4.6The rate and extent of chemical change
4.6.1Rate of reaction
09.2 — Plot mass lost against time and draw a line of best fit
09.3 — Read values from a graph to complete a table
09.5 — Calculate a mean rate of reaction to 2 decimal places
09.6 — Describe another method to find the rate of a reaction
07.1 — Read the volume of gas in a gas syringe
07.3 — Calculate a mean to 2 significant figures, excluding the anomalous result
07.4 — Plot mean volume of gas against time
07.5 — Calculate a mean rate of reaction from a graph
07.6 — Describe how the rate of reaction changes over time, using a graph
07.3 — Identify how to improve the accuracy of results
07.4 — Calculate a mean rate of reaction from a graph, to 3 significant figures
10.2 — Name two pieces of measuring apparatus to find the rate of production of a gas
10.3 — Plot rate of production of gas against time and draw a line of best fit
10.4 — Give three conclusions about the rate of reaction, using a graph and table
03.1 — Suggest equipment to measure a volume of acid more accurately
03.3 — Plot volume of gas against time and draw a line of best fit
03.4 — Determine a mean rate of reaction from a graph
03.5 — Describe what happens to the volume of gas over two time periods, using a graph
03.6 — Identify the type of error caused by a balance
05.3 — Draw a line of best fit on a graph
05.4 — Determine a mean rate of reaction from a graph, with its unit
06.4 — Identify what happened to the rate of reaction over a time period, using a graph
08.1 — Suggest why a stopper must be put in quickly in a gas collection method
08.2 — Determine a mean time taken from rates, excluding the anomalous result
05.5 — Identify the concentration with the highest rate of reaction, using a table
09.1 — Identify a part of the apparatus in a mass loss rate investigation
09.7 — Identify two reasons why rate increases with temperature
07.2 — Identify two control variables in a rate of reaction investigation
07.2 — Identify how to make the results of a rate investigation repeatable
07.5 — Sketch the expected results for a faster reaction on a graph
07.6 — Identify why a powdered catalyst gives a higher rate
10.5 — Identify two effects of increasing temperature on a reaction
03.7 — Calculate the total surface area of a cube
04.4 — Complete sentences about how pressure affects the rate of a reaction between gases
04.5 — Give one other way of changing the rate of a reaction between gases
05.1 — Complete a diagram to show the equipment used to measure the volume of a gas
05.2 — Describe an error in setting up apparatus and the problem it causes
05.5 — Identify how a line of best fit changes at a higher concentration
06.3 — Identify other equipment to monitor the cloudiness of a reaction mixture
06.5 — Identify why the measurements stayed constant at the end of a reaction
06.6 — Identify how a line of best fit changes at a higher concentration
01.5 — Identify the test tube at the highest temperature from results
08.3 — Identify two changes that would slow down a reaction
05.1 — Explain why a piece of equipment is unsuitable for a rate method
05.2 — Name equipment to measure the volume of a solution
05.3 — Match types of variable to variables in a rate investigation
05.4 — Identify the effect of a change to the method on the time taken
05.7 — Complete sentences about how changing conditions affects the time taken
02.9 — Compare the rate of reaction at two temperatures
07.7 — Identify why rate increases with concentration
03.8 — Compare the rate of reaction of smaller cubes with one larger cube
06.7 — Identify two effects of using cooled reactants
05.6 — Identify two statements explaining the effect of concentration on rate
02.8 — Identify how molecules differ at a higher temperature
03.3 — Identify two reasons why a catalyst is used in an industrial reaction
01.3 — Identify a label on a reaction profile with and without a catalyst
01.7 — Identify a correct statement about a substance that does not appear in the equation
09.4 — Label the activation energy, reactants and products on a reaction profile
09.5 — Identify how a reaction profile differs without a catalyst
4.6.2Reversible reactions and dynamic equilibrium
02.1 — Name the type of reaction shown by a symbol
02.2 — Describe what happened when water was added to an anhydrous salt
01.1 — Identify the role of a substance in a reaction from its word equation
01.2 — Identify the meaning of a symbol in a word equation
03.1 — Explain how an equation shows a reaction is reversible
01.1 — State what a symbol in a word equation shows about a reaction
