Edexcel International GCSE 2009 Chemistry - 4CH0 and KCH0



Edexcel International GCSE 2009 in Chemistry

(4CH0) and Edexcel Level 1/Level 2

Certificate in Chemistry (KCH0)

Editable scheme of work

Practical support to help you deliver these Edexcel specifications

Scheme of work

This scheme of work has been produced to help you implement these Edexcel specifications. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as possible. (Please note: the single science specifications comprise two papers: Paper 1 assesses only content which is not in bold, and Paper 2 assesses all content including content in bold.)

Other course planning support

You will find other support for planning the course in the Teacher Support Materials. This is a free downloadable resource that you can access at igcse2009

Teaching resource exemplars

The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.

Other Edexcel teaching resources

• Student Books – full colour textbooks matched to the specification.

• ActiveBook – a digital copy of the Student Book in the back of every copy.

• Double Award Student Guide – provides a complete guide to using the Edexcel International GCSE Biology, Chemistry and Physics Student Books to teach or study Science Double Award.

• Revision Guides – help students prepare for their exams.

Further details can be found at

Edexcel Subject Advisors

Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email or phone.

Email: ScienceSubjectAdvisor@edexcelexperts.co.uk

Telephone: 0844 576 0037

Edexcel additional support

Ask the Expert – puts you in direct email contact with over 200 of our senior subject experts.

Edexcel’s community forum – these message boards are designed to enable you to access peer-to-peer support from fellow Edexcel teaching and delivery staff in schools and colleges.

Health and safety

The practicals and experiments suggested within the scheme of work are those which we believe are not banned or restricted in any way and are still currently used in most schools and colleges.

The International GCSE and Level 1/Level 2 Certificate encourage experimental work with the assessment of investigative skills being made in the written examinations.

We advise teachers and technicians to discuss the merits of the suggested practicals when deciding which to carry out and how they will be carried out. For example, will it be demonstrated by the teacher or technician, or conducted by students themselves either individually or in small groups, under the guidance and direction of the teacher?

You may have ideas for practical work which we have not suggested but would work equally well.

As in all practical work, a risk assessment is expected as part of good health and safety practice in all centres and we understand that many schools and colleges refer to the CLEAPSS service: for guidance and support in conducting science practical work.

Websites

There are links to relevant websites in this scheme of work. In order to ensure that the links are up-to-date, that the links work, and that the sites are not inadvertently linked to sites that could be considered offensive, we also have made the links available on our website at pearsonhotlinks.co.uk. If you find that a link from the scheme of work no longer works, please go to the pearsonhotlinks site, where you can also report if a link needs fixing.  Search for this title Edexcel IGCSE Chemistry Student Book or ISBN 9780435966898.

Please note: some of the BBC websites might not be available to certain international schools

Edexcel International GCSE 2009 in Chemistry (4CH0) and

Edexcel Level1/Level 2 Certificate in Chemistry (KCH0)

The number of guided learning hours required for this qualification is 120-140, which equates to approximately 2 hours per week over 60 weeks and reflects how centres will use time for practical activities differently. Guided Learning Hours are all the times when a teacher is present to give guidance.

|Week |Content coverage |Learning outcomes |Exemplar activities |Exemplar resources |

|1 |Section 1: Principles of |Students will be assessed on their ability to: |Activity: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Model particle behaviour in the three states using trays |1–4 |

| |a) States of matter |1.1 understand the arrangement, movement and energy of |of marbles; draw diagrams of the results. | |

| |b) Atoms |the particles in each of the three states of matter: |Demonstrations: |RSC Classic Chemistry Experiments Page 68 |

| | |solid, liquid and gas |Diffusion of gases – ammonia and hydrogen chloride (RSC |RSC Classic Chemistry Demonstrations Page 162 |

| | | |65) | |

| | |1.2 understand how the interconversions of solids, |Bromine diffusing into a gas jar of air. | |

| | |liquids and gases are achieved and recall the names used |Class practicals: | |

| | |for these interconversions |Diffusion in liquids (RSC 27) | |

| | | |Recording a heating curve for water, from ice to boiling | |

| | |1.3 explain the changes in arrangement, movement and |point. | |

| | |energy of particles during these interconversions | | |

| | | | | |

| | |1.4 describe and explain experiments to investigate the | | |

| | |small size of particles and their movement including: | | |

| | |i dilution of coloured solutions | | |

| | |ii diffusion experiments | | |

|2 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Complete table of properties of subatomic particles. |6–8 |

| |b) Atoms |1.5 understand the terms atom and molecule |Given atomic number and mass number, make a model of a | |

| |c) Atomic structure | |nucleus of an atom using polystyrene balls. |Video clips: |

| | |1.9 understand that atoms consist of a central nucleus, |Given atomic numbers and mass numbers, find atomic |Atoms and Their Electrons: history of atomic theory |

| | |composed of protons and neutrons, surrounded by |structure and Ar of different isotopes. |BBC TV documentaries: Atom and The Magic of Chemistry |

| | |electrons, orbiting in shells | | |

| | | |Identify which atoms are isotopes, given data on their | |

| | |1.10 recall the relative mass and relative charge of a |atomic structure. | |

| | |proton, neutron and electron | | |

| | |1.11 understand the terms atomic number, mass number, | | |

| | |isotopes and relative atomic mass (Ar) | | |

|3 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |ActiveBook animation |9–12 |

| |c) Atomic structure |1.13 understand that the Periodic Table is an arrangement|Make a model of an atom using paper and card, to show |Atomic structure: ActiveBook Page 10, animation |

| | |of elements in order of atomic number |electrons, shells and the nucleus. | |

| | | |Draw electronic configurations of first 20 elements. Cut |CGP GCSE Chemistry Edexcel Workbook |

| | |1.14 deduce the electronic configurations of the first 20|out diagrams and arrange on a blank Periodic Table. | |

| | |elements from their positions in the Periodic Table | | |

| | | | | |

| | |1.15 deduce the number of outer electrons in a main group| | |

| | |element from its position in the Periodic Table | | |

|4 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |ActiveBook animation |13–17 and 30–31 |

| |b) Atoms |1.5 understand the terms atom and molecule |Identifying different particles from diagrams of them |Simple molecular substances: ActiveBook Page 15, |

| |g) Covalent substances | |Drawing dot/cross diagrams of molecules in the |animation |

| | |1.6 understand the differences between elements, |specification; drawing displayed formulae of the | |

| |Section 2: Chemistry of the |compounds and mixtures |molecules |Video clips: |

| |elements | |Making models from displayed formulae. |Scientific Eye: Elements section on difference between |

| |a) The Periodic Table |2.5 understand that the noble gases (Group 0) are a |Demonstration: |hydrogen and helium |

| | |family of inert gases and explain their lack of |Exploding balloons, to compare hydrogen and helium, |Atoms and Their Electrons: covalent bonding |

| | |reactivity in terms of their electronic configurations |density and combustion. | |

