What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation that shows your understanding of a range of chemical reaction types.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions in a wider context (outside the laboratory) with the appropriate chemical reaction types.
You will use recorded observations and identified predictable patterns of the chemical reactions in a wider context (outside the laboratory). Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the wider world:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction.
- discuss the implications of conservation of mass for each reaction in context that you have studied in class. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
You are going to create a presentation that shows your understanding of a range of chemical reaction types.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions in a wider context (outside the laboratory) with the appropriate chemical reaction types.
You will use recorded observations and identified predictable patterns of the chemical reactions in a wider context (outside the laboratory). Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the wider world:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction.
- discuss the implications of conservation of mass for each reaction in context that you have studied in class. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Timeframe
You will have approximately four hours in class to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
You will have approximately four hours in class to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
Getting started
Before you get started, collate a portfolio of observations from the various reactions you have carried out in your learning. Next, consider some contexts within which reactions occur in the world around you.
Examples could include reactions that happen in cooking, cleaning, art, workshops, gardens, or industries.
Review these with classmates and agree on criteria for defining each of the five reaction types you have studied. You could:
- brainstorm chemical reaction contexts from the wider world, in a group
- extend your information about the range of reaction types you have learned about, for example, where is neutralisation used in food preparation, in manufacturing, hairdressing, or art rooms?
- investigate the presence of different ions in solution using a solubility table and, during class experiments, make your own video clips of precipitation reactions, such as the ones seen in Beautiful Chemical Reactions — Precipitation (YouTube)
- explore the use of phosphates locally, interview a farmer who uses phosphate fertiliser and ask how runoff is collected, conduct interviews with Regional Council representatives, or talk to farmers who mitigate runoff or to people who work in the wastewater area
- investigate the pH of different household solutions
- ask your kaiako to invite guest speakers to your class from industries that may use acids or bases. For example, an agriculturalist could speak about why sulfuric acid is used to make fertiliser, or a chef or hairdresser could speak about how knowledge of acids and bases is important for their jobs.
- go on a virtual field trip. Information about farm nutrients can be found by looking at Soil, farming and science — writer insight (Science Learning Hub).
Before you get started, collate a portfolio of observations from the various reactions you have carried out in your learning. Next, consider some contexts within which reactions occur in the world around you.
Examples could include reactions that happen in cooking, cleaning, art, workshops, gardens, or industries.
Review these with classmates and agree on criteria for defining each of the five reaction types you have studied. You could:
- brainstorm chemical reaction contexts from the wider world, in a group
- extend your information about the range of reaction types you have learned about, for example, where is neutralisation used in food preparation, in manufacturing, hairdressing, or art rooms?
- investigate the presence of different ions in solution using a solubility table and, during class experiments, make your own video clips of precipitation reactions, such as the ones seen in Beautiful Chemical Reactions — Precipitation (YouTube)
- explore the use of phosphates locally, interview a farmer who uses phosphate fertiliser and ask how runoff is collected, conduct interviews with Regional Council representatives, or talk to farmers who mitigate runoff or to people who work in the wastewater area
- investigate the pH of different household solutions
- ask your kaiako to invite guest speakers to your class from industries that may use acids or bases. For example, an agriculturalist could speak about why sulfuric acid is used to make fertiliser, or a chef or hairdresser could speak about how knowledge of acids and bases is important for their jobs.
- go on a virtual field trip. Information about farm nutrients can be found by looking at Soil, farming and science — writer insight (Science Learning Hub).
Student resources
Chemical reactions in contexts beyond the laboratory
Ocean Acidification
- Ocean acidification as modelled using HCl + NaOH Ocean acidification (Science Learning Hub)
- Degradation of marine animals with calcium carbonate shells or skeletons such as bryozoans or larval mollusks, for example, as tuaki (cockles) as modelled using CaCO3 + H2SO4 Ocean acidification and eggshells (Science Learning Hub)
- Increased levels of greenhouse gases due to burning of fossil fuels as modelled using the burning of propane or butane gas in the Bunsen burner
- Resource from Otago University on Ocean acidification OCEAN OF TOMORROW — Ocean Acidification and the Marine World
Phosphates in waterways
- Learn about the phosphate cycle by looking at The phosphorus cycle (Science Learning Hub).