04.1 — Explain how an equation shows a reaction is reversible
04.1 — Give two reasons why a reaction could not be seen happening, using a table
04.2 — Suggest why sealing a heated test tube with a stopper is not a good idea
04.3 — Identify the other measurement needed to calculate the mass of the contents
04.4 — Complete a sentence about the minimum heating time, using a table
04.5 — Calculate the total mass of water vapour produced
10.1 — Identify two words that describe a reaction
03.1 — Explain how an equation shows a reaction is reversible
02.3 — Calculate a mean temperature rise
02.4 — Name the type of energy change in the reverse of an exothermic reaction
01.3 — Complete a sentence about the colour change when water is added to an anhydrous salt
01.4 — Calculate the mass of anhydrous salt produced when a hydrated salt is heated
01.5 — Calculate the percentage of water in a hydrated salt
03.2 — Name the energy change in the reverse of an endothermic reaction
09.1 — Determine the mass of an empty test tube from results
09.2 — Explain why the mass decreased when a hydrated salt was heated
09.3 — Suggest why a solid was heated until its mass did not change
09.4 — Calculate the energy taken in for a given mass, to 3 significant figures
09.5 — Name the type of reaction when a hydrated salt is heated
04.6 — Identify the energy transferred in the reverse of a reversible reaction
04.7 — Complete a sentence about the type of energy change in the forward reaction
03.2 — Name the type of energy change in the reverse of an exothermic reaction
03.3 — Calculate the energy released for a smaller mass of reactant
04.2 — Identify two statements that are correct at equilibrium
04.3 — Identify how the colour of a mixture changes when equilibrium is reached
10.2 — Identify the sentence that describes a reaction at equilibrium
4.7Organic chemistry
4.7.1Carbon compounds as fuels and feedstock
08.1 — Give the formula of the next member of a homologous series
08.2 — Identify the homologous series of three compounds
08.4 — Explain why a compound is a hydrocarbon
02.2 — Identify the type of carbon compound from its formula
08.4 — Identify an alkane from its formula
10.1 — Match an alkane and an alkene to their formulae
09.5 — Complete the formula of an alkane
02.6 — Complete the formula of an alkane
02.7 — Identify the type of bond in an alkane molecule
01.1 — Name the two elements in a hydrocarbon
01.2 — Give the number of atoms in one molecule from its formula
01.3 — Identify the general formula of a homologous series
01.4 — Identify the homologous series a compound belongs to
01.5 — Complete the displayed formula of an alkane
01.9 — Label a bar chart and plot the percentage by mass of an element
09.5 — Write the molecular formula of a hydrocarbon from a model
09.6 — Name a hydrocarbon from a model
08.1 — Suggest a suitable temperature for the furnace in fractional distillation
08.2 — Explain where a fraction collects in a fractionating column, using a table
07.1 — Complete a sentence about a use of a small alkane
09.6 — Explain where an alkane condenses in a fractionating column
02.1 — Complete a diagram to show where fractions are collected in a fractionating column
09.1 — Name the process used to separate fuels from crude oil
09.2 — Name the changes of state in two parts of the process
09.3 — Identify the fuel collected at a point in the column, using a table
09.4 — Identify the order of increasing flammability of fuels, using a table
08.3 — Complete the equation for complete combustion of an alkane
08.3 — Suggest two reasons why a fraction is not used as a fuel
09.1 — Plot boiling points of alkanes against number of carbon atoms
09.2 — Predict a boiling point using a table and graph
09.3 — Suggest why a graph is not suitable to show one data point
02.2 — Complete sentences comparing the properties of fractions
02.3 — Complete a bar chart scale and plot a value
02.8 — Identify two products of complete combustion of alkanes
04.7 — Suggest one disadvantage of a fuel with more ethanol, using energy data
01.6 — Name the general term for a substance burned to release energy
02.1 — Identify the hydrocarbon that can be cracked to produce a given alkane
04.5 — Match an alkane and an alkene to their effect on bromine water
08.5 — Describe the conditions needed for cracking
08.6 — Explain why large hydrocarbon molecules are cracked
08.7 — Complete an equation for cracking
06.4 — Identify two processes used to produce an alkene from crude oil
10.2 — Give the observations when bromine water is added to an alkane and an alkene
02.4 — Suggest why crude oil from one source is in higher demand, using a table