| | | | | |

| | |1.38 describe the formation of a covalent bond by the | | |

| | |sharing of a pair of electrons between two atoms | | |

| | | | | |

| | |1.39 understand covalent bonding as a strong attraction | | |

| | |between the bonding pair of electrons and the nuclei of | | |

| | |the atoms involved in the bond | | |

| | | | | |

| | |1.40 explain, using dot and cross diagrams, the formation| | |

| | |of covalent compounds by electron sharing for the | | |

| | |following substances: | | |

| | |ihydrogen | | |

| | |i chlorine | | |

| | |ii hydrogen chloride | | |

| | |iii water | | |

| | |iv methane | | |

| | |v ammonia | | |

| | |vi oxygen | | |

| | |vii nitrogen | | |

| | |viii carbon dioxide | | |

| | |ix ethane | | |

| | |x ethene | | |

|5 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Draw dot/cross diagrams of electron transfer and ion |17–19 |

| |f) Ionic compounds |1.28 describe the formation of ions by the gain or loss |formation for combinations of elements listed. Work out | |

| | |of electrons |the formulae and name of the compounds formed. |RSC Classic Chemistry Experiments Page 35 |

| | | |Draw a cartoon of ionic bonding, e.g. when sodium met | |

| | |1.31 deduce the charge of an ion from the electronic |chlorine. |Video clip: |

| | |configuration of the atom from which the ion is formed |Demonstration: |Atoms and Their Electrons: ionic bonding |

| | | |Combination of elements: aluminium with iodine, magnesium| |

| | |1.32 explain, using dot and cross diagrams, the formation|with sulfur. | |

| | |of ionic compounds by electron transfer, limited to |Class practical: | |

| | |combinations of elements from Groups 1, 2, 3, and 5, 6, 7|A compound from two elements (RSC 14): iron plus sulfur. | |

| | | | | |

| | |1.33 understand ionic bonding as a strong electrostatic | | |

| | |attraction between oppositely charged ions | | |

|6 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook multiple choice and revision checklists: |

| |chemistry | |End of Section test |Chapters 1, 2 and 3 |

| |Section 2: Chemistry of the | | | |

| |elements | | | |

|7 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |ActiveBook animation |33–38 |

| |e) Chemical formulae and |1.30 recall the charges of common ions in this |Predict the formulae of named compounds using a table of |Balancing equations for neutralisation reactions: |

| |chemical equations |specification |common ions. |ActiveBook Page 36, animation |

| |f) Ionic compounds | |Learn the formula and charge of ions: games, e.g. Ion | |

| | |1.21 write word equations and balanced chemical equations|Bingo |RSC Classic Chemistry Demonstrations Page 10 |

| | |to represent the reactions studied in this specification |Formula test |Games for learning formulae: RSC Inspirational Chemistry:|

| | | |Practice writing word equations from descriptions of |Resources for Modern Curricula Chapter 2 |

| | |1.22 use the state symbols (s), (l), (g) and (aq) in |chemical reactions | |

| | |chemical equations to represent solids, liquids, gases |Practice writing balanced chemical equations including | |

| | |and aqueous solutions respectively |state symbols from word equations. | |

| | | |Demonstration: | |

| | | |The combustion of iron wool (RSC 5) | |

| | | |Class practical: | |

| | | |Observing a range of compounds and noting their formula | |

| | | |and names, looking for patterns. | |

|8 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Use practical results (see below) plus additional |60–67 |

| |f) Reactivity series |2.30 describe how reactions with water and dilute acids |evidence to place metals in a reactivity series. | |

| | |can be used to deduce the following order of reactivity: |Make predictions about the reactivity of a metal given |RSC Classic Chemistry Demonstrations Page 22 |

| | |potassium, sodium, lithium, calcium, magnesium, zinc, |its place in the reactivity series. |RSC Classic Chemistry Experiments Page 79 |

| | |iron and copper |Make a poster showing what happens in a displacement | |

| | | |reaction. | |

| | |2.32 understand oxidation and reduction as the addition |Demonstrations: | |

| | |and removal of oxygen respectively |The reaction between zinc and copper oxide (RSC 11). | |

| | | |Thermit reaction (RSC 74). | |

| | |2.31 deduce the position of a metal within the reactivity|Class practicals: | |

| | |series using displacement reactions between metals and |Reaction of metals with acids and with water | |

| | |their oxides |Competition for oxygen (RSC 31). | |

|9 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry |2.29 understand that metals can be arranged in a |Deduce a reactivity series from practical results (see |60–67 |

| |f) Ionic compounds |reactivity series based on the reactions of the metals |below). | |

| | |and their compounds: potassium, sodium, lithium, calcium,|Use practical results to write chemical equations for |RSC Classic Chemistry Experiments Page 249 |

| |Section 2: Chemistry of the |magnesium, aluminium, zinc, iron, copper, silver and gold|displacement reactions. | |

| |elements | |deduce ionic equations from displacement chemical | |

| |f) Reactivity series |2.31 deduce the position of a metal within the reactivity|equations. | |

| | |series using displacement reactions between metals and |Draw dot/cross diagrams to illustrate electron transfer | |

| | |their salts in aqueous solutions |in the formation of ions from atoms. | |

| | | |Learn OILRIG (Oxidation Is Loss, Reduction Is Gain) or | |

| | |1.29 understand oxidation as the loss of electrons and |LEO says GER (Loss of Electrons is Oxidation, Gain of | |

| | |reduction as the gain of electrons |Electrons is Reduction) or make up a mnemonic to remember| |

| | | |redox behaviour in terms of electron transfer. | |

| | |2.33 understand the terms: redox, oxidising agent, |Class practical: | |

| | |reducing agent |Displacement reactions between metals and their salts | |

| | | |(RSC 97). | |

|10 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements |5.1 explain how the methods of extraction of the metals |Make a poster about the chemical reactions in a blast |139–145 |

| |f) Reactivity series |in this section are related to their positions in the |furnace. | |

| | |reactivity series |Draw conclusions from rusting experiments to compare |RSC Classic Chemistry Demonstrations Page 196 |

| |Section 5: Chemistry in industry| |effectiveness of different corrosion prevention methods. |RSC Classic Chemistry Experiments Page 126 |

| |a) Extraction and uses of metals|5.4 describe and explain the main reactions involved in |Demonstration: | |

| | |the extraction of iron from iron ore (haematite), using |Thermit reaction (RSC 74). |Video clips: |

| | |coke, limestone and air in a blast furnace |Class practical: |Chemistry in Action: Iron and Steel |

| | | |The causes of rusting (RSC 50). |Scientific Eye: Materials and their Properties, Rust |

| | |2.34 describe the conditions under which iron rusts | | |

| | | | | |

| | |2.35 describe how the rusting of iron may be prevented by| | |

| | |grease, oil, paint, plastic and galvanising | | |

| | | | | |

| | |2.36 understand the sacrificial protection of iron in | | |

| | |terms of the reactivity series | | |

|11 |Section 5: Chemistry in industry|Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |a) Extraction and uses of metals| |Answer comprehension questions to consolidate learning. |139–145 |

| | |5.2 describe and explain the extraction of aluminium from|Draw and label a diagram of aluminium electrolysis. | |

| | |purified aluminium oxide by electrolysis, including: |Research the uses of aluminium and iron. Relate the uses |RSC Classic Chemistry Demonstrations Page 39 |

| | |i the use of molten cryolite as a solvent and to decrease|to the properties of the metals. | |

| | |the required operating temperature |Evaluate the advantages of recycling aluminium over |Video clip: |

| | |ii the need to replace the positive electrodes |extracting it from ore, given key facts about both |Chemistry in Action: Aluminium. |

