2018-2019 – New chemistry assessment framework KS4Year 11AA – 11A1

Success criteria for all assessments (assessments will be every 6 weeks):

Term Specification /Reference

Knowledge/ objective

Using and applying/ outcome

Student Grade criteria: I can RAG Numeracy Links

Autumn 1 C4.1.1.1 Atoms, elements and compoundsC4.1.1.2 MixturesC4.1.1.3 EquationsC4.1.1.4 Relatice electrical charges of subatomic particlesC4.1.1.5 Size and mass of atomsC4.1.1.7 Electronic structureC4.1.1.6 Relative atomic massC4.1.1.3 The development of the model of the atom C4.1.2.1 The periodic tableC4.1.2.2 Development of

The periodic tableDefinitions for element, molecule, compound and mixture.

Word and Balanced symbol equations

State symbols in chemical equations

Development of the atomic model

Structure of atoms in terms of

Be able to identify elements by name and symbol from the periodic table.

Be able to name compounds of elements from given formulae or symbol equations.

Be able to write word equations and balance symbol equations and understand the meaning of the symbol equation.

Be able to include appropriate state symbols in chemical equations for

Use the periodic table to identify an element as metal/non-metal, identify the groups and periods. (5)

Define the terms: element, molecule, compound, mixture Recognise substances as element, molecule or compound from chemical formulae (4)

Write word equations for simple chemical reactions. (4)Write balanced symbol equations for simple reactions (5/6) and explain the meaning of the balanced equation.

Write balanced symbol equations for combustion reactions and equations with brackets (6)

Include appropriate state symbols in chemical equations for reactions. (4)

Balancing equations – counting atoms

Changes in electron structure from atoms to ions – in terms of electrons.

Calculating number of neutrons. (Mass number – atomic number)

Calculate molecular formula

Note: assessments are linear. For example, the chemistry Autumn 2 assessment will assess your knowledge and understanding of the Autumn 2 topics, in addition to some of the content covered in Autumn 1. This will continue throughout the academic year.

the periodic tableC4.1.2.3 Metals and non-metalsC4.1.2.5 Group 1C4.1.2.4 Group 0C4.1.2.6 Group 7C4.1.3.1 Comparison with Group 1 elementsC4.1.3.2 Typical propertiesC4.2.2.1 The three states of matterC4.2.1.1 Chemical bondsC4.2.1.2 Ionic bondingC4.2.1.3 Ionic compoundsC4.2.2.3 Properties of ionic compoundsC4.2.1.4 Covalent bondingC4.2.2.4 Properties of small moleculesC4.2.2.6 Giant covalent structuresC4.2.3.1 DiamondC4.2.3.2 GraphiteC4.2.3.3 Graphene and fullerenesC4.2.1.5 Metallic bondingC4.2.2.7 Properties of metals and alloysC4.2.2.8 Metals as conductors

protons, electrons, neutrons, their charges and relative mass.

Electronic arrangement of an atom

How Newlands attempted to classify elements producing a periodic table according to atomic weight

How Mendeleev developed the work of Newlands and gave rise to the periodic table we use today

Elements that react to form positive ions are metals. Elements that do not form positive ions are non-metals

The noble gases are unreactive because their atoms have a stable arrangement of electrons.

reactions.

Be able to describe how and why the atomic model has changed over time.

Be able to describe the structure of the atom in terms of subatomic particles and estimate the size and scale of atoms.

Be able to calculate the number of protons, neutrons and electrons using the periodic table.

Be able to draw electron arrangement of atoms (Hydrogen -Calcium) and write electronic configurations.

Evaluate the usefulness of this arrangement.

Know how Newlands ordered known elements into a periodic table.

Know how Mendeleev

Describe the difference between the plum-pudding model of the atom and the nuclear model of the atom (4).

