3.

Atom Bonding
Schedule
Evaluation
Descriptors of
Sessio Basic Evaluation
Objectives Contents Slide Developmen the learning
n Block knowledg criteria (specific
t indicators outcomes
es competencies)
Recall the knowledge acquired Contents Get Ready Matter 1&5 1.1 1 CCL1, CCL3,
in the previous unit on the Atom structure 2.1 2 STEM1, STEM2,
The Challenges of
structure of atoms and their and periodic STEM4, CD1,
Chemistry 2.5 3
properties. table properties CPSAA4, CCEC3
1 Which chemical 3.2 11
Investigate the properties of Molecule products are essential 12
some chemicals to control concept. in times of pandemic?
communicable diseases. 24
Chemical 2 How can the immune
S1 industry. system be 33
strengthened?
3 Which hydroalcoholic
gels are most
protective?
Your challenge
Preparing
hydroalcoholic gel
S2 Know the behaviour of atoms in Chemical Learning situation 1 Matter 5
S3 nature. Bonding What happens when
S4 Understand why atoms bond to Ionic Bonding atoms meet?
form more complex structures. Ionic Contents
Know how different types of Compounds
1 Chemical Bonding
chemical bonds form different Covalent
chemical compounds. 2 Ionic Bonding
Compounds
Know the main structural 3 Ions and Crystal
Covalent
features of different types of Lattices
Bonding
chemical compounds. 4 Covalent Bonding and
Metallic
Know the chemical hazards of Lewis Structure
Compounds
different chemical compounds. 5 Covalent Compounds
Metallic
Bonding 6 Metallic Bonding
 Chemistry in context
1 Chemical Hazards at
Home
Improvement Route
Understand the relationship Contents Learning situation 2 Matter 5
between crystalline or molecular Crystalline What the formulas in
structure of a compound with structure the first aid kit mean?
the meaning of the formula that
represents it. Molecular Contents
structure
Use the concepts of empirical 7 Empirical and
and molecular formula. Composition Molecular Chemical 11
and mass Formulae
Relate the chemical formula to percentage 2.1 12 CCL1, STEM1,
S5 the mass percent composition. 8 Relative Molecular STEM2, STEM4,
What the Mass Calculation 2.5 24
S6 Know the rules and the CPSAA4, CE1,
chemical 9 Calculation of the 3.1 28 CD1, CD3, CC1,
S7 precautions to be taken when
formulae say Composition of a 3.2 32 CCE2, CCEC3
use medicines.
Mass of a Chemical Compound 33
molecule
Chemistry in context
Molecular mass
2 The Leaflet
Calculation of
the composition Improvement Route
of a chemical
compound
S8 Identify the properties of Contents Learning situation 3 Matter 2&4 2.1 11 CCL2, CCL3,
S9 different pure substances. Atomic How do pure 3.2 12 STEM1, STEM2,
Relate the chemical bonds structure substances behave? STEM4, CD1,
S10 3.3 13 CD2, CE1, CE3,
present in substances with the Chemical
S11 Contents 4.1 33 CPSAA3,
identified properties. bonding
10 Properties of Ionic 4.3 34 CCEC3, CCEC4
Know and understand some of Types of Substances 35
the most relevant properties of chemical bond
ionic and covalent compounds. 11 Properties of 37
Meaning of Covalent Crystalline
Relate the behaviour of ionic chemical 43
Substances
and covalent compounds with formulae
12 Properties of 45
properties based on a
determined chemical bond. Properties of Covalent Molecular
ionic Substances
Know the dangers of certain
substances
substances according to their
 properties. Properties of Chemistry in context
Know and understand some of covalent 3 Salt and Blood
the most relevant properties of substances Pressure
metallic substances. Covalent 4 Dangerous Gases
Relate the behaviour of metallic atomic and
crystalline Contents
substances with properties
based on a determined substances 13 Properties of Metals
chemical bond. Covalent Chemistry in context
Understand the relationship of molecular
substances 5 Coating Metals
certain processes and technical
uses in real life through the Properties of 6 Heat and Size of
properties of some chemical metals Metallic Objects
compounds. Improvement Route
S12 Experimentally distinguish a Contents Learning situation 4 Matter 3, 4 & 5 2.1 11 CCL1, STEM1,
S13 pure substance from a mixture Properties of Pure substances or 2.3 12 STEM2, STEM4,
through its properties. pure mixtures? CPSAA4, CE1,
S14 3.1 13 CD1, CD3, CC1,
Relate knowledge about the substances.
