hemistry Unit 1 1 2 3 GRADE HEKERS
1 Revision - arbon hemistry Go to http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/carbon_chemistry/. This is the link for the 1 unit on OR Gateway hemistry. Write detailed WWW and EBI for each revision activity that you carry out. Topic WWW EBI Making crude oil useful Using carbon fuels lean air Making polymers Designer polymers ooking food and additives Smells Paints and pigments 1 Grade hecker- higher tier
Revising module 1 To help you start your revision, the specification for module 1 has been summarised in the checklist below. Work your way along each row and make sure that you are happy with all the statements for your target grade. 1 a 1 b To aim for a grade D- Explain why fossil fuels are non renewable, finite resources. Describe oil as a mixture of many hydrocarbons. Label a diagram of a fractional distillation column. Describe how fractional distillation works. Explain potential environmental problems associated with transportation of crude oil. Describe the process of cracking in terms of alkenes and alkenes molecules. Suggest key factors to consider when choosing the best fuel for a particular purpose. Describe an experiment to show that complete combustion produces carbon dioxide and water. onstruct word equations for complete and incomplete combustion of a hydrocarbon (not all reactants and products given). Explain the advantages of complete combustion of hydrocarbon fuels over incomplete combustion. To aim for a grade B-A* Discuss problems associated with the finite nature of crude oil. Explain fractional distillation in terms of molecular size, intermolecular forces, and boiling point. Understand that intermolecular bonds break during boiling, but covalent bonds do not. Explain political problems associated with crude oil. Explain how cracking helps refineries match supply with demand. Evaluate the use of different fuels. Explain the reasons for the increase in use of fossil fuels. onstruct a balanced symbol equation for the complete combustion of a hydrocarbon, given its molecular formula. onstruct a balanced symbol equation for the incomplete combustion of a hydrocarbon, given its molecular formula and the product. 1 c Recall the percentage composition by volume of clean air. Describe a simple carbon cycle involving photosynthesis, respiration and combustion. Describe how the present day atmosphere evolved. Explain why atmospheric pollution control is important. Understand that a catalytic converter changes carbon monoxide into carbon dioxide. Evaluate the effects of human influences on the composition of air. Describe a possible theory for how the present day atmosphere evolved over time, based on composition of present day volcanic gases. Explain why high temperatures in internal combustion engines allow nitrogen and oxygen to react to form oxides of nitrogen. Describe how a catalytic coverts carbon monoxide to carbon dioxide
1 Grade hecker- higher tier 1 d 1 e 1 f To aim for a grade D- Recall that a hydrocarbon is a compound formed between carbon and hydrogen atoms. Explain why a compound is a hydrocarbons with single covalent bonds only, and that alkenes are hydrocarbons with double covalent between carbon atoms. Describe how to test for alkenes. Recognise the displayed formula for a polymer. Describe addition polymerisation. Suggest desirable properties for a polymer intended for a particular purpose. Explain the suitability of a polymer for a particular purpose, based on its properties. ompare the properties of nylon and Gore-Tex Explain why chemists are developing new types of polymers. Explain the environmental and economic issues associated with the use of polymers. Recall that protein molecules in eggs and meat change shape (are denatured) in cooking. Describe emulsifiers. Recall the word equation for the decomposition of sodium hydrogen carbonate. To aim for a grade B-A* Describe a saturated compound. Describe an unsaturated compound. Explain the reaction between bromine and alkenes. Draw the displayed formula on an addition polymer from its monomer and vice versa. Explain that addition polymerisation involves the reaction of unsaturated monomer molecules to form a saturated polymer. Understand that atoms in plastics are joined by strong covalent bonds. Relate the properties of plastics to simple models of their structure. Explain why Gore-Tex is waterproof yet breathable. Explain why the texture of eggs and meat changes when cooked. Explain why cooked potato is easier to digest. Explain why an emulsifier helps to prevent oil and water separating. onstruct a balanced symbol equation for the decomposition of
