Paper 1

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Sample objectives

What this unit covers

• States of matter and mixtures: Give a clear account of the arrangement, movement and the relative energy of particles in each of the three states of matter: solid, liquid and gas.
• States of matter and mixtures: Recall accurately the names used for the interconversions between the three states of matter, recognising that these are physical changes: contrasted with chemical reactions that result in chemical changes.
• States of matter and mixtures: Build an explanation of the changes in arrangement, movement and energy of particles during these interconversions.
• States of matter and mixtures: Make a justified prediction about the physical state of a substance under specified conditions, given suitable data.
• States of matter and mixtures: Build an explanation of the difference between the use of ‘pure’ in chemistry compared with its everyday use and the differences in chemistry between a pure substance and a mixture.
• States of matter and mixtures: Draw meaning from melting point data to distinguish between pure substances which have a sharp melting point and mixtures which melt over a range of temperatures.
• States of matter and mixtures: Build an explanation of the types of mixtures that may be separated by by applying the following experimental techniques: a simple distillation b fractional distillation c filtration d crystallisation e paper chromatography.
• States of matter and mixtures: Give a clear account of an appropriate experimental technique to separate a mixture, knowing the properties of the components of the mixture.
• States of matter and mixtures: Give a clear account of paper chromatography as the separation of mixtures of soluble substances by running a solvent (mobile phase) through the mixture on the paper (the paper contains the stationary phase), which causes the substances to move at distinct rates over the paper.
• States of matter and mixtures: Draw meaning from a paper chromatogram: a to distinguish between pure and impure substances b to identify substances by comparison with known substances c to identify substances by calculation and use of R values f.
• States of matter and mixtures: Plan and carry out the core practical investigating the composition of inks using simple distillation and paper chromatography.
• States of matter and mixtures: Give a clear account of the way: a waste and ground water may be made potable, covering the need for sedimentation, filtration and chlorination b sea water may be made potable by using distillation c water used in analysis must not contain any dissolved salts.
• Chemical changes: Recall accurately that acids in solution are sources of hydrogen ions and alkalis in solution are sources of hydroxide ions.
• Chemical changes: Recall accurately that a neutral solution has a pH of 7 and that acidic solutions have lower pH values and alkaline solutions higher pH values.
• Chemical changes: Recall accurately the effect of acids and alkalis on indicators, covering litmus, methyl orange and phenolphthalein.
• Chemical changes: Recall accurately that the higher the concentration of hydrogen ions in an acidic solution, the lower the pH; and the higher the concentration of hydroxide ions in an alkaline solution, the higher the pH.
• Chemical changes: Recall accurately that as hydrogen ion concentration in a solution increases by a factor of 10, the pH of the solution decreases by 1.
• Chemical changes: Plan and carry out the core practical investigating the change in pH on adding powdered calcium hydroxide or calcium oxide to a fixed volume of dilute hydrochloric acid.
• Chemical changes: Build an explanation of the terms dilute and concentrated, with respect to amount of substances in solution.
• Chemical changes: Build an explanation of the terms weak and strong acids, with respect to the degree of dissociation into ions.
• Chemical changes: Recall accurately that a base is any substance that reacts with an acid to form a salt and water only.
• Chemical changes: Recall accurately that alkalis are soluble bases.
• Chemical changes: Build an explanation of the general reactions of aqueous solutions of acids with: a metals b metal oxides c metal hydroxides d metal carbonates to produce salts.
• Chemical changes: Give a clear account of the chemical test for: a hydrogen b carbon dioxide (using limewater).
• Chemical changes: Give a clear account of a neutralisation reaction as a reaction between an acid and a base.
• Chemical changes: Explain an acid-alkali neutralisation as a reaction in which hydrogen ions (H +) from the acid react with hydroxide ions (OH –) from the alkali to form water.
• Chemical changes: Give reasons why, if soluble salts are prepared from an acid and an insoluble reactant: a excess of the reactant is added b the excess reactant is removed c the solution remaining is only salt and water.
• Chemical changes: Give reasons why, if soluble salts are prepared from an acid and a soluble reactant: a titration must be used b the acid and the soluble reactant are then mixed in the correct proportions c the solution remaining, after reaction, is only salt and water.