S15 Contents 3.2 18 CCE2, CCEC3
meaning of chemical formulas Characteristics
S16 to composition and basic rules 14 Properties of Pure 3.3 29
of chemical
S17 of formulation. Substances, Mixtures, 4.2 32
bonds
and Solutions
How to use the chemical Classification of 34
language to name and Example. Calculating
the matter. 35
formulate binary compounds as the Concentration of a
per the rules of the IUPAC. Distinguishing a Solution 43
pure substance 15 Separating the
from a mixture components of a
Solutions. mixture
Techniques to Chemistry in context
separate
7 The Components of
mixtures
Milk
Reading and
8 What Glass Can We
writing chemical
Drink From?
formulae
Binary 16 How are the
compounds Formulae Read and
Written?
Oxides
17 Binary compounds
Oxygen halides
 Peroxides Example. How to
Metallic formulate and name an
hydrides oxide
Binary Salts: Example. How to
Metal + formulate and name an
Nonmetal oxygen halide
Binary Salts: Example. How to
Nonmetal + formulate and name a
Nonmetal peroxide
Example. How to
formulate and name a
metallic hydride
Example. How to
formulate and name a
non-metallic hydride
Example. How to
formulate and name
metal + non-metal
neutral binary salts
Example. How to
formulate and name
non-metal + non-metal
neutral binary salts
Improvement Route
S18 Graphically synthesise the All contents of Organise the Matter 2, 3, 4 & 5 1.1 2 STEM2,
S19 contents of the unit. the unit concepts 1.3 7 CPSAA4, CCL1,
Evaluate the level of handling of CCL3,
Apply 2.1 12
different scientific skills in real CCEC2,CCEC3,
1 Fluoride in 2.2 15 CC1
contexts.
Toothpastes 2.5 24
Assess the acquired level of
2 Why Does Soap 3.2 32
different key competences in
Remove Dirt?
context situations. 4.3 33
3 Antiperspirant
Deodorant 43

Activate your skills

and competences
1 Why are respirators
so necessary?
2 Antibiotics or
vaccines?
3 What are masks
made of?
4 How is hydroalcoholic
gel prepared?
Evaluation
Specific skill 1.
Explain natural phenomena, predicting and arguing their behaviour based on models, laws and theories of physics and chemistry, in order to acquire the concepts and
processes of science.
Assessment criteria Development Evidence ACHIEVEMENT LEVELS Operational
indicators Excellent High Medium Low descriptors
1.1 Analyse concepts, 2. Relevant Activate your skills Most or all of the Quite a number of Some proposed Very few STEM2
phenomena and everyday and competences proposed proposed everyday proposed
processes related to physicochemical 1.4 everyday everyday physico-chemical everyday physico-
the knowledge of phenomena are physico-chemical physico-chemical phenomena are chemical
physics and chemistry, understood on the Chemistry in phenomena are phenomena are understood on phenomena are
and interpret basis of appropriate context 3.1a understood on understood on the basis of understood on the
information in different principles, theories, the basis of the basis of appropriate basis of
formats (models, and laws. appropriate appropriate principles, appropriate
graphs, tables, principles, principles, theories and principles,
diagrams, formulae, theories and theories and laws. theories and laws.
diagrams, symbols, laws. laws.
