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• Topics
  • • Fundamentals
    • Ionic Bonding
    • Separating techniques
    • Key Reactions
    • Uncomplicated Molecules & Covalent Bonding
    • Alkanes & Crude Oil
  • • Calculations
    • Kinetics
    • Alkenes & Polymers
    • Metal reactivity & Halogens
    • Moles
    • Energetics
    • Acids & Salts
    • Structure & Bonding
  • • Alcohols & Carboxylic Acids
    • Electrolysis
    • Condensation Polymers
    • Equilibria
    • Key Calculations
    • Specification experiments
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  • Physics
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  • 1 Chemistry Principles
    • (a) States of affair
      • ane:01 understand the three states of matter in terms of the organisation, move and energy of the particles
      • 1:02 understand the interconversions betwixt the three states of affair in terms of: the names of the interconversions, how they are accomplished and the changes in arrangement, motion and energy of the particles
      • ane:03 understand how the results of experiments involving the dilution of coloured solutions and diffusion of gases can be explained
      • one:04 know what is meant by the terms: solvent, solute, solution, saturated solution
      • 1:05 (Triple only) know what is meant by the term solubility in the units g per 100g of solvent
      • ane:06 (Triple only) understand how to plot and interpret solubility curves
      • i:07 (Triple only) applied: investigate the solubility of a solid in h2o at a specific temperature
    • (b) Elements, compounds and mixtures
      • one:08 understand how to classify a substance as an chemical element, a compound or a mixture
      • 1:09 sympathise that a pure substance has a stock-still melting and boiling bespeak, only that a mixture may melt or boil over a range of temperatures
      • 1:10 describe these experimental techniques for the separation of mixtures: simple distillation, partial distillation, filtration, crystallisation, paper chromatography
      • 1:11 empathise how a chromatogram provides data about the composition of a mixture
      • 1:12 understand how to use the adding of Rf values to identify the components of a mixture
      • i:thirteen practical: investigate paper chromatography using inks/nutrient colourings
    • (c) Atomic construction
      • 1:14 know what is meant past the terms atom and molecule
      • i:15 know the structure of an atom in terms of the positions, relative masses and relative charges of sub-atomic particles
      • ane:xvi know what is meant by the terms diminutive number, mass number, isotopes and relative diminutive mass (Aᵣ)
      • 1:17 exist able to calculate the relative diminutive mass of an element (Aᵣ) from isotopic abundances
    • (d) The Periodic Table
      • 1:18 understand how elements are arranged in the Periodic Table: in social club of diminutive number, in groups and periods
      • 1:19 understand how to deduce the electronic configurations of the first 20 elements from their positions in the Periodic Table
      • 1:20 empathise how to apply electrical conductivity and the acid-base of operations character of oxides to classify elements equally metals or non-metals
      • ane:21 identify an element as a metal or a non-metal according to its position in the Periodic Table
      • 1:22 sympathise how the electronic configuration of a main group chemical element is related to its position in the Periodic Table
      • 1:23 Understand why elements in the same grouping of the Periodic Table have like chemical backdrop
      • 1:24 empathise why the noble gases (Group 0) exercise not readily react
    • (e) Chemic formulae, equations and calculations
      • i:25 write word equations and counterbalanced chemical equations (including land symbols): for reactions studied in this specification and for unfamiliar reactions where suitable information is provided
      • 1:26 calculate relative formula masses (including relative molecular masses) (Mᵣ) from relative diminutive masses (Aᵣ)
      • one:27 know that the mole (mol) is the unit for the amount of a substance
      • 1:28 empathize how to carry out calculations involving amount of substance, relative atomic mass (Aᵣ) and relative formula mass (Mᵣ)
      • ane:29 calculate reacting masses using experimental data and chemical equations
      • 1:30 calculate percent yield
      • 1:31 sympathize how the formulae of simple compounds can be obtained experimentally, including metallic oxides, h2o and salts containing h2o of crystallisation
