Learning Outcome mapping of old spec to new final.docx · Web viewdescribe the fractions of crude...

$: Learning Outcome mapping of old spec to new final.docx · Web viewdescribe the fractions of crude oil ... sodium hydroxide, phosphoric acid) and examples of chemicals made on a$
Twenty First Century Chemistry

Learning Outcome mapping of old spec to newThis document compares the specification learning outcomes from the legacy GCSE Twenty first century Chemistry qualification to the new GCSE (9-1) in Twenty first century Chemistry. It shows where the statements in the old specification are covered in the new spec, indicates where they are no longer assessed and highlights where new content has been added.

Spec Ref Original spec statement (21C current spec) Spec Ref

Spec statement equivalent (reformed 21C spec)

tick if no longer

coveredC1.1.1

recall that the atmosphere (air) that surrounds the Earth is made up mainly of nitrogen, oxygen and argon, plus small amounts of water vapour, carbon dioxide and other gases

C1.1.4

use data to predict states of substances under given conditions

C1.1.2recall that air is a mixture of different gases consisting of small molecules with large spaces between them

N/A

C1.1.3recall that the relative proportions of the main gases in the atmosphere are approximately 78% nitrogen, 21% oxygen and 1% argon

C1.1.4use data to predict states of substances under given conditions

C1.1.4

understand that other gases or particulates may be released into the atmosphere by human activity or by natural processes (e.g. volcanoes), and that these can affect air quality

C1.1.7

describe the major sources of carbon monoxide and particulates (incomplete combustion), sulfur dioxide (combustion of sulfur impurities in fuels), oxides of nitrogen (oxidation of nitrogen at high temperatures and further oxidation in the air)

C1.1.5understand how the Earth’s early atmosphere was probably formed by volcanic activity and consisted mainly of carbon dioxide and water vapour

C1.1.5interpret evidence for how it is thought the atmosphere was originally formed

C1.1.6understand that water vapour condensed to form the oceans when the Earth cooled

C1.1.5 interpret evidence for how it is thought the atmosphere was originally formed

C1.1.7explain how the evolution of photosynthesising organisms added oxygen to, and removed carbon dioxide from, the atmosphere

C1.1.6describe how it is thought an oxygen-rich atmosphere developed over time

Twenty First Century Chemistry: Learning Outcome mapping of old spec to newAuthor: Michelle SpillerPlease recycle this paper responsibly Page 1 of 51/tt/file_convert/5b7632c37f8b9a0c188e0e1d/document.docx


C1.1.8

explain how carbon dioxide was removed from the atmosphere by dissolving in the oceans and then forming sedimentary rocks, and by the formation of fossil fuels 9.

C1.1.6

describe how it is thought an oxygen-rich atmosphere developed over time

C1.1.9

understand how human activity has changed the composition of the atmosphere by adding: a. small amounts of carbon monoxide, nitrogen oxides and sulfur dioxide to the atmosphere b. extra carbon dioxide and small particles of solids (e.g. carbon) to the atmosphere

C1.1.8

explain the problems caused by increased amounts of these substances and describe approaches to decreasing the emissions of these substances into the atmosphere including the use of catalytic converters, low sulfur petrol and gas scrubbers to decrease emissions

C1.1.10understand that some of these substances, called pollutants, are directly harmful to humans (e.g. carbon monoxide reduces the amount of oxygen that blood can carry), and that some are harmful to the environment and so cause harm to humans indirectly (e.g. sulfur dioxide causes acid rain).

C1.1.8


C1.2.1 recall that coal is mainly carbon N/A C1.2.2

recall that petrol, diesel fuel and fuel oil are mainly compounds of hydrogen and carbon (hydrocarbons) 3

C3.4.4describe the fractions of crude oil as largely a mixture of compounds of formula CnH2n+2 which are members of the alkane homologous series

C1.2.3

understand that, when fuels burn, atoms of carbon and/or hydrogen from the fuel combine with atoms of oxygen from the air to produce carbon dioxide and/or water (hydrogen oxide)

C1.1.7


C1.2.4

understand that a substance chemically combining with oxygen is an example of oxidation, that loss of oxygen is an example of reduction, and that combustion reactions therefore involve oxidation

C4.5.2 explain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced

C1.2.5understand that fuels burn more rapidly in pure oxygen than in air

N/A

Twenty First Century Chemistry: Learning Outcome mapping of old spec to new

Author: Michelle SpillerPlease recycle this paper responsibly Page 2 of 51


C1.2.6recall that oxygen can be obtained from the atmosphere and can be used to support combustion (e.g. in oxy-fuel welding torches)

NA

C1.2.7

understand that in a chemical reaction the properties of the reactants and products are different

C2.4.3/C3.2.3

use the names and symbols of the first 20 elements,Groups 1, 7 and 0 and other common elements from asupplied Periodic Table to write formulae and balancedchemical equations where appropriate

use the names and symbols of commonelements and compounds and the principleof conservation of mass to write formulaeand balanced chemical equations and ionicequations

C1.2.8

understand that atoms are rearranged during a chemical reaction

C2.4.3/C3.2.3






C1.2.9

interpret representations of the rearrangement of atoms during a chemical reaction

C2.4.3/C3.2.3



C1.2.10

understand that during the course of a chemical reaction the numbers of atoms of each element must be the same in the products as in the reactants, thus conserving mass

C2.4.3/C3.2.3



C1.2.11

understand how sulfur dioxide is produced if the fuel that is burned contains any sulfur

C1.1.7





C1.2.12

understand how burning fossil fuels in power stations and for transport pollutes the atmosphere with: a. carbon dioxide and sulfur dioxide b. carbon monoxide and particulate carbon (from incomplete burning) c. nitrogen oxides (from the reaction between atmospheric nitrogen and oxygen at the high temperatures inside engines)

C1.1.7 describe the major sources of carbon monoxide and particulates (incomplete combustion), sulfur dioxide (combustion of sulfur impurities in fuels), oxides of nitrogen (oxidation of nitrogen at high temperatures and further oxidation in the air)

C1.2.13

relate the formulae for carbon dioxide CO2, carbon monoxide CO, sulfur dioxide SO2, nitrogen monoxide NO, nitrogen dioxide NO2 and water H2O to visual representations of their molecules

C3.4.10

construct dot and cross diagrams for simple covalent substances

C1.2.14

recall that nitrogen monoxide NO is formed during the combustion of fuels in air, and is subsequently oxidised to nitrogen dioxide NO2 (NO and NO2 are jointly referred to as ‘NOx’)

C1.1.7





C1.2.15 understand that atmospheric pollutants cannot just disappear, they have to go somewhere: a. particulate carbon is deposited on surfaces, making them dirty b. sulfur dioxide and nitrogen dioxide react with water and oxygen to produce acid rain which is harmful to the environment c. carbon dioxide is used by plants in photosynthesis d. carbon dioxide dissolves in rain water and in sea water.

C1.3.2/3/4/5

2. evaluate the evidence for additional anthropogenic causes of climate change, including the correlation between change in atmospheric carbon dioxide concentration and the consumption of fossil fuels, and describe the uncertainties in the evidence base 3. describe the potential effects of increased levels of carbon dioxide and methane on the Earth’s climate, including where crops can be grown, extreme weather patterns, melting of polar ice and flooding of low land 4. describe how the effects of increased levels of carbon dioxide and methane may be mitigated, including consideration of scale, risk and environmental implications 5. extract and interpret information from charts, graphs and tables M2c, M4a 6. use orders of magnitude to evaluate the




C1.3.1

understand how atmospheric pollution caused by power stations that burn fossil fuels can be reduced by: a. using less electricity b. removing sulfur from natural gas and fuel oil c. removing sulfur dioxide and particulates from the flue gases emitted by coal-burning power stations 2

C1.3.2/3/4/5





C1.3.2

understand how the acid gas sulfur dioxide is removed from flue gases by wet scrubbing: a. using an alkaline slurry e.g. a spray of calcium oxide and water b. using sea water

C1.3.2/3/4/5


C1.3.3

understand that the only way of producing less carbon dioxide is to burn less fossil fuels

C1.3.2/3/4/5





C1.3.4

understand how atmospheric pollution caused by exhaust emissions from motor vehicles can be reduced by: a. burning less fuel, for example by having more efficient engines b. using low sulfur fuels c. using catalytic converters (in which nitrogen monoxide is reduced to nitrogen by loss of oxygen, and carbon monoxide is oxidised to carbon dioxide by gain of oxygen) d. adjusting the balance between public and private transport e. having legal limits to exhaust emissions (which are enforced by the use of MOT tests)

C1.3.2/3/4/5


C1.3.5understand the benefits and problems of using alternatives to fossil fuels for motor vehicles, limited to biofuels and electricity.