02.5 — Identify two things that can be used to crack large hydrocarbons
01.8 — Complete an equation for breaking down a large hydrocarbon
06.1 — Complete a sentence about the colour change of bromine water with an alkene
02.3 — Identify a use of an alkene
02.5 — Describe a test for alkenes and give the result
02.6 — Complete an equation for cracking
02.7 — Complete a sentence about a use of smaller alkanes from cracking
4.7.2Reactions of alkenes and alcohols (chemistry only)
05.2 — Name the functional group in an alkene
10.3 — Compare an alkane with an alkene, referring to structure, bonding and reactions (6-mark)
02.4 — Complete a table of the elements and numbers of atoms in a molecule
02.1 — Identify an alkene from its formula
02.2 — Give the number of atoms in one molecule from its formula
02.4 — Complete a bar chart scale, plot and label a bar
06.4 — Complete the word equation for producing ethanol from an alkene
06.5 — State what happens to the unreacted alkene in an industrial process
04.6 — Calculate the mass of an alkene that reacts with a given mass of water, from a ratio
06.3 — Identify the displayed formula of the product of an alkene and a halogen
06.1 — Identify the alcohol that is liquid over the greatest temperature range, using a table
06.2 — Identify a correct statement about alcohols, using a table
06.3 — Complete the displayed formula of an alcohol
06.6 — Explain how oxidation causes wine to taste of vinegar
09.3 — Suggest why substances are added to an alcohol to make a product
09.4 — Suggest one use of a product made from an alcohol
09.5 — Describe how an alcohol is produced from sugar solution and name the process
09.6 — Complete the displayed formula of an alcohol
09.7 — Name the gas produced when a Group 1 metal reacts with an alcohol
09.8 — Identify the type of substance that converts an alcohol to a carboxylic acid
07.1 — Draw a circle around the functional group on a displayed formula
07.2 — Complete a table of the elements and numbers of atoms in a molecule
07.3 — Identify the type of substance an alcohol is when it removes stains
07.4 — Complete a sentence about why a fruit juice can be fermented
07.5 — Name what is added to cause fermentation
07.6 — Give two advantages and two disadvantages of a process for producing ethanol, using a table
04.1 — Complete the displayed formula of an alcohol
04.2 — Identify one use of ethanol
04.4 — Name what is added to sugar solution to produce ethanol
04.5 — Calculate the mass of ethanol in a fuel, in grams
09.1 — Calculate the mass of one fuel that releases the same energy as another
09.2 — Plot energy released against number of carbon atoms
09.3 — Estimate the energy released by another alcohol, using a graph
09.6 — Identify what reacts with an alcohol to produce a carboxylic acid
07.6 — Identify the ester produced from an alcohol and a carboxylic acid
07.7 — Name the liquid produced in a reaction from its equation
07.8 — Calculate the mass of an acid in 1.0 dm3 of a solution
09.7 — Complete the displayed formula of a functional group
09.8 — Match compounds to a product of their reaction with a carboxylic acid
4.7.3Synthetic and naturally occurring polymers (chemistry only)
06.1 — Identify the monomer used to make a polymer from its structure
06.2 — Identify the process used to make a polymer from small molecules
06.3 — Complete sentences about making an addition polymer
06.3 — Complete sentences about a polymer and its monomer
06.5 — Identify the type of bond joining the atoms in a polymer molecule
03.4 — Name the monomer used to make a polymer from its displayed formula
07.2 — Identify the monomer used to make a polymer
08.1 — Complete the displayed formula of an alkene monomer
02.1 — Suggest two reasons why a polymer beaker should not be heated with a Bunsen burner
02.2 — Suggest why using more expensive polymer beakers could save money
02.5 — Identify the repeating unit of a polymer
02.6 — Name the three stages in producing a polymer from crude oil
02.7 — Identify two words that describe a molecule that forms an addition polymer
06.4 — Identify the structure of a polymer from its monomer
06.5 — Determine the simplest whole number ratio of two densities
06.6 — Suggest why two polymers are unsuitable for a high-temperature use, using a table
04.5 — Identify two naturally occurring polymers made from glucose
04.6 — Identify a relative formula mass in standard form
04.7 — Give the approximate relative formula mass of each chain in a DNA molecule
04.8 — Complete a sentence about the shape of a DNA molecule
