Revision checklist for IGCSE

Chemistry 0620
A guide for Students
 Revision checklist for IGCSE Chemistry 0620

A guide for students

How to use this guide

The guide describes what you need to know about your IGSCE Chemistry
examination.

It will help you to plan your revision programme for the theory examinations and will
explain what the examiners are looking for in the answers you write. It can also be
used to help you to revise by using tick boxes in Section 3, What you need to know,
to check what you know and which topic areas you have covered.

The guide contains the following sections:

Section 1: How will you be tested?

This section will give you information about the different types of theory and practical
examination Papers that are available.

Section 2: What will be tested?

This section describes the areas of knowledge, understanding and skills that you will
be tested on.

Section 3: What you need to know

This shows the syllabus content in a simple way so that you can check:
the topics you need to know about
how the Extended syllabus (Supplement) differs from the Core syllabus
details about each topic in the syllabus
how much of the syllabus you have covered

Appendices

This section covers the other things you need to know such as:
how you can make the most of the copy of the Periodic Table that you are given in
the exam
how to use the table of tests for particular chemical groups
the importance of the command words the Examiners use in the
examination Papers
information about the mathematical skills you need

Not all the information will be relevant to you. For example, you will need to select
what you need to know in Sections 1 and 3, by finding out from your teacher which
examination Papers you are taking.

Section 1: How will you be tested?

1.1 The examination Papers you will take

You will be entered for three examination Papers, two theory Papers and one
practical Paper.
You will need to ask your teacher which practical Paper you are taking. Nearer the
time of the examination, you will also need to ask which theory Papers you are being
entered for.

If your teacher thinks that you should enter for the examination based on the Core
syllabus, you will take Paper 1 (theory), Paper 2 (theory) and one of the practical
Papers (4 or 5 or 6).

If your teacher thinks that you should enter for the examination based on the
Extended syllabus, you will take Paper 1 (theory), Paper 3 (theory) and one of the
practical Papers (4 or 5 or 6).

Whether you take Paper 2 or 3 will depend on the progress your teacher thinks you
have made and which Paper most suits your particular strengths. You should discuss
this with your teacher.

1.2 About the theory Papers

The table gives you information about the theory Papers

Paper number How long and Whats in the Paper? Whats the %
how many of the total
marks? examination
Paper 1 45 minutes 40 multiple-choice questions. 30%
(40 marks) You choose one answer you
consider correct from 4 possible
answers
Paper 2 1 hours Short-answer questions and 50%
(80 marks) structured questions. You (you do either
should write your answers in the Paper 2 or Paper
3)
spaces provided. The Paper
tests topics in the Core syllabus.
Paper 3 1 hours Short-answer and structured 20%
(80 marks) questions. You should write (you do either
your answer in the spaces Paper 2 or Paper
3)
provided. The Paper tests topics
in the Extended syllabus.
Practical Paper see next table see next table 20%
Total 100%

1.3 About the practical Papers

Twenty percent of the marks for IGCSE Chemistry are for practical work. Practical
work is based only on the Core syllabus.

You will do one of the practical Papers shown in the table. Your teacher will tell you
which practical Paper you will do. The number of marks varies between the Papers,
but your final mark will be calculated so that it is worth the same percentage of the
total examination as the other practical Papers.
Paper number How long and Whats involved?
and type how many
marks?
Paper 4 no fixed time You design and carry out experiments, which
(coursework) (48 marks) are then marked by your teacher. You will be
assessed on 4 skill areas. You need to
produce 2 pieces of work for each skill area.
Paper 5 1 hours You do a practical exam, which is supervised
(practical test) (40 marks) by a teacher. There are usually 2 questions,
testing 4 skill areas.
Paper 6 1 hour You answer a written paper about practical
(alternative to (60 marks) work. There are usually 6 questions, which
practical) test the same skill areas as Paper 5.

Here is some more detail about each of the practical Papers. If you are unsure of
anything, ask your teacher:

(i) Paper 4 (coursework)

You will carry out several experiments throughout your Chemistry course, which will
be marked by your teacher. Your teacher will mark you on four different skill areas.
What you have to do to get a basic (B), medium (M) or high (H) mark is shown below.
You could use a highlighter pen or underlining to note the differences between basic,
medium and higher.

Skill C1: Using apparatus

You follow written instructions to set up and use apparatus correctly. You carry out
your work safely.

B: You follow instructions correctly to do a single practical operation, e.g. set up a

burette, with hydrochloric acid in it, correctly.
You use familiar apparatus, with a little help on points of safety.

M: You follow instructions correctly to do a series of step-by-step practical

operations, e.g. set up a burette and carry out a titration.
You use familiar apparatus fairly well, with no help on points of safety.

H: You follow instructions correctly to do a series of step-by-step practical

operations, but may need to change one step if things dont work out as you thought,
e.g. you lower the concentration of acid if the reaction of marble chips with acid goes
too fast.
You use familiar apparatus very well, with no help on points of safety.

Skill C2: Observing

You make observations and measurements and write them down clearly.

B: You make suitable observations when given some detailed instructions.

You record results correctly when given a detailed table or some help.

M: You make suitable observations when given minimal instructions.

You record results correctly when given an outline table or minimal help.

H: You make suitable observations without help and record results as accurately as
the apparatus allows.
You record results correctly without help.
Skill C3: Handling results
You draw graphs and/ or perform calculations from your results. You draw
conclusions from your results and recognize any results, which do not fit into the
pattern.