NA

C2.1.1

interpret information about how solid materials can differ with respect to properties such as melting point, strength (in tension or compression), stiffness, hardness and density

C4.1.1

compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals, including melting point, softening temperature (for polymers), electrical conductivity, strength (in tension or compression), stiffness, flexibility, brittleness, hardness, density, ease of reshaping

C2.1.2

relate properties to the uses of materials such as plastics, rubbers and fibres

C4.1.2explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required

C2.1.3

relate the effectiveness and durability of a product to the materials used to make it

C4.1.2explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required




C2.1.4

interpret information about the properties of materials such as plastics, rubbers and fibres to assess the suitability of these materials for particular purposes.

C4.1.2 explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required

C2.2.1

recall that the materials we use are chemicals or mixtures of chemicals, and include metals, ceramics and polymers

C4.1.1

compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals, including melting point, softening temperature (for polymers), electrical conductivity, strength (in tension or compression), stiffness, flexibility, brittleness, hardness, density, ease of reshaping

C2.2.2recall that materials can be obtained or made from living things, and give examples such as cotton, paper, silk and wool

NA

C2.2.3recall that there are synthetic materials that are alternatives to materials from living things

NA

C2.2.4recall that raw materials from the Earth’s crust can be used to make synthetic materials

NA

C2.2.5

interpret representations of rearrangements of atoms during a chemical reaction

C2.4.3/C3.2.3


use the names and symbols of commonelements and compounds and the principleof conservation of mass to write formulaeand balanced chemical equations and ionic equations




C2.2.6

understand that in a chemical reaction the numbers of atoms of each element must be the same in the products as in the reactants

C3.2.3


C2.2.7recall that crude oil consists mainly of hydrocarbons, which are chain molecules of varying lengths made from carbon and hydrogen atoms only

C3.4.4describe the fractions of crude oil as largely a mixture of compounds of formula CnH2n+2 which are members of the alkane homologous series

C2.2.8recall that only a small percentage of crude oil is used for chemical synthesis and that most is used as fuels

C3.4.1recall that crude oil is a main source of hydrocarbons and is a feedstock for the petrochemical industry

C2.2.9

understand that the petrochemical industry refines crude oil by fractional distillation; hydrocarbons are separated into fractions of different boiling points, to produce fuels, lubricants and the raw materials for chemical synthesis

C3.3.3

describe and explain the separation of crude oil by fractional distillation PAG3

C2.2.10

relate the size of the forces between hydrocarbon molecules to the size of the molecules

C3.4.5use ideas about energy transfers and the relative strength of chemical bonds and intermolecular forces to explain the different temperatures at which changes of state occur

C2.2.11

relate the strength of the forces between hydrocarbon molecules in crude oil to the amount of energy needed for them to break out of a liquid and form a gas, and to the temperature at which the liquid boils

C3.4.5use ideas about energy transfers and the relative strength of chemical bonds and intermolecular forces to explain the different temperatures at which changes of state occur

C2.2.12

understand that some small molecules called monomers can join together to make very long molecules called polymers, and that the process is called polymerisation

C4.2.1 recall the basic principles of addition polymerisation by reference to the functional group in the monomer and the repeating units in the polymer

C2.2.13recall two examples of materials that, because of their superior properties, have replaced materials used in the past

NA




C2.3.1

understand that it is possible to produce a wide range of different polymers with properties that make them each suited to a particular use

C4.3.4describe the nature and arrangement of chemical bonds in polymers with reference to their properties including strength, flexibility or stiffness, hardness and melting point of the solid

C2.3.2

understand how the properties of polymers depend on how their molecules are arranged and held together


C2.3.3

relate the strength of the forces between the molecules in a polymer to the amount of energy needed to separate them from each other, and therefore to the strength, stiffness, hardness and melting point of the solid


C2.3.4

understand how modifications in polymers produce changes to their properties (see C2.1), to include modifications such as: a. increased chain length b. cross-linking c. the use of plasticizers d. increased crystallinity

C4.3.4 describe the nature and arrangement of chemical bonds in polymers with reference to their properties including strength, flexibility or stiffness, hardness and melting point of the solid

C2.4.1recall that nanotechnology involves structures that are about the same size as some molecules

C4.4.1 compare ‘nano’ dimensions to typical dimensions of atoms and molecules

C2.4.2

understand that nanotechnology is the use and control of structures that are very small (1 to 100 nanometres in size)

C4.4.6

estimate size and scale of atoms and nanoparticles including the ideas that: a) nanotechnology is the use and control of structures that are very small (1 to 100 nanometres in size) b) data expressed in nanometres is used to compare the sizes of nanoparticles, atoms and molecules M1d

C2.4.3

understand that nanoparticles can occur naturally (for example in seaspray), by accident (for example as the smallest particulates from combustion of fuels), and by design

NA




C2.4.4

understand that nanoparticles of a material show different properties compared to larger particles of the same material, and that one of the reasons for this is the much larger surface area of the nanoparticles compared to their volume

C4.4.1/C4.4.3

describe the surface area to volume relationship fordifferent-sized particles and describe how this affectsproperties describe how the properties of nanoparticulate materials are related to their uses including properties which arise from their size, surface area and arrangement of atoms in tubes or rings

C2.4.5

. understand that nanoparticles can be used to modify the properties of materials, and give examples including: a. the use of silver nanoparticles to give fibres antibacterial properties b. adding nanoparticles to plastics for sports equipment to make them stronger

C4.4.1/C4.4.3

describe the surface area to volume relationship fordifferent-sized particles and describe how this affectsproperties describe how the properties of nanoparticulate materials are related to their uses including properties which arise from their size, surface area and arrangement of atoms in tubes or rings

C2.4.6

understand that some nanoparticles may have harmful effects on health, and that there is concern that products with nanoparticles are being introduced before these effects have been fully investigated.

C4.4.5

explain the possible risks associated with some nanoparticulate materials including: a) possible effects on health due to their size and surface area b) reasons that there is more data about uses of nanoparticles than about possible health effects c) the relative risks and benefits of using nanoparticles for different purposes

C3.1.1

understand that movements of tectonic plates mean that the parts of ancient continents that now make up Britain have moved over the surface of the Earth

NA

C3.1.2understand how geologists use magnetic clues in rocks to track the very slow movement of the continents over the surface of the Earth

NA

C3.1.3understand that the movements of continents means that different rocks in Britain formed in different climates

NA




C3.1.4

understand how processes such as mountain building, erosion, sedimentation, dissolving and evaporation have led to the formation of valuable resources found in England including coal, limestone and salt

NA

C3.1.5

understand how geologists study sedimentary rocks to find evidence of the conditions under which they were formed, to include: a. fossils b. shapes of water borne grains compared to air blown grains c. presence of shell fragments d. ripples from sea or river bottom

NA

C3.1.6understand that chemical industries grow up where resources are available locally, e.g. salt, limestone and coal in north west England.

NA

C3.2.1. understand the importance of salt (sodium chloride) for the food industry, as a source of chemicals and to treat roads in winter

NA

C3.2.2recall that salt can be obtained from the sea or from underground salt deposits

NA

C3.2.3understand how underground salt can be obtained by mining, or by solution in water

NA

C3.2.4understand why the method used to obtain salt may depend on how the salt is to be used

NA

C3.2.5understand how the methods of obtaining salt can have an impact on the environment

NA

C3.2.6understand the advantages of adding salt to food as flavouring and as a preservative

NA

C3.2.7recall the health implications of eating too much salt

NA

C3.2.8be able to evaluate data related to the content of salt in food and health

NA




C3.2.9

recall that Government departments, such as the Department of Health and the Department for Environment, Food and Rural Affairs, have a role in: a. carrying out risk assessments in relation to chemicals in foodb. advising the public in relation to the effect of food on health.

NA

C3.3.1

recall that, even before industrialisation, alkalis were needed to neutralise acid soils, make chemicals that bind natural dyes to cloth, convert fats and oils into soap and to manufacture glass

NA

C3.3.2recall that traditional sources of alkali included burnt wood or stale urine

NA

C3.3.3

understand that alkalis neutralise acids to make salts

C5.4.4

describe neutralisation as acid reacting with alkali to form a salt plus water including the common laboratory acids hydrochloric acid, nitric acid and sulfuric acid and the common alkalis, the hydroxides of sodium, potassium and calcium

C3.3.4recall that soluble hydroxides and carbonates are alkalis

NA

C3.3.5

predict the products of the reactions of soluble hydroxides and carbonates with acids

C6.1.1recall that acids react with some metals and with carbonates and write equations predicting products from given reactants

C3.3.6understand that increased industrialisation led to a shortage of alkali in the nineteenth century

NA

C3.3.7

understand that the first process for manufacturing alkali from salt and limestone using coal as a fuel caused pollution by releasing large volumes of an acid gas (hydrogen chloride) and creating great heaps of waste that slowly released a toxic and foul smelling gas (hydrogen sulfide)

NA

C3.3.8understand that pollution problems can sometimes be solved by turning wastes into useful chemicals

NA




C3.3.9

understand that oxidation can convert hydrogen chloride to chlorine, and that the properties of a compound are completely different from the elements from which it is made

NA

C3.3.10

recall that chlorine is used to kill microorganisms in domestic water supplies and as a bleach