04.9 — Give the number of different nucleotides in DNA
4.8Chemical analysis
4.8.1Purity, formulations and chromatography
01.1 — Identify two substances that are mixtures
01.2 — Match uses of a word to its meaning in each context
10.4 — Describe how to test water to show it is pure and give the result
01.1 — Complete sentences about the boiling point and pH of pure water
05.6 — Give the number of spots a pure substance produces in chromatography
09.1 — Name the type of useful product made from a mixture in fixed amounts
09.2 — Calculate the percentage by mass of one substance in a mixture
09.2 — Name the type of mixture made in fixed amounts
09.3 — Calculate the percentage by mass of a substance in a tablet
04.4 — Determine the simplest whole number ratio of two dyes in an ink
04.5 — Identify the word that describes a mixture of dyes made to a formula
07.6 — Name a mixture of compounds in fixed proportions
10.3 — Identify the statement that describes the composition of a formulation
04.1 — Identify two mistakes in setting up chromatography apparatus
04.2 — Determine the number of dyes in a food colouring from a chromatogram
04.3 — Identify the dye that is not in a food colouring from a chromatogram
04.4 — Measure distances on a chromatogram and calculate an Rf value to 2 significant figures
05.1 — Identify how to obtain a more concentrated coloured solution for chromatography
05.2 — Identify two mistakes in setting up chromatography apparatus
05.3 — Identify two conclusions from a chromatogram
05.4 — Calculate an Rf value
04.1 — Calculate an Rf value
04.2 — Identify the measurements needed to calculate an Rf value
04.3 — Match the phases in paper chromatography to their identities
04.6 — Identify how an Rf value changes when the composition of an ink changes
10.1 — Plan an investigation to determine the Rf value of a dye (6-mark)
10.2 — Identify how two chromatography investigations differed to give different Rf values
10.3 — Identify the stationary phase in paper chromatography
04.3 — Describe a paper chromatography method to show an ink contains two dyes
03.1 — Complete the labels on chromatography apparatus
03.2 — Identify the mistake that produced a chromatography result
03.3 — Explain how a chromatogram shows a dye is not pure
03.4 — Measure distances on a chromatogram and determine an Rf value
03.5 — Identify the spot with the greatest Rf value
03.1 — Identify the mistake in a chromatography method and give a reason
03.2 — Determine the number of dyes in a substance from a chromatogram
03.3 — Identify the dye that could be in a substance from a chromatogram, with a reason
03.4 — Suggest why a dye stayed on the start line
03.5 — Calculate an Rf value
03.6 — Complete a sentence about the role of water in chromatography
05.1 — Complete a diagram to show how chromatography equipment is set up
05.2 — Explain why a pencil is used for the start line
05.3 — Calculate the distance moved by the solvent from an Rf value
05.4 — Identify how the distance moved by a spot is measured
05.5 — Identify two changes that could give a different Rf value
4.8.2Identification of common gases
07.9 — Name the gas tested with a burning splint and give the positive result
08.4 — Describe the test for hydrogen and give the result
07.1 — Complete a sentence about the test for a gas
01.6 — Identify the test for oxygen
09.3 — Describe the test for oxygen and give the result
07.8 — Give a conclusion about a gas from a limewater test
03.2 — Identify the test for carbon dioxide
09.4 — Complete a sentence about the compound in limewater
09.5 — Give the result of the test for carbon dioxide
01.3 — Identify the test for chlorine
03.5 — Describe the test for chlorine and give the result
06.2 — Identify the test for chlorine
4.8.3Identification of ions by chemical and spectroscopic means (chemistry only)
08.1 — Give the flame colour of a metal ion
08.2 — Name a metal ion that gives a given flame colour
08.3 — Explain why metal ions in a mixture are hard to identify by flame colour
09.1 — Plan tests to show the presence of two ions in a tablet, with results (6-mark)
08.1 — Give the flame colour produced by a metal ion
08.2 — Explain why a flame test did not give a distinct colour
06.1 — Identify two methods to show the presence of a metal ion
01.6 — Complete a sentence about the flame test result for a metal ion
10.1 — Plan tests to show the presence of two ions in a sample, with results (6-mark)
08.1 — Describe a test for a metal ion and give the result
01.1 — Describe how to do a flame test
01.2 — Match metal ions to their flame colours
