5.1Atomic structure and the periodic table
5.1.1A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes
05.2 — Read the percentage by mass of calcium in calcium carbonate from a pie chart [Figure 4 — print if needed] (MS 1c)
01.2 — Writing the word equation for Mg + Cl2
06.1 — Deriving potassium sulfate's formula from given ions
02.1 — Identifying lithium's chemical symbol
02.8 — Naming the compound Li3N
01.3 — Counting elements in the formula H2SO4
04.1 — Name the separation method
04.2 — Name the separation method
04.3 — Explaining why solid C separated out
04.4 — Name the separation method
04.5 — Identifying which liquid collects first
04.7 — Identifying the correct temperature statement
02.5 — Identifying a model of a mixture
03.5 — State what isotopes are
03.1 — Completing a sentence on the charge of the nucleus
03.2 — Explaining why most alpha particles are not deflected
03.3 — Identifying a conclusion from the scattering experiment
06.2 — Identifying the plum pudding model
06.3 — Identifying the model from Chadwick's work
01.6 — Ordering the models of the atom
01.7 — Identifying who discovered neutrons
01.1 — Identifying the first subatomic particle discovered
01.2 — Naming the centre of an atom
02.4 — Comparing plum pudding vs nuclear model
03.4 — Determine the number of protons and neutrons in one atom of argon
01.4 — Completing the relative charge table
01.3 — Matching each particle to its relative charge
01.4 — Identifying what 'atomic number' means
06.1 — Giving the electrons and neutrons in an aluminium atom
03.1 — Identifying the approximate radius of a carbon atom
06.4 — Defining 'isotopes' in terms of subatomic particles
01.2 — Giving electrons and neutrons in a lithium atom
01.1 — Giving protons and neutrons in a beryllium atom
01.2 — Identifying the radius of a potassium atom
01.3 — Naming the number of protons
06.5 — Calculating the Ar of potassium from isotope abundance
01.7 — Identifying the Ar calculation
01.5 — Calculating the Ar from isotope abundances
06.1 — State one difference and one similarity in the electronic structures of sodium and chlorine
03.6 — Write the electronic structure of an argon atom
03.2 — Describing the atomic structure of a carbon atom
01.6 — Completing the electronic structure of oxygen [Figure — print if needed]
5.1.2The periodic table
04.1 — Identify which element from a periodic table diagram belongs to a specific group
02.2 — Identifying the modern table's ordering
02.3 — Giving two differences, Newlands vs modern
03.1 — State the property used to arrange elements in early periodic tables
03.2 — Complete the sentence about why Mendeleev left gaps in his periodic table
05.1 — Identifying the property used in early periodic tables
05.2 — Suggesting why Mendeleev placed iodine where he did
06.1 — Identifying the undiscovered group in Mendeleev's table
02.1 — Identifying Newlands' Group 5 elements
04.1 — Calculating the percentage of elements that are metals (MS 1c)
04.2 — Giving two physical properties of metals
01.1 — Classifying magnesium and chlorine as metal/non-metal
03.3 — Identify the name of the group that contains argon
03.7 — Explain why argon is unreactive
04.4 — Explaining why no product forms with argon
03.1 — Identifying which group doesn't form ions
05.4 — Identifying the gas used for the inert atmosphere
02.9 — Explaining why neon is unreactive
04.1 — Balance the equation for sodium reacting with chlorine (5.3.1.1 noted)
04.3 — Complete sentences describing the colours seen during the reaction of sodium with chlorine
04.5 — Complete the sentence about why potassium is more reactive than sodium
04.6 — Compare the size of a potassium atom with a sodium atom and give a reason
04.3 — Balancing the equation for sodium and chlorine
05.4 — Completing a bar chart of Group 1 melting points (MS 2c) [Figure — print if needed]
05.6 — Giving two reasons potassium is more reactive than lithium
04.1 — Naming Group 1 elements
04.2 — Reading sodium's melting point from a chart (MS 4a)
04.3 — Balancing the equation for sodium and water
