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C8.1 The characteristic properties of acids and bases 1 Describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only) measured using universal indicator 2 Describe the characteristic properties of acids (exemplified by dilute hydrochloric acid and dilute sulfuric acid) including their effect on litmus paper and their reactions with metals, bases and carbonates 3 Describe the characteristic properties of bases including their effect on litmus paper and their reactions with acids and ammonium salts 4 Describe and explain the importance of controlling acidity in soil 5 Define acids and bases in terms of proton (H+) transfer, limited to aqueous solutions C8.2 Types of oxides 1 Classify oxides as either acidic or basic, related to metallic and non-metallic character 2 Further classify other oxides as neutral or amphoteric C8.3 Preparation of salts 1 Describe the preparation, separation and purification of salts using techniques specified in Section C2 and the reactions specified in Section C8.1 2 Suggest a method of making a given salt from suitable starting material, given appropriate information, including precipitation C8.4 Identification of ions and gases 1 Describe and use the following tests to identify: aqueous cations: ammonium, calcium, copper(II), iron(II), iron(III) and zinc, using aqueous sodium hydroxide and aqueous ammonia as appropriate (formulae of complex ions are not required) cations: Flame tests to identify lithium, sodium, potassium and copper(II) anions: carbonate (by reaction with dilute acid and then limewater), chloride and bromide (by reaction under acidic conditions with aqueous silver nitrate), nitrate (by reduction with aluminium) and sulfate (by reaction under acidic conditions with aqueous barium ions) gases: ammonia (using damp red litmus paper), carbon dioxide (using limewater), chlorine (using damp litmus paper), hydrogen (using a lighted splint), oxygen (using a glowing splint)
C2.1 Elements, compounds and mixtures 1 Describe the differences between elements, compounds and mixtures C2.2 Atomic structure and the Periodic Table 1 Describe the structure of the atom as a central nucleus containing neutrons and protons, surrounded by electrons in shells 2 State the relative charges and relative masses of a proton, a neutron and an electron 3 Define proton number/atomic number as the number of protons in the nucleus of an atom 4 Define mass number/nucleon number as the total number of protons and neutrons in the nucleus of an atom 5 Determine the electronic configuration of elements with proton number 1 to 20, e.g. 2,8,3 6 State that: (a) Group VIII noble gases have a full outer shell (b) the number of outer-shell electrons is equal to the group number in Groups I to VIII (c) the number of occupied electron shells is equal to the period number C2.3 Isotopes 1 Define isotopes as different atoms of the same element that have the same number of protons but different numbers of neutrons 2 Interpret and use symbols for atoms, e.g. 126C , and ions, e.g. 3517Cl- 3 State that isotopes of the same element have the same chemical properties because they have the same number of electrons and therefore the same electronic configuration C2.4 Ions and ionic bonds 1 Describe the formation of positive ions, known as cations, and negative ions, known as anions 2 State that an ionic bond is a strong electrostatic attraction between oppositely charged ions 3 Describe the formation of ionic bonds between elements from Group I and Group VII, including the use of dot-and-cross diagrams 4 Describe the properties of ionic compounds: (a) high melting points and boiling points (b) good electrical conductivity when aqueous or molten and poor when solid (c) generally soluble in water 5 Describe the formation of ionic bonds between ions of metallic and non-metallic elements, including the use of dot-and-cross diagrams 6 Explain in terms of structure and bonding the properties of ionic compounds: (a) high melting points and boiling points (b) good electrical conductivity when aqueous or molten and poor when solid 7 Describe the giant lattice structure of ionic compounds as a regular arrangement of alternating positive and negative ions, exemplified by sodium chloride C2.5 Simple molecules and covalent bonds 1 State that a covalent bond is formed when a pair of electrons is shared between two atoms leading to noble gas electronic configurations 2 Describe the formation of covalent bonds in simple molecules, including H2, Cl2, H2O, CH4, NH3 and HCl. Use dot-and cross diagrams to show electronic configurations in these molecules 3 Describe in terms of structure and bonding the properties of simple molecular compounds: (a) low melting points and boiling points (b) poor electrical conductivity 4 Describe the formation of covalent bonds in simple molecules, including CH3OH, C2H4, O2, CO2 and N2. Use dot-and-cross diagrams to show the electronic configurations in these molecules 5 Explain in terms of structure and bonding the properties of simple molecular compounds: (a) low melting points and boiling points in terms of weak intermolecular forces (specific types of intermolecular forces are not required) (b) poor electrical conductivity C2.6 Giant covalent structures 1 Describe the giant covalent structures of graphite and diamond 2 Relate the structures and bonding of graphite and diamond to their uses, limited to: (a) graphite as a lubricant and as an electrode (b) diamond in cutting tools C2.7 Metallic bonding 1 Describe metallic bonding as the electrostatic attraction between the positive ions in a giant metallic lattice and a ‘sea’ of delocalised electrons 2 Explain in terms of structure and bonding the properties of metals: (a) good electrical conductivity (b) malleability