B: You draw graphs or charts (or do some calculations) from your results when
given detailed suggestions.
You draw simple conclusions from your results.

M: You draw graphs or charts (or do some calculations) from your results when
given only a little help.
You draw simple conclusions from your results and comment on the patterns
shown by the data, e.g. a high concentration of acid causes a faster rate of
reaction than a low concentration.
You comment on results, which do not fit the pattern.

H: You draw graphs or charts (or do some calculations) from your results when
given no help.
You draw more general conclusions from your results and comment on the
patterns, e.g. the greater the concentration of acid, the faster the reaction.
You comment on results, which do not fit the pattern and suggest how to deal
with them, e.g. ignore them.
You suggest what errors there are in your experiment.

Skill C4: Planning and evaluating

You plan your experiment given some basic information from your teacher. You
suggest how well your plan worked and modify it, if necessary.

B: You write a simple plan for your experiment.

You modify your plan after doing several experiments to see which works the
best.

M: You write a plan for your experiment, which has a series of logical steps in it.
You modify your plan after doing trial experiments and give reasons why you
need to alter your original plan.
If there are two variables (things which can change e.g. concentration of acid,
size of marble chips), you recognise that one variable needs to be changed, while
the other is kept the same, e.g. keep the size of marble chips the same but
vary the concentration of acid.

H: You write a plan for your experiment which has a series of logical and clearly
reasoned steps.
You modify your plan after doing trial experiments. You give reasons why you
need to alter your original plan and suggest to what extent your plan works and
why. You suggest how to deal with unexpected results.
If there are more than two variables, you recognise which needs to be controlled
(kept constant) and which needs to be changed.

(ii) Paper 5 (Practical test)

You do a practical exam, which is supervised by a teacher. You are given an

instruction sheet which enables you carry out the experiments, handle the data and
draw appropriate conclusions. You may be asked to use the following techniques:
measuring the volumes of liquids and gases, including the use of burettes and
 pipettes (You will not be required to weigh materials.)
(You should be able to take burette reading to the nearest 0.1 cm3 and measure
volumes in measuring cylinders to the nearest scale unit.)
measuring speeds of reaction
measuring temperature (You should be able to measure the temperature to the
nearest scale division on the thermometer.)
paper chromatography
filtering
identifying ions and gases using a table of tests to help you (see Appendices)

(iii) Paper 6 (alternative to practical test)

This is a written Paper, testing the same four skill areas as Paper 5. You may be
asked to:
record reading from diagrams of apparatus, e.g. burette readings
answer questions on the arrangement of apparatus, e.g. for collecting gases
complete tables of data
draw conclusions from information
answer questions about experimental data
answer questions about tests for ions and gases - you will be expected to
learn and remember these tests
plot and interpret information from graphs
identify sources of error and suggest improvements in the experiment
suggest suitable apparatus for investigations
Section 2: What will be tested?

The Examiners take account of the following in your examination Papers:

your knowledge (what you remember) and understanding (how you use what you
know and apply it to unfamiliar situations)
how you handle information and solve problems
your use of experimental skills

These areas of knowledge and skills are called Assessment Objectives. The theory
Papers test mainly Assessment Objective A (knowledge with understanding) and
Assessment Objective B (handling information and problem solving). The purpose of
the Practical Paper is to test Assessment Objective C (experimental skills). Your
teacher will be able to give you more information about how each of these is used in
examination Papers. The table shows you the range of skills you should try to
develop.

Skill What the skill What you need to be able to do

means
A: remembering facts 1. use scientific ideas, facts and laws
knowledge with and applying these 2. know scientific definitions e.g. what is reduction?
understanding facts to new 3. know about chemical apparatus and how it works
situations 4. know about chemical symbols, quantities (e.g.
mass) and units (e.g. dm3)
5. understand the importance of science in
everyday life

B: how you extract 1. select and organize information from graphs

handling information and tables and written text
information and rearrange it in a 2. change information from one form to another,
problem solving sensible pattern e.g. draw graphs, construct symbol equations from
and how you carry word
out calculations equations
and make 3. arrange data and carry out calculations
predictions 4. identify patterns from information given and
draw conclusions
5. explain scientific relationships, e.g. use the
moving (kinetic) particle theory, to explain ideas
about
rate of reaction
6. make predictions and develop scientific ideas
7. solve problems

C: planning and 1. set up and use apparatus safely

experimental carrying out 2. make observations and measurements and
skills experiments and record them
recording and 3. analyse experimental results and suggest how
analysing valid they are
information 4. plan and carry out your own experiment and
describe to what extent your plan worked
Section 3: What you need to know

This is a table, which describes the things you may be tested on in the examination.
It is arranged in 14 topic areas. If you are studying only the Core syllabus (Paper 2),
you will need only to refer to the column headed Core material. If you are studying
the Extended syllabus (Paper 3) you will need to refer to both the Core and Extended
material columns. If you are unsure about which material to use, you should ask your
teacher for advice.