web pages...), maintain 3. Everyday Chemistry in All or almost all Quite a few Some physico- Very few physico- STEM4
a critical attitude and physico-chemical context 6.2a physico-chemical physico-chemical chemical chemical
obtain conclusions phenomena are Aplica 1.2a phenomena are phenomena are phenomena are phenomena are
based on scientific explained on the explained and, explained and, in explained and, in explained and, in
reasons, and defend basis of appropriate always or almost general, they are order to explain order to explain
their own well-founded scientific principles, always, the usually explained them, the them, the
opinions with criteria. theories and laws, appropriate correctly using appropriate appropriate
and are expressed scientific laws are the appropriate scientific laws are scientific laws are
in a reasoned used correctly scientific laws, sometimes used hardly used
manner, using a and the and the correctly, the correctly and,
variety of media and explanations and explanations are explanations are therefore, it is
means of support fairly well argued, incompletely difficult to argue
communication. requested are albeit with some argued and the the explanations
well argued. errors, and the requested and the requested
requested support is used support is not
support is used incorrectly. used in a very
fairly well. correct way.
1.2 Explain and predict 4. Physicochemical Apply 1.3 Always or almost On quite a few Sometimes Never physico- STEM1
the behaviour of problems are solved always physico- occasions partially correctly chemical
everyday phenomena, using appropriate chemical physico-chemical physico-chemical problems are
arguing rigorously, in scientific laws and problems are problems are problems are solved correctly
accordance with theories. solved correctly solved correctly solved using the using the
appropriate models, using the using the appropriate laws appropriate laws
laws and theories of appropriate laws appropriate laws and theories. and theories.
physics and chemistry. and theories. and theories.

5. The procedures Chemistry in Analyse, Analyse, Recognise data Data, STEM1

used to find the context 3.4a recognise and recognise and and relationships relationships and
solutions are explain the data, explain the data, and demonstrate context are not
reasoned. identify with clearly identify a basic recognised and
absolute certainty what is being understanding of little
what is being sought and the problem. comprehension is
sought and demonstrate a When this is shown. On a few
demonstrate an high level of done, sometimes occasions, a
absolute understanding of a simple strategy resolution
understanding of the problem. is used in an strategy is used
the problem. Often use fairly unclear way, and
Always use fully effective solving detailing the inconsistencies
effective strategies, steps followed are detected. The
strategies, detail detailing the and showing an steps followed are
the steps followed steps followed acceptable not detailed and
and apply and applying the knowledge of the there is a lack of
absolutely necessary laws or theories and laws knowledge of the
correctly the theories very to be used. The laws and theories
necessary laws or correctly, applicable to be used; the
theories, identify identifying the formula is applicable
the applicable applicable therefore formula is not
formula and use formula and using identified using identified in the
absolutely correct scientific acceptable resolution and the
scientific language fairly scientific appropriate
language, without well, making very language, but scientific
making errors in few calculation some errors are language is not
calculations. errors. made. used. In addition,
many calculation
errors are made.
1.3. Identify concepts 7. Recognise real Activate your skills Always or almost Real problem Real problem It is very difficult CPSAA4
related to real problem problem situations and competences always recognise situations of a situations of a to recognise real
situations of a scientific of a scientific nature 1.1 real scientific scientific nature scientific nature scientific problem
nature, provide possible in the immediate problem are often are sometimes situations in the
solutions and argue environment. Chemistry in situations in the recognised in the recognised in the immediate
about their validity. context 1.2, 6.2b immediate immediate immediate environment.
environment. environment. environment.

10. Critically Chemistry in Clearly argue the Argue quite Partially argue Arguments to CPSAA4
analyse the impact context 3.2 impact of the coherently for the the impact of their explain the impact
on society of the initiatives carried impact of the initiatives, with of initiatives are
contribution of the out, with great initiatives that little coherence not presented or
initiatives. coherence and a have been carried and limited are used
rich and varied out, with a high vocabulary. inconsistently and
vocabulary. degree of with limited and
consistency and a repetitive
varied vocabulary.
vocabulary.
Specific skill 2.
Design, develop and communicate the approach and conclusions of investigations, including the formulation of questions and hypotheses, as well as their experimental
testing, within the school environment and following the steps of science methodologies, such as experimentation and the search for evidence, and computational thinking,
and cooperate, when necessary, to investigate aspects related to physics and chemistry.