Evaluate the plum-pudding model and nuclear model (7)

Name the sub-atomic particles of an atom and relevant charges of particles.Label a diagram of an atom and estimate the size and scale of atoms. (4)

Use the periodic table to work out the number of protons, neutrons and electrons of an atom (4)

Draw diagrams to show electron arrangement of an atom (5)

Describe Newlands periodic table (4)

Explain how Mendeleev developed Newlands’ table (5)

Evaluate the work of Mendeleev compared to Newlands (7)

State the arrangement of elements in the modern periodic table (4)

Predict properties from given trends down a group (5)State (4) and explain (5) properties from of the elements in group 0 by relating them to their electron

C4.10.3.2 Alloys as useful materials.C4.2.4.1 Sizes of particles and their propertiesC4.2.4.2 Uses of nanoparticles

C3.2.4.1 Sizes of particles and their propertiesC3.2.4.2 Uses of nanoparticlesC4.3.1.1 Conversion of mass and balanced chemical equationsC4.3.1.2 Relative formula massC4.3.1.3 Mass changes when a reactant or product of gasC4.3.1.4 Chemical measurementsC4.3.2.1 Moles

Properties of Group 1.

Trends within the periodic table with respect to group 1 elements (alkali metals).

Properties of Group 7.

Trends within the periodic table with respect to group 1 elements (alkali metals) and group 7 elements (the halogens).

Chemical bonding – ionic bonding in terms of electrostatic forces and the transfer of electrons

Pure copper, gold, iron and aluminium are too soft for many uses and so are mixed with other metals to make alloys.

Metals are good

developed the work of Newlands

Evaluate the work of Mendeleev compared to Newlands

Know how the elements in the modern periodic table are arranged

Know that the noble gases are unreactive and their boiling point increases with increasing relative atomic mass.

Observe the reactions of group 1 elements (alkali metals) with water

Explain the reactivity of group 1 elements with respect the position in the periodic table

Know the properties of group 1 and group 7 elements.

Observe the reactions of group 7 elements (the halogens) with halide ionsExplain the reactivity of group 7 elements

arrangement.

State (4) and explain (5) properties from of the elements in group 1 by relating them to their electron arrangement.

State (4) and explain (5) properties from of the elements in group 7 by relating them to their electron arrangement.

Compare the properties of group 1 elements with transition elements (Cr, Mn Fe, Co, Ni, Cu).

Explain ionic bonding in terms of electrostatic forces and the transfer of electrons. (6)

Draw diagrams to show bonding in simple covalent molecules, H2, Cl2,O2, N2 HCl, H2O, NH3, CH4 (4/5)

Recognise substances as small molecules, polymers or giant structures from diagrams showing their bonds. (4)

Draw dot and cross diagrams for metals in group 1 and 2 and non-metals in group 6 and 7. (4/5)

Describe the limitations of using dot and cross, ball and stick, two or three dimensional diagrams to represent molecules or giant structures. (5/6)

conductors of electricity because the delocalised electrons carry the charge through the metal.

Chemical bonding – covalent bonding. This occurs in non-metallic elements and in compounds of non-metals.

Chemical bonding – metallic bonding in terms of positive ions and delocalised electrons. Metallic bonding occurs in metallic elements and alloys.

Bonding and structure related to the properties of substances.

Properties of ionic substances

Properties of simple covalent (molecular) substances.

with respect the position in the periodic table

Comparison with the elements in group 1, transition elements: have higher melting points and higher densities, are stronger and harder, are much less reactive and so do not react vigorously with water or oxygen.Many transition elements have ions with different charges, form coloured compounds and are useful as catalysts.

Be able to represent ionic compounds (positive and negative ions) using dot and cross diagrams

Be able to represent covalent simple compounds covalent molecules using dot and cross diagrams

Be able to represent ions using dot and cross diagrams

Using data identify the properties of ionic substances in terms of melting point, boiling point and electrical conductivity. Be able to

Use diagrams to identify the structures of metals. (4)

Describe the bonding in metals in terms of positive ions and delocalised electrons. (6)

Draw a diagram to represent the particles in a pure metal and an alloy (5)Explain why metals are able to conduct heat and electricity in terms of structure and bonding (5)Discuss why alloys are more useful materials compared to pure metals (5)

Explain the term ion (5)Draw diagrams to show ions for metals and non-metals (4/5)Explain how positive and negative ions are formed from atoms (5)

Predict properties from given trends down a group (5)State (4) and explain (5) properties from of the elements in group 0 by relating them to their electron arrangement.