This resource provides a comprehensive overview of redox reactions and the chemistry of metals, aligned with key curriculum objectives. It introduces oxidation and reduction in terms of oxygen transfer, electron movement, and changes in oxidation state, helping students build a deep conceptual understanding of redox processes. The lesson explores the physical and chemical properties of metals, including their reactions with water, steam, and acids, as well as their position in the reactivity series. Students are guided through displacement reactions, corrosion (rusting), and methods of preventing corrosion such as galvanising and sacrificial protection. Further, the resource covers the extraction of metals from ores, linking methods such as reduction with carbon and electrolysis to the metal’s position in the reactivity series. It also includes the study of alloys, their structure, and why they are often stronger than pure metals. With a wide range of structured explanations, exam-style questions, and application tasks, this resource is ideal for reinforcing understanding, developing analytical skills, and preparing students for assessments in chemistry.
This resource introduces students to the key parts of a circle, helping them build a strong foundation in geometry. It covers essential terminology including radius, diameter, circumference, chord, arc, sector, segment, and tangent, with clear definitions and visual representations to support understanding.
This resource provides a comprehensive introduction to electrochemistry, with a focus on electrolysis and its applications. It guides students through key concepts such as electrolytes, electrodes, ions, and the processes of oxidation and reduction, building a solid foundation for understanding how electricity drives chemical change. The lesson explores electrolysis in both molten and aqueous compounds, including detailed examples like lead(II) bromide and sodium chloride (brine). It highlights how factors such as ion concentration, position in the electrochemical series, and the nature of electrodes influence the products formed during electrolysis. Students are supported with clear explanations, chemical equations, and observable outcomes at the anode and cathode, helping them connect theory with practical observations. This resource is ideal for reinforcing exam skills, particularly in predicting products of electrolysis and understanding industrial applications.
C6.1 Physical and chemical changes 1 Identify physical and chemical changes, and understand the differences between them C12.1 Experimental design 1 Name appropriate apparatus for the measurement of time, temperature, mass and volume, including: (a) stop-watches (b) thermometers (c) balances (d) burettes (e) volumetric pipettes (f) measuring cylinders (g) gas syringes 2 Describe a: (a) solvent as a substance that dissolves a solute (b) solute as a substance that is dissolved in a solvent (c) solution as a mixture of one or more solutes dissolved in a solvent (d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the solvent at a specified temperature (e) residue as a solid substance that remains after evaporation, distillation, filtration or any similar process (f) filtrate as a liquid or solution that has passed through a filter C12.4 Separation and purification 1 Describe and explain methods of separation and purification using: (a) a suitable solvent (b) filtration (c) crystallisation (d) simple distillation (e) fractional distillation 2 Suggest suitable separation and purification techniques, given information about the substances involved 3 Identify substances and assess their purity from melting point and boiling point information C12.3 Chromatography 1 Describe how paper chromatography is used to separate mixtures of soluble coloured substances, using a suitable solvent 2 Interpret simple chromatograms to identify: (a) unknown substances by comparison with known substances (b) pure and impure substances 3 State and use the equation for Rf: Rf = distance travelled by substance distance travelled by solvent
Finding the nth term of an arithmetic sequence
This resource introduces students to the fundamental laws of indices (exponents), providing a structured approach to simplifying and manipulating expressions involving powers. It covers key rules such as multiplying and dividing powers with the same base, raising a power to another power, and working with zero, negative, and fractional indices. Through clear explanations and step-by-step examples, students develop confidence in applying index laws to simplify algebraic expressions and solve problems. The resource also includes practice questions that progress from basic to more challenging applications, supporting differentiation and skill development. Ideal for both introduction and revision, this resource helps strengthen algebraic fluency and prepares students for exam-style questions involving indices.