1 g 1 h onstruct a balanced symbol equation for the decomposition of sodium hydrogen carbonate. Recall that alcohols react with acids to form an ester and water. Describe a simple experiment to make an ester. Explain why a perfume needs certain properties Recall that esters can be used as solvents. Describe a solution. Explain why testing cosmetics on animals are banned in the EU. Describe paint as colloid. Describe how many paints dry. Describe emulsion paints as water based paints that dry when the solvent evaporates. Explain why thermo chromic pigments are suited to a particular use. Explain why phosphorescent pigments glow. sodium hydrogen carbonate (formulae not given). Explain the volatility of perfumes in terms of kinetic theory. Explain why water will not dissolve nail varnish. Explain why people have different opinions on testing cosmetics on animals. Explain why a colloid will not separate. Explain how oil paints dry. Explain how acrylic paints can be added to thermo chromic pigments. Recall that phosphorescent pigments are safer than alternative radioactive substances
2 Revision - hemical Resources Go to http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/chemical_resources/. This is the link for the 2 unit on OR Gateway hemistry. Write detailed WWW and EBI for each revision activity that you carry out. Topic WWW EBI The structure of the Earth onstruction materials Metals and alloys Making cars Making ammonia Acids and bases Fertilisers and crop yields The chemistry of sodium chloride 2 Grade hecker- higher tier Revising module 2 To help you start your revision, the specification for module 2 has been summarised in the checklist below. Work your way along each row and make sure that you are happy with all the statements for your target grade. To aim for a grade D- To aim for a grade B-A* Describe the lithosphere. Describe the properties of the mantle. Explain the problems associated Describe the theory of plate tectonics. with studying the structure of the Describe the development of the Earth. theory of plate tectonics. Explain why the theory of plate Describe types of igneous rocks 2 tectonics is now widely accepted. formed from lava. a Understand that the type of volcanic Explain why geologists are now able eruption depends on the composition to better predict volcanic eruptions. of the magma. Explain whey geologists study volcanoes.
2 b 2 c 2 d Relate some construction materials to the substances from which they are manufactured. ompare the hardness of limestone, marble and granite. onstruct the word equation for the decomposition of limestone. Describe thermal composition. Recall how cement is made. Recall that reinforced concrete is a composite material. Recall that reduction is the removal of oxygen. Label the apparatus needed to purify copper by electrolysis. Explain the advantages and disadvantages of recycling copper. Recall the main metals in amalgam, brass and solder. Explain why metals (including alloys) are suited to a particular use. Understand that salt water and acid rain accelerate rusting. Explain why rusting involves oxidation. onstruct the word equation for rusting. Explain why aluminium does not corrode. Understand that alloys can be more useful that the pure metals from which they are made. Describe advantages and disadvantages of building car bodies from aluminium or steel. Explain the advantages and disadvantages recycling materials used to make cars. Explain why marble, granite and limestone have different hardness. onstruct the balanced symbol equation for the decomposition of limestone (formulae not given) Explain why reinforced concrete is a better construction material than non reinforced concrete. Describe the use of electrolysis in the purification of copper. Explain why the electrolytic purification of copper involves both oxidation and reduction. Evaluate the suitability of metals for a particular use. Explain how the use of smart alloys has increased the number of application of alloys. Explain advantages and disadvantages of building car bodies from aluminium or steel. Evaluate information on materials used to manufacture cars.