State (4) and explain (5) properties from of the elements in group 1 by relating them to their electron arrangement.

State (4) and explain (5) properties from of the elements in group 7 by relating them to their electron arrangement.

Recall the formation of ions (5)

Structure, bonding and properties of giant covalent substances. (Diamond, graphite, graphene, fullerenes)

Nanosize particles refer to structures that are 1-100nm in size.

Calculations in chemistry

explain these properties in terms of electrostatic forces between oppositely charged ions (ionic bonding)

Using data identify the properties of simple covalent substance in terms of melting point, boiling point and electrical conductivity. Be able to explain these properties in terms of weak intermolecular forces (covalent bonding)

Explain why diamond is hard and does not conduct electricity whereas graphite is soft and slippery but does conduct electricity. Compare the properties of other substances such as graphene and fullerenes.

Be able to describe the limitations of using dot and cross, ball and stick, two or three dimensional diagrams to represent molecules or giant structures.

Explain why metals are able to conduct heat and electricity.

Identify ionic compounds from name and data (5)Use data to state the trend in properties (melting point, boiling point, electrical conductivity and structure) for ionic compounds (5)Explain the trend in properties (melting point, boiling point, electrical conductivity and structure) for ionic compounds in terms of electrostatic attraction between ions(6)

Recall the formation of molecules (5)Identify covalent substances from name and data (5)Use data to state the trend in properties (melting point, boiling point, electrical conductivity and structure) for covalent substances (5)Explain the trend in properties (melting point, boiling point, electrical conductivity and structure) for covalent substances in terms of intermolecular forces (6)

Use diagrams to identify the structures of diamond, graphite and silicon dioxide (5)Use diagrams to describe the bonds between atoms in diamond, graphite and silicon dioxide (5)Use diagrams to explain why diamond is hard (5) and graphite is soft and slippery (6)Explain why graphite conducts electricity whereas diamond does not (6)Use knowledge of structure and bonding to explain the properties and uses of silicon dioxide, grapheme and fullerenes (6)

Calculate molecular formula of an ionic compound from a given model or diagram that shows the atoms and bonds in the molecule (6)

Know why alloys have different properties to pure metals.

Explain the structure and bonding between metals.

Be able to predict the states of substances at different temperatures given appropriate data.

Be able to explain the different temperatures at which changes of state occur.

Explain the limitations of the particle theory in relation to changes of state when particles are represented by solid spheres which have no forces between them.

Nanoparticles may have properties different from those for the same materials in bulk because of their high surface area to volume ratio.

The law of conversion of mass states that no atoms are lost or made during a chemical

Predict the states of substances at different temperatures given appropriate data. (6)

Explain the different temperatures at which changes of state occur. (6)

Describe the limitations of the particle theory. (5)

Compare ‘nano’ dimensions to typical dimensions of atoms and molecules (5)

Given appropriate information, evaluate the use of nanoparticles for a specified purpose. (6)Explain that there are possible risks associates with the use of nanoparticles (5)

Use the periodic table to find and use the atomic number and atomic mass of a named element (5)

Identify the number of each element in a compound (5)Work out the relative formula mass (Mr) of a compound given its chemical formula (5)

reaction. Work out the relative formula mass (Mr) of compounds using its chemical formula.

Autumn 2 C4.3.2.2 Amounts off substances in equations.C4.3.2.3 Using moles to balance equationsC4.3.2.4 Limiting reactantsC4.3.3.1 Percentage yieldC4.3.3.2 Atom economyC4.3.2.5 Concentration of solutionsC3.3.3.1 Percentage yield.C3.3.3.2 Atom economyC4.3.4 Using concentrations of solutions in mol/dm3C4.4.2.5 Titrations C4.3.5 Use of amount of substance in relation to volume of gas C4.4.1.1 Metal oxidesC4.4.1.2 The reactivity series

Calculations in chemistry

Percentage yield calculations.

Atom economy calculations

Titration calculations

The reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ions.

Unreactive metals are found in the Earth as the metal itself but most are found as a compound. Metals less reactive than carbon can be extracted from their oxides by reduction with

Use of amount of substance in relation to masses of pure substances.