How to use the table

You can use the table throughout your Chemistry course to check the topic areas you
have covered. You can also use it as a revision aid. When you think you have a
good knowledge of a topic, you can tick the appropriate box in the checklist column.
The main headings in the topic areas are usually followed by the details of what you
should know. Test yourself as follows:

cover up the details with a piece of paper

try to remember the details
when you have remembered the details correctly, put a tick in the appropriate box

If you use a pencil to tick the boxes you can retest yourself whenever you want by
simply rubbing out the ticks. If you are using the table to check the topics you have
covered, you can put a tick in the topic column next to the appropriate bullet point.

The column headed comments can be used:

to add further information about the details for each bullet point
to note relevant page numbers from your text book
to add learning aids e.g. OIL RIG (for oxidation is loss (of electrons) and reduction
is gain (of electrons)
to highlight areas of difficulty/ things which you need to ask your teacher about
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments

1. Particle Describe the states of matter and

theory how they are changed into each
other:
the difference between solids
liquids and gases
how the movement and
closeness of the particles differs
in solids, liquids and gases

Describe and explain diffusion:

as the spreading out and
intermingling of liquids and
gases
caused by the random
movement of particles

Describe the evidence for the

movement of particles in liquids
Describe what affects the rate of
diffusion :
and gases: the larger the molecular
in terms of diffusion mass the greater the rate of
diffusion
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
2. Name apparatus:
Experimental
techniques
stop clock
thermometer
(weighing) balance
burette
pipette
measuring cylinder

Understand the idea of purity:

describe paper chromatography Outline the use of locating agents Details of particular
interpret simple chromatograms to show the position of colourless locating agents are not
substance can be identified from substances on chromatograms needed
their specific melting and boiling
points
know that impurities alter
melting and boiling points
purity is important in everyday
life e.g. food and drugs

Describe methods of purification:

using a suitable solvent e.g.
water for dissolving water-
soluble substances
filtration
crystallisation
simple distillation (including
distillation of alcohol from
fermentation)
fractionation (as in oil refining)
suggesting how to purify a
substance when given suitable
information
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
3. Atoms, Describe atomic structure: a copy of the Periodic
elements a proton has a positive charge, Table is available in the
and an electron has a negative exam to help you
compounds charge and a neutron is
uncharged
protons and neutrons have
approximately the same mass
electrons have a mass about
1/2000 that of a proton
define proton number and
nucleon number
elements are ordered in the
Periodic Table in order of
increasing proton number
the number of electrons in the
outer shell of an element is the
same as the group number
define isotopes
isotopes can be radioactive or
non-radioactive
describe how electrons are built you do not need to
up in shells know about s,p and d
understand that a full outer electrons
shell of electrons makes a
structure stable
understand the term valency
electrons

Understand the main types of

structure:
the differences between
elements, compounds and
mixtures
how the properties of metals
 differ from those of non-metals
an alloy (e.g. brass, steel) is a
mixture of a metal with other
elements

Understand ions and ionic

bonding:
ions are formed by the gain or describe the formation of
loss of electrons ionic bonds which can be
ionic compounds are formed formed
when group I and group VII between metallic and non-
elements combine metallic elements
ionic compounds have a
regular 3-dimensional
structure (lattice) of
alternating positive and
Describe molecules and covalent negative ions
bonding:
the difference between ions,
atoms and molecules
describe the electronic structure
and formation of covalent bonds describe the electron
in H2, Cl2, H2O, CH4 and HCl
describe how the sharing of
arrangement in more complex
molecules e.g. N2, C2H4,

pairs of electrons in these CH3OH, and CO2
molecules leads to the noble
gas structure round each atom
ionic substances have high
melting and boiling points and
simple molecular substances
have low boiling points
ionic substances are soluble in
water whereas covalent
compounds may or may not be
soluble in water
the electrical conductivity of
ionic and covalent compounds
Understand the structure and
properties of giant molecules
(macromolecules)
graphite and diamond are giant
covalent structures
relate the structures of graphite
describe the structure of
silicon(IV) oxide (silicon
and diamond to their use as a dioxide)
lubricant (graphite) and in cutting
tools (diamond) the similarity between the
structures of silicon(IV) oxide
and diamond

Describe metallic bonding:

as a lattice of positive ions
in a
sea of electrons
use this model to explain the
electrical conductivity and
malleability of metals
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
4. use the symbols of the elements
Quantities
and write formulas of simple
equations compounds work out the formula of an
ionic
work out the formula of a compound form the charges
compound by comparing the on
number of different atoms the ions

work out the formula of a

compound from a diagram
write more complex
write word equations balanced
equations and include state
write simple balanced chemical
equations
symbols

write ionic equations

define relative atomic mass, Ar
relative molecular mass, Mr is work out a balanced
the sum of the relative atomic
masses
equation
given relevant information

the symbol Mr also used for the

relative formula mass of ionic
compounds
The mole concept is not The molar gas volume is
3
do basic calculations involving needed for the core 24dm at room
material temperature and pressure
simple proportion in order to
work out the amounts of Questions on Gas Laws
substances which react on
grams
Use the mole concept:
define the mole
will not be set

define the Avogadro

constant
do calculations using the
molar
gas volume
from a given equation,
calculate
reacting masses, and
volumes
of gases and solutions
the units of solution
concentration are either
g/dm3 or
mol/dm3
calculate amounts of
products/
reactants when one reactant
in
the equation is limiting (not
in
excess )
calculate empirical formula
calculate molecular formula
calculate % yield and %
purity
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
5. Describe some general ideas
Electricity used in electrolysis:
and the cathode is the negative
chemistry electrode
the anode is the positive
electrode
inert electrodes such as
platinum or carbon are used in
electrolysis