C1.4.1

describe the principal methods for increasing the availability of potable water, in terms of the separation techniques used, including the ease of treating waste, ground and salt water including filtration and membrane filtration; aeration, use of bacteria; chlorination and distillation (for salt water)

C3.3.11

understand how the introduction of chlorination to treat drinking water made a major contribution to public health

C1.4.1


C3.3.12

interpret data about the effects of polluted water on health and the impact of water treatment with chlorine to control disease

C1.4.1


C3.3.13

understand that there may be disadvantages of chlorinating drinking water, including possible health problems from traces of chemicals formed by reaction of chlorine with organic materials in the water

C1.4.1


C3.3.14understand that an electric current can be used to bring about chemical change and make new chemicals through a process called electrolysis

C3.3.1describe electrolysis in terms of the ions present and reactions at the electrodes




C3.3.15

recall that chlorine is now obtained by the electrolysis of salt solution (brine) i Technical details and the ionic reactions are not required

C3.3.7

describe competing reactions in the electrolysis of aqueous solutions of ionic compounds in terms of the different species present, including the formation of oxygen, chlorine and the discharge of metals or hydrogen linked to their relative reactivity

C3.3.16recall examples of important uses by industry of the sodium hydroxide, chlorine and hydrogen produced by electrolysis of brine

NA

C3.3.17interpret data about the environmental impact of the large scale electrolysis of brine

NA

C3.4.1

understand that there is a large number of industrial chemicals with many widespread uses, including consumer products, for which there is inadequate data to judge whether they are likely to present a risk to the environment and/or human health

NA

C3.4.2

. understand that some toxic chemicals cause problems because they persist in the environment, can be carried over large distances, and may accumulate in food and human tissues

NA

C3.4.3recall that PVC is a polymer that contains chlorine as well as carbon and hydrogen

NA

C3.4.4

understand that the plasticizers used to modify the properties of PVC can leach out from the plastic into the surroundings where they may have harmful effects

NA

C3.4.5

understand that a Life Cycle Assessment (LCA) involves consideration of the use of resources including water, the energy input or output, and the environmental impact, of each of these stages: a. making the material from natural raw materials b. making the product from the material c. using the product d. disposing of the product

C4.5.4describe the basic principles in carrying out a life-cycle assessment of a material or product including a) the use of water, energy and the environmental impact of each stage in a life cycle, including its manufacture, transport and disposal b) incineration, landfill and electricity generation schemes c) biodegradable and non-biodegradable materials




C3.4.6

when given appropriate information from a Life Cycle Assessment (LCA), compare and evaluate the use of different materials for the same purpose.

C4.5.5

interpret data from a life-cycle assessment of a material or product

C4.1.1

understand that atoms of each element have different proton numbers

C2.2.1 explain how the position of an element in the Periodic Table is related to the arrangement of electrons in its atoms and hence to its atomic number

C4.1.2

understand that arranging the elements in order of their proton numbers gives repeating patterns in the properties of elements

C2.2.1explain how the position of an element in the Periodic Table is related to the arrangement of electrons in its atoms and hence to its atomic number

C4.1.3

understand that early attempts to find connections between the chemical properties of the elements and their relative atomic mass were dismissed by the scientific community

NA

C4.1.4recall the significant stages in the history of the development of the Periodic Table to include the ideas of Döbereiner, Newlands and Mendeleev

NA

C4.1.5

understand how Mendeleev used his Periodic Table to predict the existence of unknown elements

C2.2.2/3

describe how Mendeleev organised the elements based on their properties and relative atomic massesdescribe how discovery of new elements and the orderingelements by atomic number supports Mendeleev’s decisionsto leave gaps and reorder some elements

C4.1.6

use the Periodic Table to obtain the names, symbols, relative atomic masses and proton numbers of elements

C2.1.7calculate numbers of protons, neutrons and electrons in atoms, given atomic number and mass number of isotopes or by extracting data from the Periodic Table




C4.1.7

understand that a group of elements is a vertical column in the Periodic Table and that the elements in a group have similar properties

C2.2.1/C2.2.7

explain how the position of an element in the Periodic Table isrelated to the arrangement of electrons in its atoms and henceto its atomic numberpredict possible reactions and probable reactivity of elements from their positions in the Periodic Table

C4.1.8

recall that a period is a row of elements in the Periodic Table

C2.2.1/C2.2.7


C4.1.9

use the Periodic Table to classify an element as a metal or non-metal

C2..3.4explain how the atomic structure of metals and nonmetals relates to their position in the Periodic Table

C4.1.10

use patterns in the Periodic Table to interpret data and predict properties of elements

C2.2.1/C2.2.7


C4.1.11

recall and recognise the chemical symbols for the Group 1 metals (also known as the alkali metals) lithium, sodium and potassium

C2.4.3

. use the names and symbols of the first 20 elements, Groups 1, 7 and 0 and other common elements from a supplied Periodic Table to write formulae and balanced chemical equations where appropriate

C4.1.12recall that the alkali metals are shiny when freshly cut but tarnish rapidly in moist air due to reaction with oxygen

C2.2.5recall the simple properties of Group 1 elements including their reaction with moist air, water, and chlorine

C4.1.13

use qualitative and quantitative data to identify patterns and make predictions about the properties of Group 1 metals (for example, melting point, boiling point, density, formulae of compounds and relative reactivity)

C2.3.2explain how observed simple properties of Groups 1, 7 and 0 depend on the outer shell of electrons of the atoms and predict properties from given trends down the groups




C4.1.14

describe the reactions of lithium, sodium and potassium with cold water


C4.1.15recall that alkali metals react with water to form hydrogen and an alkaline solution of a hydroxide with the formula MOH

C2.2.5 recall the simple properties of Group 1 elements including their reaction with moist air, water, and chlorine

C4.1.16recall that alkali metals react vigorously with chlorine to form colourless, crystalline salts with the formula MCl


C4.1.17

understand and give examples to show that the alkali metals become more reactive as the group is descended


C4.1.18

recall the main hazard symbols and be able to give the safety precautions for handling hazardous chemicals (limited to explosive, toxic, corrosive, oxidizing, and highly flammable)

NA

C4.1.19. state and explain the precautions necessary when working with Group 1 metals and alkalis

NA

C4.1.20

. recall and recognise the chemical symbols for the atoms of the Group 7 elements (also known as the halogens) chlorine, bromine and iodine

C2.4.3

use the names and symbols of the first 20 elements, Groups 1, 7 and 0 and other common elements from a supplied Periodic Table to write formulae and balanced chemical equations where appropriate

C4.1.21

recall the states of these halogens at room temperature and pressure

C2.2.6

recall the simple properties of Group 7 elements including their states and colours at room temperature and pressure, their colours as gases, their reactions with Group 1 elements and their displacement reactions with other metal halides

C4.1.22

. recall the colours of these halogens in their normal physical state at room temperature and as gases

C2.2.6





C4.1.23

recall that the halogens consist of diatomic molecules

C2.3.2/C2.4.1

explain how observed simple properties of Groups 1, 7 and 0 depend on the outer shell of electrons of the atoms and predict properties from given trends down the groupsuse chemical symbols to write the formulae of elementsand simple covalent and ionic compounds

C4.1.24

use qualitative and quantitative data to identify patterns and make predictions about the properties of the Group 7 elements (for example melting point, boiling point, formulae of compounds and relative reactivity)

C2.2.7predict possible reactions and probable reactivity of elements from their positions in the Periodic Table

C4.1.25 understand that the halogens become less reactive as the group is descended and give examples to show this

C2.2.7 predict possible reactions and probable reactivity of elements from their positions in the Periodic Table

C4.1.26

understand how a trend in reactivity for halogens can be shown by their displacement reactions and by their reactions with alkali metals and with iron

C2.2.6


C4.1.27state and explain the safety precautions necessary when working with the halogens

NA

C4.1.28

recall the formulae of: a. hydrogen, water and halogen (limited to chlorine, bromine and iodine) molecules b. the chlorides, bromides and iodides (halides) of Group 1 metals (limited to lithium, sodium and potassium)

C2.4.1

use chemical symbols to write the formulae of elements and simple covalent and ionic compounds

C4.1.29

write word equations for reactions of alkali metals and halogens in this module and for other reactions when given appropriate information

C2.4.3

use the names and symbols of the first 20 elements, Groups 1, 7 and 0 and other common elements from a supplied Periodic Table to write formulae and balanced chemical equations where appropriate




C4.1.30

interpret symbol equations, including the number of atoms of each element, the number of molecules of each element or covalent compound and the number of ‘formulas’ of ionic compounds, in reactants and products

C3.2.3use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations and ionic equations

C4.1.31

balance unbalanced symbol equations


C4.1.32

write balanced equations, including the state symbols (s), (g), (l) and (aq), for reactions of alkali metals and halogens in this module and for other reactions when given appropriate information

C2.4.4describe the physical states of products and reactants using state symbols (s, l, g and aq)

C4.1.33recall the state symbols (s), (l), (g) and (aq) and understand their use in equations.