The amount of a product obtained is known as the yield. When compared with the maximum theoretical amount as a percentage, it is called the percentage yield. The atom economy (atom utilisation) is a measure of the amount of starting materials that end up as useful products.

Atom economy is calculated: (Relative formula mass of desired product from equation ÷ Sum of relative formula masses of all reactants from equation) x 100Many chemical reactions take place in solutions. The concentration of a solution can be measured in mass per given volume of solution, e.g. grams per dm3

(g/dm3)

The concentrations of

Explain any observed changes in mass in non-encloses systems during a chemical reaction given the balanced symbol equation for the reaction and explain these changes in terms of the particle model (5)Use the relative formula mass of substances to calculate the number of moles in a given mass of that substance (8)Use the equation: moles = mass / Mr (8)Define the term ‘mole’ (5)Use relative formula mass of a compound to work out the percentage of a named element in the compound (8)Calculate the masses of substances shown in a balanced symbol equationCalculate the masses of reactants and products from the balanced symbol equation and the mass of a given reactant or product. (8)

Calculate the theoretical amount of a product from a given amount of reactant and the balanced equation for the reaction (5)Calculate the percentage yield of a product from the actual yield of a reaction (5)Calculate the atom economy of a reaction to form a desired product from a desired product from the balanced equation (5)Explain why a particular reaction pathway is chosen to produce a specified product given appropriate data such as atom economy (8)

Mole calculations

C4.4.1.3 Extraction of metals and reductionC4.4.1.4 Oxidation and reduction in terms of electronsC4.4.2.4 The pH scale and neutralisationC4.4.2.6 Strong and weak acidsC4.4.2.1 Reactions of acids with metals

carbon.

Alternative methods of extracting metals from low grade ores include phytomining and bioleaching.

Acids react some metals to produce salts and hydrogen

a solution can be measured in mol/dm3. The amount in moles of solute or the mass in grams of solute in a given volume of solution can be calculated from its concentration in mol/dm3 . If the volumes of two solutions that react completely are known and the concentration of one solution is known, the concentration of the other can be calculated.

Be able to define oxidation and reduction.

Observe and be able to describe reactions of potassium, sodium, lithium, calcium, magnesium, zinc, iron and copper with water, acid and oxygen.

Be able to explain how the reactivity links to its tendency to form positive ions.

Be able to describe why a displacement reaction occurs by referring to the metals

Explain how the mass of a solute and the volume of a solution is related to the concentration of the solution (7)Calculate the mass of solute in a given volume of solution of known concentration in terms of mass per given volume of solution (8/9)

Describe how to carry out titrations using strong acids and strong alkalis only.Calculate the chemical quantities in titrations involving concentrations in mol/dm3 and in g/dm3 Explain how the concentration of a solution in mol/dm3 is related to the mass of the solute and the volume of the solution.

Define the terms oxidation and reduction in terms of loss and gain of oxygen. (4)

Order named metals into a reactivity series based on given data and experimental results. (4)

Explain how the reactivity links to its tendency to form positive ions (5)

Describe why a displacement reaction occurs by referring to the metals position on the reactivity series. (5)

Interpret or evaluate specific metal extraction processes when given appropriate information. (7)

position on the reactivity series.

Be able to describe alternative methods of extracting copper from low grade ores – bioleaching and phytomining.Know that acids contain hydrogen ions and alkalis contain hydroxide ions.

Identify the substances which are oxidised or reduced in a word/symbol equation in terms of gain or loss of oxygen (4)

Discuss how metals are extracted from low-grade ores, such as copper, by phytomining or bio-leaching to include the separation via electrolysis (8)

Use different indicators to identify if a solution is acidic, neutral or alkaline (5)Use the pH scale to show if a solution is a strong/ weak acid /alkali or neutral solution (5)

Explain the term ‘salt’ (5)Identify and name the ion that causes a solution to be acidic (5)Identify and name the ion that causes a solution to be alkaline (5)Write the word equation for neutralisation (5)Write the ionic equation for neutralisation (5)Name the salt formed when hydrochloric acid reacts with a metal, a base or an alkali (5)Use formula of common ions to deduce the formulae of salts (5)

Spring 1 C4.4.2.2 Neutralisation of acids and salt productionC4.4.2.3 Soluble saltsC4.4.3.1 The process of electrolysis

Soluble salts

As the pH decreases by one unit, the hydrogen ion concentration of the solution increases by a

Be able to write a word and symbol equation for neutralisation.