| | |iii the cost of the electricity as a major factor |processes. | |

| | | |Demonstration: | |

| | |5.3 write ionic half-equations for the reactions at the |The real reactivity of aluminium (RSC 18). | |

| | |electrodes in aluminium extraction | | |

| | | | | |

| | |5.5 explain the uses of aluminium and iron, in terms of | | |

| | |their properties | | |

|12 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section test |revision checklist: Chapter 5, 8 and 17. |

| |Section 5: Chemistry in industry| | | |

|13 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Complete a pH chart showing the pH of everyday |70–78 |

| |c) Group 7 elements – chlorine, |4.1 describe the use of the indicators litmus, |substances. | |

| |bromine and iodine |phenolphthalein and methyl orange to distinguish between |Write a short magazine article entitled ‘What causes |RSC Classic Chemistry Experiments Page 23 |

| | |acidic and alkaline solutions |acidity’, using information on Pages 76–78 of the Student| |

| |Section 4: Physical chemistry | |Book. |Video clip: |

| |a) Acids, alkalis and salts |4.2 understand how the pH scale, from 0–14, can be used |Demonstrations: |Materials and their Properties: Acids and Alkalis |

| | |to classify solutions as strongly acidic, weakly acidic, |Hydrogen chloride gas: demonstrating its effect on moist | |

| | |neutral, weakly alkaline or strongly alkaline |blue litmus paper and on dry blue litmus paper. | |

| | | |Solutions of HCl in methylbenzene and in water: testing | |

| | |4.3 describe the use of universal indicator to measure |the solutions with blue litmus paper. | |

| | |the approximate pH value of a solution |Class practical: | |

| | | |The pH scale (RSC 10). | |

| | |4.4 define acids as sources of hydrogen ions, H+, and | | |

| | |alkalis as sources of hydroxide ions, OH– | | |

| | | | | |

| | |2.11 understand the difference between hydrogen chloride | | |

| | |gas and hydrochloric acid | | |

| | | | | |

| | |2.12 explain, in terms of dissociation, why hydrogen | | |

| | |chloride is acidic in water but not in methylbenzene | | |

|14 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Invent a card game to learn the name and formulae of |70–78 |

| |g) Test for ions and gases |4.5 predict the products of reactions between dilute |salts. | |

| | |hydrochloric, nitric and sulfuric acids; and metals, |Complete word and chemical equations to learn the | |

| |Section 4: Physical chemistry |metal oxides and metal carbonates (excluding the |patterns in the reactions of acids. | |

| |a) Acids, alkalis and salts |reactions between nitric acid and metals) |Derive ionic equations from chemical equations to | |

| | | |understand the role of H+ in the reactions. | |

| | |2.39 describe a test for hydrogen |Class practical: | |

| | | |The reaction of acids with metals, metal oxides and | |

| | | |carbonates. | |

|15 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Write up the experimental method of the salt preparation |81–87 |

| |b) Atoms |4.6 understand the general rules for predicting the |experiments: draw diagrams of the apparatus used. | |

| | |solubility of salts in water: |Write balanced chemical equations for the preparation of |RSC Classic Chemistry Experiments Pages 99 and 118 |

| |Section 4: Physical chemistry |i all common sodium, potassium and ammonium salts are |given salts. | |

| |a) Acids, alkalis and salts |soluble |Learn solubility rules for a solubility quiz. | |

| | |ii all nitrates are soluble |Predict whether given salts are soluble or insoluble in | |

| | |iii common chlorides are soluble, except silver chloride |water. | |

| | |iv common sulfates are soluble, except those of barium |Given the name of a salt, suggest methods for preparing | |

| | |and calcium |it. | |

| | |v common carbonates are insoluble, except those of | | |

| | |sodium, potassium and ammonium |Class practicals: | |

| | | |Reaction between a metal oxide and dilute acid (RSC 39) | |

| | | |Forming a salt that is insoluble in water (RSC 47). | |

| | |4.7 describe experiments to prepare soluble salts from | | |

| | |acids | | |

| | | | | |

| | |1.7 describe experimental techniques for the separation | | |

| | |of mixtures, including filtration and crystallisation | | |

| | | | | |

| | |4.8 describe experiments to prepare insoluble salts using| | |

| | |precipitation reactions | | |

| | | | | |

| | |4.9 describe experiments to carry out acid–alkali | | |

| | |titrations | | |

|16 |Section 4: Physical chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |c) Rates of reaction | |Draw graphs to show the effect of concentration on rate |41–50 |

| | |4.17 describe experiments to investigate the effects of |of reaction. | |

| | |changes in surface area of a solid and concentration of |Deduce a trend from the graph, e.g. ‘doubling |RSC Classic Chemistry Experiments Page 73 |

| | |solutions on the rate of a reaction |concentration doubles rate’. |RSC Classic Chemistry Demonstrations Page 50 |

| | | |Draw particle pictures to illustrate surface area and | |

| | |4.18 describe the effects of changes in surface area of a|concentration effects. |Multimedia Science School 11–16 Edition: Particle |

| | |solid, concentration of solutions and pressure of gases |Write a particle theory explanation for the effects of |animation |

| | |on the rate of a reaction |surface area and of concentration on reaction rate. | |

| | | |Demonstration: |Birchfield Interactive: Rates of Reaction Ages 14–16 |

| | |4.20 explain the effects of changes in surface area of a |Clock reaction (RSC 23). | |

| | |solid, concentration of solutions and pressure of gases |Class practicals: | |

| | |in terms of particle collision theory |Rate of reaction – the effects of concentration and | |

| | | |temperature (RSC 29). | |

| | | |The effect of changing surface area on the rate of a | |

| | | |reaction. | |

|17 |Section 4: Physical chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |c) Rates of reaction | |Draw a graph of temperature vs rate of reaction, from |41–50 |

| | |4.17 describe experiments to investigate the effects of |practical results (see below): deduce a trend from the |Catalytic converter: ActiveBook Page 44, animation |

| | |changes in temperature and the use of a catalyst on the |graph. | |

| | |rate of a reaction |Draw reaction profile diagrams to illustrate the effects |RSC Classic Chemistry Experiments Pages 73, 145 |

| | | |of temperature change and of a catalyst. |RSC Classic Chemistry Demonstrations Page 245 |

| | | |View ActiveBook animation of a catalytic converter as an | |

| | |4.18 describe the effects of changes in temperature and |example of the function of a catalyst. |Multimedia Science School 11–16 Edition: Particle |

| | |the use of a catalyst on the rate of a reaction |Use interactive animation software to visualise collision|animation |

| | | |theory. Students may write an account of what they | |

| | |4.19 understand the term activation energy and represent |observe using animation software. (Multimedia Science |Birchfield Interactive: Rates of Reaction Ages 14–16 |

| | |it on a reaction profile |School.) | |

| | | |Demonstrations: | |

| | |4.20 explain the effects of changes in temperature on the|Catalysts for the thermal decomposition of potassium | |

| | |rate of a reaction in terms of particle collision theory |chlorate. | |

| | | |Demonstration of a liquid siphon to illustrate the | |

| | |4.21 explain that a catalyst speeds up a reaction by |concept of activation energy. | |

| | |providing an alternative pathway with lower activation |Class practicals: | |