01.4 — Identify a metal ion from the colour of its precipitate with sodium hydroxide
01.4 — Match ions to the compounds needed to identify them
08.3 — Give the results of adding sodium hydroxide solution to two solutions
06.2 — Complete a sentence about the colour of a precipitate with sodium hydroxide
08.5 — Name the solution used to test for a metal ion and give the result
01.6 — Match metal ions to the colour of precipitate with sodium hydroxide
07.3 — Complete sentences about the test for carbonate ions
01.3 — Identify the gas produced when carbonates react with acids
08.5 — Identify the ion shown by a precipitate with silver nitrate
08.5 — Name the solution used to test for a halide ion and give the result
01.7 — Complete a sentence about the precipitate formed in a halide test
08.2 — Describe a test for a halide ion and give the result
01.7 — Complete a sentence about the precipitate formed in a halide test
08.6 — Describe a test for sulfate ions and give the result
08.4 — Name the solution used to test for sulfate ions
06.3 — Complete a sentence about the reagents used to identify sulfate ions
08.6 — Describe a test for sulfate ions and give the result
01.4 — Identify the solution used to test for sulfate ions
01.5 — Complete a sentence about what a precipitate is
10.3 — Give one advantage of an instrumental method over a chemical test
05.7 — Complete a sentence about an advantage of an instrumental method
08.4 — Identify two metal ions in a mixture from flame emission spectra
10.2 — Name an instrumental method to show the presence of a metal ion
4.9Chemistry of the atmosphere
4.9.1The composition and evolution of the Earth's atmosphere
04.1 — Identify two gases present in smaller percentages on Earth than in another atmosphere
04.2 — Complete a bar chart of the percentages of two gases in the Earth's atmosphere
01.2 — Calculate the percentage of other gases in the atmosphere, using a table
01.3 — Match gases to the change in their percentage since the early atmosphere
03.1 — Calculate a missing percentage in a table of atmospheric gases
01.2 — Identify the approximate percentage of oxygen in the atmosphere today
06.5 — Identify when a gas reached today's percentage, using a table
10.4 — Explain how the amounts of two gases in the atmosphere have changed since the early atmosphere (6-mark)
10.5 — Suggest why scientists are not certain about the early atmosphere
01.1 — Identify when the Earth was formed
01.6 — Complete a sentence about why scientists are not certain about the early atmosphere
03.2 — Identify two other gases that may have been in the early atmosphere
03.8 — Explain why estimated values are used for the early atmosphere
01.1 — Identify the planet with an atmosphere similar to the Earth's early atmosphere
04.1 — Describe the trends in the percentage of nitrogen in the atmosphere, using a graph
06.1 — Extend a line of best fit on a graph
06.2 — Read a percentage from a graph
06.3 — Identify a cause of the change in carbon dioxide in the early atmosphere
06.4 — Identify a cause of the change in nitrogen in the early atmosphere
06.6 — Identify two gases that may have been in the early atmosphere
04.3 — Identify why algae are less likely to photosynthesise in another atmosphere
01.5 — Complete the word equation for photosynthesis
03.3 — Identify the process that increased the percentage of oxygen
03.5 — Read when a gas reached a given percentage, using a graph
03.6 — Read when the percentage of a gas became constant, using a graph
01.3 — Identify two things that increased the percentage of oxygen in the atmosphere
01.4 — Complete a bar chart scale and plot a value
04.3 — Complete a sentence about the energy source for photosynthesis
04.4 — Identify two organisms that produce oxygen by photosynthesis
06.7 — Name the process that started to produce oxygen
01.4 — Identify two processes that decreased carbon dioxide in the early atmosphere
03.4 — Identify two other processes that decreased the percentage of carbon dioxide
03.7 — Identify what an ancient biomass mainly consisted of
04.2 — Identify what happened to carbon dioxide when photosynthesis began
4.9.2Carbon dioxide and methane as greenhouse gases
05.1 — Identify a greenhouse gas
04.4 — Identify how greenhouse gases trap energy
05.1 — Identify two greenhouse gases
05.2 — Explain why greenhouse gases are essential for life
05.3 — Complete a sentence about what greenhouse gases absorb
05.5 — Calculate the mass of a gas in a mass of atmosphere, in grams
05.3 — Identify the process that changed the carbon dioxide concentration, using a graph
05.4 — Give three conclusions from a graph of carbon dioxide concentration
