Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can define a physical change and a chemical change in terms of composition, not reversibility. (Guide: “What changes and what stays the same”; Practice Q1)
- I can name phase changes and the making or separating of mixtures as physical changes. (Guide: “Physical changes”; Practice Q1, Q4)
- I can describe a chemical change at the particle level as atoms rearranged into new combinations. (Guide: Figure 1; Practice Q3)
- I can list the four common signs of a chemical change: heat or light, a gas, a precipitate and a colour change. (Guide: “Evidence of a chemical change”)
Skills
- I can classify a described change as physical or chemical and justify it. (Guide: Worked example 1; Practice Q4)
- I can pick out the strongest piece of evidence for a reaction from several observations. (Practice Q2)
- I can predict the observations an experiment will give, including whether a balance reading changes. (Guide: Worked example 2; Practice Q6)
- I can plan a test that decides whether a new substance has formed. (Guide: Worked example 3; Practice Q5)
Reasoning
- I can give a physical change that mimics each sign of a reaction, such as bubbles from boiling. (Guide: “Evidence is a clue, not proof”; Practice Q2)
- I can explain why a reaction can occur with no visible sign. (Practice Q5)
- I can use mass data from open and closed containers to show that atoms are conserved. (Practice Q7)
- I can write a claim, the evidence and the reasoning that links them. (Guide: “Writing an evidence-based answer”; Practice Q4, Q6)
All ticked? Move on to Topic 4.2, Net Ionic Equations, or return to the course roadmap.