| | |energy |Catalysis (RSC 58). | |

| | | |Rate of reaction – the effects of concentration and | |

| | | |temperature (RSC 29). | |

|18 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section test |revision checklist: Chapters 6, 9 and 10 |

| |Section 2: Chemistry of the | | | |

| |elements | | | |

| |Section 4: Physical chemistry | | | |

|19 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Draw a diagram of apparatus for the preparation of |71–73 and 93 |

| |e) Hydrogen and water |2.25 describe the reactions of dilute hydrochloric and |hydrogen. | |

| | |dilute sulfuric acids with magnesium, aluminium, zinc and|Write chemical equations for the reaction of acids with |RSC Classic Chemistry Experiments Page 134 |

| | |iron |metals to produce hydrogen and a salt. |RSC Classic Chemistry Demonstrations Pages 82–89 |

| | | |Write a short account of the preparation of anhydrous | |

| | |2.26 describe the combustion of hydrogen |copper(II) sulfate and its use. | |

| | | |Research and present methods for determining the purity | |

| | |2.27 describe the use of anhydrous copper(II) sulfate in |of water, and how water can be purified. | |

| | |the chemical test for water |Demonstrations: | |

| | | |Water as the product of burning hydrogen (RSC 66). | |

| | |2.28 describe a physical test to show whether water is |A controlled hydrogen explosion (RSC 36). | |

| | |pure |Exploding balloons (RSC 37). | |

| | | |Class practicals: | |

| | | |Making hydrogen in the lab (Student Book Page 73). | |

| | | |Heating copper(II) sulfate (RSC 53). | |

| | | |Measuring the boiling point of water. | |

|20 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Draw a pie chart showing the composition of dry |54–55 |

| |d) Oxygen and oxides |2.16 recall the gases present in air and their |unpolluted air. | |

| | |approximate percentage by volume |Calculate the percentage volume of oxygen in air using |RSC Classic Chemistry Experiments Page 11 |

| | | |given experimental data from different samples of air. | |

| | |2.17 explain how experiments involving the reactions of |Demonstration: | |

| | |elements such as copper, iron and phosphorus with air can|Using copper to measure the oxygen in air (Student Book | |

| | |be used to investigate the percentage by volume of oxygen|Page 54). | |

| | |in air |Class practicals: | |

| | | |Using iron to measure the oxygen in air (Student Book | |

| | |2.18 describe the laboratory preparation of oxygen from |Page 55). | |

| | |hydrogen peroxide, using manganese(IV) oxide as a |Preparation and properties of oxygen (RSC 11). | |

| | |catalyst | | |

|21 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Page 58|

| |elements | |Evaluate methods of producing carbon dioxide. | |

| |d) Oxygen and oxides |2.20 describe the laboratory preparation of carbon |Research the large-scale production of carbon dioxide, |RSC Classic Chemistry Experiments Pages 76, 165 |

| | |dioxide from calcium carbonate and dilute hydrochloric |explaining the demand for this gas. |RSC Classic Chemistry Demonstrations Page 141 |

| |Section 5: Chemistry in industry|acid |Watch a video on acid rain pollution then write a short | |

| |b) Crude oil | |magazine article on its causes and effects. |Mentos Diet Coke Geyser |

| | |2.21 describe the formation of carbon dioxide from the |Demonstrations: | |

| | |thermal decomposition of metal carbonates such as |‘Coke + Mentos’ demonstration. | |

| | |copper(II) carbonate |The density of carbon dioxide (RSC 56). | |

| | | |The reaction of sulfur dioxide and of nitrogen dioxide | |

| | |2.22 describe the properties of carbon dioxide, limited |with water, and the pH of the resulting solutions. | |

| | |to its solubility and density |Class practicals: | |

| | | |Making carbon dioxide in the lab (Student Book Page 58). | |

| | |2.23 explain the use of carbon dioxide in carbonating |The effect of heat on metal carbonates (RSC 66). | |

| | |drinks and in fire extinguishers, in terms of its |Reaction between carbon dioxide and water (RSC 30). | |

| | |solubility and density | | |

| | | | | |

| | |5.11 understand that, in car engines, the temperature | | |

| | |reached is high enough to allow nitrogen and oxygen from | | |

| | |air to react, forming nitrogen oxides | | |

| | |5.12 understand that nitrogen oxides and sulfur dioxide | | |

| | |are pollutant gases which contribute to acid rain, and | | |

| | |describe the problems caused by acid rain | | |

|22 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Use experimental results to classify elements into two |55–56 and 100 |

| |a) The Periodic Table |2.19 describe the reactions of magnesium, carbon and |types: metal and non-metal. | |

| |d) Oxygen and oxides |sulfur with oxygen in air, and the acid–base character of|Identify metals and non-metals on the Periodic Table. |RSC Classic Chemistry Experiments Page 52 |

| | |the oxides produced |Predict the character of a given element. | |

| | | |Demonstration: | |

| | |2.3 explain the classification of elements as metals or |Burning elements in oxygen. | |

| | |non-metals on the basis of their electrical conductivity |Class practicals: | |

| | |and the acid–base character of their oxides |Investigating the electrical conductivity of metals and | |

| | | |non-metals. | |

| | |2.2 recall the positions of metals and non-metals in the |Testing the pH of oxides (RSC 21). | |

| | |Periodic Table | | |

|23 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Watch a video about the Periodic Table. Answer |99–105 |

| |a) The Periodic Table |2.1 understand the terms group and period |comprehension questions about its development, structure | |

| |b) Group 1 elements – lithium, | |and use. |RSC Classic Chemistry Demonstrations Page 185 |

| |sodium and potassium |2.4 understand why elements in the same group of the |Draw conclusions about patterns and trends in Group 1 | |

| | |Periodic Table have similar chemical properties |from the results of the demonstration. |Video clips: |

| | | |Draw dot/cross diagrams to explain the trend in |Chemistry: a Volatile History (BBC), or |

| | |2.5 understand that the noble gases (Group 0) are a |reactivity in Group 1. |Mendeleev’s Dream (Channel 4) |

| | |family of inert gases and explain their lack of |Demonstration: | |

| | |reactivity in terms of their electronic configurations |Reactions of the alkali metals (RSC 72). | |

| | | | | |

| | |2.6 describe the reactions of the Group 1 elements with | | |

| | |water and understand that the reactions provide a basis | | |

| | |for their recognition as a family of elements | | |

| | | | | |

| | |2.7 describe the relative reactivities of the elements in| | |

| | |Group 1 | | |

| | | | | |

| | |2.8 explain the relative reactivities of the elements in | | |

| | |Group 1 in terms of distance between the outer electrons | | |

| | |and the nucleus | | |

|24 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Watch a video or demonstration, and note the trends in |105–109 |

| |c) Group 7 elements – chlorine, |2.9 recall the colours and physical states of the |colour and room temperature state of halogens. | |

| |bromine and iodine |elements at room temperature |Deduce the reactivity series of the halogens from |RSC Classic Chemistry Experiments Page 46 |

| | | |displacement experiments. |RSC Classic Chemistry Demonstrations Pages 204–210 |

| | |2.10 make predictions about the properties of other |Deduce chemical, ionic and half equations from | |

| | |halogens in this group |experimental results to identify redox behaviour in | |

| | | |displacement reactions. | |

| | |2.13 describe the relative reactivities of the elements |Deduce the likely properties of fluorine and astatine. | |