02.3 — Calculate the mass of a volume of gas from a given mass and volume
07.2 — Give two ways a greenhouse gas is released in an industrial process
05.2 — Identify one possible effect of climate change
05.4 — Identify two potential effects of global climate change
02.1 — Complete a sentence about the effect of burning more fuel on climate change, using a table
04.6 — Explain why producing one fuel removes more carbon dioxide than another
4.9.3Common atmospheric pollutants and their sources
08.5 — Compare the pollutants from two fuels, using a table
02.3 — Name the source of the oxygen needed to burn fuels
02.5 — Identify two gases produced when fuels burn in car engines
02.6 — Identify two ways to reduce atmospheric pollution in cities
02.2 — Complete a sentence about the conditions that produce carbon monoxide
02.2 — Complete sentences about incomplete combustion
02.5 — Complete sentences about how oxides of nitrogen form in car engines
08.2 — Explain the environmental effects of releasing the products of burning a fuel (6-mark)
06.2 — Identify the fuel that produces the most sulfur dioxide and give a reason
06.4 — Identify the fuel that produces the least particulates and give a reason
06.6 — Complete a sentence about how solid particles are formed from fuels
06.7 — Describe the trends in the use of two fuels, using a graph
01.7 — Complete sentences about the pollutants from incomplete combustion
02.2 — Calculate the mass of carbon dioxide produced per kilogram of coal
02.4 — Plot data and draw a line of best fit
08.6 — Match pollutants to their environmental impacts
02.4 — Match pollutants from burning fuels to their effects
02.1 — Choose three properties of a gas that make detectors necessary
02.1 — Identify what caused erosion of a limestone carving
02.3 — Complete a sentence about an effect of soot particles in the atmosphere
06.3 — Give one problem caused by sulfur dioxide
06.5 — Give one problem caused by particulates
02.3 — Complete a sentence about an environmental effect of sulfur dioxide
02.5 — Complete a sentence describing the relationship shown by a graph
02.6 — Complete a sentence about an effect of particulates
4.10Using resources
4.10.1Using the Earth's resources and obtaining potable water
03.4 — Identify why many fabrics are made from polymers instead of a natural material
03.5 — Explain why a natural material is more sustainable than polymers made from crude oil
02.4 — Identify two renewable sources of methane
05.6 — Suggest advantages and disadvantages of two materials, using a table
03.6 — Suggest one advantage of polymers and one of wood for window frames
08.1 — Describe changes in the percentage of electricity generated from two sources, using a graph
08.3 — Suggest why one way of generating electricity is more sustainable than another
08.4 — Suggest two reasons why one energy source may not fully replace fossil fuels
06.7 — Suggest why paper is more sustainable than a polymer for a product
10.1 — Evaluate two materials for making doors, using a table (6-mark)
10.1 — Give the two main steps to treat lake water and a reason for each
10.3 — Complete a diagram to show how to distil salt solution
10.5 — Explain why producing drinking water from sea water is expensive
01.1 — Match steps in producing drinking water to the reason for each step
01.2 — Identify two substances used to sterilise water
01.3 — Identify two methods that show a water sample contains dissolved solids
01.5 — Identify how pure water could be produced from water containing dissolved solids
09.1 — Explain how potable water is produced from fresh water
09.2 — Suggest a process to obtain potable water in a given country
02.1 — Name the equipment to measure a mass and a volume in a water analysis
02.2 — Calculate the mass of salt in a larger volume of sea water
02.3 — Identify two steps needed to show a solid is completely dry
02.4 — Explain why one distillation set-up collects less water than another
02.5 — Suggest why distilled water does not need to be sterilised
02.6 — Identify two ways fresh water is sterilised
02.7 — Give the pH of water from the colour of universal indicator
01.2 — Name what could be used to measure the pH of water
01.3 — Identify two pieces of equipment needed to find the mass of dissolved solids
01.4 — Calculate a mean mass
01.5 — Calculate the mass of dissolved solids in a larger volume of water
08.3 — Explain why a solution was heated until the mass did not change
08.4 — Identify how to calculate the mass of solid remaining
08.5 — Calculate a mean concentration of an ion from results