2 Grade hecker- higher tier 2 e 2 f 2 g 2 h To aim for a grade D- Describe how ammonia is made in the Haber process. onstruct the balanced symbol equation for the manufacture of ammonia in the Haber process. Describe how different factors affect the cost of making a new substance. Recognise the importance of ammonia in relation to world food production. Understand that some indicators show sudden changes in colour. Recall the process of neutralisation. Understand that the concentration of an acid is determined by the concentration of H +ions. Explain why metals oxides and metal hydroxides neutralise acids. Recall that carbonates neutralise acids to give water, a salt and carbon dioxide. onstruct word equations to show the neutralisation of acids. Predict the salt produced when a named base or carbonate is neutralised. Explain why fertilisers must dissolve in water before they can be absorbed by plants. Identify arguments for and against fertiliser use. Predict the name of the acid and alkali needed to make a named fertiliser. Describe how salt can be mined as rock salt or by solution mining. Explain how mining for salt can cause subsidence. Recall the products of the electrolysis of brine. Explain the importance of using inert electrodes in the electrolysis of sodium chloride solution. Describe how sodium hydroxide and chlorine are used to make bleach. To aim for a grade B-A* Explain the conditions used in the Haber process. onstruct the balanced symbol equation for the manufacture of ammonia in the Haber process (formulae not given). Explain that economic considerations determine the conditions used in the manufacture of chemicals. Explain why an acid is neutralised by an alkali in terms of the ions present. onstruct balanced symbol equations for the neutralisation of acids by bases and carbonates. Explain how fertiliser use increase crop yield. Explain the process of eutrophication. Describe the preparation of a named synthetic fertiliser by the reaction of an acid and an alkali. Explain how electrolysis of brine produces sodium hydroxide, hydrogen and chloride. Explain why electrolysis of brine involves both reduction and oxidation. Explain the economic importance of the chlor-alkali industry.
3 Revision - hemical economics Go to http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/chemical_economics/ This is the link for the 3 unit on OR Gateway Additional Science. Write detailed WWW and EBI for each revision activity that you carry out. Topic WWW EBI Fundamental chemical concepts http://www.bbc.co.uk/school s/gcsebitesize/science/add_ ocr_gateway/fundamental_c hemical/ Rate of reaction 1 Reaction times and rates Rate of reaction 2 Reaction rate and changing conditions Rate of reaction 3 Explosions and catalysts Reacting masses Percentage yield and atom economy Energy Batch or continuous? Allotropes of carbon and nanochemistry
3a Rate of reaction (1) To aim for grade G-E To aim for grade D- To aim for grade B-A* Recognise that some reactions can be fast and others very slow Label the laboratory apparatus needed to measure the rate of a reaction producing a gas Plot experimental results involving gas volumes or mass loss on a graph Plot experimental results involving reaction times on a graph Explain why a reaction stops Understand that the rate of a reaction measures how much product is formed in a fixed time period Recognise and use the idea that the amount of product formed is directly proportional to the amount of limiting reactant used Recall that the limiting reactant is the reactant not in excess that is all used up at the end of the reaction 3b Rate of reaction (2) Use the following units for the rate of reaction: g/s or g/min, cm 3 /s or cm 3 /min Explain, in terms of reacting particles, why the amount of product formed is directly proportional to the amount of limiting reactant used To aim for grade G-E To aim for grade D- To aim for grade B-A* Recognise that a chemical reaction takes place when particles collide Understand that rate of reaction depends on the number of collisions between reacting particles Understand that the rate of reaction depends on collision frequency and the energy transferred in the collision Describe the effect of changing temperature on the rate of a chemical reaction Describe the effect of changing concentration on the rate of a chemical reaction Explain, in terms of reacting particles why changes in temperature, concentration, and pressure change the rate of reaction Draw sketch graphs to show the effect of changing temperature, concentration or pressure on the rate of reaction and the amount of product formed in a reaction Explain in terms of collision between reacting particles, why changes in temperature, concentration, and pressure change the rate of reaction
