11 Chemistry Module 1

Picnic Point High School
2018
Unit Title Module 1 – Properties and Structure of Matter Duration 8 weeks- 30 hours (including teacher determined hours for Depth
Study)
Content Focus:
Students analyse trends and patterns in relation to the properties of pure substances and use these to predict the properties of other pure substances.
This knowledge is used to determine ways in which substances can be separated from each other or remain together.
Matter can be either pure substances with distinct measurable properties (eg melting and boiling points, reactivity, strength, density) or mixtures with
properties that are dependent on the identity and relative amounts of the substances that constitute them. The analysis of these properties has led to the
expansion of the periodic table of the elements and the advancement of atomic theory. This understanding has allowed for the development of complex
models that have been subject to extensive peer review, and has contributed to advances in many disciplines over time.
Students use knowledge obtained from the study of the periodic table to examine trends and patterns that exist between chemical elements and atoms in
order to discover that fundamental particles, and their role in the structure of an atom, give all chemicals their properties.
Context of this Module
As this unit addresses the first module in the Chemistry course, emphasis is placed on reviewing and developing student prior knowledge, particularly that
gained in Stage 5. Skills in Working Scientifically will be enhanced, as students design and conduct investigations that further enables them to carry out a
future Depth Study later in the Year 11 course. Students are given the opportunity to design their own investigations and practice efficient information and
data collection strategies, as well as developing skills in communicating their findings using appropriate scientific language.
Working Scientifically
In this unit, students focus on: designing, evaluating and conducting investigations; obtaining and processing data in the most appropriate manner; and
communicating ideas about the structural, physical and chemical aspects of matter. Students should be provided with opportunities to engage with all
1
Working Scientifically skills.
A student:
› designs and evaluates investigations in order to obtain primary and secondary data and information CH11/12-2
› conducts investigations to collect valid and reliable primary and secondary data and information CH11/12-3
› selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media CH11/12-4
› communicates scientific understanding using suitable language and terminology for a specific audience or purpose CH11/12-7
› explores the properties and trends in the physical, structural and chemical aspects of matter CH11-8
Content
Properties of Matter
Inquiry question: How do the properties of substances help us to classify and separate them?
Students:
● explore homogeneous mixtures and heterogeneous mixtures through practical investigations:
– using separation techniques based on physical properties (ACSCH026)
– calculating percentage composition by weight of component elements and/or compounds (ACSCH007)
● investigate the nomenclature of inorganic substances using International Union of Pure and Applied Chemistry (IUPAC) naming conventions
● classify the elements based on their properties and position in the periodic table through their:
– physical properties
– chemical properties
Atomic structure and atomic mass
Inquiry question: Why are atoms of elements different from one another?
Students:
2
 investigate the basic structure of stable and unstable isotopes by examining:
– their position in the periodic table
– the distribution of electrons, protons and neutrons in the atom
– representation of the symbol, atomic number and mass number (nucleon number)
● model the atom’s discrete energy levels, including electronic configuration and spdf notation (ACSCH017, ACSCH018, ACSCH020, ACSCH022)
● calculate the relative atomic mass from isotopic composition (ACSCH024)
● investigate energy levels in atoms and ions through:
– collecting primary data from a flame test using different ionic solutions of metals (ACSCH019)
– examining spectral evidence for the Bohr model and introducing to the Schrödinger model
● investigate the properties of unstable isotopes using natural and human-made radioisotopes as examples, including but not limited to:
– types of radiation
– types of balanced nuclear reactions
Periodicity
Inquiry question: Are there patterns in the properties of elements?
Students:
● demonstrate, explain and predict the relationships in the observable trends in the physical and chemical properties of elements in periods and groups
in the periodic table, including but not limited to:
– state of matter at room temperature
– electronic configurations and atomic radii
– first ionisation energy and electronegativity
– reactivity with water
Bonding
Inquiry question: What binds atoms together in elements and compounds?
3
Students:
● investigate the role of electronegativity in determining the ionic or covalent nature of bonds between atoms
● investigate the differences between ionic and covalent compounds through:
– using nomenclature, valency and chemical formulae (including Lewis dot diagrams) (ACSCH029)
– examining the spectrum of bonds between atoms with varying degrees of polarity with respect to their constituent elements’ positions on the
periodic table
– modelling the shapes of molecular substances (ACSCH056, ACSCH057)
● investigate elements that possess the physical property of allotropy
● investigate the different chemical structures of atoms and elements, including but not limited to:
– ionic networks
– covalent networks (including diamond and silicon dioxide)
– covalent molecular
– metallic structure
● explore the similarities and differences between the nature of intermolecular and intramolecular bonds and the strength of the forces associated with
each, in order to explain the:
– physical properties of elements
– physical properties of compounds (ACSCH020, ACSCH055, ACSCH058)
Assessment
Key Considerations
Distinguishing between mixtures and pure substances based on physical properties. Formative- (End of term1)
Separating mixtures using different technologies dependent on the differing properties of the components of the Chemical Structures
mixture.
The assessment task associated
Understanding how scientists have used these properties to develop new atomic models and increase the number of
with this unit requires students to
known elements.
present a series of models, either
physical or digital, to show the
4
main features of the major types
Relate the structures of different types of substances to their properties
of chemical structure, including:
o ionic networks
o covalent lattices (including