C4.2.1

. describe the structure of an atom in terms of protons and neutrons in a very small central nucleus with electrons arranged in shells around the nucleus

C2.1.2

describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with most of the mass in the nucleus

C4.2.2

recall the relative masses and charges of protons, neutrons and electrons

C2.1.3recall relative charges and approximate relative masses of protons, neutrons and electrons

C4.2.3

understand that in any atom the number of electrons equals the number of protons


C4.2.4

understand that all the atoms of the same element have the same number of protons


C4.2.5

understand that the elements in the Periodic Table are arranged in order of proton number





C4.2.6recall that some elements emit distinctive flame colours when heated (for example lithium, sodium and potassium)

C5.2.2 interpret flame tests to identify metal ions, including the ions of lithium, sodium, potassium, calcium and copper

C4.2.7understand that the light emitted from a particular element gives a characteristic line spectrum

NA

C4.2.8

understand that the study of spectra has helped chemists to discover new elements

C5.2.5interpret an instrumental result for emission spectroscopy given appropriate data in chart or tabular form, when accompanied by a reference set in the same form

C4.2.9

understand that the discovery of some elements depended on the development of new practical techniques (for example spectroscopy)

C5.2.5interpret an instrumental result for emission spectroscopy given appropriate data in chart or tabular form, when accompanied by a reference set in the same form

C4.2.10

. use the Periodic Table to work out the number of protons, electrons and neutrons in an atom

C2.3.7calculate numbers of protons, neutrons and electrons in atoms and ions, given atomic number and mass number or by using the Periodic Table M1a

C4.2.11

use simple conventions, such as 2.8.1 and dots in circles, to represent the electron arrangements in the atoms of the first 20 elements in the Periodic Table, when the number of electrons or protons in the atom is given (or can be derived from the Periodic Table)


C4.2.12

understand that a shell (or energy level) fills with electrons across a period


C4.2.13understand that elements in the same group have the same number of electrons in their outer shell and how this relates to group number


C4.2.14

understand that the chemical properties of an element are determined by its electron arrangement, illustrated by the electron configurations of the atoms of elements in Groups 1 and 7.





C4.3.1

understand that molten compounds of metals with non-metals conduct electricity and that this is evidence that they are made up of charged particles called ions

C3.3.6explain how electrolysis is used to extract some metals from their ores including the extraction of aluminium

C4.3.2understand that an ion is an atom (or group of atoms) that has gained or lost electrons and so has an overall charge

C2.3.8 construct dot and cross diagrams for simple ionic substances

C4.3.3

account for the charge on the ions of Group 1 and Group 7 elements by comparing thenumber and arrangement of the electrons in the atoms and ions of these elements


C4.3.4work out the formulae of ionic compounds given the charges on the ions

C2.4.2use the formulae of common ions to deduce the formula of Group 1 and Group 7 compounds

C4.3.5work out the charge on one ion given the formula of a salt and the charge on the other ion


C4.3.6

recall that compounds of Group 1 metals with Group 7 elements are ionic


C4.3.7understand that solid ionic compounds form crystals because the ions are arranged in a regular lattice

C2.3.9explain how the bulk properties of ionic materials are related to the type of bonds they contain

C4.3.8describe what happens to the ions when an ionic crystal melts or dissolves in water

C2.3.5 describe the nature and arrangement of chemical bonds in ionic compounds

C4.3.9

explain that ionic compounds conduct electricity when molten or when dissolved in water because the ions are charged and they are able to move around independently in the liquid

C4.3.8describe and compare the nature and arrangement of chemical bonds in ionic compounds, simple molecules, giant covalent structures, polymers and metals

C5.1.1

recall that dry air consists of gases, some of which are elements (for example, oxygen, nitrogen and argon) and some of which are compounds (for example, carbon dioxide)

KS3

C5.1.2recall that the relative proportions of the main gases in the atmosphere are about 78% nitrogen, 21% oxygen, 1% argon and 0.04% carbon dioxide

KS3




C5.1.3

recall the symbols for the atoms and molecules of these gases in the air

C1.1.10use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations

C5.1.4recall that most non-metal elements and most compounds between non-metal elements are molecular

C3.4.8 describe the arrangement of chemical bonds in simple molecules

C5.1.5understand that molecular elements and compounds with small molecules have low melting and boiling points

C3.4.8 describe the arrangement of chemical bonds in simple molecules

C5.1.6

interpret quantitative data (for example, melting and boiling points) and qualitative data about the properties of molecular elements and compounds

C5.1.3

use melting point data to distinguish pure from impure substances

C5.1.7

understand that molecular elements and compounds, such as those in the air, have low melting and boiling points, and are gases at room temperature, because they consist of small molecules with weak forces of attraction between the molecules

C3.4.14 explain how the bulk properties of simple molecules are related to the covalent bonds they contain and their bond strengths in relation to intermolecular forces

C5.1.8

understand that pure molecular compounds do not conduct electricity because their molecules are not charged


C5.1.9

understand that bonding within molecules is covalent and arises from the electrostatic attraction between the nuclei of the atoms and the electrons shared between them

C4.3.5describe the nature and arrangement of chemical bonds in giant covalent structures

C5.1.10

understand that covalent bonds are strong, in contrast to the weak forces of attraction between small covalent molecules


C5.1.11

translate between representations of molecules including molecular formulae, 2-D diagrams in which covalent bonds are represented by lines, and 3-D diagrams for: a. elements that are gases at 20°C b. simple molecular compounds.

C4.3.7represent three dimensional shapes in two dimensions and vice versa when looking at chemical structures e.g. allotropes of carbon




C5.2.1recall that the Earth’s hydrosphere (oceans, seas, lakes and rivers) consists mainly of water with some dissolved compounds, called salts

KS3

C5.2.2

understand that the ions in crystals of a solid ionic compound are arranged in a regular way forming a lattice


C5.2.3

understand that ions in a crystal are held together by forces of attraction between oppositely charged ions and that this is called ionic bonding


C5.2.4

. understand how the physical properties of solid ionic compounds (melting point, boiling point, electrical conductivity) relate to their bonding and giant, three-dimensional structures


C5.2.5 describe what happens to the ions when an ionic crystal dissolves in water

C5.2.6

explain that ionic compounds conduct electricity when dissolved in water because the ions are charged and they are able to move around independently in the solution

C3.3.7

describe competing reactions in the electrolysis of aqueous solutions of ionic compounds in terms of the different species present, including the formation of oxygen, chlorine and the discharge of metals or hydrogen linked to their relative reactivity

C5.2.7

work out the formulae for salts in seawater given the charges on ions (for example sodium chloride, magnesium chloride, magnesium sulfate, sodium sulfate, potassium chloride and potassium bromide)

NA

C5.2.8

understand that the ions in an ionic compound can be detected and identified because they have distinct properties and they form compounds with distinct properties

NA

C5.2.9understand that an insoluble compound may precipitate on mixing two solutions of ionic compounds

NA




C5.2.10

be able to write ionic equations for precipitation reactions when given appropriate information


C5.2.11

interpret given information on solubility to predict chemicals that precipitate on mixing solutions of ionic compounds

NA

C5.2.12

understand that some metal ions can be identified in solution by adding alkali because they form insoluble hydroxides with characteristic colours

C5.2.4

describe tests to identify aqueous cations and aqueous anions and identify species from test results including: PAG5 a) tests and expected results for metal ions in solution by precipitation reactions using dilute sodium hydroxide (calcium, copper, iron(II), iron(III), zinc) b) tests and expected results for carbonate ions (using dilute acid), chloride, bromide and iodide ions (using acidified dilute silver nitrate) and sulfate ions (using acidified dilute barium chloride or acidified barium nitrate)

C5.2.13

interpret the results of adding aqueous sodium hydroxide to solutions of salts, given a data sheet of tests for positively charged ions and appropriate results

C5.2.4





C5.2.14

. understand that some negative ions in salts can be identified in solution by adding a reagent that reacts with the ions to form an insoluble solid

C5.2.4


C5.2.15

interpret the results of tests for carbonate, chloride, bromide, iodide and sulfate ions given a data sheet of tests for negatively charged ions and appropriate results (using dilute acid, lime water, silver nitrate and barium chloride or barium nitrate as the reagents).

C5.2.4


C5.3.1

recall that the Earth’s lithosphere (the rigid outer layer of the Earth made up of the crust and the part of the mantle just below it) is made up of a mixture of minerals

NA

C5.3.2

recall that diamond and graphite are minerals, both of which are composed of carbon atoms

C4.3.6explain the properties of diamond and graphite in terms of their structures and bonding, include melting point, hardness and (for graphite) conductivity and lubricating action

C5.3.3

explain the properties of diamond in terms of a giant structure of atoms held together by strong covalent bonding (for example, melting point, boiling point, hardness, solubility and electrical conductivity)





C5.3.4

understand how the giant structure of graphite differs from that of diamond, and how this affects its properties


C5.3.5recall that silicon, oxygen and aluminium are very abundant elements in the Earth’s crust

NA

C5.3.6interpret data about the abundances of elements in rocks

NA

C5.3.7recall that much of the silicon and oxygen is present in the Earth’s crust as the compound silicon dioxide

NA

C5.3.8understand that silicon dioxide is another giant covalent compound and so has properties similar to diamond.