      • 1:32 know what is meant past the terms empirical formula and molecular formula
      • 1:33 summate empirical and molecular formulae from experimental data
      • ane:34 (Triple simply) sympathize how to bear out calculations involving amount of substance, volume and concentration (in mol/dm³) of solution
      • ane:35 (Triple only) empathise how to carry out calculations involving gas volumes and the tooth volume of a gas (24dm³ and 24,000cm³ at room temperature and pressure (rtp))
      • 1:36 practical: know how to decide the formula of a metal oxide by combustion (e.g. magnesium oxide) or by reduction (e.chiliad. copper(II) oxide)
    • (f) Ionic bonding
      • i:37 sympathise how ions are formed past electron loss or gain
      • i:38 know the charges of these ions: metals in Groups ane, two and 3, non-metals in Groups 5, six and 7, Ag⁺, Cu²⁺, Fe²⁺, Fe³⁺, Pb²⁺, Zn²⁺, hydrogen (H⁺), hydroxide (OH⁻), ammonium (NH₄⁺), carbonate (CO₃²⁻), nitrate (NO₃⁻), sulfate (And then₄²⁻)
      • 1:39 write formulae for compounds formed betwixt the ions listed in 1:38
      • 1:40 describe dot-and-cross diagrams to evidence the formation of ionic compounds by electron transfer, limited to combinations of elements from Groups i, 2, three and v, 6, 7 only outer electrons need be shown
      • 1:41 understand ionic bonding in terms of electrostatic attractions
      • 1:42 understand why compounds with behemothic ionic lattices have high melting and boiling points
      • 1:43 Know that ionic compounds practise not conduct electricity when solid, but do behave electricity when molten and in aqueous solution
    • (g) Covalent bonding
      • 1:44 know that a covalent bond is formed between atoms by the sharing of a pair of electrons
      • one:45 understand covalent bonds in terms of electrostatic attractions
      • one:46 understand how to use dot-and-cross diagrams to represent covalent bonds in: diatomic molecules, including hydrogen, oxygen, nitrogen, halogens and hydrogen halides, inorganic molecules including water, ammonia and carbon dioxide, organic molecules containing upwardly to 2 carbon atoms, including methane, ethane, ethene and those containing halogen atoms
      • one:47 explicate why substances with a simple molecular structures are gases or liquids, or solids with low melting and humid points. The term intermolecular forces of allure can be used to represent all forces between molecules
      • i:48 explicate why the melting and humid points of substances with unproblematic molecular structures increment, in general, with increasing relative molecular mass
      • 1:49 explain why substances with giant covalent structures are solids with loftier melting and boiling points
      • one:50 explain how the structures of diamond, graphite and C₆₀ fullerene influence their concrete properties, including electrical conductivity and hardness
      • 1:51 know that covalent compounds do not usually comport electricity
    • (h) Metallic bonding
      • 1:52 (Triple only) know how to stand for a metal lattice past a 2-D diagram
      • 1:53 (Triple merely) understand metallic bonding in terms of electrostatic attractions
      • 1:54 (Triple only) explicate typical physical properties of metals, including electrical conductivity and malleability
    • (i) Electrolysis
      • one:55 (Triple only) understand why covalent compounds practise not conduct electricity
      • one:56 (Triple only) understand why ionic compounds conduct electricity simply when molten or in aqueous solution
      • i:57 (Triple merely) know that anion and cation are terms used to refer to negative and positive ions respectively
      • i:58 (Triple only) describe experiments to investigate electrolysis, using inert electrodes, of molten compounds (including lead(2) bromide) and aqueous solutions (including sodium chloride, dilute sulfuric acid and copper(II) sulfate) and to predict the products
      • one:59 (Triple only) write ionic one-half-equations representing the reactions at the electrodes during electrolysis and empathize why these reactions are classified every bit oxidation or reduction
      • ane:lx (Triple simply) practical: investigate the electrolysis of aqueous solutions
  • two Inorganic chemical science
    • (a) Group 1 (alkali metals) – lithium, sodium and potassium
      • 2:01 sympathise how the similarities in the reactions of lithium, sodium and potassium with water provide evidence for their recognition as a family unit of elements