| | |in Group 7 |Demonstration: | |

| | | |Reactions of chlorine, bromine and iodine with iron and | |

| | |2.14 describe experiments to demonstrate that a more |with aluminium (RSC 77). | |

| | |reactive halogen will displace a less reactive halogen |Class practical: | |

| | |from a solution of one of its salts |Reactions of halogens (RSC 19). | |

| | | | | |

| | |2.15 understand these displacement reactions as redox | | |

| | |reactions | | |

|25 |Section 2: Chemistry of the |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |elements | |End of Section test |revision checklist: Chapters 7 and 12 |

| |Section 5: Chemistry in industry| | | |

|26 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Draw conclusions about the properties of substances that |23–27 |

| |f) Ionic compounds |1.34 understand that ionic compounds have high melting |have giant ionic structures. | |

| |h) Metallic crystals |and boiling points because of strong electrostatic forces|Make a model and draw a diagram of a sodium chloride |RSC Classic Chemistry Experiments Page 116 |

| | |between oppositely charged ions |lattice. | |

| | | |Watch ICT animation of lattice formation: enact lattice |Birchfield Interactive: Structure and Bonding Ages 14–16 |

| | |1.35 understand the relationship between ionic charge and|formation. | |

| | |the melting point and boiling point of an ionic compound |Interpret melting point data to derive link between ionic| |

| | | |charge and melting point. | |

| | |1.36 describe an ionic crystal as a giant |Watch ICT animation of metallic structure. | |

| | |three-dimensional lattice structure held together by the |Draw diagrams to explain malleability and conductivity in| |

| | |attraction between oppositely charged ions |metals. | |

| | | |Class practicals: | |

| | | |Giant ionic structure: the properties of sodium chloride;| |

| | |1.37 draw a diagram to represent the positions of the |observing melting point, solubility, conductivity and | |

| | |ions in a crystal of sodium chloride |crystal shape. | |

| | | |Growing metal crystals (RSC 46). | |

| | |1.46 understand that a metal can be described as a giant | | |

| | |structure of positive ions surrounded by a sea of | | |

| | |delocalised electrons | | |

| | | | | |

| | |1.47 explain the electrical conductivity and malleability| | |

| | |of a metal in terms of its structure and bonding | | |

|27 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Deduce properties of simple molecular substances from |27–29 |

| |g) Covalent substances |1.41 understand that substances with simple molecular |practical results. | |

| | |structures are gases or liquids, or solids with low |Watch ICT animation or video on simple molecular |Birchfield Interactive: Structure and Bonding Ages 14–16 |

| | |melting points |structure then draw diagrams of weak interactions between| |

| | | |molecules. | |

| | |1.42 explain why substances with simple molecular |Watch demonstration and draw diagrams of the giant | |

| | |structures have low melting and boiling points in terms |covalent structure of diamond and graphite. | |

| | |of the relatively weak forces between the molecules | | |

| | |1.43 explain the high melting and boiling points of |Research the uses of diamond and graphite and relate | |

| | |substances with giant covalent structures in terms of the|these to structure. | |

| | |breaking of many strong covalent bonds |Demonstration: | |

| | | |Diamond and graphite: difference in properties. | |

| | |1.44 draw diagrams representing the positions of the |Class practical: | |

| | |atoms in diamond and graphite |Properties of simple molecular substances: observing | |

| | | |melting point, boiling point, solubility and | |

| | |1.45 explain how the uses of diamond and graphite depend |conductivity. | |

| | |on their structures, limited to graphite as a lubricant | | |

| | |and diamond in cutting | | |

|28 |Section 1: Principles of |1.11 understand the term relative atomic mass (Ar) |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |ICT Drag and Drop exercises, learning games and quizzes. |176–178 |

| |c) Atomic structure |1.12 calculate the relative atomic mass of an element |ActiveBook animation. |Finding the relative formula mass: ActiveBook Page 178, |

| |d) Relative formula masses and |from the relative abundances of its isotopes |Exercises: calculating Ar from isotopic abundance. |animation |

| |molar volumes of gases | |Drawing displayed formulae of molecules and calculating | |

| | |1.16 calculate relative formula masses (Mr) from relative|the Mr. |Birchfield Interactive: Quantitative Chemistry Ages 14–16|

| | |atomic masses (Ar) | | |

|29 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section test |revision checklist: Chapter 4 |

|30 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |ICT Drag and Drop exercises, learning games and quizzes |179–182 |

| |d) Relative formula masses and |1.17 understand the use of the term mole to represent the|to reinforce understanding of the mole concept. | |

| |molar volumes of gases |amount of substance |Exercises to calculate number of particles, moles from a |Birchfield Interactive: Quantitative Chemistry Ages 14–16|

| | | |given mass and mass from a given number of moles. | |

| | |1.18 understand the term mole as the Avogadro number of |Demonstration: | |

| | |particles (atoms, molecules, formulae, ions or electrons)|Weighing out one mole of different substances: | |

| | |in a substance |reinforcing that all these masses contain the same number| |

| | | |of particles. | |

| | |1.19 carry out mole calculations using relative atomic | | |

| | |mass (Ar) and relative formula mass (Mr) | | |

|31 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Working out empirical formulae from mass or % by mass |182–184 |

| |e) Chemical formulae and |1.23 understand how the formulae of simple compounds can |data. | |

| |chemical equations |be obtained experimentally, including metal oxides, water|Converting empirical formulae to molecular formulae given|RSC Classic Chemistry Experiments Pages 131 and 233 |

| | |and salts containing water of crystallisation |molecular mass data. | |

| | | |Class practicals: |Birchfield Interactive: Quantitative Chemistry Ages 14–16|

| | |1.24 calculate empirical and molecular formulae from |To find the formula of hydrated copper(II) sulfate (RSC | |

| | |experimental data |52) | |

| | | |Finding the formula of an oxide of copper (RSC 90). | |

|32 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Exercises using equations and the mole concept to predict|187–192 |

| |d) Relative formula masses and |1.25 calculate reacting masses using experimental data |mass of product or mass of reactant. | |

| |molar volumes of gases |and chemical equations |Exercises calculating reacting quantities using gas molar|RSC Classic Chemistry Experiments Pages 41 and 169 |

| |e) Chemical formulae and | |volume. | |

| |chemical equations |1.20 understand the term molar volume of a gas and use |Class practicals: |Birchfield Interactive: Quantitative Chemistry Ages 14–16|

| | |its values (24 dm3 and 24,000 cm3) at room temperature |Change in mass when magnesium burns (RSC 67). | |

| | |and pressure (rtp) in calculations |Determination of relative atomic mass (RSC 17). | |

|33 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Page |

| |chemistry | |Exercises in calculating % yield given product mass. |193 |

| |e) Chemical formulae and |1.26 calculate percentage yield |Exam questions to assist consolidation of the | |

| |chemical equations | |quantitative chemistry topic. |RSC Classic Chemistry Experiments Page 169 |

| | | |Class practical: | |

| | | |Change in mass when magnesium burns (RSC 67). | |

|34 |Section 4: Physical chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |d) Equilibria | |ICT quizzes and games to reinforce understanding of |125–129 |

| | |4.22 understand that some reactions are reversible and |concepts. |Reversible reactions and equilibria: ActiveBook Page 125,|