10.3 — Explain what happens to water in two processes in the water cycle diagram (6-mark)
08.1 — Explain why a burette is used rather than a measuring cylinder
08.2 — Identify the dependent variable in a water analysis
08.3 — Describe how to make sure all the water has evaporated
08.4 — Describe how to calculate the mass of dissolved solids
08.5 — Calculate a mean concentration of dissolved solids in g/dm3
08.6 — Suggest why samples contain different masses of dissolved solids
10.2 — Explain why it is harder to produce drinking water from waste water
09.3 — Match the products of waste water treatment to how they are processed
09.4 — Calculate a percentage to 3 significant figures, using a table
09.5 — Suggest one reason why the mass of sewage sludge increased
09.6 — Suggest two reasons why more sewage sludge was used as fertiliser
4.10.2Life cycle assessment and recycling
06.4 — Compare two materials for disposable cups, using life cycle assessment data
06.1 — Identify the stage of a life cycle assessment for given information
10.1 — Evaluate the use of two materials for milk bottles, using life cycle assessment data (6-mark)
10.2 — Calculate a mass from density and volume
12.1 — Plot points and draw a line on a graph
12.2 — Evaluate the production and use of two materials for milk bottles, using a table (6-mark)
04.5 — Give three reasons to use recycled metal instead of metal from ores
08.2 — Suggest why insulation must be removed before a metal is recycled
08.3 — Describe how scrap metal can be recycled to make a new product
08.4 — Suggest two reasons why recycling a metal is more sustainable than extracting it
4.10.3Using materials (chemistry only)
11.1 — Identify the resolution of a balance from a table
11.2 — Calculate a difference in percentage increase in mass, to 3 significant figures
11.3 — Draw conclusions about rusting and evaluate coatings, using results (6-mark)
11.4 — Complete the word equation for rusting
06.1 — Plan an investigation to show what is needed for iron to rust, with expected results (6-mark)
06.2 — Calculate an increase in mass from a table
06.3 — Calculate a mean increase in mass
10.2 — Explain how an oxide coating protects a metal from corrosion
03.1 — Identify the percentage of gold in an alloy, using a chart
03.2 — Give the percentage of another metal in an alloy, using a chart
03.3 — Suggest two reasons why a gold alloy is used instead of pure gold
04.1 — Plot data for one metal on a bar chart
04.2 — Calculate the cost of the gold in a ring
04.3 — Calculate the mass of gold in a ring from a ratio
04.4 — Suggest two reasons why other metals are mixed with gold to make jewellery
05.1 — Identify the other metal in bronze
05.2 — Give one use of brass
05.3 — Complete a table of the carat values of two gold rings
05.4 — Suggest two reasons why alloys of gold are used for jewellery
05.5 — Suggest why stainless steel is suitable for making spoons
05.6 — Identify the type of steel most easily shaped
03.7 — Calculate the percentage of one element in an alloy
03.8 — Give one reason why an alloy is used instead of the pure metal
07.1 — Identify the non-metal element in all steels
07.2 — Identify two elements other than iron in stainless steels
07.3 — Give two properties of stainless steels
07.4 — Calculate the mass of a metal in a mass of alloy, using a table
07.5 — Suggest why two alloys are used for aircraft parts, using a table
07.6 — Suggest why one alloy is not used for medical purposes, using a table
03.5 — Name the metal in all steels
07.1 — Calculate the mass of gold in a ring from a percentage
07.2 — Identify the simplest whole number ratio of metals in an alloy
07.3 — Identify two other metals that may be in a gold alloy
07.4 — Explain why an alloy is harder than the pure metal, using a diagram
07.5 — Give one reason why a metal is not used for jewellery
03.1 — Choose the better polymer for each property of a uniform, using a table
03.2 — Calculate the mass of a uniform made from a different polymer, using densities
03.3 — Identify why a thermosetting polymer is better for a uniform
05.3 — Identify the type of material made from glass fibres in a plastic
05.4 — Complete a sentence about the raw materials for soda-lime glass
05.5 — Suggest two reasons why an object is coated
05.7 — Calculate a volume from mass and density
06.2 — Identify two processes used to make ceramic plates
06.6 — Identify the type of polymer from its behaviour on heating
06.7 — Explain why two polymers behave differently when heated, referring to crosslinks
03.1 — Identify two materials heated with sand to make glass