C14.3 Homologous series 1 Describe the homologous series of alkanes and alkenes as families of compounds with the same general formula and similar chemical properties C14.1 Names of compounds 1 Name and draw the structures of methane, ethane, ethene and ethanol 2 State the type of compound present, given a chemical name ending in -ane, -ene and -ol, or a molecular structure 3 Name and draw the structures of the unbranched alkanes and alkenes (not cis-trans), containing up to four carbon atoms per molecule C14.4 Alkanes 1 Describe alkanes as saturated hydrocarbons whose molecules contain only single covalent bonds 2 Describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of burning 3 Describe the complete combustion of hydrocarbons to give carbon dioxide and water C14.5 Alkenes 1 Describe alkenes as unsaturated hydrocarbons whose molecules contain one double covalent bond 2 State that cracking is a reaction that produces alkenes 3 Describe the formation of smaller alkanes, alkenes and hydrogen by the cracking of larger alkane molecules and state the conditions required for cracking 4 Recognise saturated and unsaturated hydrocarbons: – from molecular structures – by their reaction with aqueous bromine 5 Describe the properties of alkenes in terms of addition reactions with bromine, hydrogen and steam, exemplified by ethene C14.6 Alcohols 1 State that ethanol may be formed by fermentation and by reaction between ethene and steam 2 Describe the formation of ethanol by fermentation and the catalytic addition of steam to ethene 3 Describe the complete combustion of ethanol to give carbon dioxide and water 4 State the uses of ethanol as a solvent and as a fuel C14.2 Fuels 1 State that coal, natural gas and petroleum are fossil fuels that produce carbon dioxide on combustion 2 Name methane as the main constituent of natural gas 3 Describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by fractional distillation 4 Describe the properties of molecules within a fraction 5 Name the uses of the fractions as: – refinery gas for bottled gas for heating and cooking – gasoline fraction for fuel (petrol) in cars – naphtha fraction as a feedstock for making chemicals – diesel oil/ gas oil for fuel in diesel engines – bitumen for road surfaces C14.7 Polymers 1 Define polymers as long chain molecules formed from small units (monomers) 2 Understand that different polymers have different monomer units and/or different linkages C14.8 Synthetic polymers 1 Describe the formation of poly(ethene) as an example of addition polymerisation of monomer units 2 Deduce the structure of the polymer product from a given alkene and vice versa 3 Explain the differences between addition and condensation polymerisation 4 Describe the formation of a simple condensation polymer exemplified by nylon, the structure of nylon being represented as:
C8.1 Arrangement of elements 1 Describe the Periodic Table as an arrangement of elements in periods and groups and in order of increasing proton number/atomic number 2 Describe the change from metallic to non-metallic character across a period 3 Explain similarities in the chemical properties of elements in the same group of the Periodic Table in terms of their electronic configuration 4 Identify trends in groups, given information about the elements C8.2 Group I properties 1 Describe the Group I alkali metals, lithium, sodium and potassium, as relatively soft metals with general trends down the group, limited to: (a) decreasing melting point (b) increasing density (c) increasing reactivity with water 2 Predict the properties of other elements in Group I, given information about the elements C8.3 Group VII properties 1 Describe the Group VII halogens, chlorine, bromine and iodine, as diatomic non-metals with general trends down the group, limited to: (a) increasing density (b) decreasing reactivity 2 State the appearance of the halogens at room temperature and pressure, r.t.p., as: (a) chlorine, a pale yellow-green gas (b) bromine, a red-brown liquid (c) iodine, a grey-black solid 3 Describe and explain the displacement reactions of halogens with other halide ions 4 Predict the properties of other elements in Group VII, given information about the elements C8.4 Transition elements 1 Describe the transition elements as metals that: (a) have high densities (b) have high melting points (c) form coloured compounds (d) often act as catalysts as elements and in compounds C8.5 Noble gases 1 Describe the Group VIII noble gases as unreactive, monoatomic gases and explain this in terms of electronic configuration