Write word and balanced symbol equations for chemical reactions involving metals, bases and alkalis with named

Write word equations for the reactions of acids with metals, bases and alkalis (5)Write balanced symbol equations for the reactions of acids with metals, bases and alkalis (5)Explain in terms of gain or loss of electrons, that these are redox reactionIdentify which species are oxidized and which are reduced in given chemical

C4.4.3.2 Electrolysis of molten ionic compoundsC4.4.3.5 Representation of reactions at electrodes as half equationsC4.4.3.3 Using electrolysis to extract metalsC4.4.3.4 Electrolysis of aqueous solutionsC4.5.1.1 Energy transfer during exothermic and endothermic reactionsC4.5.1.2 Reaction profilesC4.5.1.3 The energy change of reactionsC4.5.2.1 Cells and batteriesC4.6.1.1 Calculating rates of reactionC4.6.1.2 Factors which affect the rates of chemical reactionC4.6.1.3 Collision theory and activation energyC4.6.1.4 CatalystsC4.6.2.1 Reversible reactionsC4.6.2.1 Energy changes and reversible reactions

factor of 10.

Electrolysis is used to produce alkalis and elements such as aluminum, chlorine and hydrogen.

Exothermic and endothermic reactions.

Chemical reactions involve energy transfers. Many chemical reactions involve the release of energy. For other chemical reactions to occur, energy must be supplied.

Chemical cells and fuels cells. Cells contain chemicals which react to produce electricity

Fuel cells are supplied by an external source of fuel and oxygen or air.

Measuring the rate of a chemical reaction.Different factors that increase the rate.

acidsObserve reactions of acids using metals; explain why some metals are too reactive and others are not reactive enough.

Salt solutions can be crystallised to produce to produce solid salts

A strong acid is completely ionized in aqueous solution.A weak acid is only partially ionized in aqueous solution.

Write definitions for the following key terms: ion, electrode, anode, cathode, electrolyte, oxidation, reduction for the process of electrolysis.

Explain why metals or hydrogen are produced at the cathode and why chlorine, oxygen etc are produced at the anode.Test substances to see if they conduct electricity. Explain why using idea of types of bonding.Observe electrolysis of water using Hoffmann voltameter. Investigate the electrolysis of sodium chloride. Give some uses of the products.Explain the process of

equations (8)

Describe how to make pure, dry samples of named soluble salts from information (5)

Explain the terms dilute and concentrated (in terms of amount of substance), and weak and strong (in terms of degree of ionization) in relation to acids (8)Describe neutrality and relative acidity in terms of the effect on hydrogen ion concentration and the numerical value of pH (whole numbers only)

Write a definition for the process of electrolysis (5)

State the movement of positive and negative ions to oppositely charged electrodes (5)Describe the type of ions being attracted to the anode / cathode (6)Explain why some elements are produced and others are not (6)

Explain why solid ionic compounds cannot be electrolysed but when melted or dissolved in water they can electrolysed (6)

Explain in terms of the reactivity series why some metals are extracted with carbon and others by electrolysis (6)

Write half equations for the reactions occurring at the electrodes during electrolysis. (8)

Identify the chemical reaction as exothermic or endothermic based on temperature changes (5)

C4.6.2.4 The effect of changing conditions on equilibriumC.4.6.2.5 The effect of changing concentrationC4.6.2.6 The effect of temperature change on equilibrium

The chemical reaction for producing ammonia is reversibleThe effects of changing the temperature and pressure of the reaction and why a catalyst is used

aluminum production using electrolysis.Write half equations for oxidation and reduction reactions.

Observe chemical reactions and explain whether the reaction is exothermic or endothermic in terms of releasing energy to the surroundings or taking in energy from the surroundings. Know applications of these types of reactions.

Energy change in a reaction: energy must be supplied to break bonds in the reactants and energy released when bonds in the products are formed.

