TOPIC 1 : 7-THE CHEMICAL WORLD

INTRODUCTION
The first part of this topic emphasizes on separation techniques, identifying scientific equipment and working in teams to understand
scientific concepts.

OUTCOMES
A student:
› describes the observed properties and behavior of matter, using scientific models and theories about the motion and arrangement of particles.
SC4-16CW

KNOWLEDGE AND UNDERSTANDING

CW3 Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques.
(ACSSU113)

Students:
a. describe the importance of water as a solvent in daily life, industries and the environment
Water is called the "universal solvent" because it is capable of dissolving more substances than any other liquid. This is important to every
living thing on earth. It means that wherever water goes, either through the air, the ground, or through our bodies, it takes along valuable
chemicals, minerals, and nutrients.
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 b. describe aqueous mixtures in terms of solute, solvent and solution
When water is mixed with another chemical – or when another chemical is mixed with water.
c. relate a range of techniques used to separate the components of some common mixtures to the physical principles involved in each process,
including filtration, decantation, evaporation, crystallisation, chromatography and distillation
filtration – draining of water, decantation, evaporation – water evaporate due to heat, crystallisation, chromatography and distillation
d. investigate the application of a physical separation technique used in everyday situations or industrial processes, eg water filtering, sorting
waste materials, extracting pigments or oils from plants, separating blood products or cleaning up oil spills
e. research how people in different occupations use understanding and skills from across the disciplines of Science in carrying out separation
techniques

CW1 The properties of the different states of matter can be explained in terms of the motion and arrangement of particles. (ACSSU151)
Students:
a. describe the behaviour of matter in terms of particles that are continuously moving and interacting
b. relate an increase or decrease in the amount of heat energy possessed by particles to changes in particle movement
c. use a simple particle model to predict the effect of adding or removing heat on different states of matter
d. relate changes in the physical properties of matter to heat energy and particle movement that occur during observations of evaporation,
condensation, boiling, melting and freezing
e. explain density in terms of a simple particle model
f. identify the benefits and limitations of using models to explain the properties of solids, liquids and gases

ADDITIONAL CONTENT

 research how a knowledge of physical properties of natural materials is used by Aboriginal and Torres Strait Islander peoples in everyday
life, eg tools, weapons, utensils, shelter, housing or bush medicine

SKILLS
WS4 Students question and predict by:
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 a. identifying questions and problems that can be investigated scientifically (ACSIS124, ACSIS139)
b. making predictions based on scientific knowledge and their own observations (ACSIS124, ACSIS139)

WS5.1 Students identify data to be collected in an investigation by:

a. identifying the purpose of an investigation

b. proposing the type of information and data that needs to be collected in a range of investigation types, including first-hand and
secondary sources

WS5.2 Students plan first-hand investigations by:

a. collaboratively and individually planning a range of investigation types, including fieldwork, experiments, surveys and research
(ACSIS125, ACSIS140)
b. outlining a logical procedure for undertaking a range of investigations to collect valid first- hand data, including fair tests

WS6 Students conduct investigations by:

a. collaboratively and individually conducting a range of investigation types, including fieldwork and experiments, ensuring safety and
ethical guidelines are followed (ACSIS125, ACSIS140)
b. assembling and using appropriate equipment and resources to perform the investigation, including safety equipment
c. selecting equipment to collect data with accuracy appropriate to the task (ACSIS126, ACSIS141)

e. recording observations and measurements accurately, using appropriate units for physical quantities

f. performing specific roles safely and responsibly when working collaboratively to complete a task within the timeline

WS7.1 Students process data and information by:

a. summarising data from students' own investigations and secondary sources (ACSIS130, ACSIS145)

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 b. using a range of representations to organise data, including graphs, keys, models, diagrams, tables and spreadsheets
c. extracting information from diagrams, flowcharts, tables, databases, other texts, multimedia resources and graphs including histograms
and column, sector and line graphs

d. accessing information from a range of sources, including using digital technologies

WS7.2 Students analyse data and information by:

a. checking the reliability of gathered data and information by comparing with observations or information from other sources
b. constructing and using a range of representations, including graphs, keys and models to represent and analyse patterns or relationships,
including using digital technologies as appropriate (ACSIS129, ACSIS144)

f. reflecting on the method used to investigate a question or solve a problem, including evaluating the quality of the data collected
(ACSIS131, ACSIS146)