• Chemical changes: Plan and carry out the core practical investigating the preparation of pure, dry hydrated copper sulfate crystals starting from copper oxide covering the use of a water bath.
• Chemical changes: Give a clear account of the way to carry out an acid-alkali titration, using burette, pipette and a suitable indicator, to prepare a pure, dry salt.
• Chemical changes: Recall accurately the general rules which describe the solubility of common types of substances in water: a all common sodium, potassium and ammonium salts are soluble b all nitrates are soluble c common chlorides are soluble except those of silver and lead d common sulfates are soluble except those of lead, barium and calcium e common carbonates and hydroxides are insoluble except those of sodium, potassium and ammonium.
• Chemical changes: Make a justified prediction about, using solubility rules, whether or not a precipitate will be formed when named solutions are mixed together, naming the precipitate if any.
• Chemical changes: Give a clear account of the method used to prepare a pure, dry sample of an insoluble salt.
• Chemical changes: Recall accurately that electrolytes are ionic compounds in the molten state or dissolved in water.
• Chemical changes: Give a clear account of electrolysis as a process in which electrical energy, from a direct current supply, decomposes electrolytes.
• Chemical changes: Build an explanation of the movement of ions during electrolysis, in which: a positively charged cations migrate to the negatively charged cathode b negatively charged anions migrate to the positively charged anode.
• Chemical changes: Build an explanation of the formation of the products in the electrolysis, using inert electrodes, of some electrolytes, covering: a copper chloride solution b sodium chloride solution c sodium sulfate solution d water acidified with sulfuric acid e molten lead bromide (demonstration).
• Chemical changes: Make a justified prediction about the products of electrolysis of other binary, ionic compounds in the molten state.
• Chemical changes: Write half equations for reactions occurring at the anode and cathode in electrolysis.
• Chemical changes: Explain oxidation and reduction by referring to loss or gain of electrons.
• Chemical changes: Recall accurately that reduction occurs at the cathode and that oxidation occurs at the anode in electrolysis reactions.
• Chemical changes: Build an explanation of the formation of the products in the electrolysis of copper sulfate solution, using copper electrodes, and how this electrolysis may be used to purify copper.
• Extracting metals and equilibria: Make a supported judgement about alternative biological methods of metal extraction (bacterial and phytoextraction).
• Extracting metals and equilibria: Deduce the relative reactivity of some metals, by their reactions with water, acids and salt solutions.
• Extracting metals and equilibria: Explain displacement reactions as redox reactions, by referring to gain or loss of electrons.
• Extracting metals and equilibria: Build an explanation of the reactivity series of metals (potassium, sodium, calcium, magnesium, aluminium, (carbon), zinc, iron, (hydrogen), copper, silver, gold) by referring to the reactivity of the metals with water and dilute acids and that these reactions show the relative tendency of metal atoms to form cations.
• Extracting metals and equilibria: Recall accurately that: a most metals are extracted from ores found in the Earth’s crust b unreactive metals are found in the Earth’s crust as the uncombined elements.
• Extracting metals and equilibria: Explain oxidation as the gain of oxygen and reduction as the loss of oxygen.
• Extracting metals and equilibria: Recall accurately that the extraction of metals involves reduction of ores.
• Extracting metals and equilibria: Give reasons why the method used to extract a metal from its ore is related to its position in the reactivity series and the cost of the extraction process, illustrated by a heating with carbon (covering iron) b electrolysis (covering aluminium) (knowledge of the blast furnace is not required).
• Extracting metals and equilibria: Build an explanation of the way a metal’s relative resistance to oxidation is related to its position in the reactivity series.
• Extracting metals and equilibria: Make a supported judgement about the advantages of recycling metals, covering economic implications and how recycling can preserve both the environment and the supply of valuable raw materials.
• Extracting metals and equilibria: Give a clear account of that a life-cycle assessment for a product involves consideration of the effect on the environment of obtaining the raw materials, manufacturing the product, by applying the product and disposing of the product when it is no longer useful.
• Extracting metals and equilibria: Make a supported judgement about data from a life cycle assessment of a product.
• Extracting metals and equilibria: Recall accurately that chemical reactions are reversible, the use of the symbol in equations and that the direction of some reversible reactions may be altered by changing the reaction conditions ⇌.