NA

C5.4.1

recall that ores are rocks that contain varying amounts of minerals from which metals can be extracted

C3.2.4explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals, including the extraction of zinc

C5.4.2

understand that for some minerals, large amounts of ore need to be mined to recover small percentages of valuable minerals (for example, in copper mining)

C3.2.4 explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals, including the extraction of zinc

C5.4.3

recall that zinc, iron and copper are metals that can be extracted by heating their oxides with carbon, and write simple word equations for these reactions

C3.2.4 explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals, including the extraction of zinc

C5.4.4

understand that when a metal oxide loses oxygen it is reduced, while the carbon gains oxygen and is oxidised

C1.1.13/C4.5.2

explain oxidation in terms of gain of oxygenexplain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced

C5.4.5understand that some metals are so reactive that their oxides cannot be reduced by carbon

C3.2.5 explain why electrolysis is used to extract some metals from their ores

C5.4.6

write word equations when given appropriate information





C5.4.7



C5.4.8



C5.4.9write balanced equations, including the state symbols (s), (l), (g) and (aq), when given appropriate information


C5.4.10recall the state symbols (s), (l), (g) and (aq) and understand their use in equations


C5.4.11

use the Periodic Table to obtain the relative atomic masses of elements

C5.3.3calculate relative formula masses of species separately and in a balanced chemical equation

C5.4.12

. use relative atomic masses to calculate relative formula masses

C5.3.3calculate relative formula masses of species separately and in a balanced chemical equation

C5.4.13

calculate the mass of an element in the gram formula mass of a compound

C5.4.2

explain how the mass of a solute and the volume of the solution is related to the concentration of the solution and calculate concentration using the formula: concentration (g/dm3) = mass of solute (g) volume (dm3)

C5.4.14calculate the mass of the metal that can be extracted from a mineral given its formula or an equation

C5.3.7 use a balanced equation to calculate masses of reactants or products

C5.4.15describe electrolysis as the decomposition of an electrolyte with an electric current

C3.3.1 describe electrolysis in terms of the ions present and reactions at the electrodes

C5.4.16

understand that electrolytes include molten ionic compounds

C3.3.2predict the products of electrolysis of binary ionic compounds in the molten state

C5.4.17describe what happens to the ions when an ionic crystal melts

C5.4.18understand that, during electrolysis, metals form at the negative electrode and non-metals form at the positive electrode

C3.3.3recall that metals (or hydrogen) are formed at the cathode and non-metals are formed at the anode in electrolysis using inert electrodes




C5.4.19describe the extraction of aluminium from aluminium oxide by electrolysis

C3.2.5 explain why electrolysis is used to extract some metals from their ores

C5.4.20

understand that during electrolysis of molten aluminium oxide, positively charged aluminium ions gain electrons from the negative electrode to become neutral atoms


C5.4.21

understand that during electrolysis of molten aluminium oxide, negatively charged oxide ions lose electrons to the positive electrode to become neutral atoms which then combine to form oxygen molecules


C5.4.22

use ionic theory to explain the changes taking place during the electrolysis of a molten salt to account for the conductivity of the molten salt and the changes at the electrodes

C3.3.4/5

use the names and symbols of common elements and compounds and the principle of conservation of mass to write half equationsexplain reduction and oxidation in terms of gain orloss of electrons, identifying which species areoxidised and which are reduced

C5.4.23understand that the uses of metals are related to their properties (limited to strength, malleability, melting point and electrical conductivity)

C3.1.2 explain how the bulk properties of metals are related to the type of bonds they contain

C5.4.24

explain the physical properties of high strength and high melting point of metals in terms of a giant structure held together by strong bonds (metallic bonding)

C3.1.2explain how the bulk properties of metals are related to the type of bonds they contain

C5.4.25

understand that in a metal crystal there are positively charged ions, held closely together by a sea of electrons that are free to move, and use this to explain the physical properties of metals, including malleability and conductivity

C3.1.1/C4.1.1

explain how the bulk properties of metals are related to the type of bonds they contain compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals, including melting point, softening temperature (for polymers), electrical conductivity, strength (in tension or compression), stiffness, flexibility, brittleness, hardness, density, ease of reshaping




C5.4.26evaluate, given appropriate information, the impacts on the environment that can arise from the extraction, use and disposal of metals

NA

C6.1.1understand the importance of chemical synthesis to provide food additives, fertilisers, dyestuffs, paints, pigments and pharmaceuticals

NA

C6.1.1interpret information about the sectors, scale and importance of chemical synthesis in industry and in laboratories

NA

C6.1.1

recall the formulae of the following chemicals: chlorine gas, hydrogen gas, nitrogen gas, oxygen gas, hydrochloric acid, nitric acid, sulfuric acid, sodium hydroxide, sodium chloride, sodium carbonate, sodium nitrate, sodium sulfate, potassium chloride, magnesium oxide, magnesium hydroxide, magnesium carbonate, magnesium chloride, magnesium sulfate, calcium carbonate, calcium chloride and calcium sulfate

C1.1.9/10use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equationsuse arithmetic computations and ratios when balancing equations

C6.1.1

work out the formulae of ionic compounds given the charges on the ions

C2.4.3/C6.1.3

use the names and symbols of the first 20 elements, Groups 1, 7 and 0 and other common elements from a supplied Periodic Table to write formulae and balanced chemical equations where appropriateuse the formulae of common ions to deduce the formula ofa compound

C6.1.1. work out the charge on one ion given the formula of a salt and the charge on the other ion

C2.4.1use chemical symbols to write the formulae of elements and simple covalent and ionic compounds

C6.1.1

recall the main hazard symbols and be able to give the safety precautions for handling hazardous chemicals (limited to explosive, toxic, corrosive, oxidizing, and highly flammable)

NA




C6.1.1

recall examples of pure acidic compounds that are solids (citric and tartaric acids), liquids (sulfuric, nitric and ethanoic acids) or gases (hydrogen chloride)

NA

C6.1.1

recall that common alkalis include the hydroxides of sodium, potassium and calcium

C5.4.4


C6.1.1

recall the pH scale

C6.1.4recall that relative acidity and alkalinity are measured by pH including the use of universal indicator and pH meters

C6.1.1

recall the use of litmus paper, universal indicator and pH meters to detect acidity and alkalinity, and the use of universal indicator and pH meters to measure pH

C6.1.4recall that relative acidity and alkalinity are measured by pH including the use of universal indicator and pH meters

C6.1.1

. recall the characteristic reactions of acids that produce salts, to include the reactions with metals and their oxides, hydroxides and carbonates

C5.4.4


C6.1.1

write word equations when given appropriate information


C6.1.1



C6.1.1


use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations and ionic equations




C6.1.1

write balanced equations, including the state symbols (s), (l), (g) and (aq), to describe the characteristic reactions of acids and other reactions when given appropriate information


C6.1.1recall the state symbols (s), (l), (g) and (aq) and understand their use in equations


C6.1.1

recall that the reaction of an acid with an alkali to form a salt is a neutralisation reaction

C5.4.4


C6.1.1

explain that acidic compounds produce aqueous hydrogen ions, H+(aq), when they dissolve in water

C5.4.5recall that acids form hydrogen ions when they dissolve in water and solutions of alkalis contain hydroxide ions

C6.1.1

explain that alkaline compounds produce aqueous hydroxide ions, OH–(aq), when they dissolve in water

C5.4.5recall that acids form hydrogen ions when they dissolve in water and solutions of alkalis contain hydroxide ions

C6.1.1

write down the name of the salt produced given the names of the acid and alkali

C5.4.4


C6.1.1

write down the formula of the salt produced given the formulae of the acid and alkali

C5.4.4


C6.1.1

. explain that during a neutralisation reaction, the hydrogen ions from the acid react with hydroxide ions from the alkali to make water: H+(aq) + OH−(aq) → H2O(l)

C5.4.6 recognise that aqueous neutralisation reactions can be generalised to hydrogen ions reacting with hydroxide ions to form water




C6.1.1

understand the terms endothermic and exothermic

C1.2.1 distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings

C6.1.1use and interpret simple energy level diagrams for endothermic and exothermic reactions

C1.2.2draw and label a reaction profile for an exothermic and an endothermic reaction, identifying activation energy

C6.1.1understand the importance of the energy change during a reaction to the management and control of a chemical reaction.