WS8 Students solve problems by:

d. using cause and effect relationships to explain ideas and findings

WS9 Students communicate by:

b. using appropriate text types in presentations, including a discussion, explanation, exposition, procedure and recount

d. constructing and using a range of representations to honestly, clearly and/or succinctly present data and information including
diagrams keys, models, tables, drawings, images, flowcharts, spreadsheets and databases \

e. constructing and using the appropriate type of graph (histogram, column, sector or line graph) to express relationships clearly and
succinctly, employing digital technologies as appropriate

VOCABULARY: PART 1: decanting; filtration; evaporation; crystals; chromatography; solution; solvent; solute;
soluble; insoluble; distillation; crystallization, miscible, immiscible, dilute, concentrated,
saturated, sediment, precipitate

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 PART 2:
Skills - Working Scientifically
WS6 Students conduct
investigations by:
a. collaboratively and
individually conducting a
range of investigation types,
including fieldwork and
experiments, ensuring safety
and ethical guidelines are
followed (ACSIS125,
ACSIS140)
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melting, evaporation, freezing, condensation, sublimation, thermometer, stopwatch,
measurements, aim, method, results, conclusion, validity
Syllabus Content Statement
CW3 Mixtures, including
solutions, contain a
combination of pure
substances that can be
separated using a range of
Core Learning Experiences Student Indicators Resources
A. Safety in the laboratory Students:
Students:
1. use second -hand data to  Complete a set of established ST7
identify safety issues in the safety rules for the class Pages 6-11
science laboratory and to
describe ways to reduce these Insight 7 p.22
risks.
]
2. respond to questions
ST7 p13
concerning safety in the lab and Insight 7 p. 23
establish a set of safety rules in
their workbooks.
B. Developing laboratory skills Students:
Students:  can draw and identify
1. identify equipment and draw scientific equipment
scientific diagrams of Insight 7
 learn how to light a Bunsen p.17-19
equipment.
Burner and explore how a
 WS6 Students conduct
investigations by:
c. recording observations
and measurements
accurately, using
appropriate units for
physical quantities
WS5.2 Students plan first-
hand investigations by:
c. identifying in fair
tests, variables to be
controlled (held constant),
measured and changed
WS7.1 Students process data
and information by:
a. summarising data from
students' own
investigations and
secondary sources
(ACSIS130, ACSIS145)
WS9 Students communicate
by:
b. using appropriate text
types in presentations,
including a discussion,
explanation, exposition,
procedure and recount
WS7.1 Students process data
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techniques. (ACSSU113)
a. describe the importance of
water as a solvent in daily life,
industries and the environment
2.Students boil water using
appropriate equipment and learn
to write a scientific report
including aim, method, results
and conclusion.
3. Students use secondary
sources to identify all the
controlled variables and the
dependent and independent
variables in different situations.
4. describe the importance of
water as a solvent in daily life,
industries and the environment.
BB heats objects. Insight 7 p.24-
27
 can write a scientific report
correctly using the
Insight 7 p.40
observations and
measurements associated
with boiling of water.
 should able to write the
method in a series of
logical, sequential, steps.
 Identify all controlled
Insight 7 p.31
variables and dependent
and independent variables
 watch an introductory Clickview
video outlining the use of video: Water
water as a solvent in daily and the Water
life, industries and the Cycle
environment Insight 7 p.184
Teaching
 complete scaffold outlining Literacy in
a discussion of the Science
importance of water as a Resource pages
92 -107
solvent in daily life,
industries and the
environment, using the
introductory video as a
secondary resource
 and information by:
b. describe aqueous Mixtures in 5. distinguish between the terms:  use secondary sources to
a. summarising data from
terms of solute, solvent and solute, solvent and solution and distinguish between terms:
students' own
solutions provide different examples of Insight 7 p.180
investigations and solute, solvent and solution
common aqueous mixtures. ST7 p242-246
secondary sources
(ACSIS130, ACSIS145)