diamond and silicon dioxide)
o covalent molecular
o metallic structure
Students will also need to provide

suitable annotations, labels or
notes associated with each type
of structure, as well as naming
representative examples.
Depth Study
This module will provide students

with the opportunity to plan and
conduct investigations, as well as
processing data and information.
Focus should be placed on the
development of skills related to
planning and conducting
investigations, as well as
processing and communicating
information. This Depth Study
5
will be formally assessed at the
end of term 2
Depth Study
Plan, perform and analyse a series of first hand investigations to answer the following:
How does the rate of a chemical reaction affect the density changes in a closed vessel?
and
Design a closed vessel containing a chemical reaction that initially sinks to the bottom of a body of water, then rises to
the
surface, after 30 seconds.
As part of the study, students will explore:
1. physical properties (of a range of substances) and their trends in the Periodic Table
2. density and factors that affect it
3. a range of (general) chemical reactions
4. chemical reactions that produce gases
5. factors that affect the rate of a reaction
Resources:
Depth study student workbook. Module 1 student work book. Chemistry in Focus textbook, Surfing NSW Chemistry 1
and 2, Pearson Chemistry textbook, Pearson Chemistry Skills and Assessment Module 1 Teacher powerpoints
6
Properties of matter - Inquiry Question 1 – How do the properties of substances help us to classify and separate them?
Registe Content Working Scientifically Teaching, learning, working scientifically activities and Resources
r Skills assessment
Review of Stage 5 Review of basic concepts. pages 2-15 Teacher powerpoint

11.1.1 ( embedded
Mixture and pure substances 1.1 , Elements and animations, videos and
Compounds 1.2 web links)
Check your understanding 1.1, 1.2 page 5 Student work book
11.1 Properties and
Physical states 1.3, Solutions and suspensions
Structure of Matter
Check your understanding 1.3, 1.4 page 6
Chemistry in Focus
Physical and Chemical Changes Student textbook
Particle nature of matter
Check your understanding 1.5,1.6 page 9
Atoms, molecules and ions
Symbols and formulae
Check your understanding 1.7,1.8 page 15
Students complete the Chapter Review Questions page 17
7
r Skills assessment
 explore homogeneous CH11/12-2 designs and 2.1 Physical properties, pages 20 – 23 Teacher powerpoint
mixtures and evaluates investigations in 11.1.1 ( embedded
heterogeneous mixtures order to obtain primary and  Check your understanding 2.1, page 24 animations, videos and
through practical secondary data and  2.2 Using physical properties to separate mixtures, pages 25 web links)
investigations: information – 28
 Investigation 2.1 Separating salt, oil and water, pages 28 – 29 Student work book
 using separation techniques CH11/12-3 conducts  Check your understanding 2.2, page 30
11.1 Properties and
based on investigations to collect valid Structure of Matter
 2.3 Gravimetric analysis, pages 30 – 31
physical properties (ACSCH026) and reliable primary and  Investigation 2.2 Determining the percentage composition of Chemistry in Focus
secondary data and a mixture, page 32 Student textbook
 calculating percentage
information  Check your understanding 2.3, page 33
composition by weight
of component elements and/or CH11/12-6 solves scientific
compounds problems using primary and
secondary data, critical
(ACSCH007) thinking skills and scientific
processes
CH11/12-7 communicates
scientific understanding using
suitable language and
terminology for a specific
8
r Skills assessment
audience or purpose
 investigate the Chapter 5 text p 92 (Ionic compounds)