- Learn about phosphate in farm runoff by looking at Focusing on phosphorus (Science Learning Hub) and Managing farm phosphorus (Waikato Regional Council).
- Learn about water quality issues by looking at Why do we need to understand issues contributing to water quality? (Science Learning Hub).
- Learn about the removal of phosphate from wastewater by looking at Removal of phosphorus A waste water treatment process (YouTube) and Phosphorous removal from wastewater (lenntech.com).
Acids in context
- Learn about the chemistry of acids, bases, and neutralisation by looking at Acids and bases — introduction (Science Learning Hub).
- Learn about neutralisation in the body by looking at The human digestive system (Science Learning Hub) and Digestion — breaking the large into the small (Science Learning Hub).
Burning fuels
- Consider definitions of different types of combustion by looking at Burning showing incomplete combustion (Science Learning Hub) and Burning showing complete combustion (Science Learning Hub).
- Learn about the chemistry of climate change by looking at What is climate change? (Science Learning Hub).
- Learn about the impacts of climate change in the Pacific by accessing data from Resources, The Pacific Community (spc.int).
Chemical reactions in contexts beyond the laboratory
Ocean Acidification
- Ocean acidification as modelled using HCl + NaOH Ocean acidification (Science Learning Hub)
- Degradation of marine animals with calcium carbonate shells or skeletons such as bryozoans or larval mollusks, for example, as tuaki (cockles) as modelled using CaCO3 + H2SO4 Ocean acidification and eggshells (Science Learning Hub)
- Increased levels of greenhouse gases due to burning of fossil fuels as modelled using the burning of propane or butane gas in the Bunsen burner
- Resource from Otago University on Ocean acidification OCEAN OF TOMORROW — Ocean Acidification and the Marine World
Phosphates in waterways
- Learn about the phosphate cycle by looking at The phosphorus cycle (Science Learning Hub).
- Learn about phosphate in farm runoff by looking at Focusing on phosphorus (Science Learning Hub) and Managing farm phosphorus (Waikato Regional Council).
- Learn about water quality issues by looking at Why do we need to understand issues contributing to water quality? (Science Learning Hub).
- Learn about the removal of phosphate from wastewater by looking at Removal of phosphorus A waste water treatment process (YouTube) and Phosphorous removal from wastewater (lenntech.com).
Acids in context
- Learn about the chemistry of acids, bases, and neutralisation by looking at Acids and bases — introduction (Science Learning Hub).
- Learn about neutralisation in the body by looking at The human digestive system (Science Learning Hub) and Digestion — breaking the large into the small (Science Learning Hub).
Burning fuels
- Consider definitions of different types of combustion by looking at Burning showing incomplete combustion (Science Learning Hub) and Burning showing complete combustion (Science Learning Hub).
- Learn about the chemistry of climate change by looking at What is climate change? (Science Learning Hub).
- Learn about the impacts of climate change in the Pacific by accessing data from Resources, The Pacific Community (spc.int).
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation that shows your understanding of a range of chemical reaction types.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions in a wider context (outside the laboratory) with the appropriate chemical reaction types.
You will use recorded observations and identified predictable patterns of the chemical reactions in a wider context (outside the laboratory). Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the wider world:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction.
- discuss the implications of conservation of mass for each reaction in context that you have studied in class. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
You are going to create a presentation that shows your understanding of a range of chemical reaction types.
Your kaiako will provide you with a resource sheet that contains equations about the different types of chemical reactions. You will use the resource sheet to identify and match chemical reactions in a wider context (outside the laboratory) with the appropriate chemical reaction types.
You will use recorded observations and identified predictable patterns of the chemical reactions in a wider context (outside the laboratory). Your kaiako will help you to match each of these to chemical reactions in the laboratory. You will then use predictable reaction types and equations to show your understanding of conservation of mass.