WS9 Students communicate 6. Distinguish between the  identify common mixtures

by: terms: soluble, insoluble; including aqueous mixtures Video 165
d. constructing and using a classify solutions as in the laboratory, at home Mixtures and
range of representations to homogeneous mixtures and
honestly, clearly and/or and in nature Solutions
suspensions as heterogeneous
succinctly present data and mixtures  have constructed table with
information including terms and meanings Insight 7 181
diagrams, keys, models, 7. EXTENSION ST 7 p.31,34
tables, drawings, images, Distinguish between the terms:  use secondary sources to
flowcharts, spreadsheets miscible and immiscible distinguish between terms:
ST 7 p265
and databases miscible and immiscible
Demo using
coloured water,
oil and a
WS5.2 Students plan first- separating
hand investigations by: funnel
8. EXTENSION
a. collaboratively and First hand investigation is  compare solubility of
individually planning a performed to identify common common substances in
range of investigation substances that are soluble in
water (eg/ sand, salt, sugar, ST7 p 270-273
types, including water.
etc)
fieldwork, experiments,
surveys and research  can identify substances that
(ACSIS125, ACSIS140) dissolve in water
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 c. relate a range of techniques
WS6 Students conduct
investigations by:
b. assembling and using
appropriate equipment and
resources to perform the
investigation, including
safety equipment
c. selecting equipment to
collect data with
accuracy appropriate to
the task (ACSIS126,
ACSIS141)
f. performing specific roles
safely and responsibly
when working
collaboratively to
complete a task within the
timeline
WS5.1 Students identify data
to be collected in an
investigation by:
 research how a knowledge
b. proposing the type of
information and data
that needs to be
collected in a range
of investigation types,
including first-hand
and secondary
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used to separate the
components of some
common mixtures to the
physical principles involved
in each process, including
filtration, decantation,
evaporation, crystallisation,
chromatography and
distillation
of physical properties of
natural materials is used by
Aboriginal and Torres
Strait Islander peoples in
everyday life, eg tools,
weapons, utensils, shelter,
housing or bush medicine
9. work in groups to decant and  safely work in groups to
filter a solution of copper sulfate decant and filter a solution
and sand. Video 96
of copper sulfate and sand.
Separating
 safely work in groups to
10. work in groups to evaporate Mixtures
a copper sulfate solution to form evaporate a copper sulfate
solution to form crystals Insight 7 p.203
crystals.
11. undertake chromatography.  separate a mixture into
fractions using Insight 7 p.209
eg/ smarties experiment
chromatography
Insight 7 p.206
12. Teacher demonstrates  describe distillation
ST7 p 256
distillation. eg food colouring
13. ADDITIONAL CONTENT  separate eucalyptus oil
- aboriginal separation of from leaves using a mortar Heinemann
eucalyptus oil from leaves using
and pestle Science Book 1
mortar and pestle and use as a  identify use as a medicine p58,extraction
medicine of Eucalyptus
 sources oil using
distillation
WS9 Students communicate equipment.
by:
d. constructing and using a
 can construct a flowchart to
range of representations to
honestly, clearly and/or 14. Students construct a demonstrate appropriate
succinctly present data and flowchart to determine how to separation techniques for a
information including separate a mixture range of mixtures
diagrams, keys, models,
tables, drawings, images,
flowcharts, spreadsheets
and databases
WS5.1 Students identify data
to be collected in an
investigation by:
c. proposing the type of
information and data
that needs to be
collected in a range of
investigation types, 15. EXTENSION: Students  demonstrate magnetic
including first-hand and work in groups to separate a separation Insight 7 p.192
secondary sources mixture of iron filings and sand ST 7 p 257
using a magnet.
WS5.2 Students plan first-
hand investigations by:
b. outlining a logical
procedure for
undertaking a range of
investigations to 16. PRACTICAL
collect valid first- hand ASSESSMENT (wk 7)
data, including fair

