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NSW Syllabuses

Science Life Skills Stage 6 - Life Skills - Chemical World Science Life Skills Chemical World Science LS – Module 1: Properties of Matter

Outcomes

A student:

  • SCLS6-3

    participates in investigations individually or collaboratively to collect primary or secondary data and information

  • SCLS6-5

    develops conclusions from primary or secondary data and information

  • SCLS6-7

    communicates information about an investigation using scientific language and terminology

  • SCLS6-10

    explores models and descriptions of phenomena

Related Stage 6 outcomes INS11/12-3, INS11/12-5, INS11/12-7, INS11-10, INS11-11

Content Focus

Students explore properties of matter, and recognise the relationship between these properties and their uses in everyday contexts.

Working Scientifically

In this module, students recognise a range of models as representations of matter. They use models to communicate ideas about how matter is used in everyday contexts.

Content

  • Properties of Matter

  • Inquiry question: How does matter change its state?
  • Students:
  • recognise the states of matter (solid, liquid, gas)
  • classify a range of everyday materials according to their state CCT
  • explore how matter can change state CCT
  • observe matter changing state to recognise that heat energy or pressure needs to be applied or removed for the change to occur
  • explore processes required for a matter to change state, for example boiling, melting, freezing, sublimation
  • investigate the temperature and/or pressure required for changes in state, for example: CCT
  •  melting a solid, eg metal
  •  changing a liquid into a solid, eg ice
  •  changing a solid to a gas, eg dry ice
  • Use of a Substance Depends on its Physical and Chemical Properties

  • Inquiry question: What are mixtures used for?
  • Students:
  • observe the result of mixing a range of substances
  • participate in practical investigations to mix a range of substances to form solutions, suspensions or colloids, for example: CCT
  • dissolving carbon dioxide into water to make a carbonated drink (solution)
  • mixing soil and water (suspension)
  • mixing vinegar and oil to make a salad dressing (colloid)
  • demonstrate safe practices when mixing a range of substances to form solutions, suspensions or colloids
  • identify a range of household products as solutions, suspensions or colloids
  • Inquiry question: How do the chemical properties of a substance influence its use?
  • Students:
  • explore how the chemical properties of a range of everyday substances influence their use, for example: DD
  • corrosive properties of acid used in cleaning products
  • anti-inflammatory properties of clothing worn by electricians or firefighters
  • Separating Mixtures

  • Inquiry question: How are separation techniques applied to mixtures in everyday contexts?
  • Students:
  • explore a range of separation techniques, for example:
  • filtration
  • chromatography
  • distillation
  • identify common uses of separation techniques, for example: CC
  • tea straining
  • chromatography in forensic testing
  • distillation of salt water to form fresh water
  • investigate how separation techniques are selected according to the properties of the substances being separated DD