The voltage produced by a cell is dependent upon a number of factors including the type of electrode and electrolyte.A simple cell can be made by connecting two different metals in contact with an electrolyte.

The overall reaction in a

Name everyday uses of exothermic/ endothermic reactions (5)Evaluate uses and applications of exothermic and endothermic reactions given appropriate information (6)

Draw simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions – showing relative energies of reactants and products, the activation energy and the overall energy change. (6)Identify reactions as endothermic or exothermic from reaction profiles. (5)Explain that the activation energy is the energy needed for a reaction to occur. (6)Calculate the energy transferred in chemical reactions using bond energies supplies (8)

Evaluate and interpret data in terms of the relative reactivity of different metals. (7)Evaluate the use of cells (6)

Evaluate the use of hydrogen fuel cells in comparison with rechargeable cells and batteries (5)Write half equations for the electrode reactions in the hydrogen fuel cell (8)

Calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken. (4)

Draw, and interpret, graphs showing the quantity of product formed or quantity of reactant used up against time. (5)

Draw tangents to the curves on these

hydrogen fuel cell involves the oxidation of hydrogen to produce water.

Calculate the mean rate of a reaction.

Observe how temperature, surface area, concentration and using a catalyst increase the rate of a chemical reaction.

Be able to investigate factors which affect the rate of chemical reactions by measuring: the loss in mass of reactants, the volume of gas produced, the time for a solution to become opaque or coloured.

Record and interpret data and explain trends.

Understand what reversible (dynamic equilibrium) means.

graphs and use the slope of the tangent as a measure of the rate of reaction. (6)

Calculate the gradient of a tangent to the curve on these graphs as a measure of rate of a reaction at a specific time.(8)

State that particles needs to collide with sufficient energy to cause a reaction is known as collision theory (4)

Carry out and obtain data (disappearing) to show how increasing the temperature of a reactant increases the rate of reaction (4)

Explain how increasing the temperature increases the rate of reaction using collision theory (5)

Carry out and obtain data (magnesium and hydrochloric acid) to show how increasing the concentration of a reactant increases the rate of reaction (4)

Explain how increasing the concentration increases the rate of reaction using collision theory (5)

Carry out and obtain data (marble chips and acid) to show how increasing the surface area of a reactant increases the rate of reaction (4)

Explain how increasing the surface area increases the rate of reaction using collision theory (5)

State that using a catalyst increases the rate of reaction (4)

Explain the term activation energy (5)

Explain catalytic action in terms of activation energy. (5)

Recall that enzymes act as catalyst in biological systems. (4)Explain the term ‘dynamic equilibrium’ (5)

Be able to make qualitative predictions about the effect of changes on systems at equilibrium when given appropriate information (8)Explain the term ‘dynamic equilibrium’ (8)Interpret appropriate give data to explain the effect of increasing / decreasing temperature on the yield of ammonia (8/9)Interpret appropriate give data to explain the effect of increasing / decreasing the pressure on the yield of ammonia (8/9)Apply knowledge of changing temperature / pressure to unfamiliar reversible reactions (stretch & challenge) (9+)

Spring 2 C4.10.4.1 The Haber processC4.10.4.2 Production and uses of NPK fertiliserC.4.7.1.1 Crude oil, hydrocarbons and alkanesC.4.7.1.3 Properties of hydrocarbons

The chemical reaction for producing ammonia is reversibleThe effects of changing the temperature and pressure of the reaction and why a catalyst is used

Understand what happens to the yield of ammonia when the temperature of the reaction is increased/ decreasedUnderstand what happens to the yield of ammonia when the pressure of the reaction

Explain the term ‘dynamic equilibrium’ (5)Explain the effect of increasing / decreasing temperature on the yield of ammonia (8/9)Explain the effect of increasing / decreasing the pressure on the yield of ammonia (8/9)Apply knowledge of changing temperature / pressure to unfamiliar reversible reactions (stretch & challenge)