nomenclature of inorganic
substances using Exercises 5.1-5.4 p 95
International Union of Pure
9
r Skills assessment
and Applied Chemistry Covalent Compounds p102

(IUPAC) naming
conventions Exercises 5.7-5.9 p103-104
 classify the elements based CH11/12-2 designs and 2.4 A survey of the elements, pages 33 –37
evaluates investigations in order
on their properties and Investigation 2.3 Classifying elements as solids, liquids or gases,
to obtain primary and
position in the periodic table page 34
secondary data and information
through their:
-physical properties CH11/12-3 conducts Investigation 2.4 Classifying elements as metals or non-metals,
-chemical properties investigations to collect valid pages 35 – 36
and reliable primary and 2.5 The periodic table, pages 37 – 39
Check your understanding 2.4/2.5, pages 39 – 40
CH11/12-4 selects and
processes appropriate
qualitative and quantitative Students complete the Chapter Review Questions (pages 42 – 43)
data and information using a as an in-class task
range of appropriate media
Teacher reviews.
CH11/12-5 analyses and
evaluates primary and
10
r Skills assessment
audience or purpose
Atomic structure and atomic mass- Inquiry Question 2 – Why are atoms of elements different from one another ?
 investigate the basic 3.1 An atom – a nucleus and an electron cloud, pages 45 – 47 Teacher powerpoint
Check your understanding 3.1, page 48 11.1.2 ( embedded
structure of stable and 3.2 Isotopes, pages 48 – 49 animations, videos
unstable isotopes by Check your understanding 3.2, pages 49 –50 and web links)
Student work book

11
r Skills assessment
examining: 3.3 Unstable isotopes, pages 50 – 53 11.1 Properties and

Check your understanding 3.3, page 54 Structure of Matter
 their position in the
An atom of manganese has 28 electrons and 31 neutrons. Chemistry in Focus
periodic table Student textbook
Describe the location of nickel in the periodic table
 the distribution of Justify how many protons are present in an atom of nickel
Provide the symbolic representation of nickel (including
electrons, protons and
symbol, atomic number and mass number)
neutrons in the atom Give the electron configuration for nickel using:
Simple notation
 representation of the Orbital notation
symbol, atomic number
and mass number
(nucleon number)
 investigate the properties 3.3 Unstable isotopes, pages 50 – 53

of unstable isotopes using
Worked example 3.1, page 52
natural and human-made
Check your understanding 3.3, page 54
radioisotopes as examples,
12
r Skills assessment
including but not limited to: The element, tennessine (atomic number 117) was discovered in
-types of radiation
-types of balanced nuclear 2010.Describe the location of tennessine in the periodic table
reactions Justify whether tennessine contains stable or unstable
isotopes.
Tennessine-294 was produced by bombarding berkelium-
249 with calcium-48.
Write a balanced nuclear equation for this reaction
Identify the other product formed in this reaction
Atomic structure and atomic mass- Inquiry Question 2 – Why are atoms of elements different
EXTENSION from
– Give the one another
electron ?
configuration, using orbital
notation, for tennessine.
 calculate the relative Refer to Chapter 7 page 148-149 worked example

atomic mass from isotopic
composition (ACSCH024)
 model the atom’s discrete 3.4 Energy levels for electrons, pages 54 – 56
13
r Skills assessment
energy levels, including Check your understanding 3.4, page 57
electronic configuration and 3.5 The periodic table, pages 57 – 58
spdf notation (ACSCH017 Check your understanding 3.5, page 59