04.5 — Comparing sodium's and potassium's reactions with water
01.1 — Naming Group 1 elements
01.5 — Reading caesium's melting point from a chart (MS 4a)
01.6 — Drawing potassium's melting point bar (MS 2c) [Figure — print if needed]
01.7 — Describing the Group 1 melting point trend (WS 3.5)
01.9 — Explaining why potassium is more reactive than sodium
05.3 — Explaining the need for an inert atmosphere
01.1 — Naming Group 1 elements
01.6 — Predicting potassium's melting point (MS 1d)
02.1 — Identify which group of the periodic table contains the halogens
02.3 — Complete the word equation for chlorine reacting with potassium bromide solution
02.4 — Identify the type of reaction when chlorine displaces bromine from potassium bromide solution
02.5 — Complete the sentence about the reactivity of chlorine compared to bromine
02.6 — Compare the size of a chlorine atom with a bromine atom
02.7 — Give a reason for the difference in size between chlorine and bromine atoms
03.4 — Naming Group 7 elements
03.5 — Identifying the most reactive halogen with gold
5.2Bonding, structure, and the properties of matter
5.2.1Chemical bonds, ionic, covalent and metallic
5.2.1.1 Chemical bonds (not assessed in these 9 papers)
01.1 — Identify the type of bonding in calcium oxide from a diagram
06.2 — Describe what happens when a sodium atom reacts with a chlorine atom in terms of electron transfer
04.4 — Write the formulae of the ions present in sodium chloride
01.5 — Deriving copper oxide's formula from given ions
05.5 — Describing electron transfer between Li and Cl atoms
01.3 — Identifying the charge on a lithium ion
01.2 — Identifying the charge on a beryllium ion
03.2 — Describing electron transfer for potassium and chlorine
01.5 — Identifying the charge on a potassium ion
07.3 — Describing calcium oxide's ionic formation
04.4 — Identifying what holds NaCl's particles together
03.3 — Identifying the structure of solid potassium chloride
01.7 — Identifying two advantages of the 3D model
07.2 — Completing the electrostatic-forces sentence
02.2 — Complete the dot-and-cross diagram for a fluorine molecule [Figure 8 — print if needed]
05.4 — Complete the dot-and-cross diagram for a water molecule [Figure 5 — print if needed]
05.5 — Complete the sentence about the type of bonding between atoms of oxygen
07.1 — Suggesting a limitation of a ball-and-stick model
07.3 — Deducing the molecular formula from a diagram
02.1 — Completing the dot-and-cross diagram for HCl [Figure — print if needed]
03.4 — Completing the dot-and-cross diagram for water [Figure — print if needed]
02.1 — Completing the dot-and-cross diagram for methane [Figure — print if needed]
02.7 — Identifying the number of shared electrons in N2
02.6 — Identifying the bond type shown
02.2 — Identifying which electrons are involved in metallic bonding
5.2.2How bonding and structure are related to the properties of substances
05.3 — Identifying lithium's state at 100°C from a table
01.4 — Matching heating/cooling stages to physical changes [Figure — print if needed]
01.8 — Identifying sodium's state at 150°C
01.3 — Identifying state C in the diagram
01.4 — Naming the change from state B to A
01.5 — Identifying how state B changes to C
04.6 — Matching descriptions to process names
02.3 — Matching substances to particle diagrams
04.2 — Identifying the liquid-range substance
04.3 — Identifying gases at 50°C
04.4 — Plotting two data points [Figure — print if needed]
04.5 — Explaining an apparatus limitation
04.6 — Explaining a melting-point limitation
03.3 — State what the state symbol (aq) means
05.1 — State the state symbol for oxygen at room temperature
07.1 — Give the state symbol for ammonium nitrate solution
07.3 — Giving the state symbol for nitric acid
06.5 — Identifying the state symbol for water
05.2 — Identifying molten magnesium chloride's state symbol
04.1 — Completing state symbols in the equation
01.8 — Complete the sentence about when sodium chloride can conduct electricity
01.9 — Match statements to reasons about conductivity of solid and molten NaCl
