AC9S7U05 Year 7 Science

AC9S7U05 – Year 7 Science: Chemical sciences

Strand

Science understanding

Substrand

Chemical sciences

This Content Descriptor from Year 7 Science provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance

Elaborations

• using and constructing models, diagrams or virtual simulations to represent changes in particle arrangement as substances change state
• relating motion and energy of particles to distances between particles of the same substance in different states
• comparing attractive forces in the solid, liquid and gaseous states of the same substance and relating this to relative position and movement of particles
• examining how the changing motion and energy of particles is affected by the amount of heat energy absorbed or released
• comparing the properties of different states of matter and explaining differences using particle theory
• investigating properties of materials such as density, melting point and compressibility and explaining these in terms of particle arrangement
• explaining the process of diffusion in a liquid and a gas in terms of particles

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASSCIY7

Year 7 Science Achievement Standard

By the end of Year 7 students explain how biological diversity is ordered and organised. They represent flows of matter and energy in ecosystems and predict the effects of environmental changes. They model cycles in the Earth-sun-moon system and explain the effects of these cycles on Earth phenomena. They represent and explain the effects of forces acting on objects. They use particle theory to explain the physical properties of substances and develop processes that separate mixtures. Students identify the factors that can influence development of and lead to changes in scientific knowledge. They explain how scientific responses are developed and can impact society. They explain the role of science communication in shaping viewpoints, policies and regulations. Students plan and conduct safe, reproducible investigations to test relationships and aspects of scientific models. They identify potential ethical issues and intercultural considerations required for field locations or use of secondary data. They use equipment to generate and record data with precision. They select and construct appropriate representations to organise data and information. They process data and information and analyse it to describe patterns, trends and relationships. They identify possible sources of error in methods and identify unanswered questions in conclusions and claims. They identify evidence to support their conclusions and construct arguments to support or dispute claims. They select and use language and text features appropriately for their purpose and audience when communicating their ideas and findings.