ACSCH018, ACSCH020,
3.6 Orbitals and sublevels, pages 60 – 63
ACSCH022)
 investigate energy levels in CH11/12-3 conducts 3.7 Atomic emission spectroscopy, pages 64 – 65
atoms and ions through:
investigations to collect valid Investigation 3.1 Flame tests, pages 66 –67
 collecting primary data
and reliable primary and Investigation 3.2 Emission spectra, pages 67 – 68
from a flame test using
secondary data and 3.8 Flame tests, pages 68 – 69
different ionic solutions
information
Check your understanding 3.7/3.8, pages 69 – 70
of metals (ACSCH019)
CH11/12-4 selects and
3.9 Bohr, Schrodinger and atomic structure, pages 70 – 71
 examining spectral
processes appropriate
evidence for the Bohr
qualitative and quantitative
model and introducing data and information using a
range of appropriate media Compare the following techniques / technologies (flame tests,
14
r Skills assessment
the Schrödinger model CH11/12-5 analyses and spectroscopes, spectrometers) in terms of the:
evaluates primary and Type of data that is collected:
secondary data and -Usefulness

information
-Justify which of the above techniques

Students complete the Chapter Review Questions (page 73)
Periodicity- Inquiry Question 3 – Are there patterns in theforproperties
terminology a specific of elements ?
audience or purpose
 demonstrate, explain and CH11/12-4 selects and 4.1 Melting point and physical state, pages 75 – 76 Teacher powerpoint
4.2 Atomic radius, pages 76 – 77 11.1.3 ( embedded
predict the relationships in processes appropriate 4.3 Ionisation energy, pages 77 – 80 animations, videos
the observable trends in the qualitative and quantitative Investigation 4.1 Trends in ionisation and web links)
data energies across a period and down a group, page 78
Student work book
physical and chemical
Check your understanding 4.1/4.2/4.3, page 81 11.1 Properties and
and information using a range
properties of elements in Structure of Matter
15
r Skills assessment
periods and groups in the of 4.4 Electronegativity, page 82 Chemistry in Focus

Student textbook
periodic table, including but appropriate media 4.5 Metallic character and reactivity with water, page 83
not limited to: CH11/12-5 analyses and 4.6 Summary of trends, page 84
-state of matter at room evaluates primary and Check your understanding 4.4/4.5/4.6, page 84
temperature secondary data and

information Aluminium has the following ionization energies in kJ/mol
-electronic
CH11/12-7 communicates Identify the trend for aluminium in ionisation energy
configurations and
scientific understanding using Justify the anomaly in this trend.
atomic radii
suitable language and Analyse the relationship in trends in ionisation energy and
-first ionisation energy
terminology for a specific electronegativity for Group 16.
and electronegativity
audience or purpose Ca2+, Cl-, Ne, K+ and S2- all have the same number of electrons.
-reactivity with water
List these species in terms of increasing radius and justify your
response.
16
r Skills assessment
Students complete the Chapter Review Questions (pages 85 –
86)
Chemical Bonding- Inquiry Question 4 – What binds atoms together in elements and compounds ?
 investigate the role of 5.1 Achieving noble gas configurations, page 89 Teacher powerpoint
11.1.4 ( embedded
electronegativity in 5.7 Ionic or covalent bonding and electronegativity, page 101
animations, videos
determining the ionic or and web links)
Student work book

covalent nature of bonds Play chemical bingo with cards containing formulae for:
11.1 Properties and
Structure of Matter
17
r Skills assessment
between atoms 􀁸 ions Chemistry in Focus

Student textbook
􀁸 ionic compounds
􀁸 covalent binary compounds
OR
Play snap with some cards containing names (or electron-dot
structures) and other cards containing formulae for:
􀁸 ions
􀁸 ionic compounds
􀁸 covalent binary compounds
Students use Styrofoam balls or balls of play doh / plasticene
and toothpicks to create models of the different types of
structures. Using the models, the students create a short movie
to explain a property for each of the structures, e.g. melting
18
r Skills assessment
point for each of the structures.
 investigate the 5.2 Formation of ions – ionic bonding, pages 90 – 91
nomenclature of inorganic 5.3 Ionic bonding and the periodic table, page 92
substances using 5.4 Naming simple ionic compounds, pages 92 – 94
International Union of Pure Check your understanding 5.1/5.2/5.3/5.4, pages 94 – 95
and Applied Chemistry 5.5 Covalent bonding, pages 96 – 98
(IUPAC) naming 5.6 Drawing electron-dot structures, page 99
conventions (NOTE – this is Check your understanding 5.5/5.6, page 100
from IQ1) 5.8 Valency and position in the periodic table, pages 101 – 102
Chemical Bonding- Inquirythe