C1.2.4interpret charts and graphs when dealing with reaction profiles

C6.2.1

identify the stages in a given chemical synthesis of an inorganic compound (limited to acidalkali reactions), including: a. choosing the reaction or series of reactions to make the required product b. carrying out a risk assessment c. working out the quantities of reactants to use d. carrying out the reaction in suitable apparatus in the right conditions (such as temperature, concentration) e. separating the product from the reaction mixture (limited to filtration) f. purifying the product (limited to evaporation, crystallisation and drying in an oven or desiccator) g. measuring the yield and checking the purity of the product (by titration)

C6.1.2

describe practical procedures to make salts to includeappropriate use of filtration, evaporation, crystallisation anddrying

C6.2.2understand the purpose of these techniques: dissolving, crystallisation, filtration, evaporation, drying in an oven or desiccator

C5.1.7describe, explain and exemplify the processes of filtration, crystallisation, simple distillation, and fractional distillation PAG3, PAG7

C6.2.3

understand the importance of purifying chemicals and checking their purity

C5.1.2explain what is meant by the purity of a substance, distinguishing between the scientific and everyday use of the term ‘pure’

C6.2.4

understand that a balanced equation for a chemical reaction shows the relative numbers of atoms and molecules of reactants and products taking part in the reaction





C6.2.5understand that the relative atomic mass of an element shows the mass of its atom relative to the mass of other atoms

C5.3.3 calculate relative formula masses of species separately and in a balanced chemical equation

C6.2.6

use the Periodic Table to obtain the relative atomic masses of elements

C2.2.2describe how Mendeleev organised the elements based on their properties and relative atomic masses

C6.2.7calculate the relative formula mass of a compound using the formula and the relative atomic masses of the atoms it contains


C6.2.8

substitute relative formula masses and data into a given mathematical formula to calculate reacting masses and/or products from a chemical reaction

C5.4.2

explain how the mass of a solute and the volume of the solution is related to the concentration of the solution and calculate concentration using the formula: concentration (g/dm3) = mass of solute (g) volume (dm3) M3b, M3c

C6.2.9calculate the masses of reactants and products from balanced equations

C5.3.7 use a balanced equation to calculate masses of reactants or products

C6.2.10

calculate percentage yields given the actual and the theoretical yield

C5.3.12. calculate the percentage yield of a reaction product fromthe actual yield of a reaction (separate science only)

C6.2.11describe how to carry out an acid-alkali titration accurately, when starting with a solution or a solid to be dissolved to make up a solution

C5.4.7 describe and explain the procedure for a titration to give precise, accurate, valid and repeatable results

C6.2.12

substitute results in a given mathematical formula to interpret titration results quantitatively

C5.4.9

explain the relationship between the volume of a solution of known concentration of a substance and the volume or concentration of another substance that react completely together (separate science only)

C6.2.13understand why it is important to control the rate of a chemical reaction (to include safety and economic factors)

NA

C6.2.14

explain what is meant by the term ‘rate of chemical reaction’

C6.2.1 describe the effect on rate of reaction of changes in temperature, concentration, pressure, and surface area




C6.2.15

describe methods for following the rate of a reaction (for example, by collecting a gas, weighing the reaction mixture or observing the formation or loss of a colour or precipitate)

C6.2.7

suggest practical methods for determining the rate of a given reaction including: PAG8 for reactions that produce gases: i. gas syringes or collection over water can be used to measure the volume of gas produced ii. mass change can be followed using a balance measurement of physical factors: iii. colour change iv. formation of a precipitate

C6.2.16interpret results from experiments that investigate rates of reactions

C6.2.8interpret rate of reaction graphs

C6.2.17

understand how reaction rates vary with the size of solid particles, the concentration of solutions of chemicals and the temperature of the reaction mixture

C6.2.1describe the effect on rate of reaction of changes in temperature, concentration, pressure, and surface area

C6.2.18understand that catalysts speed up chemical reactions while not being used up in the reaction

C6.2.4 describe the characteristics of catalysts and their effect on rates of reaction

C6.2.19interpret information about the control of rates of reaction in chemical synthesis

C6.2.9 interpret graphs of reaction conditions versus rate (separate science only)

C6.2.20

use simple ideas about collisions to explain how chemical reactions take place

C6.2.2explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particles

C6.2.21

use simple collision theory and ideas about collision frequency to explain how rates of reaction depend on the size of solid particles and on the concentration of solutions of dissolved chemicals

C6.2.2explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particles

C7.1.1understand and use the terms ‘bulk’ (made on a large scale) and ‘fine’ (made on a small scale) in the context of the chemical industry

NA

C7.1.2

recall examples of chemicals made on a large scale (ammonia, sulfuric acid, sodium hydroxide, phosphoric acid) and examples of chemicals made on a small scale (drugs, food additives, fragrances)

NA




C7.1.3interpret information about the work done by people who make chemicals

NA

C7.1.4

understand that the development of new chemical products or processes requires an extensive programme of research and development (for example, catalysts for new processes)

NA

C7.1.5

recall that governments have strict regulations to control chemical processes as well as the storage and transport of chemicals to protect people and the environment

NA

C7.1.6

understand that the production of useful chemicals involves several stages to include: a. the preparation of feedstocks b. synthesis c. separation of products d. handling of by-products and wastes e. the monitoring of purity

C6.4.9

describe the industrial production of fertilisers as several integrated processes using a variety of raw materials and compare with laboratory syntheses. including: a) demand for fertilisers (including ammonium sulfate) is often met from more than one process b) some fertilisers are made as a bi-product or waste product of another process c) process flow charts are used to summarise industrial processes and give information about raw materials, stages in the process, products, by-products and waste d) lab processes prepare chemicals in batches, industrial processes are usually continuous

C7.1.7

understand that sustainability of any chemical process depends on: a. whether or not the feedstock is renewable b. the atom economy c. the nature and amount of by-products or wastes and what happens to them d. the energy inputs or outputs e. the environmental impact f. the health and safety risks g. the social and economic benefits

C6.4.5/6/7

define the atom economy of a reactioncalculate the atom economy of a reaction to form a desiredproduct from the balanced equation using the formula:atom economy = mass of atoms in desired product total mass of atoms in reactantsuse arithmetic computation when calculating atom economy

C7.1.8understand the term activation energy in terms of the energy needed to break bonds to start a reaction

C1.2.3 explain activation energy as the energy needed for a reaction to occur




C7.1.9

understand that a catalyst provides an alternative route for a reaction with a lower activation energy

C6.2.4/6describe the characteristics of catalysts and their effect on rates of reactionexplain catalytic action in terms of activation energy

C7.1.10understand that some industrial processes use enzyme catalysts, and the restrictions this places on the conditions that are used

C6.2.14 describe the use of enzymes as catalysts in biological systems and some industrial processes

C7.1.11use the Periodic Table to obtain the relative atomic masses of elements and use these to calculate relative formula masses


C7.1.12calculate the masses of reactants and products from balanced equations

C5.3.7 . use a balanced equation to calculate masses of reactants or products

C7.2.1

recall that there is a family of hydrocarbons called alkanes

C3.4.16 recognise functional groups and identify members of the same homologous series (separate science only)

C7.2.2

recall the names and molecular formulae of the alkanes: methane, ethane, propane and butane

C3.4.17name and draw the structural formulae, using fully displayed formulae, of the first four members of the straight chain alkanes and alkenes, alcohols and carboxylic acids (separate science only)

C7.2.3

translate between molecular, structural and ball-and-stick representations of simple organic molecules

C3.4.11represent three dimensional shapes in two dimensions and vice versa when looking at chemical structures for simple molecules

C7.2.4

understand that alkanes burn in plenty of air to give carbon dioxide and water

C3.4.18

predict the formulae and structures of products of reactions (combustion, addition across a double bond and oxidation of alcohols to carboxylic acids) of the first four and other given members of these homologous series (separate science only)

C7.2.5

understand that alkanes are unreactive towards aqueous reagents because they contain only C—C and C—H bonds, which are difficult to break and therefore unreactive

C3.4.18





C7.2.6

recall that in saturated compounds, such as alkanes, all the carbon to carbon bonds are single, C—C, but that in unsaturated compounds there are carbon to carbon double bonds, C=C

C3.4.18


C7.2.7

represent chemical reactions by word equations


C7.2.8



C7.2.9represent chemical reactions by balanced equations, including state symbols


C7.2.10

recall the names, molecular formulae and structural formulae of methanol and ethanol

C3.4.17name and draw the structural formulae, using fully displayed formulae, of the first four members of the straight chain alkanes and alkenes, alcohols and carboxylic acids (separate science only)

C7.2.11recall two uses of methanol and two uses of ethanol

NA

C7.2.12

recognise the formulae of alcohols

C3.4.18


C7.2.13

understand that the characteristic properties of alcohols are due to the presence of the –OH functional group

C3.4.18





C7.2.14

recall how ethanol compares in its physical properties with water and with alkanes

C3.4.18


C7.2.15

understand that alcohols burn in air to produce carbon dioxide and water because of the presence of a hydrocarbon chain

C3.4.18


C7.2.16recall the reaction of alcohols with sodium and how this compares with the reactions of water and alkanes with sodium

NA

C7.2.17understand why there is a limit to the concentration of ethanol solution that can be made by fermentation

NA

C7.2.18understand how ethanol solution can be concentrated by distillation and that this can be used to make products such as whisky and brandy

NA

C7.2.19understand the optimum conditions for making ethanol by fermentation of sugar with yeast, taking into consideration temperature and pH

NA

C7.2.20

understand how genetically modified E. coli bacteria can be used to convert waste biomass from a range of sources into ethanol and recall the optimum conditions for the process