03.2 — Suggest an advantage of one polymer for window frames and give a reason
03.3 — Suggest an advantage of another polymer for window frames and give a reason
02.3 — Identify a raw material used to make borosilicate glass
07.1 — Identify two words that describe a part of a composite
07.4 — Explain why one material is used for bridges, using a table
07.5 — Suggest two reasons why another material is used for garden paths, using a table
03.4 — Match the components of a composite to the materials in it
03.6 — Identify the material used to make bricks
4.10.4The Haber process and the use of NPK fertilisers (chemistry only)
07.1 — Balance the equation for the Haber process
07.2 — Identify what iron is used for in the Haber process
07.3 — Describe the trend in percentage yield with pressure, using a graph
07.4 — Determine a difference in percentage yield from a graph
10.1 — Identify a reactant in the Haber process
10.2 — Give the temperature and pressure used in the Haber process
10.3 — Explain how ammonia is separated from the other gases
03.4 — Describe how world production of ammonia changed, using a graph
01.2 — Identify the catalyst used to produce ammonia
05.1 — Match the raw materials for the Haber process to their sources
05.2 — Identify the states of the raw materials in the Haber process
05.4 — Complete sentences about separating ammonia in the Haber process
05.5 — Plot percentage yield against pressure and draw a line of best fit
05.6 — Describe the effect of pressure on the percentage yield, using a table
09.1 — Explain why the condenser is linked to the reactor in the Haber process
09.2 — Name the catalyst used in the Haber process
04.1 — Match the raw materials for the Haber process to their sources
04.2 — Identify the process that separates ammonia in the Haber process
04.3 — Complete a sentence about the role of iron in the Haber process
04.4 — Describe how world production of ammonia changed, using a table
04.5 — Determine a mean change per year from a table
03.5 — Identify two reasons why world production of ammonia changed
03.6 — Identify the combination of fertilisers that provides all the elements in an NPK fertiliser
03.7 — Identify the fertiliser that is not made using ammonia, from a table
01.4 — Draw a bar chart of the percentages of elements in a fertiliser
01.5 — Explain why the percentages of two elements in a fertiliser do not add up to 100%
01.6 — Identify the fertiliser that prevents two plant problems, using a table
01.7 — Identify the fertiliser with the greatest total percentage of essential elements
07.1 — Complete a sentence about the acid used to make a fertiliser
07.2 — Calculate the mass of fertiliser spread per square metre
07.3 — Suggest why a conclusion from a company scientist might not be valid
07.4 — Give the number of atoms of an element in a formula
07.5 — Identify the other element in a fertiliser that is important for crop growth
09.6 — Suggest one use of ammonium nitrate
04.6 — Identify a reason for the change in world production of ammonia
04.7 — Identify two fertiliser compounds that contain nitrogen
4.1Atomic structure and the periodic table (Paper 1 topic)
4.1.1A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes
01.6 — Match compounds to their formulae
4.2Bonding, structure, and the properties of matter (Paper 1 topic)
4.2.1Chemical bonds, ionic, covalent and metallic
05.1 — Identify the type of bonding in small alkene molecules
4.2.2How bonding and structure are related to the properties of substances
09.4 — Identify the state of an alkane at a given temperature from its boiling point
06.1 — Explain why one fuel is transported by train rather than pipeline, using a table
10.1 — Identify the state symbol that is not one of the three states of matter
06.2 — Identify the state symbol for a solid
4.3Quantitative chemistry (Paper 1 topic)
4.3.1Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations
02.4 — Balance an equation for incomplete combustion
07.5 — Balance an equation for the combustion of an alcohol
06.1 — Balance an equation
09.7 — Balance the equation for complete combustion of an alkane
09.4 — Explain why there is a loss in mass in a reaction
4.3.2Use of amount of substance in relation to masses of pure substances
06.4 — Calculate the mass of solute needed for a solution, to 3 significant figures
4.3.3Yield and atom economy of chemical reactions (chemistry only)
07.3 — Calculate a percentage yield
07.4 — Identify two reasons why a percentage yield is less than 100%
05.3 — Identify how a word equation shows an atom economy of 100%
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