Describe the products formed at Describe the products formed

the electrodes in the electrolysis: at the electrodes:
molten lead(II) bromide when the electrolyte is
concentrated hydrochloric acid molten
concentrated aqueous sodium when the electrolyte is a
chloride solution in water
metals or hydrogen are formed when the electrolyte is a
at the negative electrode dilute or concentrated
non-metals (other than solution of a halide in water
hydrogen) are formed at the when a solution of copper
positive electrode) sulphate in water is
predict the products when a electrolysed using carbon
molten simple salt (e.g. sodium electrodes
bromide, lead iodide) is when a solution of copper
electrolysed sulphate in water is
electrolysed using copper
Describe in outline: You need to know electrodes
the manufacture of aluminium starting materials and
from aluminium oxide in molten essential conditions but
cryolite not technical details or
the manufacture of chlorine and diagrams (For the examples given in
sodium hydroxide from a this section), describe
concentrated solution of sodium electrolysis in terms of:
chloride the ions present
 the electroplating of metals the reactions at the
the uses of electroplating electrodes
why copper is used in electrical
cables
why aluminium with a steel core
is used in electrical cables
why plastics and ceramics are
used as insulators
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
6. Energy Understand that: Understand that:
and exothermic reactions are those energy is released when
chemistry releasing energy bonds are formed (exothermic)
endothermic reactions are those energy is absorbed when
requiring energy bonds are broken
heat is released when fuels are batteries are a source of
burnt convenient, portable energy
hydrogen can be used as a a cell consists of 2 electrodes
fuel in an electrolyte
radioactive isotopes such as in a cell, the further the
235
U are a source of energy electrodes are apart in the
reactivity series, the greater
the voltage (and energy).
redox reactions occur at the
electrodes in a cell
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
Understand that speed of a Understand speed of reaction in
7.1 reaction: more detail:
Chemical is also called rate of reaction devise a way to measure the
reactions can be calculated by measuring speed of a reaction when given
the volume of gas in a gas information about the
syringe over a period of time experiment e.g. mass loss of a
can be calculated by measuring reactant
the volume of gas in an interpret data obtained from
upturned measuring cylinder full speed of reaction experiments
of water over a period of time

Understand that various factors understand that:

affect the speed of a chemical light affects the speed of a few
reaction: reactions e.g. the darkening of
increasing the temperature silver halides
increases the speed increasing the temperature
increasing the concentration of increases the speed of a
one or more of the reactants reaction because of increased
increases the speed rate of collision of the particles
decreasing the particle size of a increasing the concentration
solid reactant increases the of a reactant increases the
speed speed of a reaction because of
a catalyst is a substance that the increased rate of collision
speeds up a chemical reaction of the particles
(and is not chemically changed
at the end)
enzymes are biological catalysts

Describe some effects related to

the speed of reaction include:
explosions in flour mills due to
fine particles of readily Describe more effects related to
combustible flour in the air speed of reaction:
silver salts are used in
photography
 explosions in mines due to in the presence of light, some
explosive combinations of silver salts are reduced to
gases silver
photosynthesis is the reaction
between carbon dioxide and
water to produce glucose
light energy is needed for
Understand that reversible photosynthesis
reactions: chlorophyll absorbs the light
can be reversed by changing energy photosynthesis
the reaction conditions
water is removed when a hydrated means that Understand more about
hydrated salt is gently heated it has water in its reversible reactions:
a hydrated salt is formed when crystals the concept of equilibrium
water is added back to a increase in pressure on a
dehydrated salt reversible reaction pushes the
equilibrium in favour of the
side
of the equation with the lower
volume of gas
for an endothermic reaction,
increase in temperature
Understand redox reactions: increases the products
oxidation is gain of oxygen for an exothermic reaction,
reduction is loss of oxygen increase in temperature
the oxidation state of an ion in a increases the reactants
compound is given by roman
numbers e.g. iron(II),
manganate(VII)
Understand redox reactions:
oxidation is loss of electrons

reduction is gain of electrons
oxidation is increase in
oxidation
number
reduction is decrease in
oxidation number
when potassium manganate
(VII) oxidises a substance, it
 changes in colour from deep
pink to colourless
when (acidified) potassium
iodide reduces a substance, it
changes in colour from
colourless to brown
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
Describe the properties of acids Describe the properties of acids
8. Acids, and bases: and bases:
bases and acids react with metals to form a an acid gives off protons (to
salts salt and hydrogen water) when it reacts
acids react with hydroxides and a base accepts protons
basic oxides to form a salt and when dissolved in water,
water strong
acids react with carbonates to acids are completely ionised
form a salt, carbon dioxide and when dissolved in water, weak
water acids are only slightly ionised
pH can be measured using
universal indicator
how the numbers on the pH
scale describe the degree of
acidity or alkalinity.
pH 7 is neutral (neither acid nor
alkaline)
the importance of controlling soil
acidity

Describe oxides: Describe oxides:

oxides of many non-metals are as amphoteric if they react
acidic with both acids and bases
oxides of many metals are basic neutral if they do not react
with acids or bases

Describe the preparation of salts: Describe the preparation of

by reaction of acids with metals, salts:
metal oxides, hydroxides and by precipitation
carbonates suggest a way of making a
filtration and crystallization are salt when given suitable
used to separate and purify salts information