NA

C7.2.21recall in outline the synthetic route for converting ethane (from oil or natural gas) into ethanol (via ethene)

NA

C7.2.22interpret data about the different processes involved in the production of ethanol, and evaluate their sustainability

NA




C7.2.23

. understand that the characteristic properties of carboxylic acids are due to the presence of the –COOH functional group

C3.4.18


C7.2.24

recall the names, molecular formulae and structural formulae of methanoic acid and ethanoic acid

C3.4.18


C7.2.25

. recognise the formulae of carboxylic acids

C3.4.18


C7.2.26recall that many carboxylic acids have unpleasant smells and tastes and are responsible for the smell of sweaty socks and the taste of rancid butter

NA

C7.2.1

understand that carboxylic acids show the characteristic reactions of acids with metals, alkalis and carbonates

C6.1.5

use and explain the terms dilute and concentrated (amount of substance) and weak and strong (degree of ionisation) in relation to acids including differences in reactivity with metals and carbonates

C7.2.27. recall that vinegar is a dilute solution of ethanoic acid

NA

C7.2.28

understand that carboxylic acids are called weak acids because they are less reactive than strong acids such as hydrochloric acid, sulfuric acid and nitric acid

C6.1.5


C7.2.29

understand that dilute solutions of weak acids have higher pH values than dilute solutions of strong acids

C6.1.5





C7.2.30. understand that carboxylic acids react with alcohols, in the presence of a strong acid catalyst, to produce esters

NA

C7.2.31recall that esters have distinctive smells

NA

C7.2.32recall that esters are responsible for the smells and flavours of fruits

NA

C7.2.33recall the use of esters as food flavourings, solvents and plasticizers, and in perfumes

NA

C7.2.34understand the procedure for making an ester (such as ethyl ethanoate) from a carboxylic acid and an alcohol

NA

C7.2.35

understand the techniques used to make a liquid ester, limited to: a. heating under reflux b. distillation c. purification by treatment with reagents in a tap funnel d. drying

NA

C7.2.36recall that fats are esters of glycerol and fatty acids

NA

C7.2.37recall that living organisms make fats and oils as an energy store

NA

C7.2.38recall that animal fats are mostly saturated molecules and that vegetable oils are mostly unsaturated molecules.

NA

C7.3.1

understand the terms exothermic and endothermic

C1.2.1 distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings

C7.3.2use and interpret energy level diagrams for exothermic and endothermic reactions

C1.2.4 interpret charts and graphs when dealing with reaction profiles

C7.3.3understand that energy is needed to break chemical bonds and that energy is given out when chemical bonds form

C1.2.5calculate energy changes in a chemical reaction by considering bond breaking and bond making energies

C7.3.4

use given data on the energy needed to break covalent bonds to estimate the overall energy change in simple examples (for example, the formation of steam or hydrogen halides from their elements)

C1.2.5calculate energy changes in a chemical reaction by considering bond breaking and bond making energies

C7.3.5understand the term activation energy in terms of the energy needed to break bonds to start a reaction

C1.2.3 explain activation energy as the energy needed for a reaction to occur




C7.4.1

understand that some chemical reactions are reversible and are shown by the symbol

C6.3.1

recall that some reactions may be reversed by altering the reaction conditions including: a) reversible reactions are shown by the symbol ? b) reversible reactions (in closed systems) do not reach 100% yield

C7.4.2

understand that reversible reactions can reach a state of equilibrium

C6.3.2recall that dynamic equilibrium occurs when the rates of forward and reverse reactions are equal

C7.4.3

understand the dynamic equilibrium explanation for chemical equilibrium

C6.3.2recall that dynamic equilibrium occurs when the rates of forward and reverse reactions are equal

C7.4.4

understand why fixing nitrogen by the Haber process is important

C6.4.1/2

recall the importance of nitrogen, phosphorus andpotassium compounds in agricultural productionexplain the importance of the Haber process in agricultural production and the benefits and costs of making and using fertilisers, including: a) the balance between demand and supply of food worldwide b) the sustainability and practical issues of producing and using synthetic and natural fertilisers on a large scale c) the environmental impact of over-use of synthetic fertilisers (eutrophication)

C7.4.5

recall that the feedstocks of nitrogen and hydrogen for the Haber process are made from air, natural gas and steam

C6.4.3

explain how the commercially used conditions for the Haber process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate including: a) the sourcing of raw materials and production of the feedstocks; nitrogen (from air), and hydrogen (from natural gas and steam) b) the effect of a catalyst, temperature and pressure on the yield and rate of reaction c) the separation of the ammonia and recycling of unreacted nitrogen and hydrogen




C7.4.6

in the context of the Haber process: a. understand that the reaction between hydrogen and nitrogen to form ammonia is a reversible reaction b. understand how the yield of ammonia is increased by recycling unreacted hydrogen and nitrogen c. explain the effect of changing temperature and pressure on the yield of ammonia at equilibrium d. understand that the gases do not stay in the reactor long enough to reach equilibrium e. understand that a catalyst is used to increase the rate of reaction in the Haber process f. understand that the efficiency of the process can be improved by using a different catalyst g. explain how the conditions used for the process are a compromise to produce an economically viable yield of ammonia

C6.4.3 explain how the commercially used conditions for the Haber process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate including: a) the sourcing of raw materials and production of the feedstocks; nitrogen (from air), and hydrogen (from natural gas and steam) b) the effect of a catalyst, temperature and pressure on the yield and rate of reaction c) the separation of the ammonia and recycling of unreacted nitrogen and hydrogen

C7.4.7understand that some living organisms ‘fix’ nitrogen at room temperature and pressure using enzymes as catalysts

NA

C7.4.8understand why chemists are interested in producing new catalysts that mimic natural enzymes

NA

C7.4.9

understand the impact on the environment of the large scale manufacture of ammonia and the widespread use of fertilisers made from it

NA

C7.4.10interpret data about nitrogen fixation processes and evaluate their sustainability.

NA

C7.5.1understand the difference between qualitative and quantitative methods of analysis

C4.4.1identify the difference between qualitative and quantitative analysis (separate science only)

C7.5.2understand that an analysis must be carried out on a sample that represents the bulk of the material under test

C5.2.1 describe the purpose of representative sampling in qualitative analysis




C7.5.4

recall that many analytical methods are based on samples in solution

C5.2.4


C7.5.5 understand the need for standard procedures for the collection, storage and preparation of samples for analysis

NA

C7.5.6understand that in chromatography, substances are separated by movement of a mobile phase through a stationary phase

C5.1.4recall that chromatography involves a stationary and a mobile phase and that separation depends on the distribution between the phases

C7.5.7

understand and use the terms aqueous and non-aqueous as applied to solvents

C5.1.6

suggest chromatographic methods for distinguishing pure from impure substances PAG4 Including the use of: a) paper chromatography b) aqueous and non-aqueous solvents c) locating agents

C7.5.8understand that for each component in a sample there is a dynamic equilibrium between the stationary and mobile phases

C5.1.4recall that chromatography involves a stationary and a mobile phase and that separation depends on the distribution between the phases

C7.5.9

understand how a separation by chromatography depends on the distribution of the components in the sample between the mobile and stationary phases

C5.1.4 recall that chromatography involves a stationary and a mobile phase and that separation depends on the distribution between the phases

C7.5.10understand the use of standard reference materials in chromatography

C5.1.5 interpret chromatograms, including calculating Rf values

C7.5.11. describe and compare paper and thin-layer chromatography

NA

C7.5.12. use the formula: distance travelled by solute distance travelled by solvent Rf = and understand the use of Rf values

C5.1.5 interpret chromatograms, including calculating Rf values




C7.5.13

understand the use of locating agents in paper and thin-layer chromatography

C5.1.6

suggest chromatographic methods for distinguishing pure from impure substances PAG4 Including the use of: a) paper chromatography b) aqueous and non-aqueous solvents c) locating agents

C7.5.14recall in outline the procedure for separating a mixture by gas chromatography (gc)

NA

C7.5.15understand the term retention time as applied to gc

NA

C7.5.16interpret print-outs from gc analyses, limited to retention times and peak heights

NA

C7.5.17

understand the main stages of a quantitative analysis: a. measuring out accurately a specific mass or volume of the sample b. working with replicate samples c. dissolving the samples quantitatively d. measuring a property of the solution quantitatively e. calculating a value from the measurements (IaS 1.4) f. estimating the degree of uncertainty in the results (IaS 1.5–1.6)

NA

C7.5.18

understand that concentrations of solutions can be measured in g/dm3

C5.4.2


C7.5.19

calculate the concentration of a given volume of solution given the mass of solute

C5.4.2


C7.5.20

calculate the mass of solute in a given volume of solution with a specified concentration

C5.4.2





C7.5.21recall the procedure for carrying out an acid-base titration using a pipette and burette

C5.4.7describe and explain the procedure for a titration to give precise, accurate, valid and repeatable results PAG6

C7.5.22

substitute results in a given formula to interpret titration results quantitatively

C5.4.9


C7.5.23

use the balanced equation and relative formula masses to interpret the results of a titration


C7.5.24. use values from a series of titrations to assess the degree of uncertainty in a calculated value.