      • 2:02 understand how the differences betwixt the reactions of lithium, sodium and potassium with air and water provide evidence for the trend in reactivity in Group 1
      • 2:03 apply knowledge of trends in Grouping 1 to predict the properties of other alkali metals
      • 2:04 (Triple only) explain the trend in reactivity in Grouping 1 in terms of electronic configurations
    • (b) Group 7 (halogens) – chlorine, bromine and iodine
      • ii:05 know the colours, physical states (at room temperature) and trends in physical properties of chlorine, bromine and iodine
      • 2:06 apply noesis of trends in Group 7 to predict the properties of other halogens
      • two:07 understand how displacement reactions involving halogens and halides provide bear witness for the trend in reactivity in Group 7
      • 2:08 (Triple only) explain the tendency in reactivity in Group vii in terms of electronic configurations
    • (c) Gases in the atmosphere
      • 2:09 know the approximate percentages by volume of the four well-nigh arable gases in dry air
      • ii:10 understand how to make up one's mind the percentage past volume of oxygen in air using experiments involving the reactions of metals (e.g. iron) and non-metals (eastward.chiliad. phosphorus) with air
      • ii:xi draw the combustion of elements in oxygen, including magnesium, hydrogen and sulfur
      • two:12 describe the formation of carbon dioxide from the thermal decomposition of metal carbonates, including copper(II) carbonate
      • 2:13 know that carbon dioxide is a greenhouse gas and that increasing amounts in the atmosphere may contribute to climate change
      • 2:14 Applied: determine the approximate percentage past volume of oxygen in air using a metallic or a not-metallic
    • (d) Reactivity series
      • ii:fifteen understand how metals can be bundled in a reactivity series based on their reactions with: water and dilute hydrochloric or sulfuric acid
      • 2:16 empathize how metals tin exist arranged in a reactivity serial based on their displacement reactions between: metals and metal oxides, metals and aqueous solutions of metal salts
      • ii:17 know the gild of reactivity of these metals: potassium, sodium, lithium, calcium, magnesium, aluminium, zinc, iron, copper, silver, gold
      • 2:18 know the conditions under which atomic number 26 rusts
      • 2:19 understand how the rusting of iron may be prevented by: bulwark methods, galvanising and sacrificial protection
      • 2:20 in terms of gain or loss of oxygen and loss or gain of electrons, empathise the terms: oxidation, reduction, redox, oxidising agent, reducing agent, in terms of proceeds or loss of oxygen and loss or gain of electrons
      • 2:21 practical: investigate reactions between dilute hydrochloric and sulfuric acids and metals (e.m. magnesium, zinc and fe)
    • (eastward) Extraction and uses of metals
      • 2:22 (Triple simply) know that most metals are extracted from ores establish in the Globe's crust and that unreactive metals are often institute as the uncombined element
      • two:23 (Triple but) explicate how the method of extraction of a metal is related to its position in the reactivity series, illustrated by carbon extraction for fe and electrolysis for aluminium
      • 2:24 (Triple but) be able to comment on a metal extraction process, given advisable information
      • 2:25 (Triple just) explain the uses of aluminium, copper, iron and steel in terms of their properties the types of steel will exist express to low-carbon (mild), high-carbon and stainless
      • ii:26 (Triple merely) know that an alloy is a mixture of a metal and one or more elements, usually other metals or carbon
      • ii:27 (Triple only) explain why alloys are harder than pure metals
    • (f) Acids, alkalis and titrations
      • 2:28 describe the apply of litmus, phenolphthalein and methyl orange to distinguish between acidic and alkaline metal solutions
      • 2:29 understand how to utilize the pH calibration, from 0–14, tin can be used to classify solutions equally strongly acidic (0–3), weakly acidic (four–vi), neutral (vii), weakly alkaline (8–10) and strongly alkaline (11–14)
      • 2:thirty draw the use of Universal Indicator to measure the approximate pH value of an aqueous solution
      • two:31 know that acids in aqueous solution are a source of hydrogen ions and alkalis in a aqueous solution are a source of hydroxide ions
      • 2:32 know that bases tin can neutralise acids
      • ii:33 (Triple only) depict how to deport out an acid-brine titration
    • (g) Acids, bases and salt preparations