Assessment criteria Development Evidence ACHIEVEMENT LEVELS Operational
indicators Excellent High Medium Low descriptors
2.1. Ask questions 12. Answers are Activate your skills Answers are Answers are Sometimes Answers are CCL3
about everyday sought through and competences always or almost often found answers are rarely found
phenomena and research, deduction, 2.3, 3.2 always found through found through through research,
formulate hypotheses and logico- through research, investigation, research, deduction, and
that can be answered mathematical Chemistry in deduction, and deduction, and deduction, and logico-
or contrasted in the reasoning, context 2.1, 5.2 logico- logico- logico- mathematical
school context through distinguishing those mathematical mathematical mathematical reasoning. When
experimentation, data that are of a reasoning. These reasoning. When reasoning. When they do arise,
collection and analysis pseudo-scientific answers are posed, they are they are posed, they are neither
of physical and nature and that do highly relevant highly relevant they are not very relevant nor
chemical phenomena. not admit and consistent and consistent relevant or coherent with
experimental with prior with prior coherent with prior knowledge.
verification. knowledge. knowledge. previous
knowledge.
13. Experimental Apply 2.2b Experimental Experimental Experimental Experimental STEM2
work is used to test work is always or work is often work is work is hardly
the validity of the almost always used to test the sometimes used used to test the
answers to the used to test the validity of the to test the validity validity of the
questions posed. validity of the answers to the of the answers to answers to the
answers to the questions posed, the questions questions posed
questions posed, and this is done posed, but when and, when it is
and this is done by following the it is done it shows done, the
by following very experimental the experimental experimental
rigorously the steps quite steps in an steps and rigour
experimental rigorously. unrigorous way. in the
steps and even development are
proposing new not shown.
and different
steps.
2.2 Design, using 14. Known scientific Chemistry in Scientific laws Scientific laws Scientific laws Scientific laws CE1
scientific laws and theories context 3.1 (c and and theories are and theories are and theories are and theories are
methodologies, are applied to d) always or almost often applied to sometimes rarely applied to
research procedures formulate questions always applied to formulate applied to formulate
involving the use of and hypotheses. Apply 3.2a formulate questions and formulate questions and
deduction, experimental questions and hypotheses. questions and hypotheses, even
work, and logical- hypotheses. hypotheses, if when they are
mathematical they are very very simple and
reasoning. simple and basic. basic.
15. Design Activate your skills Be able to devise Be able to devise With assistance, Almost never, CCEC3
necessary and competences autonomously all autonomously be able to devise even with help, be
experimental or 4.1 the experimental some some able to devise
deductive or deductive experimental or experimental or experimental or
procedures. Chemistry in procedures deductive deductive deductive
context 5.1, 8.1 necessary to procedures procedures procedures to
solve a scientific necessary to necessary to solve even a
Apply 2.1 question. solve a not too solve a scientific simple scientific
complex scientific question that is question.
question. not too complex.
2.5 Present the 23. Inquiry and Apply 1.2b, 3.1c Appropriate Appropriate Appropriate There are many CPSAA4
conclusions and results evidence-seeking enquiry and enquiry and enquiry and difficulties in
obtained through field strategies are evidence-seeking evidence-seeking evidence-seeking devising
experimentation and designed to draw strategies are strategies are strategies are appropriate
observation using the conclusions on the almost always often devised to sometimes enquiry and
appropriate format validity or otherwise devised to draw draw conclusions devised to draw evidence-seeking
(tables, graphs, reports, of the hypotheses conclusions about about the validity conclusions about strategies to draw
etc.) and, when formulated. the validity or or otherwise of the validity or conclusions about
necessary, digital tools. otherwise of the the hypotheses otherwise of the the validity or
hypotheses formulated. hypotheses otherwise of the
formulated. formulated. hypotheses
formulated.
24. Conclusions and Activate your skills Conclusions and Conclusions and Conclusions and Conclusions and CCL1
answers are drawn and competences answers are answers are answers are answers are
from the nature of 2.1, 3.1, 2.2, 4.4 obtained and obtained and drawn and obtained and
the questions asked expressed in a expressed clearly expressed in an expressed with
and are expressed Chemistry in clear, simple, and and simply, but unclear manner, difficulties and do
correctly and context 1.3, 6.2c, rigorous manner, not with sufficient hardly responding not respond to the
coherently. 7.2 in accordance rigour, in convincingly to objectives set.
with the accordance with the stated
Apply 2.2a, 3.1a objectives set. the stated objectives.
objectives.
