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 explain why atoms and charge are conserved in a particle diagram but the number of molecules need not be. (Guide: Worked example 1; Practice Q7)
- I can list the rules a consistent particle diagram follows, including a key that does not rely on colour. (Guide: “The rules a consistent diagram follows”)
- I can explain why a soluble ionic compound is drawn as separate ions while a molecular solute stays as whole molecules. (Guide: “Representing reactions in solution”; Practice Q2)
- I can explain why a phase change keeps the same molecules in both boxes. (Guide: “Representing physical processes”; Practice Q5)
Skills
- I can predict the contents of an “after” box from a balanced equation and a “before” box, including any leftover reactant. (Practice Q1, Q6)
- I can write a balanced equation from a before-and-after diagram by removing leftovers and reducing the ratio. (Guide: Worked example 1; Practice Q3)
- I can draw the ions in a solution in their correct formula ratio, keeping polyatomic ions whole. (Practice Q2)
- I can draw a precipitation reaction with the solid as a packed cluster and spectator ions separate in solution. (Guide: Worked example 2; Practice Q4)
- I can show the states of products correctly in a diagram: packed, close or far apart. (Practice Q5, Q7)
Reasoning
- I can use atom counts to show that a particle diagram is wrong, and correct it. (Practice Q6)
- I can check a solution diagram by showing the charges add up to zero. (Guide: Worked example 2; Practice Q4)
- I can evaluate a claim about mass or particle numbers using conservation of atoms. (Practice Q7)
All ticked? Move on to Topic 4.4, Physical and Chemical Changes, or return to the course roadmap.