      • 2:34 know the general rules for predicting the solubility of ionic compounds in water: common sodium, potassium and ammonium compounds are soluble, all nitrates are soluble, common chlorides are soluble, except those of silver and lead(II), common sulfates are soluble, except for those of barium, calcium and lead(II), common carbonates are insoluble, except for those of sodium, potassium and ammonium, common hydroxides are insoluble except for those of sodium, potassium and calcium (calcium hydroxide is slightly soluble)
      • two:35 empathize acids and bases in terms of proton transfer
      • 2:36 empathise that an acrid is a proton donor and a base of operations is a proton acceptor
      • 2:37 draw the reactions of hydrochloric acrid, sulfuric acid and nitric acid with metals, bases and metallic carbonates (excluding the reactions between nitric acid and metals) to form salts
      • 2:38 know that metal oxides, metal hydroxides and ammonia can act as bases, and that alkalis are bases that are soluble in water
      • 2:39 draw an experiment to set a pure, dry sample of a soluble salt, starting from an insoluble reactant
      • 2:40 (Triple merely) depict an experiment to prepare a pure, dry sample of a soluble salt, starting from an acid and brine
      • 2:41 (Triple only) describe an experiment to gear up a pure, dry out sample of an insoluble salt, starting from two soluble reactants
      • ii:42 practical: prepare a sample of pure, dry hydrated copper(II) sulfate crystals starting from copper(II) oxide
      • two:43 (Triple only) practical: prepare a sample of pure, dry lead(II) sulfate
    • (h) Chemical tests
      • 2:44a describe tests for these gases: hydrogen, carbon dioxide
      • 2:44 describe tests for these gases: hydrogen, oxygen, carbon dioxide, ammonia, chlorine
      • 2:45 depict how to carry out a flame test
      • 2:46 know the colours formed in flame tests for these cations: Li⁺ is ruddy, Na⁺ is xanthous, K⁺ is lilac, Ca²⁺ is orange-red, Cu²⁺ is blue-green
      • 2:47 describe tests for these cations: NH₄⁺ using sodium hydroxide solution and identifying the gas evolved, Cu²⁺, Fe²⁺ and Iron³⁺ using sodium hydroxide solution
      • 2:48 depict tests for these anions: Cl⁻, Br⁻ and I⁻ using acidified silver nitrate solution, And then₄²⁻ using acidified barium chloride solution, CO₃²⁻ using hydrochloric acid and identifying the gas evolved
      • ii:49 describe a exam for the presence of water using anhydrous copper(II) sulfate
      • 2:fifty describe a physical test to evidence whether a sample of water is pure
  • 3 Concrete chemistry
    • (a) Energetics
      • 3:01 know that chemical reactions in which rut energy is given out are described as exothermic, and those in which heat energy is taken in are described as endothermic
      • 3:02 describe uncomplicated calorimetry experiments for reactions such every bit combustion, displacement, dissolving and neutralisation
      • 3:03 summate the rut energy modify from a measured temperature change using the expression Q = mcΔT
      • 3:04 calculate the tooth enthalpy change (ΔH) from the heat free energy change, Q
      • 3:05 (Triple only) describe and explicate energy level diagrams to represent exothermic and endothermic reactions
      • 3:06 (Triple just) know that bond-breaking is an endothermic process and that bond-making is an exothermic process
      • 3:07 (Triple just) use bond energies to calculate the enthalpy change during a chemical reaction
      • 3:08 applied: investigate temperature changes accompanying some of the following types of change: salts dissolving in water, neutralisation reactions, displacement reactions and combustion reactions
    • (b) Rates of reaction
      • 3:09 draw experiments to investigate the effects of changes in surface area of a solid, concentration of a solution, temperature and the use of a goad on the rate of a reaction
      • 3:x depict the furnishings of changes in surface expanse of a solid, concentration of a solution, pressure level of a gas, temperature and the use of a catalyst on the rate of a reaction
      • 3:11 explicate the effects of changes in surface area of a solid, concentration of a solution, force per unit area of a gas and temperature on the rate of a reaction in terms of particle collision theory
      • iii:12 know that a catalyst is a substance that increases the rate of a reaction, only is chemically unchanged at the end of the reaction
      • 3:13 know that a goad works by providing an alternative pathway with lower activation energy