Describe tests to identify the see table of tests in

following cations (positive ions) in Section 4.2
aqueous solution using sodium
hydroxide or ammonia:
aluminium
ammonium
calcium
copper(II)
iron (II) and iron(III)
zinc

Describe tests to identify the See table of tests in

following anions (negative ions) in section 4.2
aqueous solution:
carbonate (by reaction with
dilute acid then testing the gas
given off with limewater)
chloride (by reaction with
silver nitrate solution under acid
conditions)
iodide (by reaction with lead(II)
nitrate solution under acid
conditions)
nitrate (by reduction with
aluminium under alkaline
conditions)
sulphate (by reaction with a
solution of barium ions under
acid conditions)

Describe tests to identify the see table of tests in

following gases: Section 4.2
ammonia (with damp red litmus)
carbon dioxide (with limewater)
chlorine (with damp litmus)
hydrogen (with a lighted splint)
oxygen (with a glowing splint)
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
Understand the Periodic Table: Understand that:
9. Periodic as a method of classifying valency electrons are those
table elements in the outer shell
its use in predicting the the number of valency
properties of elements electrons is equal to the group
that there is a change from number
metallic to non-metallic elements in groups I to III are
character across a period. metals and elements in groups
elements on the right hand
Describe the group I elements: side of the Periodic Table tend
they include lithium, sodium and to be non metals although for
potassium groups IV to VI there is a
they are fairly soft metals change from metallic to non-
they have low densities for metallic character down the
metals group
their melting points decrease
down the group
they are more reactive down the
group
trends can be used to predict
the properties of other elements
in the group

Describe the group VII elements

(halogens):
they include chlorine, bromine
and iodine
they contain diatomic molecules
(molecules with 2 atoms) Describe the trends in any
their colour gets darker down group of the Periodic Table
the group when given information about
at room temperature, chlorine is the elements in the group
a gas, bromine a liquid and
iodine a solid
 their reaction with halide ions
shows a trend, the halogens
higher in the group being more
reactive
trends can be used to predict
the properties of other elements
in the group

Describe the transition elements:

they are metals with very high
densities
they have high melting points
they form coloured compounds
the elements and their
compounds are often catalysts

Describe the noble gases:

they are unreactive (inert)
they are used where an inert
atmosphere is important
argon is used in lamps and
helium is used in balloons
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
10. Metals Describe the general properties of
metals:
physical properties e.g. shiny,
malleable, ductile etc
some chemical reactions
which are common to many
metals e.g. many metals react
with oxygen to form oxides and
many react with acids
alloys (mixtures of metals
with other elements) may alter
the physical properties of the
metal e.g. make the metal
stronger, more malleable or
more resistant to corrosion
you can tell if a metal is an
alloy from a diagram of its
structure

Describe the reactivity series: Describe the reactivity series :

as an order of reactivity of the as a list of the ease of
metals potassium, calcium, formation of positive ions (the
sodium, magnesium, zinc, metals most easily forming
iron (hydrogen) and copper positive ions being at the top)

You can get the order of reactivity You can get this order of reactivity
by observing the reaction of the by observing the reaction of the
metals with: metals with
water or steam ionic solutions such as sodium
chloride solution (the more
dilute hydrochloric acid reactive metal displaces the less
reactive one)
reduction of the metal oxide by the reaction of the metals
with carbon with metal oxides (the more
 reactive metal displaces the less
work out an order of reactivity reactive one)
from experimental results aluminium appears to be
unreactive because it forms a
protective oxide layer on its
surface

Describe the action of heat (if

any) on:
hydroxides of Ca, Cu, Fe, Mg,
K, Na and Zn
nitrates of Ca, Cu, Fe, Mg,
K, Na and Zn

Describe how we get metals from Describe how we get metals from
their ores: their ores:
metals above carbon in the the main reactions in the
reactivity series are easily extraction of zinc from zinc
obtained from their ores by blends
reduction with carbon the main ore of aluminium is
metals near the top of the bauxite
reactivity series are usually
extracted by electrolysis
the main reactions in the
extraction of iron from haematite
(reduction with carbon and
carbon monoxide)
steel is made from iron by
reaction with oxygen and basic
oxides

Describe the uses of metals: Describe further uses of metals:

aluminium for aircraft bodies zinc for galvanizing and making
because of its strength and low brass
density copper for electrical wires
aluminium for food containers because of its good electrical
 because it resists corrosion conductivity
mild steel for car bodies and copper for saucepans because
machinery it is a good conductor of heat.
stainless steel for chemical plant
and cutlery (knives, forks,
spoons)
the properties of iron can be
changed by adding small
amounts of other elements to
make steels with special
properties