For at least three reaction types observed in the wider world:
- record observations and identify predictable patterns of chemical reactions
- explain why you chose the chemical reaction type by linking observations and predictable patterns to reactants and products. This may include referring to chemical identification tests.
- explain your understanding of conservation of mass using the balanced chemical equation provided for the chemical reactions in the laboratory. When explaining the relationship between reactants and products, you could refer to:
- the type of atoms or ions
- the number of atoms or ions of each type (this can be shown numerically or by using a diagram)
- what happens to the atoms or ions during the reaction.
- discuss the implications of conservation of mass for each reaction in context that you have studied in class. These implications could be for products or reactants, based on physical or chemical properties, or factors such as state, quantity, or location.
How to present your learning
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Your findings could be presented in a variety of ways such as:
- a structured response, which may consist of a table of written comments (up to 750-800 words), with diagrams or pictures
- a slideshow (eight to ten slides) that will include text, detailed annotations, or a voiceover alongside diagrams or pictures
- a digital or paper poster, that will include detailed annotations alongside diagrams or pictures
- an oral presentation (three to four minutes), which may be a video or voice recording, or presented in front of the kaiako or class.
Practical activities and the recording of observations can be performed as part of a group, but the analysis and interpretation of observations and the final presentation must be completed individually.
Timeframe
You will have approximately four hours in class to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
You will have approximately four hours in class to complete this Assessment Activity.
Checkpoints will occur at several stages for your kaiako to check your progress on:
- selecting relevant information recorded as observations
- developing your presentation.
Getting started
Before you get started, collate a portfolio of observations from the various reactions you have carried out in your learning. Next, consider some contexts within which reactions occur in the world around you.
Examples could include reactions that happen in cooking, cleaning, art, workshops, gardens, or industries.
Review these with classmates and agree on criteria for defining each of the five reaction types you have studied. You could:
- brainstorm chemical reaction contexts from the wider world, in a group
- extend your information about the range of reaction types you have learned about, for example, where is neutralisation used in food preparation, in manufacturing, hairdressing, or art rooms?
- investigate the presence of different ions in solution using a solubility table and, during class experiments, make your own video clips of precipitation reactions, such as the ones seen in Beautiful Chemical Reactions — Precipitation (YouTube)
- explore the use of phosphates locally, interview a farmer who uses phosphate fertiliser and ask how runoff is collected, conduct interviews with Regional Council representatives, or talk to farmers who mitigate runoff or to people who work in the wastewater area
- investigate the pH of different household solutions
- ask your kaiako to invite guest speakers to your class from industries that may use acids or bases. For example, an agriculturalist could speak about why sulfuric acid is used to make fertiliser, or a chef or hairdresser could speak about how knowledge of acids and bases is important for their jobs.
- go on a virtual field trip. Information about farm nutrients can be found by looking at Soil, farming and science — writer insight (Science Learning Hub).
Before you get started, collate a portfolio of observations from the various reactions you have carried out in your learning. Next, consider some contexts within which reactions occur in the world around you.
Examples could include reactions that happen in cooking, cleaning, art, workshops, gardens, or industries.
Review these with classmates and agree on criteria for defining each of the five reaction types you have studied. You could:
- brainstorm chemical reaction contexts from the wider world, in a group
- extend your information about the range of reaction types you have learned about, for example, where is neutralisation used in food preparation, in manufacturing, hairdressing, or art rooms?
- investigate the presence of different ions in solution using a solubility table and, during class experiments, make your own video clips of precipitation reactions, such as the ones seen in Beautiful Chemical Reactions — Precipitation (YouTube)
- explore the use of phosphates locally, interview a farmer who uses phosphate fertiliser and ask how runoff is collected, conduct interviews with Regional Council representatives, or talk to farmers who mitigate runoff or to people who work in the wastewater area
- investigate the pH of different household solutions
- ask your kaiako to invite guest speakers to your class from industries that may use acids or bases. For example, an agriculturalist could speak about why sulfuric acid is used to make fertiliser, or a chef or hairdresser could speak about how knowledge of acids and bases is important for their jobs.