      • iii:14 (Triple but) describe and explicate reaction contour diagrams showing ΔH and activation energy
      • 3:xv practical: investigate the outcome of changing the surface surface area of marble chips and of changing the concentration of muriatic acid on the rate of reaction betwixt marble chips and dilute hydrochloric acid
      • three:sixteen practical: investigate the effect of different solids on the catalytic decomposition of hydrogen peroxide solution
    • (c) Reversible reactions and equilibria
      • 3:17 know that some reactions are reversible and this is indicated by the symbol ⇌ in equations
      • iii:eighteen draw reversible reactions such equally the dehydration of hydrated copper(2) sulfate and the issue of heat on ammonium chloride
      • three:19 (Triple only) know that a reversible reaction can reach dynamic equilibrium in a sealed container
      • 3:20 (Triple merely) know that the characteristics of a reaction at dynamic equilibrium are: the frontward and reverse reactions occur at the same rate, and the concentrations of reactants and products remain constant
      • 3:21 (Triple only) understand why a catalyst does non touch on the position of equilibrium in a reversible reaction
      • 3:22 (Triple only) predict, with reasons, the upshot of changing either pressure or temperature on the position of equilibrium in a reversible reaction (references to Le Chatelier's principle are not required)
  • 4 Organic chemistry
    • (a) Introduction
      • 4:01 know that a hydrocarbon is a chemical compound of hydrogen and carbon only
      • 4:02 sympathise how to represent organic molecules using empirical formulae, molecular formulae, general formulae, structural formulae and displayed formulae
      • 4:03a know what is meant by the term isomerism
      • 4:03 know what is meant by the terms homologous series, functional group and isomerism
      • 4:04 empathize how to name compounds relevant to this specification using the rules of International Spousal relationship of Pure and Applied Chemistry (IUPAC) nomenclature. Students will be expected to name compounds containing upwardly to six carbon atoms
      • 4:05 sympathize how to write the possible structural and displayed formulae of an organic molecule given its molecular formula
      • 4:06 sympathise how to classify reactions of organic compounds as substitution, addition and combustion. Knowledge of reaction mechanisms is not required
    • (b) Rough oil
      • 4:07 know that crude oil is a mixture of hydrocarbons
      • iv:08 describe how the industrial process of fractional distillation separates crude oil into fractions
      • four:09 know the names and uses of the main fractions obtained from crude oil: refinery gases, gasoline, kerosene, diesel, fuel oil and bitumen
      • 4:10 know the trend in colour, boiling point and viscosity of the main fractions
      • four:xi know that a fuel is a substance that, when burned, releases heat free energy
      • 4:12 know the possible products of complete and incomplete combustion of hydrocarbons with oxygen in the air
      • 4:13 sympathise why carbon monoxide is poisonous, in terms of its effect on the capacity of blood to transport oxygen references to haemoglobin are not required
      • 4:14 know that, in car engines, the temperature reached is high plenty to permit nitrogen and oxygen from air to react, forming oxides of nitrogen
      • 4:15 explicate how the combustion of some impurities in hydrocarbon fuels results in the germination of sulfur dioxide
      • 4:sixteen empathize how sulfur dioxide and oxides of nitrogen oxides contribute to acid rain
      • iv:17 draw how long-chain alkanes are converted to alkenes and shorter-chain alkanes by catalytic cracking (using silica or alumina every bit the catalyst and a temperature in the range of 600–700⁰C)
      • iv:18 explicate why great is necessary, in terms of the balance betwixt supply and need for unlike fractions
    • (c) Alkanes
      • 4:19 know the general formula for alkanes
      • 4:xx explain why alkanes are classified as saturated hydrocarbons
      • 4:21 empathise how to draw the structural and displayed formulae for alkanes with upwardly to five carbon atoms in the molecule, and to proper noun the unbranched-chain isomers
      • 4:22 describe the reactions of alkanes with halogens in the presence of ultraviolet radiation, limited to mono-commutation knowledge of reaction mechanisms is not required
    • (d) Alkenes
      • four:23 know that alkenes contain the functional group >C=C<
      • 4:24 know the general formula for alkenes