C5.4.8 Evaluate the quality of data from titrations

New content

New Specification Reference

New Specification Statement

C1.1.1 recall and explain the main features of the particle model in terms of the states of matter and change of state, distinguishing between physical and chemical changes and recognise that the particles themselves do not have the same properties as the bulk substances

C1.1.2 explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres

C1.1.3 use ideas about energy transfers and the relative strength of forces between particles to explain the different temperatures at which changes of state occur

C1.1.11 use arithmetic computations and ratios when balancing equationsC1.1.12 describe tests to identify oxygen, hydrogen and carbon dioxideC1.2.6 carry out arithmetic computations when calculating energy changesC1.2.7 describe how you would investigate a chemical reaction to determine whether it is endothermic or

exothermic (separate science only)C1.2.8 recall that a chemical cell produces a potential difference until the reactants are used up (separate science

only)C1.2.9 evaluate the advantages and disadvantages of hydrogen/ oxygen and other fuel cells for given uses

(separate science only)C1.3.1 describe the greenhouse effect in terms of the interaction of radiation with matterC1.3.6 use orders of magnitude to evaluate the significance of dataC1.4.2 describe a test to identify chlorine (using blue litmus paper)C2.1.4 estimate the size and scale of atoms relative to other particlesC2.1.5 recall the typical size (order of magnitude) of atoms and small molecules




C2.1.6 relate size and scale of atoms to objects in the physical worldC2.2.4 describe metals and non-metals and explain the differences between them on the basis of their

characteristic physical and chemical properties, including melting point, boiling point, state and appearance, density, formulae of compounds, relative reactivity and electrical conductivity

C2.2.8 describe experiments to identify the reactivity pattern of Group 7 elements including displacement reactions

C2.2.9 describe experiments to identify the reactivity pattern of Group 1 elementsC2.3.1 recall the simple properties of Group 0 including their low melting and boiling points, their state at room

temperature and pressure and their lack of chemical reactivityC2.3.3 explain how the reactions of elements are related to the arrangement of electrons in their atoms and

hence to their atomic numberC2.3.6 explain ionic bonding in terms of electrostatic forces and transfer of electronsC2.3.10 use ideas about energy transfers and the relative strength of attraction between ions to explain the

melting points of ionic compounds compared to substances with other types of bondingC2.3.11 describe the limitations of particular representations and models of ions and ionically bonded compounds,

including dot and cross diagrams, and 3-D representationsC2.3.12 translate information between diagrammatic and numerical forms and represent three dimensional

shapes in two dimensions and vice versa when looking at chemical structures for ionic compoundsC2.5.1 recall the general properties of transition metals (melting point, density, reactivity, formation of coloured

ions with different charges and uses as catalysts) and exemplify these by reference to copper, iron, chromium, silver and gold

C3.2.1 deduce an order of reactivity of metals based on experimental results including reactions with water, dilute acid and displacement reactions with other metals

C3.2.2 explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion to include potassium, sodium, calcium, aluminium, magnesium, zinc, iron, lead, [hydrogen], copper, silver

C3.2.6 evaluate alternative biological methods of metal extraction (bacterial and phytoextraction)C3.3.8 describe the technique of electrolysis of an aqueous solution of a saltC3.4.2 explain how modern life is crucially dependent upon hydrocarbons and recognise that crude oil is a finite

resourceC3.4.3 describe and explain the separation of crude oil by fractional distillationC3.4.6 deduce the empirical formula of a compound from the relative numbers of atoms present or from a model

or diagram and vice versaC3.4.7 use arithmetic computation and ratio when determining empirical formulaeC3.4.9 explain covalent bonding in terms of the sharing of electronsC3.4.12 describe the limitations of dot and cross diagrams, ball and stick models and two and three dimensional

representations when used to represent simple moleculesC3.4.13 translate information between diagrammatic and numerical formsC3.4.15 . describe the production of materials that are more useful by crackingC3.4.19 recall that it is the generality of reactions of functional groups that determine the reactions of organic

compounds (separate science only)C4.1.3 describe the composition of some important alloys in relation to their properties and uses, including steel

(separate science only)C4.2.2

deduce the structure of an addition polymer from a simple monomer with a double bond and vice versa




C4.2.3 explain the basic principles of condensation polymerisation by reference to the functional groups of the monomers, the minimum number of functional groups within a monomer, the number of repeating units in the polymer, and simultaneous formation of a small molecule

C4.2.4 recall that DNA is a polymer made from four different monomers called nucleotides and that other important naturally-occurring polymers are based on sugars and amino-acids

C4.3.1

explain how the bulk properties of materials (including strength, melting point, electrical and thermal conductivity, brittleness, flexibility, hardness and ease of reshaping) are related to the different types of bonds they contain, their bond strengths in relation to intermolecular forces and the ways in which their bonds are arranged, recognising that the atoms themselves do not have these properties

C4.3.2 recall that carbon can form four covalent bondsC4.3.3 explain that the vast array of natural and synthetic organic compounds occurs due to the ability of carbon

to form families of similar compounds, chains and ringsC4.4.2 describe the surface area to volume relationship for different-sized particles and describe how this affects

propertiesC4.2.4 explain the properties fullerenes and graphene in terms of their structuresC4.4.7

interpret, order and calculate with numbers written in standard form when dealing with nanoparticlesC4.4.8 use ratios when considering relative sizes and surface area to volume comparisonsC4.4.9 calculate surface areas and volumes of cubesC4.5.1 describe the conditions which cause corrosion and the process of corrosion, and explain how mitigation is

achieved by creating a physical barrier to oxygen and water and by sacrificial protection (separate science only)

C4.5.3 explain reduction and oxidation in terms of gain or loss of electrons, identifying which species are oxidised and which are reduced

C4.5.6 describe the process where PET drinks bottles are reused and recycled for different uses, and explain why this is viable

C4.5.7 evaluate factors that affect decisions on recycling with reference to products made from crude oil and metal ores

C5.1.1 explain that many useful materials are formulations of mixturesC5.1.8 suggest suitable purification techniques given information about the substances involvedC5.2.3 describe the technique of using flame tests to identify metal ionsC5.2.6 describe the advantages of instrumental methods of analysis (sensitivity, accuracy and speed)C5.2.7 interpret charts, particularly in spectroscopyC5.3.1 recall and use the law of conservation of massC5.3.2 explain any observed changes in mass in non-enclosed systems during a chemical reaction and explain

them using the particle modelC5.3.4 recall and use the definitions of the Avogadro constant (in standard form) and of the moleC5.3.5

explain how the mass of a given substance is related to the amount of that substance in moles and vice versa and use the relationship: number of moles = mass of substance (g) relative formula mass (g)

C5.3.6 deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant

C5.3.8 use arithmetic computation, ratio, percentage and multistep calculations throughout quantitative chemistry




C5.3.9 carry out calculations with numbers written in standard form when using the Avogadro constantC5.3.10 change the subject of a mathematical equationC5.3.11

calculate the theoretical amount of a product from a given amount of reactant (separate science only)C5.3.13 suggest reasons for low yields for a given procedure (separate science only)C5.3.14 describe the relationship between molar amounts of gases and their volumes and vice versa, and calculate

the volumes of gases involved in reactions, using the molar gas volume at room temperature and pressure (assumed to be 24dm3) (separate science only)

C5.4.1 identify the difference between qualitative and quantitative analysis (separate science only)C5.4.3 explain how the concentration of a solution in mol/ dm3 is related to the mass of the solute and the

volume of the solution and calculate the molar concentration using the formula concentration (mol/dm3) = number of moles of solute volume (dm3

C6.1.6 use the idea that as hydrogen ion concentration increases by a factor of ten the pH value of a solution decreases by one

C6.1.7 describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only)

C6.2.3 explain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratio

C6.2.5 identify catalysts in reactionsC6.2.10 use arithmetic computation and ratios when measuring rates of reactionC6.2.11 draw and interpret appropriate graphs from data to determine rate of reactionC6.2.12 determine gradients of graphs as a measure of rate of change to determine rateC6.2.13 use proportionality when comparing factors affecting rate of reactionC6.3.3 predict the effect of changing reaction conditions (concentration, temperature and pressure) on

equilibrium position and suggest appropriate conditions to produce a particular product, including: a) catalysts increase rate but do not affect yield b) the disadvantages of using very high temperatures or pressures

C6.4.4 explain the trade-off between rate of production of a desired product and position of equilibrium in some industrially important processes

C6.4.8 explain why a particular reaction pathway is chosen to produce a specified product given appropriate data such as atom economy (if not calculated), yield, rate, equilibrium position, usefulness of by-products and evaluate the sustainability of the process

C6.4.10 compare the industrial production of fertilisers with laboratory syntheses of the same productsNew outcomes



Learning Outcome mapping of old spec to new final.docx · Web viewdescribe the fractions of crude...

Documents

Transcript of Learning Outcome mapping of old spec to new final.docx · Web viewdescribe the fractions of crude...