Quiz Topics
This is a mathematics course
2.1.1 Chemical Bonding
Specific Competence: Show that you understand what chemical bonding is. Learning Activities: Describe what chemical bonding means; explain the different kinds of bonds, such as ionic, covalent, and metallic bonds. Expected Standard: Correct understanding of chemical bonding is shown.
2.1.2 Ions and Chemical Formulae
Specific Competence: Understand how ions form and how to write chemical formulas for compounds. Learning Activities: Explain what ions are; describe how positive ions (cations) and negative ions (anions) form; link their electrical charges to their combining power (valency); identify common groups of atoms with a charge (radicals like carbonate, sulfate, ammonium, nitrate, phosphate); figure out chemical formulas using the charges or valencies of atoms; understand what binary (two-element) and ternary (three-element) compounds are. Expected Standard: Show correct understanding of ions and their formation; write chemical formulas and name compounds correctly.
2.1.4 Types of Chemical Bonds and Structures
Specific Competence: Understand different types of chemical bonds (ionic, covalent, metallic) and their everyday uses; classify compounds based on their structure. Learning Activities: Define ionic bonds, explain how they form, and describe properties like high melting/boiling points, electrical conductivity when molten or dissolved, solid state, and density; identify common uses of ionic compounds. Explain covalent bonds as shared electron pairs, showing how single, double, and triple bonds form (e.g., in H₂, O₂, N₂); describe properties like low melting/boiling points and not conducting electricity; identify common uses of covalent compounds. Explain metallic bonding as the attraction between positive metal ions and moving (delocalised) electrons; identify everyday uses of metals. Describe and draw different structures like simple molecules, very large molecules (macromolecules), and ionic crystal structures. Expected Standard: Show correct understanding of each bond type and how they are used; classify compounds into simple or giant structures correctly.
2.2.1 Chemical Reactions and Equations
Specific Competence: Understand how chemical reactions work and write chemical equations correctly. Learning Activities: Describe what a chemical reaction is; identify different types of reactions such as combining (synthesis), breaking apart (decomposition), one element replacing another (single displacement), two compounds swapping parts (double displacement), and reactions that keep going (chain reactions). Convert written descriptions of reactions into chemical symbols; balance these equations to show the correct number of atoms on both sides, including symbols for solid, liquid, gas, or dissolved in water; write equations that show only the ions that react (ionic equations). Expected Standard: Show correct understanding of chemical reactions; write chemical equations correctly.
2.3.1 Rates of Chemical Reactions
Specific Competence: Understand how fast chemical reactions happen and investigate what changes their speed. Learning Activities: Define what reaction rate means; conduct experiments to study reaction rates; explain the difference between reactions that give out heat (exothermic) and those that take in heat (endothermic); draw graphs to show how reaction rates change; identify factors that affect reaction rate, such as temperature, concentration (how much substance is dissolved), pressure (for gases), surface area (how much of a solid is exposed), catalysts (substances that speed up reactions without being used up), and light. Expected Standard: Apply knowledge correctly and interpret experimental data.
2.4.1 Oxidation and Reduction
Specific Competence: Interpret oxidation and reduction reactions (redox reactions). Learning Activities: Define oxidation and reduction in terms of gaining or losing oxygen, gaining or losing hydrogen, gaining or losing electrons, and changes in oxidation state (a number that shows how many electrons an atom has gained or lost); tell the difference between redox reactions and reactions that are not redox; carry out tests to identify substances that cause oxidation (oxidising agents) or cause reduction (reducing agents), using chemicals like potassium permanganate, potassium dichromate, or iodide/starch. Expected Standard: Interpret redox reactions correctly.
2.5.1 Composition of Acids, Bases, Salts
Specific Competence: Analyze what acids, bases, and salts are made of. Learning Activities: Investigate the components of acids, bases, and salts. Expected Standard: Analyze their composition correctly.
2.5.2 Acids and Bases
Specific Competence: Understand what acids and bases are, including their different types and properties. Learning Activities: Understand different kinds of acids (like organic acids from living things or inorganic acids from minerals, strong or weak acids, and acids that can donate one, two, or three hydrogen ions); analyze their physical (e.g., state) and chemical properties (e.g., how they react). Understand different kinds of bases (like alkalis that dissolve in water, strong or weak bases); analyze their physical and chemical properties, such as their ability to dissolve, having a pH greater than 7, being electrolytes (conducting electricity), and how they react with acids or ammonium salts. Expected Standard: Show correct understanding and analysis of acids and bases.
2.5.4 Oxides and Acid-Base Indicators
Specific Competence: Classify different types of oxides and use indicators to measure how acidic or basic a substance is (pH). Learning Activities: Classify oxides into acidic (react with bases), basic (react with acids), amphoteric (react with both acids and bases), or neutral (react with neither); identify their uses. Use common indicators like litmus paper, methyl orange, phenolphthalein, and universal indicator, or a pH meter to find the pH of solutions; make simple indicators from local materials. Expected Standard: Classify oxides correctly; use indicators to determine pH correctly.
2.5.6 Salts
Specific Competence: Prepare and obtain different types of salts; analyze how salts are used in real life. Learning Activities: Prepare salts using methods like neutralization (acid + base), precipitation (forming a solid from solution), and crystallization (forming crystals from solution); understand concepts like solubility (how well something dissolves), water of crystallization (water molecules trapped in crystals), and how some salts absorb water (hygroscopic), lose water (efflorescent), or dissolve in absorbed water (deliquescent); identify uses of salts in food preservation, medicine, and agriculture. Expected Standard: Prepare salts correctly and analyze their uses.
2.5.7 Qualitative Analysis
Specific Competence: Investigate what ions are in salts; apply this analysis to everyday products. Learning Activities: Conduct tests to identify specific positive ions (cations) like aluminum (Al³⁺), ammonium (NH₄⁺), calcium (Ca²⁺), copper (Cu²⁺), iron(II) (Fe²⁺), iron(III) (Fe³⁺), and zinc (Zn²⁺); conduct tests to identify specific negative ions (anions) like carbonate (CO₃²⁻), chloride (Cl⁻), iodide (I⁻), nitrate (NO₃⁻), and sulfate (SO₄²⁻); perform tests to identify common gases like ammonia (NH₃), carbon dioxide (CO₂), chlorine (Cl₂), hydrogen (H₂), oxygen (O₂), sulfur dioxide (SO₂), and water vapor (H₂O). Expected Standard: Investigate ion and gas composition correctly; apply this analysis to economical products.