04.5 — Giving two ways to make solid NaCl conduct
02.1 — Completing a sentence on when CuCl2 conducts
04.6 — Explaining NaCl's conductivity when molten vs solid
02.4 — Identifying lithium fluoride from the conductivity table
01.2 — Identify the type of particle shown in a diagram of methane
02.9 — Explain why fluorine is a gas at room temperature [Figure 9 on same page] [Figure — print if needed]
05.6 — Compare the boiling points of sulfur and oxygen and explain using intermolecular forces
07.2 — Completing a sentence on intermolecular forces in ice
08 — Comparing structure and bonding of NaCl and oxygen
08.6 — Explaining why titanium conducts electricity
03.6 — Identifying the bond type in a polymer chain
03.7 — Identifying the force type between polymer chains
03.6 — Identifying what holds polymer molecules together
03.7 — Describing the melting point vs chain length trend (WS 3.5)
07.6 — Naming two other giant covalent substances
03.1 — Identifying silicon dioxide's structure type
03.2 — Identifying the number of bonds per silicon atom
03.5 — Determining the Si:O ratio in silica
03.8 — Calculating the percentage of copper atoms in an alloy (MS 1c)
03.9 — Explaining why the alloy is harder than pure magnesium
06.1 — Giving two conclusions from the production graph (WS 3.5)
06.2 — Explaining why the alloy is harder than pure copper
06.3 — Calculating the mass of copper in the alloy sample (MS 1c)
04.5 — Comparing the hardness of the alloy and pure aluminium
04.6 — Describing how melting point changes with % silver (WS 3.5/MS 4a)
01.6 — Complete the sentence about the electrical conductivity of copper as a solid (5.2.2.1 noted)
01.7 — Complete the sentence about why copper can conduct electricity
04.7 — Explaining why solid sodium metal conducts
04.1 — Identifying the charge carrier in the metal wire (5.2.1.5 noted)
5.2.3Structure and bonding of carbon
07.4 — Identifying the number of bonds per carbon atom in diamond
07.5 — Giving two physical properties of diamond
02.2 — Identifying the diagram representing diamond
02.5 — Naming the form of carbon shown
01.4 — Identify the type of bond labelled A in a diagram of graphite
01.5 — State how many electrons one carbon atom uses to form one bond in graphite (5.2.1.4 noted)
06.4 — Identifying the charged particles in graphite, molten mixture, and metal wire
03.3 — Identifying the number of bonds per carbon atom in graphite
03.4 — Identifying the bond type in graphite
03.5 — Suggesting why graphite is used as a lubricant
02.3 — Identifying bonds per carbon atom in graphite
02.4 — Identifying the charge carriers in graphite
01.3 — Complete the sentence about the structure of C60
03.6 — Matching structures to forms of carbon [Figure — print if needed]
03.3 — Identifying the shape fullerene structures are based on
03.4 — Identifying the element fullerenes are made from
03.5 — Identifying a use of the fullerene shown
02.5 — Identifying a use of fullerenes
02.6 — Describing the fullerene's structure
5.3Quantitative chemistry
5.3.1Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations
02.8 — Balance the equation for fluorine reacting with chlorine
04.2 — Calculate the mass of chlorine that reacted given data about sodium and sodium chloride
03.6 — Calculating the mass of chlorine reacting with gold
01.4 — Determining the mass of magnesium chloride produced
05.5 — Balancing the titanium chloride and sodium equation
05.5 — Calculating the mass of iron oxide reacting
08.1 — Calculating the mass of titanium produced
04.8 — Calculate the relative atomic mass of metal X in XCO3 and name the metal
03.7 — Calculating the Mr of gold chloride
01.5 — Calculating the percentage mass of magnesium in MgO
04.4 — Calculating the Mr of sodium hydroxide
04.3 — Calculating the Mr of magnesium fluoride
07.2 — Calculating the Mr of sulfuric acid
07.3 — Calculating the percentage mass of oxygen
02.6 — Calculating the Mr of CF4
07.2 — Calculating the percentage mass of oxygen
08.4 — Calculating % mass of titanium in TiCl4
04.5 — Read the mass of Group 2 carbonate from a graph [Figure 10 — print if needed] (MS 4a)
