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 tell chemical bonds (covalent, ionic, metallic) apart from intermolecular attractions, with an example of each. (Guide: “Two kinds of attraction, two kinds of change”)
- I can state the bond-level rule for classifying a process as chemical or physical. (Guide; Practice Q1)
- I can explain why phase changes keep molecules intact. (Guide: Figure 1; Practice Q1, Q2)
- I can explain why breaking chemical bonds usually needs much more energy than overcoming intermolecular attractions. (Guide: “Why the energy scale is so different”; Practice Q4)
Skills
- I can classify a process as physical or chemical by comparing the formulas present before and after. (Guide: “A decision routine”; Worked example 1)
- I can explain a macroscopic observation, such as a gas or a colour change, in terms of what the particles do. (Guide: Worked example 1; Practice Q2)
- I can pick out the strongest evidence of a chemical change from a set of observations. (Practice Q3)
- I can describe what happens to ions and water molecules when an ionic solid dissolves. (Practice Q6)
Reasoning
- I can make a claim about the type of change and support it with evidence from experimental data. (Guide: Worked example 2; Practice Q5)
- I can give an argument for each side of the “dissolving a salt” question. (Guide: “When the line is blurred”; Practice Q6)
- I can show that a gas or colour change is evidence, not proof, by giving a counterexample. (Guide: Worked example 1; Practice Q2)
- I can explain why melting an ionic or network solid is usually called physical even though chemical bonds break. (Practice Q7)
All ticked? Move on to Topic 4.5, Stoichiometry, or return to the course roadmap.