Specific skill 3.
Generate, explain, and validate data and information in different formats and sources, making appropriate use of the specific scientific language of physics and chemistry,
and use laboratory material responsibly and safely, in order to value scientific language as a universal tool for communication and exchange of knowledge.
Assessment criteria Development Evidence ACHIEVEMENT LEVELS Operational
indicators Excellent High Medium Low descriptors
3.1. Generate and use 29. Explain data in Chemistry in Data in different Generally, be There are some There are MTCE4
data from different different formats. context 2.4, 2.4b, formats are able to explain, difficulties in significant
sources and formats 3.3, 3.4b always or almost with virtually no explaining data in difficulties in
(texts, tables, graphs, always used difficulty, data in different formats, explaining data in
diagrams, etc.) to Apply 3.2b without difficulty different formats, and they are different formats
explain, validate and and are always or to relate them related with or they are not
communicate almost always generally well and difficulties, related, and
information related to a related correctly with little difficulty, without making inferences are not
specific physical or and without too to make inferences and made or related
chemical process, by much difficulty, to inferences and to with virtually no to prior
critically selecting what make inferences relate them to connection to knowledge.
is most relevant for the and to relate prior knowledge. prior knowledge.
resolution of the them to prior
problem. knowledge.
31. The most Chemistry in It is almost Generally being With help, be able Many difficulties STEM4
relevant data is context 5.3a always possible able to extract to extract the are encountered
extracted from the to extract the without too much most relevant in extracting the
data to solve a most relevant difficulty the most data from a most relevant
problem. data from a relevant data simple problem or data and finding
problem or from a problem or situation, but solutions.
situation without situation and to some difficulties
difficulty, and it is solve it without are always
always solved. too much apparent.
difficulty.
3.2. Make appropriate 32. Use the basic Activate your skills Almost always or In general, make Sometimes make There are many CCEC2
use of the basic rules of rules of physics and and competences always make appropriate use appropriate use difficulties in
physics and chemistry, chemistry 1.3, 4.2, 4.3 appropriate use of the rules of of the rules of making proper
including the use of appropriately: units of the rules of physics and physics and use of the rules of
units of measurement, of measurement, Chemistry in physics and chemistry: units chemistry: units physics and
mathematical tools and mathematical tools context 2.4c, 3.1b, chemistry: units of of measurement, of measurement, chemistry: units of
IUPAC formulation and and rules of 4.1a, 4.2, 5.3b measurement, mathematical mathematical measurement,
nomenclature, as basic nomenclature. mathematical tools and rules of tools and rules of mathematical
elements of scientific Apply tools and rules of nomenclature. nomenclature. tools and rules of
language and effective 2.1, 3.1b nomenclature. nomenclature.
communication for the 33. Achieve Activate your skills Ideas are Ideas are Ideas are Difficulty in CC1
 effective and competences expressed in a expressed clearly expressed in an expressing
communication with 1.5 clear and simple and simply, and unclear and him/herself and
the entire scientific way and the explanations are simple way and failure to respond
community. explanations responded to there is little to the
required by the without the rigour response to the explanations
exchange of knowledge
activity are required by the explanations required by the
among the scientific
answered in a activity. required by the activity.
community.
very rigorous activity.
manner.
3.3. Use in a practical 34. Laboratory Chemistry in Knowledge of all Knowledge of Knowledge of Ignorance of MTCE5
and responsible way standards are context 7.1 or almost all many of the some laboratory practically all
the rules for the use of implemented to laboratory laboratory's standards and laboratory
specific science ensure personal and standards and standards and, in sometimes put standards and
spaces, such as the collective health. always or almost general, they are them into practice with difficulty
physics and chemistry always put into put into practice to ensure putting them into
laboratory, as a means practice to ensure to ensure personal and practice to ensure
of preserving their own personal and personal and collective health. personal and
and collective health, collective health. collective health. collective health.
the sustainable
conservation of the
environment and
respect for the facilities.