| | |are indicated by the symbol ⇌ in equations |Exercises in predicting the shift in position of |animation |

| | | |equilibrium when conditions are altered. |RSC Classic Chemistry Demonstrations Page 7 |

| | |4.23 describe reversible reactions such as the |ActiveBook animation. | |

| | |dehydration of hydrated copper(II) sulfate and the effect|Demonstrations: |RSC Classic Chemistry Experiments Page 134 |

| | |of heat on ammonium chloride |The equilibrium between ICl and ICl3 (RSC 4). | |

| | | |The baling experiment: baling water from one tank to |Birchfield Interactive: Reversible reactions Ages 14–16 |

| | |4.24 understand the concept of dynamic equilibrium |another to demonstrate dynamic equilibrium being | |

| | | |established in a closed system. | |

| | |4.25 predict the effects of changing the pressure and |Class practicals: | |

| | |temperature on the equilibrium position in reversible |Heating copper(II) sulfate (RSC 53). | |

| | |reactions |Heating ammonium chloride. | |

|35 |Section 5: Chemistry in industry|Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |d) The industrial manufacture of| |Comprehension exercise to reinforce facts introduced in |133–136 |

| |chemicals |5.22 understand that nitrogen from air, and hydrogen from|the video |The Contact Process: ActiveBook Page 135, animation |

| | |natural gas or the cracking of hydrocarbons, are used in |Make posters or flow diagrams to explain the Haber and | |

| | |the manufacture of ammonia |contact processes. |RSC Classic Chemistry Demonstrations Pages 282 and 139 |

| | | |ActiveBook animation. |RSC Classic Chemistry Experiments Pages 124 and 236 |

| | |5.23 describe the manufacture of ammonia by the Haber |Research the uses of ammonia and of sulfuric acid. | |

| | |process, including the essential conditions: |Write ‘instructions’ for the operation of an ammonia |Birchfield Interactive: Reversible reactions Ages 14–16 |

| | |i a temperature of about 450°C |plant, stressing the importance of compromise temperature| |

| | |ii a pressure of about 200 atmospheres |and pressure conditions. |Video clip: |

| | |iii an iron catalyst |Demonstrations: |Chemistry in Action: Out of the Air |

| | | |The oxidation of ammonia (RSC 100). | |

| | |5.24 understand how the cooling of the reaction mixture |Sulfuric acid as a dehydrating agent (RSC 55). | |

| | |liquefies the ammonia produced and allows the unused |Class practicals: | |

| | |hydrogen and nitrogen to be recirculated |The properties of ammonia (RSC 49). | |

| | | |Making a fertiliser (RSC 91). | |

| | |5.25 describe the use of ammonia in the manufacture of | | |

| | |nitric acid and fertilisers | | |

| | | | | |

| | |5.26 recall the raw materials used in the manufacture of | | |

| | |sulfuric acid | | |

| | | | | |

| | | | | |

| | |5.27 describe the manufacture of sulfuric acid by the | | |

| | |contact process, including the essential conditions: | | |

| | |i a temperature of about 450 °C | | |

| | |ii a pressure of about 2 atmospheres | | |

| | |iii a vanadium(V) oxide catalyst | | |

| | | | | |

| | |5.28 describe the use of sulfuric acid in the manufacture| | |

| | |of detergents, fertilisers and paints | | |

|36 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section tests |revision checklist: Chapters 15,16, 22 and 23 |

| |Section 4: Physical chemistry | | | |

| |Section 5: Chemistry in industry| | | |

|37 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |BP video: fill in quiz comprehension sheet to find facts |163–166 |

| |b) Atoms |5.6 understand that crude oil is a mixture of |about fractions. | |

| | |hydrocarbons |Complete a diagram of a fractionating tower, detailing |Video clip: |

| |Section 5: Chemistry in industry| |chain length, boiling point and use of each fraction. |BP: Refining and Products from Crude Oil |

| |b) Crude oil |5.7 describe and explain how the industrial process of |Write a description of how the process of fractional | |

| | |fractional distillation separates crude oil into |distillation works. | |

| | |fractions |Demonstrations: | |

| | | |The fractional distillation of crude oil | |

| | |1.7 describe experimental techniques for the separation |Viscosity and combustion of the fractions. | |

| | |of mixtures, including fractional distillation | | |

| | | | | |

| | |5.8 recall the names and uses of the main fractions | | |

| | |obtained from crude oil: refinery gases, gasoline, | | |

| | |kerosene, diesel, fuel oil and bitumen | | |

| | | | | |

| | |5.9 describe the trend in boiling point and viscosity of | | |

| | |the main fractions | | |

|38 |Section 3: Organic chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |a) Introduction | |Make models of alkanes. |156–157 |

| |b) Alkanes |3.1 explain the terms homologous series, hydrocarbon, |Use molecular models to derive displayed and molecular |Hydrocarbons: ActiveBook Page 158, PowerPoint |

| | |saturated, unsaturated, general formula and isomerism |formulae. | |

| | | |Use molecular models to find the isomers of pentane, draw| |

| | |3.2 recall that alkanes have the general formula CnH2n+2 |their displayed formulae. | |

| | | |ActiveBook PowerPoint. | |

| | |3.3 draw displayed formulae for alkanes with up to five | | |

| | |carbon atoms in a molecule, and name the straight-chain | | |

| | |isomers | | |

|39 |Section 3: Organic chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |b) Alkanes | |Write chemical equations for combustion reactions. |156–157 |

| | |3.4 recall the products of the complete and incomplete |ActiveBook animations |Combustion, carbon monoxide poisoning: ActiveBook Page |

| |Section 5: Chemistry in industry|combustion of alkanes |Research news articles about carbon monoxide poisoning |157, four animations |

| |b) Crude oil | |incidents. | |

| | |5.10 understand that incomplete combustion of fuels may |Produce a gas safety advertisement, explaining the cause |RSC Classic Chemistry Experiments Page 40 |

| | |produce carbon monoxide and explain that carbon monoxide |and dangers of incomplete combustion. | |

| | |is poisonous because it reduces the capacity of the blood|Watch a film about climate change then participate in an |”Carbon monoxide – the silent killer”: RSC Inspirational |

| | |to carry oxygen |in-class debate on the issues raised in the film. |Chemistry: Resources for Modern Curricula Page 43 |

| | | |Demonstration: | |

| | |2.24 understand that carbon dioxide is a greenhouse gas |The products of combustion of methane (RSC 38) | |

| | |and may contribute to climate change |Class practical: | |

| | | |Combustion (RSC 16). | |

|40 |Section 5: Chemistry in industry|Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |b) Crude oil | |Watch BP video then answer comprehension questions on the|166–167 |

| | |5.13 understand that fractional distillation of crude oil|importance of catalytic cracking. | |

| | |produces more long-chain hydrocarbons than can be used |Use molecular models to explain why alkenes are formed |RSC Classic Chemistry Experiments Page 247 |

| | |directly and fewer short-chain hydrocarbons than required|during catalytic cracking. | |

| | |and explain why this makes cracking necessary | |Video clip: |

| | | |Use chemical equations in cracking reactions to predict a|BP: Refining and Products from Crude Oil |

| | |5.14 describe how long-chain alkanes are converted to |product or reactant. | |

| | |alkenes and shorter chain alkanes by catalytic cracking, |Class practicals: | |