Topic Core material Extended material

 You should be able to: Checklist Comments You should be able to: Checklist Comments
11. Air and Understand the importance of
water water:
know a chemical test for water
describe how water is purified
by filtration and chlorination
name some uses of water in the
home
name some uses of water in
industry
Understand the importance of
clean air: Describe how nitrogen and
clean air is a mixture containing oxygen are separated from liquid
approximately 79% nitrogen and air by fractional distillation
20% oxygen
oxygen is used in oxygen tents
in hospitals and (with the
hydrocarbon acetylene) in
welding
there are small amounts of
noble gases, carbon dioxide and
water vapour in the air
carbon dioxide is formed by the
complete combustion of carbon
compounds
carbon dioxide is a product of
respiration
carbon dioxide is given off when
an acid reacts with a carbonate
pollutants in the air include
carbon monoxide, sulphur
dioxide, oxides of nitrogen and
lead compounds
the carbon monoxide is formed
by incomplete combustion of
carbon compounds
carbon monoxide is poisonous
the sulphur dioxide is formed
from the combustion of fossil
fuels containing sulphur
sulphur dioxide contributes to
acid rain which corrodes
buildings and damages fish and Explain:
plants how nitrogen oxides are formed
the lead compounds and in the car engine
nitrogen oxides are found in car how nitrogen oxides are
exhausts removed by a catalytic converter
nitrogen oxides contribute to
acid rain and irritate the nose
and throat
lead compounds damage the
nervous system
Describe methods of rust Describe further methods of rust
prevention: prevention:
paints and other coatings sacrificial protection (by placing
prevent rust by stopping oxygen a metal higher in the reactivity
getting to the iron series in contact with the iron)
galvanizing iron with a layer of
zinc

Describe the importance of Describe the manufacture of

ammonia and ammonium ammonia by the Haber Process:
compounds: the hydrogen comes from
ammonia is released when petroleum hydrocarbons or
ammonium salts are heated with steam
sodium hydroxide the nitrogen comes from the air
fertilizers add nitrogen back to the essential conditions for the
the soil which has been removed process
by plants
fertilizers often contain nitrogen,
phosphorus and potassium
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
12. Sulphur Describe some aspects of the
chemistry of sulphur:
name some sources of sulphur
sulphur is used to make
sulphuric acid
the conditions used in the
Contact process for making
sulphuric acid (catalyst,
temperature and (normal)
pressure)
dilute sulphuric acid has the
properties of a typical acid
sulphur dioxide is used to
bleach wood pulp
sulphur dioxide is a food
preservative because it kills
bacteria
 Topic Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
13. Describe the reactions and uses
Carbonates of calcium carbonate:
how lime (calcium oxide) is
made from calcium carbonate by
heating
the chemical reaction involved in
making lime is thermal
decomposition
lime is used to neutralise
acidic soils
slaked lime is used to neutralise
acidic industrial waste
calcium carbonate is used in the
manufacture of iron and of
cement
 Topic
Core material Extended material
You should be able to: Checklist Comments You should be able to: Checklist Comments
14. Organic Name and draw the structures of: Name and draw further
chemistry methane structures:
ethane unbranched alkanes
ethanol alkenes but not cis-trans
ethanoic acid alcohols with up to 4 carbon isomers
1,2-dibromoethane atoms
poly(ethene) carboxylic acids with up to 4
carbon atoms
Recognise by name, compounds describe and identify structural
ending in: isomers
-ane are alkanes
-ene are alkenes
-ol are alcohols
-oic acid are carboxylic acids

Recognise from diagrams, the

structures of:
alkanes
alkenes
alcohols
carboxylic acids

Understand about fuels:

that coal, natural gas and
petroleum are fuels
that natural gas is largely
methane
that petroleum is a mixture of
hydrocarbons
how petroleum is separated into
useful fractions by fractional
 distillation
the names of the petroleum
fractions
petrol is used as a fuel in cars
paraffin is used for oil stoves
and aircraft fuel
diesel is used for fuel in diesel
engines
lubricating oil is used for
lubricants and for making waxes
and polishes
bitumen is used for making
roads

Describe an homologous series of Describe an homologous series in

compounds as: more detail:
having the same functional e.g. they can be represented by
group a general formula e.g. alkenes
having similar properties CnH2n

Understand that alkanes: Describe further reactions of

are saturated hydrocarbons alkanes:
are generally unreactive they react with chlorine (in the
can be burnt in excess air to presence of light to substitute
form carbon dioxide and water one or more hydrogen atoms)

Understand about alkenes: Describe the reaction of alkenes:

that they are unsaturated with bromine
hydrocarbons with steam
they decolourise bromine water with hydrogen
(or acidified potassium
manganate(VII)) :
ethene undergoes addition
polymerisation to form
poly(ethene)
in addition polymerisation, the
 simple units (ethene) which join
together are called monomers
that unsaturated hydrocarbons
differ from saturated
hydrocarbons in structure and
reaction with bromine water

Understand that ethanol:

forms carbon dioxide and
water on complete combustion
can be made by fermentation
can be made by addition of
steam to ethene in the presence
of a catalyst
is used as a solvent
is used as a fuel

Understand that ethanoic acid:

it is formed when ethanol is
oxidised by oxygen from the air
it can be made by oxidising
ethanol with acidified potassium
dichromate (VI).
it is a weak acid
it reacts with ethanol to make
the ester, ethyl ethanoate

Understand some aspects of the

chemistry of macromolecules:
they are large molecules built up
from small units called
monomers
different macromolecules have
different units and/ or different
linkages between the units
Understand some of the
chemistry of synthetic polymers:
plastics and man made fibres
have particular uses
the pollution problems that
are caused by non-
biodegradable plastics
know how to work out the
structure of a polymer from a Details of manufacture of
given alkene polymers is not needed
know how to work out the
structure of an alkene monomer
when given the structure of the
polymer
the structure of nylon (a
polyamide) can be represented
as:
(copy as p 12 in syllabus 2nd
diagram from bottom)
nylon is formed by a
condensation polymerisation.
the structure of terylene (a
polyester) can be represented as:
(copy as p12 in syllabus bottom
diagram)
terylene is formed by a
condensation reaction