04.6 — Calculate the mass of Group 2 carbonate needed to produce 24 dm³ of gas [Figure 10 on prev page — print if needed] (MS 1c)
04.7 — Identify two mistakes in a student's gradient calculation and calculate the correct gradient [Figure 11 — print if needed] (MS 4d)
05.3 — Calculate the mean mass of solid after heating sodium nitrate and give to 3 significant figures
08 — Planning a method to test the carbonate-decomposition hypothesis (WS 2.1/2.2, WS 3.5/3.6)
01.3 — Identifying the apparatus used to measure 1.0 g (AT1)
01.6 — Identifying the reason for Student 3's anomalous result
01.7 — Calculating the mean, excluding the anomaly, to 2 s.f. (MS 2a/2b)
05.6 — Calculating the mass of carbon dioxide produced
05.7 — Explaining why the crucible's mass changed
06.6 — Planning a method to investigate CO2 volume vs mass (WS 2.2)
07.4 — Plotting the data and drawing a line of best fit (MS 4c) [Figure — print if needed]
07.5 — Explaining why the mass decreased
03.3 — Calculating the mass of magnesium before heating
03.4 — Explaining why the mass increased
03.5 — Identifying the anomalous result (WS 3.7)
03.6 — Calculating mean value X (MS 2b)
03.7 — Identifying why a Bunsen burner was used
03.8 — Suggesting why the 1-minute result differed (WS 3.7)
5.3.1.4 Chemical measurements (not assessed in these 9 papers)
5.3.2Use of amount of substance in relation to masses of pure substances
5.3.2.1 Moles (HT only) (not assessed in these 9 papers)
5.3.2.2 Amounts of substances in equations (HT only) (not assessed in these 9 papers)
5.3.2.3 Using moles to balance equations (HT only) (not assessed in these 9 papers)
08.2 — Plotting solubility data and a line of best fit [Figure — print if needed]
05.5 — Calculate the mass of solid CuCl2 used in each experiment given concentration and volume data
06.5 — Calculate the concentration of hydrochloric acid given mass and volume data
02.7 — Calculating the mass of copper sulfate in a smaller volume
02.6 — Calculating the mass of copper chloride in a smaller volume
06.5 — Calculating the mass needed for 1.0 dm3
06.3 — Describing how CO2 solubility changes with temperature (WS 3.5/MS 4a)
07.4 — Calculating the concentration in g/dm3
05.6 — Calculating the mass of magnesium chloride
06.4 — Calculating the concentration in g/dm3
08.3 — Calculating the minimum volume of water
5.4Chemical changes
5.4.1Reactivity of metals
04.2 — Name the two products when calcium carbonate is heated
04.3 — Identify the type of reaction when a compound breaks down on heating
04.1 — Balancing the equation for magnesium and oxygen
04.2 — Suggesting a safety precaution (WS 2.4)
03.1 — Completing the word equation for magnesium and oxygen
03.2 — Identifying magnesium as oxidised
05.2 — State what the production of copper at the cathode tells you about the reactivity of copper
06.1 — Identify the correct order of reactivity of four metals from experimental results [Figure 7 — print if needed]
06.2 — Name two variables that must be kept constant in the metals with acid experiment (WS 2.2)
06.3 — Identify the independent variable in the metals with acid experiment (WS 2.2)
06.4 — Predict the reactivity of beryllium compared with magnesium using the periodic table (5.1.2.1, 5.1.2.3, 5.1.2.5 noted)
07 — Planning an investigation to order three metals' reactivity (WS 2.1/2.2)
03.2 — Naming salt A (the displacement product)
03.3 — Giving two other observations of the reaction
05.4 — Deducing an order of reactivity of metals based on experimental results
03.1 — Identifying the least reactive metal
03.2 — Explaining reactivity from results
03.4 — Writing an improved investigation plan
06.2 — Defining 'reduction' in aluminium extraction
05.8 — Determining what happens to copper oxide, using the equation
04.1 — Completing the sentence on how metals are found
04.2 — Explaining why iron is extracted with carbon
5.4.1.4 Oxidation and reduction in terms of electrons (HT only) (not assessed in these 9 papers)
5.4.2Reactions of acids
01.3 — Classify the type of substance.