 investigate Question 4 – What binds atoms together in elements
differences 5.9and compounds
Naming covalent? binary compounds, pages 102 – 103
between ionic and covalent Check your understanding 5.7/5.8/5.9, pages 103 - 104
compounds through:
-using nomenclature,
19
r Skills assessment
valency and chemical
formulae (including Lewis
dot diagrams) (ACSCH029
 investigate the different CH11/12-3 conducts Investigation 5.1 Comparing properties of a compound and its
constituent elements, pages 88 – 89
chemical structures of investigations to collect valid
and 5.10 Properties of ionic and covalent molecular substances, page
atoms and elements, 104 – 106
reliable primary and
including but not limited to: secondary 5.11 covalent network solids, pages 108 –109
-ionic networks data and information 5.12 Metallic bonding, pages 109 – 110
-covalent networks CH11/12-4 selects and 5.13 Solids summarised, page 110
(including diamond and processes
Check your understanding 5.10/5.11/5.12/5.13, pages 111 – 112
silicon dioxide) appropriate qualitative and
-covalent molecular quantitative data and

information
-metallic structure
using a range of appropriate
20
r Skills assessment
media
audience or purpose
 explore the similarities CH11/12-3 conducts Investigation 5.2 Teacher demonstration: Comparing
and differences between intermolecular forces and intramolecular bonding, pages 106 –
investigations to collect valid
the nature of
Chemical Bonding- Inquiry Question and reliable primary and 107
intermolecular and 4 – What binds atoms together in elements and compounds ?
secondary
Investigation 5.3 Modelling intermolecular forces and
intramolecular bonds and
data and information intramolecular bonding, pages 107 – 108
the strength of the forces
CH11/12-5 analyses and Students complete the Chapter Review Questions
associated with each, in
evaluates primary and
order to explain the: secondary data and
information
21
r Skills assessment
-physical properties of CH11/12-6 solves scientific
elements problems using primary and
-physical properties of secondary data, critical

thinking skills and scientific
Compounds (ACSCH020, processes
ACSCH055, ACSCH058)
audience or purpose
 investigate the differences CH11/12-6 solves scientific 6.1 Polar covalent bonds and polar
between ionic and covalent problems using primary and molecules, pages 117 – 118
compounds through: secondary data, critical 6.2 Electronegativity and bond polarity, page 118
thinking skills and scientific
-examining the spectrum processes 6.3 Predicting the shape of molecules, pages 119 – 120
22
r Skills assessment
of bonds between atoms with Investigation 6.1 Modelling shapes of molecules, page 121
varying degrees of polarity
with Check your understanding 6.1/6.2/6.3, page 122
respect to their constituent Complete the following for each of water and methanol
elements’ positions on the (CH3OH).
periodic table Draw electron-dot diagram.
-modelling the shapes of Draw its structural formula and indicate its polarity.
molecular Justify the shape around the oxygen in each molecule
Chemical Bonding- Inquiry Question 4 – What binds atoms together in elements and compounds ?
substances(ACSCH056,
ACSCH057)
 explore the similarities CH11/12-2 designs and 6.4 Types of intermolecular force, pages 122 – 125
and evaluates investigations in
order to obtain primary and Investigation 6.2 Classifying substances as metallic, ionic or
differences between the secondary data and covalent molecular (polar or non-polar), page 126
nature of intermolecular and information Check your understanding 6.4, pages 126– 127
intramolecular bonds and the CH11/12-3 conducts Using six (6) water molecules, draw clearly labelled diagrams
strength of the forces investigations to collect valid
23
r Skills assessment
associated with each, in order and reliable primary and to show the:
to explain the: secondary data and
information -Electrolysis of water
-physical properties of
elements CH11/12-5 analyses and -Boiling of water
-physical properties of evaluates primary and