      • 4:25 explain why alkenes are classified as unsaturated hydrocarbons
      • 4:26 understand how to draw the structural and displayed formulae for alkenes with upwards to four carbon atoms in the molecule, and name the unbranched-chain isomers. Cognition of cis/trans or Eastward/Z notation is not required
      • 4:27 describe the reactions of alkenes with bromine, to produce dibromoalkanes
      • four:28 describe how bromine water tin can be used to distinguish betwixt an alkane and an alkene
    • (e) Alcohols
      • 4:29 (Triple only) know that alcohols contain the functional group −OH
      • 4:30 (Triple simply) sympathize how to draw structural and displayed formulae for methanol, ethanol, propanol (propan-1-ol just) and butanol (butan-one-ol only), and name each compound, the names propanol and butanol are acceptable
      • 4:31 (Triple only) know that ethanol tin be oxidised by: burning in air or oxygen (consummate combustion), reaction with oxygen in the air to form ethanoic acid (microbial oxidation), heating with potassium dichromate(Half dozen) in dilute sulfuric acid to form ethanoic acid
      • 4:32 (Triple just) know that ethanol tin can be manufactured by: 1) reacting ethene with steam in the presence of a phosphoric acid catalyst at a temperature of about 300⁰C and a pressure of about sixty–70atm; and ii) the fermentation of glucose, in the absence of air, at an optimum temperature of nigh 30⁰C and using the enzymes in yeast
      • 4:33 (Triple only) understand the reasons for fermentation, in the absence of air, and at an optimum temperature
    • (f) Carboxylic acids
      • 4:34 (Triple merely) know that carboxylic acids comprise the functional group -COOH
      • 4:35 (Triple only) sympathize how to draw structural and displayed formulae for unbranched- chain carboxylic acids with up to four carbon atoms in the molecule, and name each compound
      • iv:36 (Triple but) describe the reactions of aqueous solutions of carboxylic acids with metals and metal carbonates
      • 4:37 (Triple only) know that vinegar is an aqueous solution containing ethanoic acid
    • (yard) Esters
      • four:38 (Triple but) know that esters contain the functional group -COO-
      • 4:39 (Triple only) know that ethyl ethanoate is the ester produced when ethanol and ethanoic acid react in the presence of an acid catalyst
      • 4:40 (Triple only) understand how to write the structural and displayed formulae of ethyl ethanoate
      • 4:41 (Triple only) empathize how to write the structural and displayed formulae of an ester, given the proper noun or formula of the booze and carboxylic acid from which it is formed and vice versa
      • four:42 (Triple merely) know that esters are volatile compounds with distinctive smells and are used as nutrient flavourings and in perfumes
      • iv:43 (Triple merely) practical: prepare a sample of an ester such as ethyl ethanoate
    • (h) Constructed polymers
      • 4:44 know that an improver polymer is formed by joining up many minor molecules chosen monomers
      • iv:45 understand how to draw the echo unit of an addition polymer, including poly(ethene), poly(propene), poly(chloroethene) and (poly)tetrafluroethene
      • iv:46 understand how to deduce the structure of a monomer from the repeat unit of measurement of an improver polymer and vice versa
      • 4:47 explain problems in the disposal of addition polymers, including: their inertness and inability to biodegrade, the production of toxic gases when they are burned
      • 4:48 (Triple but) know that condensation polymerisation, in which a dicarboxylic acid reacts with a diol, produces a polyester and h2o
      • 4:49 (Triple only) Understand how to write the structural and displayed formula of a polyester, showing the echo unit, given the formulae of the monomers from which it is formed, including the reaction of ethanedioic acrid and ethanediol:
      • four:fifty (Triple simply) know that some polyesters, known as biopolyesters, are biodegradable
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        • 1(a) Units
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8.04 explicate that gravitational forcefulness: causes moons to orbit planets, causes the planets to orbit the Lord's day, causes bogus satellites to orbit the Earth, causes comets to orbit the Sun

8.04 explain that gravitational force: causes moons to orbit planets, causes the planets to orbit the Sunday, causes artificial satellites to orbit the World, causes comets to orbit the Sunday

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