What+You+Need+To+Know


 * Seme ster 1 Year 9 Science 2012 **
 * || Year 9 Chemistry -- Chemical Capers ||
 * 1 || Able to define what is an [|atom,] electron, element, compound, molecule and mixture. ||
 * 2 || Show an understanding of the basic structure of all atoms , using[| Bohr's Shell Model],   including the following: protons, neutrons, atomic mass, atomic number, valency number and electron shells. ||
 * 3 || Draw any given atom using information interpreted from the [|Periodic table.] [|(see videoclips for each element)] ||
 * 4 || Relate the main group structure of the periodic table to the number of electrons in the atom’s outer shell. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">5 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Recognise that the periods/rows of the periodic table are related to the number of electron shells for each atom. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">6 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">show an understanding of an atom wanting a full outer shell of electrons, hence giving rise to the atom either gaining, losing or sharing electrons. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">7 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Explain the manner in which ions are formed and hence the combination of positive and negative ions to form an ionic lattice. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">8 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Explain the manner in which atoms that neither gain nor lose electrons and prefer to share their electrons with atoms, giving rise to the formation of covalent bonds. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">9 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Identify reactions as either: combustion, neutralisation, precipitation, exothermic or endothermic ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">10 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Recognise a neutralisation reaction and its components (the acid, base and salt). Describe how titrations and indicators are used, and their use in industry. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">11 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Use a solubility table to identify the precipitate of two reactants. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">12 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 15px;">Describe an exothermic and endothermic reaction in terms of energy and recognise each through observing temperature changes. ||
 * <span style="color: #0004ff; display: block; font-family: 'tahoma','sans-serif'; font-size: 21px; text-align: center;">Year 9 Ecology -- Practical Ecology ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">1 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">List abiotic factors in an environment and their effect and benefit to living organisms. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">2 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Describe reasons for the range in abundance of different abiotic factors (eg temperature and oxygen) in different ecosystems and how living things must adapt to this. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">2 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Label a diagram of the water, carbon and nitrogen cycle. Identify sinks, some conversions and human impacts on each cycle. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">3 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Identify sustainable living, farming and industry choices to minimize ecological impact ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">4 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Recognise benefits and constrictions to sampling a population rather than measuring the entire population. Describe what can be measured and why. Eg abundance, diversity etc. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">5 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Explain the benefit, consequence and procedures involved in the following sampling techniques: quadrants, transects, mark and recapture and indirect sampling. ||
 * <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">6 || <span style="font-family: 'Tahoma','sans-serif'; font-size: 16px;">Describe the best method to execute and report on a hypothesis involving fieldwork and sampling techniques. ||