Chemistry

For the chemical systems studied, the student:

• analyses how structure, bond strength and energy transfers and transformations are interrelated in chemical systems
• analyses how a range of factors affect atomic or molecular interactions and change the structure and properties of systems
• explains the theories and model/s used to explain the system and the aspects of the system they include
• applies theories and models of systems and processes to explain phenomena, interpret complex problems, and make reasoned, plausible predictions in unfamiliar contexts

For the chemical science contexts studied, the student:

• analyses the roles of collaboration, debate and review, and technologies, in the development of chemical science theories and models
• evaluates how chemical science has been used in concert with other sciences to meet diverse needs and inform decision making, and how these applications are influenced by interacting social, economic and ethical factors

For the chemical systems studied, the student:

• explains how structure, bonding and energy transfers and transformations are interrelated in chemical systems
• explains how a range of factors change the structure and properties of chemical systems
• describes the theories and model/s used to explain the system
• applies theories and models of systems and processes to explain phenomena, interpret problems, and make plausible predictions in unfamiliar contexts

For the chemical science contexts studied, the student:

• explains the role of collaboration, debate and review, and technologies, in the development of chemical science theories and models
• explains how chemical science has been used to meet diverse needs and inform decision making, and how these applications are influenced by social, economic and ethical factors

For the chemical systems studied, the student:

• describes how structure, bonding and energy transfers are related in chemical systems
• describes how some factors change the structure and properties of chemical systems
• describes a theory or model used to explain the system
• applies theories or models of systems and processes to explain phenomena, interpret problems, and make plausible predictions in familiar contexts

For the chemical science contexts studied, the student:

• describes the role of collaboration and review, and technologies, in the development of chemical science theories or models
• discusses how chemical science has been used to meet needs and inform decision making, and some social, economic or ethical implications of these applications

For the chemical systems studied, the student:

• describes structure and bonding in substances
• describes how some factors affect chemical systems
• identifies aspects of a theory or model related to the system
• describes phenomena, interprets simple problems, and makes simple predictions in familiar contexts

For the chemical science contexts studied, the student:

• describes the role of communication and new evidence in developing chemical science knowledge
• describes ways in which chemical science has been used in society to meet needs, and identifies some implications of these applications

For the chemical systems studied, the student:

• identifies observable properties of substances
• identifies observable changes to chemical systems
• identifies aspects of a theory or model related to parts of the system
• describes phenomena and makes simple predictions in familiar, simple contexts

For the chemical science contexts studied, the student:

• identifies that chemical science knowledge has changed over time
• identifies ways in which chemical science has been used in society to meet needs

For the chemical science contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that efficiently collect valid, reliable data in response to a complex question or problem
• analyses data sets to explain causal and correlational relationships, the reliability of the data, and sources of error
• justifies their selection of data as evidence, analyses evidence with reference to models and/or theories, and develops evidence-based conclusions that identify limitations
• evaluates processes and claims, and provides an evidence-based critique and discussion of improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve complex and unfamiliar problems
• communicates effectively and accurately in a range of modes, styles and genres for specific audiences and purposes

For the chemical science contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that collect valid, reliable data in response to a question or problem
• analyses data sets to identify causal and correlational relationships, anomalies, and sources of error
• selects appropriate data as evidence, interprets evidence with reference to models and/or theories, and provides evidence for conclusions
• evaluates processes and claims, provides a critique with reference to evidence, and identifies possible improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve unfamiliar problems
• communicates clearly and accurately in a range of modes, styles and genres for specific audiences and purposes

For the chemical science contexts studied, the student:

• designs and conducts safe, ethical investigations that collect valid data in response to a question or problem
• analyses data to identify relationships, anomalies, and sources of error
• selects data to demonstrate relationships linked to chemical science knowledge, and provides conclusions based on data
• evaluates processes and claims, and suggests improvements or alternatives
• selects, constructs and uses appropriate representations to describe relationships and solve problems
• communicates clearly in a range of modes, styles and genres for specific purposes

For the chemical science contexts studied, the student:

• plans and conducts safe, ethical investigations to collect data in response to a question or problem
• analyses data to identify trends and anomalies
• selects data to demonstrate trends, and presents simple conclusions based on data
• considers processes and claims from a personal perspective
• constructs and uses simple representations to describe relationships and solve simple problems
• communicates in a range of modes and genres

For the chemical science contexts studied, the student:

• follows a procedure to conduct safe, ethical investigations to collect data
• identifies trends in data
• selects data to demonstrate trends
• considers claims from a personal perspective
• constructs and uses simple representations to describe phenomena
• communicates in a range of modes

For the chemical systems studied, the student:

