater
Practical test: Acid
tests.
reactions.
Practical experiment p.84
‘Evaluating antacids’
Pearson Activity book 3.3 ‘Sulfuric
Acid’
Pearson Activity book 3.4 ‘Acid rain’
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Topic test
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Test revision
Chemistry test 2 revision booklet
Revision sheet
Topic test
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Reactions of life
- Photosynthe
sis
- Respiration

Define photosynthesis & give the
photosynthesis equation
Identify the raw materials used in
photosynthesis
Define respiration and give the respiration
equation
Compare (by creating a venn diagram/table)
respiration in humans and plants.
Compare (by creating a venn diagram/table)
respiration and photosynthesis.
Pearson Science Ch. 3.3 p.85
Pearson Activity Book 3.5 ‘Light and
dark reactions’
Pearson Activity book 3.6 ‘Rate of
photosynthesis’
Pearson Activity book 3.7
‘Anaerobic respiration’
Pearson Activity book 3.8 ‘Literacy
review’
Practical experiment 3.3 p. 91/92
Unit review 3.3 p. 112
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ASSESSMENT TYPE
Topic Test
Practical Test
Topic Test
Assessment Outline
TITLE
Chemistry topic test 1.
Acids practical assessment
Chemistry topic test 2
WEIGHTING
5%
5%
10%