- go on a virtual field trip. Information about farm nutrients can be found by looking at Soil, farming and science — writer insight (Science Learning Hub).
Student resources
Chemical reactions in contexts beyond the laboratory
Ocean Acidification
- Ocean acidification as modelled using HCl + NaOH Ocean acidification (Science Learning Hub)
- Degradation of marine animals with calcium carbonate shells or skeletons such as bryozoans or larval mollusks, for example, as tuaki (cockles) as modelled using CaCO3 + H2SO4 Ocean acidification and eggshells (Science Learning Hub)
- Increased levels of greenhouse gases due to burning of fossil fuels as modelled using the burning of propane or butane gas in the Bunsen burner
- Resource from Otago University on Ocean acidification OCEAN OF TOMORROW — Ocean Acidification and the Marine World
Phosphates in waterways
- Learn about the phosphate cycle by looking at The phosphorus cycle (Science Learning Hub).
- Learn about phosphate in farm runoff by looking at Focusing on phosphorus (Science Learning Hub) and Managing farm phosphorus (Waikato Regional Council).
- Learn about water quality issues by looking at Why do we need to understand issues contributing to water quality? (Science Learning Hub).
- Learn about the removal of phosphate from wastewater by looking at Removal of phosphorus A waste water treatment process (YouTube) and Phosphorous removal from wastewater (lenntech.com).
Acids in context
- Learn about the chemistry of acids, bases, and neutralisation by looking at Acids and bases — introduction (Science Learning Hub).
- Learn about neutralisation in the body by looking at The human digestive system (Science Learning Hub) and Digestion — breaking the large into the small (Science Learning Hub).
Burning fuels
- Consider definitions of different types of combustion by looking at Burning showing incomplete combustion (Science Learning Hub) and Burning showing complete combustion (Science Learning Hub).
- Learn about the chemistry of climate change by looking at What is climate change? (Science Learning Hub).
- Learn about the impacts of climate change in the Pacific by accessing data from Resources, The Pacific Community (spc.int).
Chemical reactions in contexts beyond the laboratory
Ocean Acidification
- Ocean acidification as modelled using HCl + NaOH Ocean acidification (Science Learning Hub)
- Degradation of marine animals with calcium carbonate shells or skeletons such as bryozoans or larval mollusks, for example, as tuaki (cockles) as modelled using CaCO3 + H2SO4 Ocean acidification and eggshells (Science Learning Hub)
- Increased levels of greenhouse gases due to burning of fossil fuels as modelled using the burning of propane or butane gas in the Bunsen burner
- Resource from Otago University on Ocean acidification OCEAN OF TOMORROW — Ocean Acidification and the Marine World
Phosphates in waterways
- Learn about the phosphate cycle by looking at The phosphorus cycle (Science Learning Hub).
- Learn about phosphate in farm runoff by looking at Focusing on phosphorus (Science Learning Hub) and Managing farm phosphorus (Waikato Regional Council).
- Learn about water quality issues by looking at Why do we need to understand issues contributing to water quality? (Science Learning Hub).
- Learn about the removal of phosphate from wastewater by looking at Removal of phosphorus A waste water treatment process (YouTube) and Phosphorous removal from wastewater (lenntech.com).
Acids in context
- Learn about the chemistry of acids, bases, and neutralisation by looking at Acids and bases — introduction (Science Learning Hub).
- Learn about neutralisation in the body by looking at The human digestive system (Science Learning Hub) and Digestion — breaking the large into the small (Science Learning Hub).
Burning fuels
- Consider definitions of different types of combustion by looking at Burning showing incomplete combustion (Science Learning Hub) and Burning showing complete combustion (Science Learning Hub).
- Learn about the chemistry of climate change by looking at What is climate change? (Science Learning Hub).
- Learn about the impacts of climate change in the Pacific by accessing data from Resources, The Pacific Community (spc.int).