Understand some of the

chemistry of natural
macromolecules:
proteins, carbohydrates and fats
form the main part of our food
proteins have the same linkages
(amide) as in nylon
proteins have different monomer
 units to nylon
proteins are hydrolysed to
amino acids
fats have the same linkage
(ester) as terylene
fats have different units to
terylene
fats are hydrolysed to make
soap
complex carbohydrates contain
a large number of (polymerised)
sugar units
the structure of the sugar units
can be represented as:
HO OH
the structure of a sugar polymer
can be represented as:
O O O
in a sugar units are joined by
condensation polymerisation
when a sugar polymer is formed
complex carbohydrates such as
starch can be hydrolysed to
simple sugars
ethanol and carbon dioxide are
formed when simple sugars are
fermented
amino acids (from the hydrolysis
of proteins) and simple sugars
(from the hydrolysis of complex
carbohydrates ) can be
separated and identified using
chromatography
Appendices (other things you need to know)

There are four other things you need to know about your Chemistry course. These
are shown below:

4.1 Using the Periodic Table

A copy of the Periodic Table is given on the back cover of the theory papers. You
need to make sure that you know the layout of the table and the information about
proton number and relative atomic masses. You must remember that the mass
number (number of protons + neutrons) is not the same as the relative atomic mass.
You also need to realise that:
groups are the columns down the table
periods are the rows across the table
the first period only contains two elements, hydrogen and helium.

A copy of the Periodic Table you will use is shown on the next page.
 The Periodic Table of the Elements
Group
I II III IV V VI VII 0
1 4
H He
Hydrogen Helium
1 2
7 9 11 12 14 16 19 20
Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10
23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulphur Chlorine Argon
11 12 13 14 15 16 17 18
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
85 88 89 91 93 96 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
133 137 139 178 181 184 186 190 192 195 197 201 204 207 209
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
*
226 227

Fr Ra Ac
Francium Radium actinium

87 88 89

*58-71 Lanthanoid series

90-103 Actinoid series

140 141 144 150 152 157 159 163 165 167 169 173 175
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Cerium Praseodymium Neodymium
Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 62 63 64 65 66 67 68 69 70 71
61
232 238
a a = relative atomic mass
Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Key X X = atomic symbol Thorium Uranium
Protactinium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
b = proton (atomic) number 90 92
b 91 93 94 95 96 97 98 99 100 101 102 103
3
The volume of one mole of any gas is 24 dm at room temperature and pressure (r.t.p.).
4.2 Notes for quantitative analysis

This is a table of chemical tests for particular chemical groups. You must learn and
remember these tests for the theory papers (Papers 1, 2 and 3) and for Paper 6
(Alternative to Practical). However, if you are entered for Paper 5 (Practical Test),
you will be given a copy of this table in the examination.

You should note the following points about this table:

anions are negatively charged ions
cations are positively charged ions
ppt. means precipitate
in excess means that you add a lot more of the test reagent (the chemical used for
the testing)
in solution means that the substance is dissolved in water
aqueous means dissolved in water
the tests for cations are for the cations in solution

Tests for anions

anion test test result

carbonate effervescence,
add dilute acid
(CO )2 carbon dioxide produced
chloride (Cl -) acidify with dilute nitric acid, then
white ppt.
[in solution] add aqueous silver nitrate
iodide (I-) acidify with dilute nitric acid, then
yellow ppt.
[in solution] add aqueous lead (II) nitrate
nitrate (NO ) add aqueous sodium hydroxide,
3 then aluminium foil; warm ammonia produced
[in solution] carefully
sulphate (SO 2 ) acidify, then add aqueous barium
4 white ppt.
nitrate
[in solution]

Tests for aqueous cations

effect of aqueous sodium
cation effect of aqueous ammonia
hydroxide
white ppt., soluble in excess
aluminium (Al 3+) white ppt., insoluble in excess
giving a colourless solution
ammonium
ammonia produced on warming -
(NH4+)
no ppt. or very slight white
calcium (Ca2+) white ppt., insoluble in excess
ppt.
light blue ppt., soluble in
copper (Cu2+ ) light blue ppt., insoluble in excess excess,
iron(II) (Fe2+ ) green ppt., insoluble in excess green ppt., insoluble in excess
red-brown ppt., insoluble in red-brown ppt., insoluble in
iron(III) (Fe3+)
excess excess
 white ppt., soluble in excess, white ppt., soluble in excess,
zinc (Zn2+ )
giving a colourless solution giving a colourless solution

Tests for gases

gas test and test result

ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) turns lime water milky
chlorine (Cl 2 ) bleaches damp litmus paper
hydrogen (H2) pops' with a lighted splint
oxygen (O2) relights a glowing splint
4.3 Command words and phrases used in chemistry examination Papers

Examiners use command words to help you to understand what they are looking for
in your answer. This table explains what each of these words or phrases means and
will help you to understand the kind of answer you should write. The list of command
words is in alphabetical order. You should remember that the meaning of a term may
vary slightly according to how the question is worded.