| | |using silica or alumina as the catalyst and a temperature|Cracking hydrocarbons (RSC 96) | |

| | |in the range of 600–700°C |Testing for unsaturation with bromine water. | |

|41 |Section 3: Organic chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |c) Alkenes | |Complete a table showing the name, molecular formula and |158–159 |

| | |3.6 recall that alkenes have the general formula CnH2n |displayed formula of the first three alkenes. | |

| | | |Write an account of observations from practical (see |Video clip: |

| | |3.7 draw displayed formulae for alkenes with up to four |below), and write chemical equations to explain |BP: Refining and Products from Crude Oil |

| | |carbon atoms in a molecule, and name the straight-chain |observations. | |

| | |isomers (knowledge of cis- and trans-isomers is not |Write a chemical equation, using displayed formulae for | |

| | |required) |the bromination of methane. | |

| | | |Demonstration: | |

| | |3.8 describe the addition reaction of alkenes with |The photochemical reactions of chlorine with methane. | |

| | |bromine, including the decolourising of bromine water as |Class practical: | |

| | |a test for alkenes |Testing for alkenes using bromine water. | |

| | | | | |

| | |3.5 describe the substitution reaction of methane with | | |

| | |bromine to form bromomethane in the presence of UV light | | |

|42 |Section 5: Chemistry in industry|Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |c) Synthetic polymers | |Exercises in drawing the repeat unit of polymers and |169–173 |

| | |5.15 understand that an addition polymer is formed by |identifying the monomer given a polymer’s repeat unit. | |

| | |joining up many small molecules called monomers |Researching the uses and environmental impact of addition|RSC Classic Chemistry Experiments Pages 27 and 245 |

| | | |and condensation polymers, and linking these to the |RSC Classic Chemistry Demonstrations Pages 159 and 256 |

| | |5.16 draw the repeat unit of addition polymers, including|polymers’ properties. | |

| | |poly(ethene), poly(propene) and poly(chloroethene) |Demonstrations: | |

| | | |The nylon rope trick (RSC 64). | |

| | |5.17 deduce the structure of a monomer from the repeat |Making rayon (RSC 91). | |

| | |unit of an addition polymer |Class practicals: | |

| | | |Identifying polymers (RSC 12). | |

| | | |Addition polymerisation (RSC 95). | |

| | |5.18 describe some uses for polymers, including | | |

| | |poly(ethene), poly(propene) and poly(chloroethene) | | |

| | | | | |

| | |5.19 explain that addition polymers are hard to dispose | | |

| | |of as their inertness means that they do not easily | | |

| | |biodegrade | | |

| | | | | |

| | |5.20 understand that some polymers, such as nylon, form | | |

| | |by a different process called condensation polymerisation| | |

| | | | | |

| | |5.21 understand that condensation polymerisation produces| | |

| | |a small molecule, such as water, as well as the polymer | | |

|43 |Section 3: Organic chemistry |3.9 describe the manufacture of ethanol by passing ethene|Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |d) Ethanol |and steam over a phosphoric acid catalyst at a |List the advantages and disadvantages of each method of |159–161 |

| | |temperature of about 300°C and a pressure of about 60–70 |ethanol production. |Alcohols and their properties: ActiveBook Page 159, |

| | |atm |ActiveBook PowerPoint. |PowerPoint |

| | | |Research uses of ethanol and link each use to the | |

| | |3.10 describe the manufacture of ethanol by the |appropriate production method. |RSC Classic Chemistry Demonstrations Page 275 |

| | |fermentation of sugars, for example glucose, at a |Read and discuss news articles about ‘gasohol’ and |RSC Classic Chemistry Experiments Page 201 |

| | |temperature of about 30°C |biofuels. | |

| | | |Balance equations for the production, combustion and | |

| | |3.11 evaluate the factors relevant to the choice of |dehydration of ethanol. | |

| | |method used in the manufacture of ethanol, for example |Demonstration: | |

| | |the relative availability of sugar cane and crude oil |Fermentation. | |

| | | |Dehydrating ethanol (RSC 98). | |

| | |3.12 describe the dehydration of ethanol to ethene, using|Class practical: | |

| | |aluminium oxide |The properties of alcohols (RSC 79). | |

|44 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section test |revision checklist: Chapters 19, 20 and 21 |

| |Section 3: Organic chemistry | | | |

| |Section 5: Chemistry in industry| | | |

|45 |Section 4: Physical chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |b) Energetics | |Draw enthalpy level diagrams for exothermic and |120–123 |

| | |4.10 understand that chemical reactions in which heat |endothermic reactions. | |

| | |energy is given out are described as exothermic and those|Complete exercises, identifying whether a reaction is |RSC Classic Chemistry Experiments Page 54 |

| | |in which heat energy is taken in are endothermic |exo- or endothermic given ∆H. | |

| | | |Class practical: | |

| | |4.13 understand the use of ∆H to represent enthalpy |Exothermic or endothermic? (RSC 22). | |

| | |change for exothermic and endothermic reactions | | |

| | | | | |

| | |4.14 represent exothermic and endothermic reactions on a | | |

| | |simple energy level diagram | | |

|46 |Section 4: Physical chemistry |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |b) Energetics | |Calculating ∆H from practical results |202–207 |

| | |4.11 describe simple calorimetry experiments for |Drawing enthalpy level diagrams for the reactions studied| |

| | |reactions, such as combustion, displacement, dissolving |in the experiments. |RSC Classic Chemistry Experiments Pages 114 and 219 |

| | |and neutralisation in which heat energy changes can be |Class practicals: | |

| | |calculated from measured temperature changes |Thermometric titration (RSC 45). | |

| | | |Comparing the heat energy produced by combustion of | |

| | |4.12 calculate molar enthalpy change from heat energy |various alcohols (RSC 85). | |

| | |change | | |

|47 |Section 4: Physical chemistry |Students will be assessed on their ability to: |Activity: |Edexcel International GCSE Chemistry Student Book Pages |

| |b) Energetics | |Exercises in calculating ∆H, for given chemical reactions|202–203 |

| | |4.15 understand that the breaking of bonds is endothermic|given bond enthalpy data. | |

| | |and that the making of bonds is exothermic | | |

| | | | | |

| | |4.16 use average bond energies to calculate the enthalpy | | |

| | |change during a simple chemical reaction | | |

|48 |Section 4: Physical chemistry |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| | | |End of Section test |revision checklist: Chapters 14 and 25 |

|49 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Watch ICT animation of conduction in metal and in an |112–115 |

| |i) Electrolysis |1.48 understand that an electric current is a flow of |electrolyte, and note differences. | |

| | |electrons or ions |Draw diagrams of conduction in metals and in |RSC Classic Chemistry Experiments Pages 37 and 87 |

| | | |electrolytes. | |

| | |1.49 understand why covalent compounds do not conduct |Plan an experiment to distinguish between electrolyte and|Birchfield Interactive: Electrolysis and its applications|

| | |electricity |non-electrolyte. |Ages 14–16 |

| | | |Class practicals: | |

| | |1.50 understand why ionic compounds conduct electricity |Testing the conductivity of metals, ionic and covalent | |

| | |only when molten or in solution |substances. | |

| | | |Chemistry and electricity (RSC 15). | |

| | |1.51 describe experiments to distinguish between |Migration of ions (RSC 34). | |