This resource is a comprehensive lesson on similar shapes, designed to build students’ understanding from basic concepts to advanced problem-solving. It introduces similarity through the concept of scale factors, emphasizing that while lengths change proportionally, corresponding angles remain equal. Students are guided through calculating scale factors and applying them to find missing lengths, areas, and volumes, with clear progression from simple examples to more complex problems. The lesson also explores inverse scaling, nested diagrams, and real-life applications, helping students connect mathematical concepts to practical contexts. Additionally, the resource develops reasoning skills by guiding students to prove similarity using angle relationships and parallel lines. With a wide range of worked examples, practice questions, and challenges, this lesson is ideal for reinforcing exam techniques and deepening understanding of proportional reasoning in geometry.
C1.1 Solids, liquids and gases 1 State the distinguishing properties of solids, liquids and gases 2 Describe the structure of solids, liquids and gases in terms of particle separation, arrangement and motion 3 Describe changes of state in terms of melting, boiling, evaporating, freezing and condensing 4 Describe the effects of temperature and pressure on the volume of a gas 5 Explain changes of state in terms of kinetic particle theory, including the interpretation of heating and cooling curves 6 Explain, in terms of kinetic particle theory, the effects of temperature and pressure on the volume of a gas C1.2 Diffusion 1 Describe and explain diffusion in terms of kinetic particle theory 2 Describe and explain the effect of relative molecular mass on the rate of diffusion of gases
C3.1 Formulae 1 State the formulas of the elements and compounds named in the subject content 2 Define the molecular formula of a compound as the number and type of atoms in one molecule 3 Deduce the formula of a simple molecular compound from the relative numbers of atoms present in a model or a diagrammatic representation 6 Deduce the formula of an ionic compound from the relative numbers of the ions present in a model or a diagrammatic representation or from the charges on the ions 4 Construct word equations to show how reactants form products 5 Balance and interpret simple symbol equations, including state symbols 7 Construct symbol equations with state symbols, including ionic equations 8 Deduce the symbol equation with state symbols for a chemical reaction, given relevant information C3.2 Relative masses of atoms and molecules 1 Describe relative atomic mass, Ar, as the average mass of the isotopes of an element compared to 1/12th of the mass of an atom of 12C 2 Define relative molecular mass, Mr, as the sum of the relative atomic masses. Relative formula mass, Mr, will be used for ionic compounds 3 Calculate reacting masses in simple proportions C3.3 The mole and the Avogadro constant State that concentration can be measured in g/dm3 State that the mole, mol, is the unit of amount of substance and that one mole contains 6.02 × 1023 particles, e.g. atoms, ions, molecules; this number is the Avogadro constant Use the relationship amount of substance (mol) / mass (g) = molar mass (g/mol) to calculate: amount of substance mass molar mass relative atomic mass or relative molecular / formula mass Use the molar gas volume, taken as 24 dm3 at room temperature and pressure, r.t.p., in calculations involving gases Calculate stoichiometric reacting masses, limiting reactants, volumes of gases at r.t.p., including conversion between cm3 and dm3
It covers the key form 𝑦 = 𝑚 𝑥 + 𝑐 y=mx+c, exploring gradient and y-intercept, and how these relate to the graphical representation of linear equations. Students are guided through identifying gradients, rearranging equations into standard form, and interpreting graphs. The lesson includes a variety of worked examples and practice questions that support skills such as finding gradients between two points, calculating midpoints, determining intercepts, and forming equations of lines from given information. It also extends to important concepts like parallel and perpendicular lines, including how to prove relationships between them.