05.1 — Identify the gas produced.
05.8 — Naming solid X
07.1 — Identifying calcium oxide's compound type
03.2 — Name the acid and metal oxide used to produce zinc nitrate
07.2 — State the formula of nitric acid
01.2 — Identifying which acid produces zinc chloride
01.4 — Identifying sodium hydroxide as an alkali
07.5 — Deriving zinc nitrate's formula from given ions
02.2 — Completing the word equation for HCl + NaOH
05.4 — Identifying the reaction type
04.3 — Deriving copper bromide's formula from given ions (5.2.1.2 noted)
07.1 — Identifying the reaction type
05.3 — Naming the acid-alkali reaction type
05.5 — Naming the acid that produces sodium nitrate
01.4 — Identifying the reaction type
01.5 — Naming the salt produced
01.6 — Describing an indicator method
07 — Explain all improvements needed to a student's flawed method to produce copper sulfate crystals
02.1 — Identify which acid should be used to make copper chloride crystals
02.2 — Suggest how the student would know that excess copper oxide has been added
02.3 — Put four stages for making copper chloride crystals in the correct order
01.6 — Suggesting how to speed up the acid/copper oxide reaction
01.7 — Completing a sentence on adding solid until in excess
01.8 — Identifying filtration apparatus
01.9 — Naming the process that produces salt crystals from solution
07.4 — Giving two observations as zinc carbonate is added to excess
07.6 — Planning a method to prepare pure, dry copper chloride
05.1 — Giving three observations as copper carbonate reacts
05.2 — Identifying how to remove excess copper carbonate
05.5 — Calculating the mass of ammonium nitrate crystallised (MS 4a)
07.1 — Identifying the acid's formula
07.2 — Explaining why excess copper carbonate is used
07.3 — Describing how to produce crystals from solution
05.7 — Drawing the filtration apparatus [Figure — print if needed]
05 — Planning to make copper sulfate crystals
03.1 — Identify which ion is found in all acids
03.4 — Suggest a pH value after adding hydrochloric acid to a solution of pH 8
03.5 — Describe a method using an indicator to identify three solids from their properties
07.3 — State the colour of universal indicator in nitric acid and in ammonia solution
07.4 — Identify which row shows the correct pH change as nitric acid is added to ammonia solution
01.1 — Identifying the pH of sulfuric acid
07.1 — Identifying the colour change with nitric acid
07.2 — Identifying the pH change when nitric acid is added
02.6 — Identifying the two ions in sodium hydroxide solution
05.3 — Identifying the pH at the end of the reaction
06.1 — Identifying the ion that makes the solution acidic
06.2 — Naming an indicator and its result
06.4 — Describing how pH changes with temperature
05.1 — Suggesting two improvements to the method (WS 2.7)
05.2 — Identifying the pH at the colour change
05.4 — Identifying the ion common to all acids
01.1 — Matching each solution to its pH value
01.2 — Identifying the ion causing acidity
5.4.2.5 Strong and weak acids (HT only) (not assessed in these 9 papers)
5.4.3Electrolysis
5.4.3.1 The process of electrolysis (not assessed in these 9 papers)
02.4 — State the products at each electrode when molten copper chloride is electrolysed
05.3 — Naming the products at each electrode
02.6 — Complete the sentence about the source material used in the extraction of aluminium
06.3 — Explaining why the positive carbon electrode is replaced
04.5 — Matching metals to their extraction method
05.1 — Explaining why aluminium extraction is expensive
05.2 — Identifying the gas produced at the carbon electrodes
04.3 — Explaining why the melting point is lowered
04.4 — Explaining why the positive electrodes are replaced
08.5 — Explaining the use of dry argon
05.1 — Identify which gas is produced at the positive electrode during electrolysis of copper chloride solution
05.3 — Determine the mean mass of copper produced after 3 minutes from a results table (RP9, MS 1d)