| | |electrolytes and non-electrolytes | | |

|50 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Draw diagrams showing ions present, product and half |112–115 |

| |i) Electrolysis |1.52 understand that electrolysis involves the formation |equation at each electrode for the electrolysis |Electrolysis: ActiveBook Page 113, animation |

| | |of new substances when ionic compounds conduct |experiments. | |

| | |electricity |ActiveBook animation. |RSC Classic Chemistry Demonstrations Page 238 |

| | | |Demonstration: |RSC Classic Chemistry Experiments Page 238 |

| | |1.53 describe experiments to investigate electrolysis, |The electrolysis of molten lead bromide. | |

| | |using inert electrodes, of molten salts such as lead(II) |Class practical: | |

| | |bromide and predict the products |The electrolysis of copper(II) sulfate solution (RSC 92).| |

| | | | | |

| | |1.54 describe experiments to investigate the | | |

| | |electrolysis, using inert electrodes, of an aqueous | | |

| | |solution of copper(II) sulfate | | |

| | | | | |

| | |1.55 write ionic half-equations representing the | | |

| | |reactions at the electrodes during electrolysis | | |

|51 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry |1.54 describe experiments to investigate the |Draw diagrams showing ions present, product and |115–118 |

| |i) Electrolysis |electrolysis, using inert electrodes, of aqueous |half-equation at each electrode for the electrolysis | |

| | |solutions of sodium chloride and dilute sulfuric acid and|experiments. |RSC Classic Chemistry Experiments Page 210 |

| | |predict the products | | |

| | | |Demonstration: | |

| | |1.55 write ionic half-equations representing the |The Hofmann voltammeter. | |

| | |reactions at the electrodes during electrolysis |Class practical: | |

| | | |The electrolysis of solutions (RSC 82). | |

|52 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Exercises in calculating amount of product in |196–200 |

| |i) Electrolysis |1.56 recall that one faraday represents one mole of |electrolysis, given current and time data. | |

| | |electrons |Class practicals: |RSC Classic Chemistry Experiments Page 208 |

| | | |Quantitative electrolysis (RSC 81). | |

| | |1.57 calculate the amounts of the products of the |The Hofmann voltammeter. | |

| | |electrolysis of molten salts and aqueous solutions | | |

|53 |Section 5: Chemistry in industry|Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |d) The industrial manufacture of| |Draw a diagram of the diaphragm cell including electrode |136–137 |

| |chemicals |5.29 describe the manufacture of sodium hydroxide and |half-equations. | |

| | |chlorine by the electrolysis of concentrated sodium |Research the uses of the products from the chlor-alkali |RSC Classic Chemistry Experiments Page 210 |

| | |chloride solution (brine) in a diaphragm cell |industry. | |

| | | |Class practical: |Video clip: |

| | |5.30 write ionic half-equations for the reactions at the |The electrolysis of solutions (RSC 82). |Chemistry in Action: Chemical from Salt |

| | |electrodes in the | | |

| | |diaphragm cell | | |

| | | | | |

| | |5.31 describe important uses of sodium hydroxide, | | |

| | |including the manufacture of bleach, paper and soap; and | | |

| | |of chlorine, including sterilising water supplies and in | | |

| | |the manufacture of bleach and hydrochloric acid | | |

|54 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section test |revision checklist: Chapters 13, 16 and 24 |

| |Section 5: Chemistry in industry| | | |

|55 |Section 1: Principles of |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Drawing diagrams of apparatus used in fractional |89–91 |

| |b) Atoms |1.7 describe techniques for the separation of mixtures, |distillation. | |

| | |including simple distillation, fractional distillation, |Exercises in planning purification of a range of |RSC Classic Chemistry Experiments Pages 8, 179 and 256 |

| |Section 2: Chemistry of the |filtration, crystallisation and paper chromatography |different mixtures. | |

| |elements | |Demonstration: | |

| |e) Hydrogen and water |1.8 explain how information from chromatograms can be |Fractional distillation of aqueous alcohol. | |

| | |used to identify the composition of a mixture |Class practicals: | |

| | | |The chromatography of leaves (RSC 4). | |

| | | |‘Smarties’ chromatography (RSC 71). | |

| | | |Purification of an impure solid (RSC 99). | |

|56 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Write chemical and ionic equations for reactions |92–96 |

| |g) Tests for ions and gases |2.38 describe tests for the anions: |encountered in ion tests. | |

| | |i Cl–, Br– and I–, using dilute nitric acid and silver |Suggest the identity of unknown substances, given ion |RSC Classic Chemistry Experiments Page 203 |

| | |nitrate solution |test results. | |

| | |ii SO42–, using dilute hydrochloric acid and barium |Class practicals: | |

| | |chloride solution |Testing salts for anions (RSC 80). | |

| | |iii CO32–, using dilute hydrochloric acid and identifying|Tests to identify gases. | |

| | |the carbon dioxide evolved | | |

| | | | | |

| | |2.39 describe tests for the gases: | | |

| | |i hydrogen | | |

| | |ii oxygen | | |

| | |iii carbon dioxide | | |

| | |iv ammonia | | |

| | |v chlorine | | |

|57 |Section 2: Chemistry of the |Students will be assessed on their ability to: |Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |elements | |Write chemical and ionic equations for reactions |94–96 |

| |g) Tests for ions and gases |2.37 describe tests for the cations: |encountered in ion tests. | |

| | |i Li+, Na+, K+, Ca2+, using flame tests |Suggest the identity of unknown substances, given test |RSC Classic Chemistry Experiments Page 203 |

| | |ii NH4+, using sodium hydroxide solution and identifying |results. | |

| | |the ammonia evolved |Class practicals: | |

| | |iii Cu2+, Fe2+ and Fe3+, using sodium hydroxide solution |Testing salts for cations (RSC 80). | |

| | | |Flame tests. | |

|58 |Section 1: Principles of |Students will be assessed on their ability to: | Activities: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Exercises in calculating concentration given mass and |209–210 |

| |e) Chemical formulae and |1.27 carry out mole calculations using volumes and molar |solution volume. | |

| |chemical equations |concentrations |Exercises in calculating mass, given concentration and |RSC Classic Chemistry Demonstrations Page 147 |

| | | |solution volume. | |

| | | |Reacting mass calculations involving solutions. | |

| | | |Demonstration: | |

| | | |Estimating the concentration of domestic bleach (RSC 59).| |

|59 |Section 1: Principles of |Students will be assessed on their ability to: |Activity: |Edexcel International GCSE Chemistry Student Book Pages |

| |chemistry | |Practice titration calculations. |209–214 |

| |e) Chemical formulae and |1.27 carry out mole calculations using volumes and molar |Class practical: | |

| |chemical equations |concentrations |Titration of sodium hydroxide with hydrochloric acid (RSC|RSC Classic Chemistry Experiments Page 120 |

| | | |48). | |

| |Section 4: Physical chemistry |4.9 describe experiments to carry out acid–alkali | | |

| |a) Acids, alkalis and salts |titrations | | |

|60 |Section 1: Principles of |Consolidation and assessment |Revision exercises |ActiveBook interactive multiple choice questions and |

| |chemistry | |End of Section test |revision checklist: Chapters 11 and 26 |

| |Section 2: Chemistry of the | | | |

| |elements | | | |

| |Section 4: Physical chemistry | | | |

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