Counting atoms. Half equations

C.4.7.1.2 Fractional distillation and petrochemicalsC.4.7.1.4 Cracking and alkenesC4.7.2.1 Structure and formulae of alkenes C.4.7.2.3 AlcoholsC.4.7.2.4 Carboxylic acidsC.4.2.2.5 PolymersC.4.7.3.1 Addition polymerisationC.44.7.3.2 Condensation polymerisation

Ammonia is produced by the Haber processThe chemical reaction for producing ammonia is reversibleThe effects of changing the temperature and pressure of the reaction and why a catalyst is used.Simple hydrocarbons are called alkanes and are used as fuels.The structure and bonding of alkanes

Crude oil is a mixture of hydrocarbons and is separated into fractions by fractional distillation

Observe the cracking process of hydrocarbons, and explain why supply and demand of certain fractions governs the cracking process.

Polymers, addition polymerisation and condensation polymerisation

is increased/ decreasedEvaluate the effects of changing the temperature and pressure on a given reactionEvaluate the conditions used in industrial processes in terms of energy requirements

NPK fertilisers can be achieved using a variety of raw materials in several integrated processes. Ammonia can be used to manufacture ammonium salts and nitric acids. Phosphate rock is treated with sulphuric acid to produce single superphosphate or with phosphoric acid to produce triple superphosphateDefine the terms hydrocarbon and fraction.Know the general formula for alkanes.

Be able to draw the structure of simple alkanes using dot and cross diagrams.

Observe and describe the process of fractional distillation in terms of evaporation and condensation.

Explain the trade-off between rate of production and position of equilibrium (7)

Describe the use of NPK fertilsiersCompare the industrial production of fertilisers with laboratory preparations of same compounds (5)

Write the general formula for simple hydrocarbons (alkanes) (5) and use the formula to write the chemical formula for different alkanes (5)

Define the terms hydrocarbon and fraction (4)In my own words, explain the process of fractional distillation using the words, vaporise, evaporate, condense (6)Order a series of statements to explain the process of fractional distillation of crude oil (5)

Explain the trends in properties (boiling point, viscosity and flammability) of hydrocarbons.

Write balance symbol equations for the complete combustion of hydrocarbons with a given formula.

Describe how (4) and explain why (5) long chain hydrocarbons are crackedBalance chemical equations as examples of cracking given the formulae of the reactants and products (5)

Recognise addition polymers and monomers from diagrams in the forms shown and from the presence of the functional group –C=C- in the monomers (5)Draw diagrams to represent the formation of a polymer from a given alkene monomer (5)

Explain the properties of a good fuel (viscosity, flammability, volatility).Discuss the products of complete and incomplete combustion and other substances that are released into the environment when fuels are burned.

Know that alkenes make polymers such as poly(ethene) and poly(propene) by addition polymerisation.Know that the repeating unit has the same atoms as the monomer because no other molecule is formed in the reaction.

Know that condensation polymerisation involves monomers with two functional groups.

Amino acids have two different functional groups in a molecule. Amino acids react by condensation polymerisation to produce polypeptides.

Relate the repeating unit to the monomer (5)

Explain the basic principles of condensation polymerisation by reference to the functional groups in the monomers and the repeating units in the polymers (8)

Summer 1 C.4.8.1.3

ChromatographyC.4.8.2.1 Test for hydrogenC.4.8.2.2 Test for oxygen

Flame tests to identify named metal ionsPrecipitation reactions to identify metals ions

Flame tests to identify named metal ionsPrecipitation reactions to identify metals ionsReaction of acid to identify substances

Name metals (lithium, sodium, potassium, calcium, copper) from the flame colour, when they are burned. (5) Describe how to carry out flame tests (5)Describe how to identify metal ions using sodium hydroxide (5)

C.4.8.2.3 Test for carbon dioxideC.4.8.2.4 Test for chlorineC.4.8.3.1 Flame testC.4.8.3.6 Instrumental methodsC.4.8.3.7 Flame emission spectroscopy C.4.8.3.2 Metal hydroxidesC.4.8.3.3 CarbonatesC.4.8.3.4 HalidesC.4.9.1.1 The proportions of different gasses in the atmosphereC.4.9.1.2 The Earths early atmosphereC.4.9.1.3 How oxygen increasedC.4.9.1.4 How carbon dioxide decreasedC.4.10.1.1 Using the Earths resources and sustainable developmentC.4.10.1.2 Potable waterC.4.10.1.3 Waste water treatmentC.4.10.2.1 Life cycle assessmentC.4.10.2.2 Ways of reducing the use of resourcesC.4.10.1.4 Alternative methods of extracting metalsC.4.10.3.1 Corrosion and its preventionC.4.10.3.3 Ceramics,