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 tests
WS5.1 Students identify data
to be collected in an
investigation by:
b. proposing the type of
information and data that
needs to be collected in a
range of investigation
types, including first-hand
and secondary sources
WS4 Students question and
predict by:
a. identifying
questions and
problems that can
be investigated
scientifically
(ACSIS124,
ACSIS139)
WS7.1 Students process data
and information by:
b. using a range of
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d. investigate the application
of a physical separation
technique used in everyday
situations or industrial
processes, eg water filtering,
sorting waste materials,
extracting pigments or oils
from plants, separating
blood products or cleaning
up oil spills
e. research how people in
different occupations use
understanding and skills from
across the disciplines of
Science in carrying out
separation techniques
CW1 The properties of the
different states of matter can
be explained in terms of the
motion and arrangement of
particles. (ACSSU151)
a. describe the behaviour
of matter in terms of
17. undertake a set of inquiry  identify occupations that use Insight 7 p.189
based activities and research separation techniques
tasks to investigate the  identify physical separation Science by
application of a physical techniques that can be used Doing Resource
separation technique used in in industry “Enough water
everyday situations or industrial fit for drinking”
processes
e.g fractional distillation,
desalination.
18. research how people in  complete activity set and
different occupations use research task
understanding and skills from
across the disciplines of
Science in carrying out
separation techniques
e.g. analytical chemist, water
analyst, environmental chemist
 identify a change in state as a
19. Using secondary sources
physical change and provide
students investigate the behavior Insight 7 p.138
 representations to organise
data, including graphs, keys,
models, diagrams, tables and
spreadsheets
c. extracting information
from diagrams, flowcharts,
tables, databases, other
texts, multimedia resources
and graphs including
histograms and column,
sector and line graphs
a. summarising data from
students' own
investigations and
secondary sources
(ACSIS130, ACSIS145)
WS7.1 Students process data
and information by:
d. accessing information
from a range of sources,
including using digital
technologies
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particles that are of particles in solids, liquids and examples of physical changes
continuously moving gases and identify physical e.g. water
and interacting changes  identify that heat is
b. relate an increase or 20. Students describe the responsible for the movement
decrease in the amount behavior of matter in terms of
of particle
of heat energy Insight 7 p.142
particles including terms:  complete a flow diagram to
possessed by particles
melting, evaporation, freezing, identify the terms: melting,
to changes in particle Insight 7 p.164
movement condensation, sublimation evaporation, freezing,
condensation, sublimation
 discuss the water cycle and Insight 7 p.293
describe the different
processes at each stage, in
terms of particles that are
continuously moving and
interacting
21. Students preform a first hand
c. use a simple particle Insight 7 p.295
investigation to observe the  complete practical task and
model to predict the
changes of state. Eg. Ice  record observations in a table
effect of adding or
removing heat on water  vapour
different states of matter  use a stopwatch and a
thermometer to record
measurements
d. relate changes in the 22. Students relate changes in Insight
physical properties of the physical properties of  draw diagrams representing p.160,161
matter to heat energy and matter to heat energy and
the changes in matter to heat
particle movement that occur
particle movement that energy and particle

WS9 Students communicate
by:
d. constructing and using a
range of representations to
f. identify the benefits
honestly, clearly and/or
succinctly present data and
information including
diagrams, keys, models, tables,
drawings, images, flowcharts,
spreadsheets and databases
occur during observations during observations of movement.
of evaporation, evaporation, condensation,  produce a presentation/
condensation, boiling, boiling, melting and freezing models showing their
melting and freezing understanding of the states of
matter and energy involved.
and limitations of 23. Students discuss the
using models to limitations of models  identify the limitations of
explain the properties various models and discuss
of solids, liquids and each model’s validity.
gases

WS7.2 Students analyse data

and information by:
a. checking the reliability
of gathered data and 24. EXTENSION
information by comparing Students work in groups to  use a stopwatch and a
with observations or complete a practical thermometer to record
information from other investigation comparing the measurements
sources temperature when boiling salt
water and deionised water
b. constructing and
using a range of
representations,
including graphs,
keys and models to
represent and analyse
patterns or
relationships,  complete a table of results
including using
 draw a line graph with a line
digital technologies of best fit

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 as appropriate
(ACSIS129,
ACSIS144)

WS9 Students communicate

by:
b. using appropriate text Insight p.148
e. explain density in terms of a
types in presentations, simple particle model 25. Define density as the amount
including a discussion, of particles present per volume.  define density as the amount
explanation, exposition, of particles present per
procedure & recount volume
26. Students explain (using
density) why ice floats.
 use secondary sources to
investigate and explain the
benefits of ice floating to
living organisms (using
density)

WS8 Students solve

problems by:
d. using cause and effect 27. EXTENSION
relationships to explain ideas
and findings
Students calculate the density of  solve simple density Insight 7 p.149
WS5.1 Students identify data a beaker or small balls and large
to be collected in an calculations
balls.
investigation by:
a. identifying the purpose
of an investigation

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