compounds secondary data and
information
(ACSCH020,
ACSCH055,ACSCH058 CH11/12-7 communicates

terminology
for a specific audience or

purpose
 investigate elements that CH11/12-6 solves scientific 6.5 Allotropy, pages 127 – 133
possess the physical property problems using primary and Investigation 6.3 Allotropes of carbon – modelling bonding in
of allotropy graphite, page 128
secondary data, critical
24
r Skills assessment
thinking Investigation 6.4 Allotropes of carbon – modelling bonding in

diamond, page 129
skills and scientific processes
Investigation 6.5 – Allotropes of carbon –modelling bonding in
CH11/12-7 communicates buckminsterfullerene, page 129 – 130
scientific
Chemical Bonding- Inquiry Question 4 – What understanding
binds atoms togetherusing
in elements and compounds
Investigation ?
6.6 Comparing properties of allotropes of carbon,
suitable language and pages 131 – 132
terminology 6.6 Physical properties and structure of elements, pages 133 –
for a specific audience or 134
purpose Check your understanding 6.5/6.6, page134
Justify, using examples, why scientists frequently use models
in chemistry.
Students complete the Chapter Review Questions.
25
Resources, Reflection and Evaluation
Teacher sign off………………………………… Date commenced……………………… Date completed…………………………….
Program evaluation and recommended amendments
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Recommended additional text/resources
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Picnic Point High School

o covalent lattices (including

Students will also need to provide

This module will provide students

Review of Stage 5 Review of basic concepts. pages 2-15 Teacher powerpoint

Particle nature of matter

Check your understanding 1.5,1.6 page 9

Atoms, molecules and ions

Symbols and formulae

Check your understanding 1.7,1.8 page 15

Students complete the Chapter Review Questions page 17

 investigate the Chapter 5 text p 92 (Ionic compounds)

and Applied Chemistry Covalent Compounds p102

secondary data and information

suitable language and

terminology for a specific

Student work book

examining: 3.3 Unstable isotopes, pages 50 – 53 11.1 Properties and

symbol, atomic number

and mass number

 investigate the properties 3.3 Unstable isotopes, pages 50 – 53

Tennessine-294 was produced by bombarding berkelium-

249 with calcium-48.

Write a balanced nuclear equation for this reaction

Identify the other product formed in this reaction

notation, for tennessine.

 calculate the relative Refer to Chapter 7 page 148-149 worked example

energy levels, including Check your understanding 3.4, page 57

electronic configuration and 3.5 The periodic table, pages 57 – 58

spdf notation (ACSCH017 Check your understanding 3.5, page 59

evaluates primary and Type of data that is collected:

secondary data and -Usefulness

scientific understanding using

periods and groups in the of 4.4 Electronegativity, page 82 Chemistry in Focus

temperature secondary data and

Students complete the Chapter Review Questions (pages 85 –

Student work book

between atoms 􀁸 ions Chemistry in Focus

􀁸 covalent binary compounds

Play snap with some cards containing names (or electron-dot

structures) and other cards containing formulae for:

􀁸 covalent binary compounds

Students use Styrofoam balls or balls of play doh / plasticene

and toothpicks to create models of the different types of

structures. Using the models, the students create a short movie

to explain a property for each of the structures, e.g. melting

point for each of the structures.

 investigate the 5.2 Formation of ions – ionic bonding, pages 90 – 91

substances using 5.4 Naming simple ionic compounds, pages 92 – 94

International Union of Pure Check your understanding 5.1/5.2/5.3/5.4, pages 94 – 95

and Applied Chemistry 5.5 Covalent bonding, pages 96 – 98

(IUPAC) naming 5.6 Drawing electron-dot structures, page 99

conventions (NOTE – this is Check your understanding 5.5/5.6, page 100

Chemical Bonding- Inquirythe

valency and chemical

formulae (including Lewis

dot diagrams) (ACSCH029

-covalent molecular quantitative data and

scientific understanding using

suitable language and

terminology for a specific

-physical properties of CH11/12-6 solves scientific

elements problems using primary and

-physical properties of secondary data, critical