• analyses how a range of interrelated factors affect atomic and molecular interactions and change the structure, properties and dynamics of chemical systems
• analyses how interactions between matter and energy in complex chemical systems can be designed, monitored and controlled to produce desired outcomes
• explains the theories and model/s used to explain the system, the supporting evidence, and their limitations and assumptions
• applies theories and models of systems and processes to explain phenomena, critically analyse complex problems, and make reasoned, plausible predictions in unfamiliar contexts

For the chemical science contexts studied, the student:

• analyses the roles of collaboration, debate and review, and technologies, in the development of chemical science theories and models
• evaluates how chemical science has been used in concert with other sciences to meet diverse needs and inform decision making, and how these applications are influenced by interacting social, economic and ethical factors

For the chemical systems studied, the student:

• explains how a range of interrelated factors change the structure, properties and dynamics of chemical systems
• explains how interactions between matter and energy in chemical systems can be designed, monitored and controlled to produce desired outcomes
• describes the theories and model/s used to explain the system, some supporting evidence, and their limitations
• applies theories and models of systems and processes to explain phenomena, analyse problems, and make plausible predictions in unfamiliar contexts

For the chemical science contexts studied, the student:

• explains the roles of collaboration, debate and review, and technologies, in the development of chemical science theories and models
• explains how chemical science has been used to meet diverse needs and inform decision making, and how these applications are influenced by social, economic and ethical factors

For the chemical systems studied, the student:

• explains how a range of factors change the structure, properties and dynamics of chemical systems
• describes how chemical systems are controlled and monitored to produce desired outcomes
• describes key aspects of a theory or model used to explain system processes, and the phenomena to which those processes can be applied
• applies theories or models of systems and processes to explain phenomena, interpret problems, and make plausible predictions in some unfamiliar contexts

For the chemical science contexts studied, the student:

• describes the roles of collaboration and review, and technologies, in the development of chemical science theories or models
• discusses how chemical science has been used to meet needs and inform decision making, and some social, economic or ethical implications of these applications

For the chemical systems studied, the student:

• describes how some factors affect the properties of chemical systems
• describes how chemical systems are manipulated to produce desired outcomes
• describes key aspects of a theory or model used to explain a system process
• describes phenomena, interprets simple problems, and makes predictions in familiar contexts

For the chemical science contexts studied, the student:

• describes the roles of communication and new evidence in developing chemical science knowledge
• describes ways in which chemical science has been used in society to meet needs, and identifies some implications of these applications

For the chemical systems studied, the student:

• describes changes to chemical systems
• describes how chemical systems are used to produce desired outcomes
• identifies aspects of a theory or model related to a system process
• describes phenomena and makes simple predictions in familiar contexts

For the chemical science contexts studied, the student:

• identifies that chemical science knowledge has changed over time
• identifies ways in which chemical science has been used in society to meet needs

For the chemical science contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that efficiently collect valid, reliable data in response to a complex question or problem
• analyses data sets to explain causal and correlational relationships, the reliability of the data, and sources of error
• justifies their selection of data as evidence, analyses evidence with reference to models and/or theories, and develops evidence-based conclusions that identify limitations
• evaluates processes and claims, and provides an evidence-based critique and discussion of improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve complex and unfamiliar problems
• communicates effectively and accurately in a range of modes, styles and genres for specific audiences and purposes

For the chemical science contexts studied, the student:

• designs, conducts and improves safe, ethical investigations that collect valid, reliable data in response to a question or problem
• analyses data sets to identify causal and correlational relationships, anomalies, and sources of error
• selects appropriate data as evidence, interprets evidence with reference to models and/or theories, and provides evidence for conclusions
• evaluates processes and claims, provides a critique with reference to evidence, and identifies possible improvements or alternatives
• selects, constructs and uses appropriate representations to describe complex relationships and solve unfamiliar problems
• communicates clearly and accurately in a range of modes, styles and genres for specific audiences and purposes

For the chemical science contexts studied, the student:

• designs and conducts safe, ethical investigations that collect valid data in response to a question or problem
• analyses data to identify relationships, anomalies, and sources of error
• selects data to demonstrate relationships linked to chemical science knowledge, and provides conclusions based on data
• evaluates processes and claims, and suggests improvements or alternatives
• selects , constructs and uses appropriate representations to describe relationships and solve problems
• communicates clearly in a range of modes, styles and genres for specific purposes

For the chemical science contexts studied, the student:

• plans and conducts safe, ethical investigations to collect data in response to a question or problem
• analyses data to identify trends and anomalies
• selects data to demonstrate trends, and presents simple conclusions based on data
• considers processes and claims from a personal perspective
• constructs and uses simple representations to describe relationships and solve simple problems
• communicates in a range of modes and genres

For the chemical science contexts studied, the student:

• follows a procedure to conduct safe, ethical investigations to collect data
• identifies trends in data
• selects data to demonstrate trends
• considers claims from a personal perspective
• constructs and uses simple representations to describe phenomena
• communicates in a range of modes