Calculate A numerical answer is needed. You should show any working,

especially when there are two or more steps in a calculation.
e.g. calculate the concentration of iodine in the solution
Deduce This may be used in two ways:
(i) You find the answer by working out the patterns in the
information given to you and drawing logical conclusions from it.
You may need to use information from tables and graphs and do
chemical calculations
e.g. deduce what will happen to the level of carbon dioxide if .
(ii) You find the answer by referring to a scientific law or theory
e.g. use your knowledge of the kinetic theory to deduce what
will happen when
Define You need to state the meaning of something
e.g. reduction is gain of electrons; a hydrocarbon is a compound
containing only hydrogen and carbon.
Describe You need to state the main points about something (using labelled
diagrams if this helps you).
e.g. describe how metals and non-metals differ in their properties
You may also be asked to describe
observations e.g. describe what you see when sodium reacts with
water
how to do particular experiments e.g. describe how you can
separate a mixture of coloured inks
Determine You are expected to use a formula that you know to calculate a
quantity.
e.g. Determine the relative molecular mass of potassium sulphate
Discuss You have to write down points for and against an argument
e.g. discuss points for and against the use of petrol as a fuel
Estimate This may be used in two ways :(i) You need to work out an
approximate value for a quantity, based on your knowledge of
theory and the information provided. e.g. estimate the boiling point
of iodine.
(ii) BUT, for titrations, estimate may also mean that you need to
calculate an exact quantity.
e.g. estimate (the concentration of) sodium hydroxide
Explain You have to give reasons for your answer
OR
refer to a particular theory
e.g. explain why reaction rate increases with temperature
Find This is a general term which can mean several similar things, such
as calculate, measure, determine etc.
List Write down a number of separate points. Where the number of
points is stated in the question, you should not write more than this
number.
e.g. list three properties of metals
Meant See Understand
(what is meant
by the term)
Measure You are expected to find a quantity by using a measuring
instrument
e.g. length (by using a ruler), volume (by using a measuring
cylinder)
Outline State the main points briefly
e.g. outline the process of extracting aluminium from pure
aluminium oxide
Predict This can be used in two ways:
(i) You find the answer by working out the patterns in the
information provided and drawing logical conclusions from this. You
may need to use information from tables and graphs and do
chemical calculations.
e.g. predict what will happen to the level of carbon dioxide if .
(ii) It may also mean giving a short answer stating what might
happen next.
e.g. predict what you would see when compound X reacts with
bromine water
Sketch (i) When drawing graphs, this means that you may draw the
approximate shape and/or position of the graph BUT you need to
make sure that any important details, such as the line passing
through the origin or finishing at a certain point, are drawn
accurately.
(ii) When drawing apparatus or other diagrams, a simple line
drawing is all that is needed, but you must make sure the
proportions are correct and the most important details are shown.
You should always remember to label your diagrams.
State You should give a short answer without going into any detail, e.g.
state the name of the compound with the formula CuSO4 :
BUT, remember that state the meaning of is different. It is more
like understand.
Suggest This may be used in two ways:
(i) There may be more than one
correct answer to the question.
e.g. suggest an ion that may be present in a mixture (after
adding a small amount of sodium hydroxide)
(ii) You are being asked to apply your general knowledge of
chemistry or reasoning
skills to a topic area that is not on the syllabus
e.g. applying ideas about reduction to a question on the
extraction of zinc
Understand You should (i) define something and (ii) make a more detailed
(what do you comment about it. The amount of detail depends on the number of
understand marks awarded.
by the term..) e.g. what do you understand by the term diffusion
4.4 The mathematical skills you need

This is a checklist of the maths skills you need for your chemistry exam.
Ask your teacher to explain any skills that you are unsure about. Tick the box in the
checklist when you have learned each skill. The comment column is for extra notes
and examples.

You can use a calculator for all the Papers. If your calculator is one that can be
programmed, you should make sure any information in it is removed before the
exam.

You can: checklist comments

add, subtract, multiply and divide

Use:

averages

decimals
fractions
percentages
ratios
reciprocals

recognise standard notation

(notation is putting symbols for
numbers e.g. x = 2, y = 5,
atomic mass, Z = 12)

use standard notation

use direct proportion

(stepwise increases) solving problems such as 3g of
carbon dioxide are made by
burning 2g of a fuel, how much fuel
needs to be burnt to make 6g
carbon dioxide?
use inverse proportion
(inverse means turned up side
down) the inverse of 4 is (= 0.25)

use numbers to the power of 10 Your calculator will often show

e.g. 1x102 = 100 number to the power of 10 when
you do calculations. Do not worry
too much though your calculator
does the work for you.
 draw charts You will be given the data

graphs with line of best fit

interpret:
bar graphs

pie charts

line graphs

select suitable scales and axes
for graphs

make approximations
e.g. as you go down group 7, the
melting points of the elements
increase by about 100oC

use the formulas:

area = length x width

volume = length x breadth x height
use and convert metric units into
one another e.g. 100cm = 1 m
1000g = 1 kg

use a ruler (compasses,

protractor and set square) It is unlikely that you will have to
use the instruments in brackets in
chemistry exams)
understand the meaning of :

angle
curve
circle
radius
diameter
square
rectangle
diagonal
solve equations containing 3
terms, when two of the terms are moles = mass/ relative atomic
mass
known can be solved for mass by rewriting
it mass = moles x relative atomic
mass