05.4 — Calculate the mass of copper produced in Experiment 2 after 5 minutes (RP9, MS 2b)
02.5 — Calculate the gradient of a line from a graph [Figure 3 — print if needed]
02.2 — Explaining why negative ions move to the positive electrode
02.3 — Identifying the source of H+ and OH- ions
02.4 — Identifying which ion produces a metal
02.5 — Describing observations at each electrode
06.2 — Reading the volumes of gases collected (WS 2.6)
06.3 — Explaining how the gas volumes support the hypothesis (WS 3.6)
06.4 — Identifying the measure of uncertainty (WS 3.3)
04.2 — Completing the word equation for water breakdown
04.4 — Explaining why Cu2+ moves to the negative electrode
04.5 — Completing the sentence on ion discharge
04.6 — Identifying the mass change at the negative electrode
04.7 — Identifying the product at the positive electrode
06.1 — Suggesting a way to reduce risk from chlorine gas (WS 2.4)
06.2 — Plotting the data and drawing a line of best fit (MS 4c) [Figure — print if needed]
06.3 — Explaining how the results disprove the hypothesis (WS 3.6)
06.5 — Explaining why hydrogen was given off
06.1 — Naming the process shown
06.2 — Naming products at each electrode
06.3 — Explaining why copper forms at the cathode
5.4.3.5 Representation of reactions at electrodes as half equations (HT only) (not assessed in these 9 papers)
5.5Energy changes
5.5.1Exothermic and endothermic reactions
04.4 — Identify the type of reaction based on its energy transfer
01.1 — Identify which item in a list uses an endothermic reaction
01.4 — Complete the sentence about the relationship between bond breaking and bond making energy
01.6 — Read the temperature from a thermometer diagram and calculate the temperature change [Figure 2 — print if needed]
02.1 — Determining temperature change from thermometer readings
02.2 — Giving two controlled variables (WS 2.2)
02.3 — Calculating mean temperature change, excluding an anomaly (MS 2b, WS 3.7)
02.4 — Giving a reason metal A is confirmed as zinc
02.5 — Predicting the temperature outcome with silver
02.6 — Explaining why potassium should not be used
05.1 — Suggesting three accuracy improvements (WS 2.7)
05.2 — Reading the volume of copper sulfate solution (AT1)
05.4 — Determining the gradient of the temperature/mass line (MS 4d)
05.5 — Suggesting why more than 10 g of zinc shouldn't be used (WS 3.5)
02.3 — Calculating the mass of the other product
02.4 — Reading the thermometer temperature (WS 2.6)
02.5 — Identifying the reaction as exothermic
02.1 — Identifying the labelled thermometer (AT1)
02.2 — Identifying the best equipment for measuring volume (AT1)
02.3 — Calculating value Y (mean temperature increase) (MS 2b)
02.4 — Calculating the temperature increase for 0.40 g (MS 1c)
02.5 — Naming the reaction type
02.6 — Explaining why copper shows no temperature rise
03.1 — Identifying the independent variable (WS 2.2)
03.4 — Completing the temperature table from Figure 6 (WS 2.6)
03.5 — Calculating value B (MS 2b)
03.6 — Identifying the range of temperature increase (WS 3.3)
03.7 — Identifying and explaining the anomalous result (WS 3.7)
07.1 — Defining 'exothermic'
07.3 — Planning a method to investigate temperature change (WS 2.1/2.2)
03.3 — Identifying exothermic evidence
06.3 — Complete the reaction profile diagram for the reaction between sodium and chlorine [Figure 14 — print if needed]
01.2 — Identify which letter on a reaction profile diagram represents activation energy [Figure 1 on prev page — print if needed]
01.3 — Identify which letter on a reaction profile diagram represents the overall energy change [Figure 1 on prev page — print if needed]
05.3 — Identifying the reaction as exothermic from its profile
05.6 — Labelling the reaction profile diagram
03.5 — Identifying the energy value label
03.6 — Calculating a percentage of the energy value
5.5.1.3 The energy change of reactions (HT only) (not assessed in these 9 papers)
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