Chemical Sciences
Atoms
Year 9
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)
Science as Human Endeavour
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Scientific models, theories, processes, applications (ACSHE157). Technological advances through science (ACSHE158)
Use of science in improving people’s lives, generating new careers, and meeting societal needs. (ACSHE161)
Use science to evaluate claims or predictions (ACSHE160)
Values of society influence research (ACSHE228)
Scientific Inquiry Processes
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Formulate questions or hypotheses to investigate. (ACSIS164)
Plan, select and use appropriate investigation methods e.g. field and laboratory work. (ACSIS165)
Select and use appropriate equipment, to systematically collect and record data (ACSIS166)
Analyse patterns and trends in processing data e.g. relationships between variables (ACSIS169)
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
Evaluate conclusions, including possible alternative explanations. (ACSIS171)
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)
 Communicate scientific ideas and information, including using appropriate scientific language. (ACSIS174)
Knowledge and Understandings
The Structure of Matter
The world and everything in it is made up
of matter. We are surrounded by matter.
The properties and uses of materials are
related to the microscopic structure of the
materials.
The structure of matter
All matter is made up of very small particles
called atoms. Different types of atoms
make up different types of materials.
Materials made up of just one type of atom
are called elements.
Learning Process
Atoms
Purpose: Students learn about the structure of atoms and the
sub-atomic particles that make them up.
Inform – Motivate – Recall: Revise some of the topics relating to
the properties of elements and compounds, including
nomenclature:
 Compare naming of compounds with naming of elements.
Similarities or differences found
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What is the difference between an element and a
compound?
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Elements are pure substances that cannot
be broken down into simpler substances by
chemical reactions.
Why are elements and compounds called "pure
substances"?
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Do they always have the same formula?
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Each element is given a chemical symbol.
Each symbol starts with a capital letter and
contains one or two letters.
Does copper sulphate always contain the same proportion
of the same elements?
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What elements make up these gases?
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How many atoms of each element are there in each model?
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What is the name given to structure formed when two or
more elements join like this?
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What is the formula for a molecule of hydrogen gas, oxygen
gas, chlorine gas, sulphur dioxide gas, argon gas, helium
gas (party gas)? Do all of these gases form molecules?
The type and structure of the atoms in an
element determine its properties and hence
its uses.
When elements combine in a chemical
reaction a new substance called a
compound is formed. The compound has
different properties from the original
elements.
A compound is a pure substance because
it always has the same composition.
Each compound is represented by its own
Recall what are the building blocks of elements and compounds
i.e. atoms. Find scanning tunnelling microscope pictures of atoms
to highlight the idea that they really do ‘look’ like tiny spheres.
What makes an oxygen atom different from a carbon atom? Use
such questions to highlight that in order to answer these questions
we need to look more carefully at the structure of an atom.
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chemical formula that shows the relative
number of atoms of each element there is
in the compound.
Some elements are made up of just single
atoms.
Other elements and all compounds are
made up of atoms joined to other atoms to
form molecules.
Molecules consist of two or more atoms
joined together.
Many types of matter exist as mixtures.
Mixtures are not pure substances. Each
part of the mixture keeps its own properties
and can be separated out by a physical
process.
Mixtures do not involve a chemical reaction
or the formation of a new substance. An
example of a mixture is a solution where a
solid is dissolved in a liquid.
Different processes are can be used to
separate the components of a solution.
The terms solute, solvent, solution, soluble,
sparingly soluble and insoluble are used to
describe the nature of solutions.
Atomic structure
All materials are made up of a combination
of atoms. These atoms are constantly
moving/vibrating.
Atoms consist of a positive nucleus
surrounded by a cloud of negative
electrons. The nucleus consists of positive
protons and neutral neutrons.
The type of atoms that make up a material
and the way that they are joined together
determines the properties of the material.
Matter and Energy
Lesson Plan: Students explore chemical changes compounds
and recognise characteristics of ions, cations, and anions. As a
class, they participate in a class lecture, study the rules for writing
compounds and write chemical symbols and formulas for
molecules and compounds. Students observe a demonstration of
the law of conservation of matter and perform experiments. They
invent a board game on the concepts of nomenclature.
Apply – Use – Research: Draw a diagram to explain what an
atom is thought to look like. Name and describe the main particles
that make up an atom. How do atoms of different materials differ?
What are the different properties of protons, neutrons and
electrons e.g. relative size, mass, charge, location in the atom?
Atomic Structure
Lesson Plan: Students explore and define the vocabulary
associated with atomic structure. Working in groups, they create a
drawing of an atom and a molecule correctly labelling each part
using their new vocabulary.
Development of Atomic Theory and Identifying Elements
Activity: Students explore the development of atomic theory.
They organize the different atomic models chronologically.
Students identify unknown elements using the periodic table and
an elements number of protons. Students draw an atom.
Review Rutherford’s experiment in which he fired alpha particles
(helium nuclei) at a sheet of gold foil. What did he observe? How
did this contradict the current theory about the structure of the
atom? What did he learn and how did the atomic model change as
a result?
Experiment – Investigate: In pairs of groups of three simulate
Rutherford’s gold foil experiment by using cereal boxes open at
both ends. One student places an object inside the box on the
desk. The second student must roll marbles through the box
without seeing what’s inside to try and determine as many features
of the object as possible through indirect observation.
Evaluate – Generalize – Create: Have students create a report
on a significant scientific breakthrough in our understanding of
atoms over the course of history and the scientist who discovered
it.
Assessment:
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Draw a labelled diagram of an atom
Perform a simulation of the Rutherford gold foil experiment to look at analysis through indirect observation.
Write a report on a significant development in the atomic model.
Standards
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10?y=9&s=SU&s=HE&s=IS&layout=1
Teacher Resources IWB T
Classification Of The Chemical Elements Learn how the chemical elements are arranged on the periodic table
A Date With Chemistry Interesting Idea for a lesson - a "dating game" where the dating pool is comprised of the
elements featured on the Periodic Table
Elements, Compounds & Reactions Through lab activities, students investigate factors that affect the rate of
chemical reactions
Atomic Theory: Activity: Students read the article about the atomic theory and then complete the interactive quiz
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to confirm their knowledge on the subject.
Atomic Structure: The Heart of Matter: Activity: Students study the particles of which atoms are made. They define
the electron, proton and neutron and their attributes.
How Atoms Work: Activity: Students explore the concept of atoms and how they combine to form molecules and
compounds. In pairs, they read an article on how atoms work and discuss the main points. They draw atoms and
write a paragraph about their elements
History of Atomic Theory: Lesson Plan: In small groups, students use media and written script to learn and teach
each other about major contributions to the development of the Atomic Theory.
Atomic Structure: Activity: Students examine atomic structure from an historical viewpoint and locate the three
basic parts of an atom on a diagram. They apply indirect evidence to solve problems.
Atomic Structure: The Heart of Matter: Activity: Students study the particles of which atoms are made. They define
the electron, proton and neutron and their attributes.
Student Resources IWB S
The Atomic Theory Information and interactive model about the Atomic Theory.
Life's Little Questions: Sand To Nuts Activities which encourage exploration into materials science.
Zlime Fun activity
Chem 4 Kids Comprehensive site with info, quizzes, further links and real world examples of chemistry
Composition Of The Atom Construct a correct model of the magnesium atom
© Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au
This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au
Lesson Planner
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© Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au
This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au