• Extracting metals and equilibria: Give a clear account of the formation of ammonia as a reversible reaction between nitrogen (extracted from the air) and hydrogen (obtained from natural gas) and that it can reach a dynamic equilibrium.
• Extracting metals and equilibria: Recall accurately the conditions for the Haber process as: a temperature 450 °C b pressure 200 atmospheres c iron catalyst.
• Extracting metals and equilibria: Make a justified prediction about how the position of a dynamic equilibrium is affected by changes in: a temperature b pressure c concentration.
• Separate chemistry 1: Work out the atom economy of a reaction forming a desired product.
• Separate chemistry 1: Recall accurately that most metals are transition metals and that their typical properties include: a high melting point b high density c the formation of coloured compounds d catalytic activity of the metals and their compounds as exemplified by iron.
• Separate chemistry 1: Recall accurately that the oxidation of metals results in corrosion.
• Separate chemistry 1: Build an explanation of the way rusting of iron may be prevented by: a exclusion of oxygen b exclusion of water c sacrificial protection.
• Separate chemistry 1: Build an explanation of the way electroplating may be used to improve the appearance and/or the resistance to corrosion of metal objects.
• Separate chemistry 1: Explain, using models, why converting pure metals into alloys often increases the strength of the product.
• Separate chemistry 1: Give reasons why iron is alloyed with other metals to produce alloy steels.
• Separate chemistry 1: Build an explanation of the way the uses of metals are related to their properties (and vice versa), covering aluminium, copper and gold and their alloys covering magnalium and brass.
• Separate chemistry 1: Work out the concentration of solutions in mol dm –3 and convert concentration in g dm –3 into mol dm –3 and vice versa.
• Separate chemistry 1: Carry out simple calculations by applying the results of titrations to calculate an unknown concentration of a solution or an unknown volume of solution required.
• Separate chemistry 1: Work out the percentage yield of a reaction from the actual yield and the theoretical yield.
• Separate chemistry 1: Give a clear account of that the actual yield of a reaction is usually less than the theoretical yield and that the causes of this include: a incomplete reactions b practical losses during the experiment c competing, unwanted reactions (side reactions).
• Separate chemistry 1: Recall accurately the atom economy of a reaction forming a desired product.
• Separate chemistry 1: Give reasons why a particular reaction pathway is chosen to produce a specified product, given appropriate data for example atom economy, yield, rate, equilibrium position and usefulness of by-products.
• Separate chemistry 1: Give a clear account of the molar volume, of any gas at room temperature and pressure, as the volume occupied by one mole of molecules of any gas at room temperature and pressure (The molar volume will be provided as 24 dm 3 or 24000 cm 3 in calculations where it is required).
• Separate chemistry 1: Apply the molar volume and balanced equations in calculations involving the masses of solids and volumes of gases.
• Separate chemistry 1: Apply Avogadro’s law to calculate volumes of gases involved in a gaseous reaction, given the relevant equation.
• Separate chemistry 1: Make a justified prediction about how the rate of attainment of equilibrium is affected by: a changes in temperature b changes in pressure c changes in concentration d use of a catalyst.
• Separate chemistry 1: Build an explanation of the way, in industrial reactions, covering the Haber process, conditions used are related to: a the availability and cost of raw materials and energy supplies b the control of temperature, pressure and catalyst used produce an acceptable yield in an acceptable time.
• Separate chemistry 1: Recall accurately that fertilisers may contain nitrogen, phosphorus and potassium compounds to promote plant growth.
• Separate chemistry 1: Give a clear account of the way ammonia reacts with nitric acid to produce a salt that is used as a fertiliser.
• Separate chemistry 1: Give a clear account of and compare: a the laboratory preparation of ammonium sulfate from ammonia solution and dilute sulfuric acid on a small scale b the industrial production of ammonium sulfate, used as a fertiliser, in which several stages are required to produce ammonia and sulfuric acid from their raw materials and the production is carried out on a much larger scale (details of the industrial production of sulfuric acid are not required).
• Separate chemistry 1: Recall accurately that a chemical cell produces a voltage until one of the reactants is used up.
• Separate chemistry 1: Recall accurately that in a hydrogen–oxygen fuel cell hydrogen and oxygen are used to produce a voltage and water is the only product.
• Separate chemistry 1: Make a supported judgement about the strengths and weaknesses of fuel cells for given uses.