Reaction of acid to identify substances containing carbonate ionsReaction of silver nitrate, in the presence of nitric acid, to identify halide ionsReaction of barium chloride, in the presence of hydrochloric acid, to identify sulphate ions.The composition and evolution of Earth’s atmosphere since its formation. Carbon dioxide and methane as greenhouse gases

Common atmospheric pollutants and their sources

Principal methods for increasing the availability of potable water in terms of the separation techniques used including ease of treatment of waste, ground and salt water.

containing carbonate ionsReaction of silver nitrate, in the presence of nitric acid, to identify halide ionsReaction of barium chloride, in the presence of hydrochloric acid, to identify sulphate ions.

Know the composition of gases in the atmosphere.Discuss how the atmosphere evolved and how and why the composition of gases has changed over time.

Be able to evaluate the evidence for addition anthropogenic causes of climate change.

Know how greenhouse gases maintain temperatures on Earth.

Be able to explain that based on peer-reviewed evidence, many scientists believe that human activities will cause the temperature of the Earth’s atmosphere to increase and this will

Write word (5), symbol (6) and ionic (7) equations for precipitation reactions of metal ions, halide ions and the sulphate ionWrite word (5), symbol (6) and ionic (7) equations for identification of carbonate the ion.

Describe advantages of instrumental methods compared with the chemical tests (5)

Interpret an instrumental result given appropriate data in chart or tabular form. (5)

Name the gases (and proportions of each) in the atmosphere. (4)

Describe how the early atmosphere was formed from volcanic activity. (5) Name some gases in the early atmosphere (4)

Explain how oceans were formed (5)

Explain how the level of carbon dioxide has changed over millions of years. (6)

Identify examples of greenhouses: carbon dioxide, methane, water vapour. (4)

Describe the greenhouse effect in terms of the interaction of radiation with matter (5)

Evaluate the quality of evidence in a

polymers and composites

Alternative methods of extracting metals from low grade ores include phytomining and bioleaching.

Structure and properties of alloys

result in global warming.

Be able to explain why it is difficult to model such complex systems as global climate change. This then leads to simplified models, speculation and opinions.

Be able to provide examples of natural products that are supplemented or replaced by agricultural and synthetic products.

Be able to describe how potable water is produced

Be able to describe how sewage is treated.Be able to describe why a displacement reaction occurs by referring to the metals position on the reactivity series.

Be able to describe alternative methods of extracting copper from low grade ores –

report about global climate change given appropriate information (8/9)

Describe uncertainties in the evidence base (5)

Recognise the importance of peer review of results and of communicating results to a wide range of audiences. (5)

Identify examples of natural products that are supplemented or replaced by agricultural and synthetic products. (4)

Distinguish between finite and renewable resources given appropriate information (4)

Distinguish between potable water and pure water (4)

Describe the differences in treatment of ground water and salty water. (5)

Comment on the relative ease of obtaining water from waste, ground and salt water. (4)

Describe why a displacement reaction occurs by referring to the metals position on the reactivity series. (5)

Interpret or evaluate specific metal extraction processes when given appropriate information. (7)

bioleaching and phytomining.

Know that corrosion is the destruction of materials by chemical reactions with substances in the environment.

Know that most metals in everyday use are alloys. Pure metals are mixed with other metals to make them harder for everyday use.

Identify the substances which are oxidised or reduced in a word/symbol equation in terms of gain or loss of oxygen (4)

Discuss how metals are extracted from low-grade ores, such as copper, by phytomining or bio-leaching to include the separation via electrolysis (8)

Describe experiments and interpret results to show that both air and water are necessary for rusting (5).

Interpret and evaluate the composition and uses of alloys other than those specified given appropriate information (8)

Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals (5)

Explain how the properties of materials are related to and select appropriate materials (5)