Specific skill 4.
Critically and efficiently use technological platforms and a variety of resources, both for individual and teamwork, to search for information, create materials and
communicate based on knowledge of physics and chemistry, in relation to eco-socially relevant phenomena and issues.
Assessment criteria Development Evidence ACHIEVEMENT LEVELS Operational
indicators Excellent High Medium Low descriptors
4.1. Critically, 38. Improve Chemistry in The autonomous The autonomous Little The improvement CE3
creatively, and autonomous context 6.1 learning process learning process improvement in in the process of
efficiently use digital learning with the is always or is often enhanced the autonomous autonomous
environments and a use of traditional almost always using traditional learning process learning with the
variety of resources in and digital enhanced using and digital is achieved with use of traditional
different formats to resources. traditional and resources. the use of and digital
defend one's own point digital resources. traditional and resources is not
of view on eco-socially digital resources. significant.
relevant phenomena
and issues.
4.3. Search for and 43. Work Activate your skills Work is always or Work is often Work is There is CCEC2
analyse information appropriately with and competences almost always well-suited to sometimes well- inadequate use of
using conventional and traditional and 1.2, 2.2, 3.3 well-suited to traditional and suited to traditional and
digital media, creating digital media to traditional and digital media for traditional and digital media to
content related to consult information Chemistry in digital media to consulting digital media to consult
physics and chemistry, and select the most context 1.1, 1.4, consult information and consult information and
judiciously selecting the reliable sources. 4.1b information and usually selects information and virtually no
most reliable sources, select the most the most reliable sometimes they selection of
and organising reliable sources. sources. select the most sources.
information through the reliable sources.
correct use and citation 45. Both self- Chemistry in Work is always or Generally, be With help, be able With help, just be CPSAA3
of different sources. learning and context 1.5 almost always able to work to work with able to work with
collective learning done appropriately with traditional and basic traditional
are enhanced by the autonomously traditional and digital media to and digital media,
traditional and and appropriately, digital media and get some thus getting some
digital media used. with traditional to improve their improvement in improvement in
and digital media, learning. their learning. their learning.
and there is a
clear
improvement in
their learning.
Specific skill 5.
Analyse the effects of certain actions on the environment and health, based on the fundamentals of physical and chemical sciences, in order to make proposals for action
that will enable them to make informed decisions on current problems and adopt habits that minimise environmental impacts and that, in turn, are compatible with
sustainable development and allow them to maintain and improve individual and collective health.
Assessment criteria Development Evidence ACHIEVEMENT LEVELS Operational
indicators Excellent High Medium Low descriptors
5.3 Identify some 51. Identify Chemistry in Autonomously, be Autonomously, be If guided, be able There are many STEM5
situations in which situations in which context 2.3, 3.5 able to identify a able to identify to identify and difficulties in
knowledge derived from knowledge derived multitude of some obvious understand some identifying
physics and chemistry from physics and situations in situations in of the most situations, even
can contribute to chemistry which knowledge which knowledge obvious situations the most obvious
improving contributes to derived from derived from in which ones, where
environmental improving individual physics and physics and knowledge knowledge
sustainability and and collective chemistry chemistry derived from derived from
improving individual health. contribute to contributes to physics and physics and
and collective health. improving improve individual chemistry chemistry
individual and and collective contributes to contributes to
collective health. health. improving improving
individual and individual and
collective health. collective health.
 Output profile Assessment criteria (specific competencies)
descriptors (key
competencies) Achieved
1 2 3 4 5 6
level
24
CCL1
CCL2
12 43
CCL3
CCL5
CP3
4-5
STEM1
2 13
STEM2
STEM3
3 29-31
STEM4
34 51
STEM5
CD1
CD2
CD3
CD4
CPSAA1
CPSAA2
45
CPSAA3
7-10 23
CPSAA4
33
CC1
CC3
CC4
14
CE1
CE2
38
CE3
CCEC1
32
CCEC2
15
CCEC3
CCEC4