Describe the effect of changing pressure on the rate of a chemical reaction of gases 3c Rate of reaction (3) To aim for grade G-E To aim for grade D- To aim for grade B-A* Recall that the rate of a reaction can be increased by the addition of a catalyst Describe a catalyst as a substance that changes the rate of reaction and is unchanged at the end Recognise that a catalyst is specific to a particular reaction Recall that the rate of a reaction can be increased by using powdered reactant Describe an explosion as a very fast reaction that releases a large volume of gaseous products of the reaction Understand that only a small amount of a catalyst is needed to catalyse large amounts of reactants and that a catalyst is specific to a particular reaction Explain the difference in rate of reaction between a lump of reactant and powdered reactant Explain the dangers of fine combustible powders in factories Explain in terms of collisions between reacting particles, the difference in rate of reaction between a lump of reactant and powdered reactant 3d Reacting masses To aim for grade G-E To aim for grade D- To aim for grade B-A* alculate the relative formula mass of a substance from its formula, given the appropriate relative atomic masses Use relative formula masses and a symbol equation (both provided) to show that mass is conserved during a reaction Use relative formula masses and a symbol equation (provided) to show that mass is conserved during a reaction Understand that the total mass of reactants at the start of a reaction is equal to the Explain why mass is conserved in chemical reactions
total mass of products made Use the principle of conservation of mass to calculate mass of reactant or product Use simple ratios to calculate reacting masses and product masses Recognise and use the idea that the mass of product formed is directly proportional to the mass of limiting reactant used alculate masses of products or reactants from balanced symbol equations using relative formula masses 3e Percentage yield and atom economy To aim for grade G-E To aim for grade D- To aim for grade B-A* Understand percentage yield as a way of comparing amount of product made to the amount expected Recall and use the formula for percentage yield Explain why an industrial process aims for the highest possible percentage yield Recognise possible reasons why the percentage yield of a product is less than 100% Understand atom economy as a way of measuring the amount of atoms that are wasted when manufacturing a chemical Recall and use the formula for atom economy alculate atom economy given a balanced symbol equation and appropriate relative formula masses Explain why an industrial process aims for the highest possible atom economy 3f Energy To aim for grade G-E To aim for grade D- To aim for grade B-A* Recall that an Recall bond making as Explain why a reaction exothermic reaction is an exothermic process is exothermic or
one in which energy is transferred into the surroundings Recall that an endothermic reaction is one in which energy is taken from the surroundings Recognise exothermic and endothermic reactions using temperature changes Describe using a diagram a simple calorimetric method for comparing the energy transferred in combustion reactions and bond breaking as an endothermic process Describe a simple calorimetric method for comparing the energy transferred per gram of fuel combusted alculate energy transferred endothermic based on the energy changes that occur during bond breaking and making Use the energy transfer to calculate the mass of water heated and temperature change alculate the energy output of a fuel in J/g 3g Batch or continuous? To aim for grade G-E To aim for grade D- To aim for grade B-A* Describe the differences between a batch and a continuous process Explain why batch processes are often used for the production of pharmaceutical drugs, but continuous processes are used to produce other chemicals. Evaluate the advantages and disadvantages of batch and continuous manufacturing processes List the factors that affect the cost of making and developing a pharmaceutical drug Explain why pharmaceutical drugs need to be thoroughly tested before they can be licensed for use Explain why it is often expensive to make and develop new pharmaceutical drugs Explain why it is difficult to test and
Understand that the raw materials for chemicals such as pharmaceuticals can be made synthetically or extracted from plants Explain why it is important to manufacture pharmaceutical drugs to be as pure as possible Describe how chemicals are extracted from plant sources develop new pharmaceutical drugs that are safe to use Describe how melting point, boiling point and thin layer chromatography can be used to establish the purity of a compound 3g Batch or continuous? To aim for grade G-E To aim for grade D- To aim for grade B-A* Describe the differences between a batch and a continuous process Explain why batch processes are often used for the production of pharmaceutical drugs, but continuous processes are used to produce other chemicals. Evaluate the advantages and disadvantages of batch and continuous manufacturing processes List the factors that affect the cost of making and developing a pharmaceutical drug Explain why pharmaceutical drugs need to be thoroughly tested before they can be licensed for use Understand that the raw materials for chemicals such as pharmaceuticals can be made synthetically or extracted from plants Explain why it is often expensive to make and develop new pharmaceutical drugs Describe how chemicals are extracted from plant sources Explain why it is difficult to test and develop new
Explain why it is important to manufacture pharmaceutical drugs to be as pure as possible pharmaceutical drugs that are safe to use Describe how melting point, boiling point and thin layer chromatography can be used to establish the purity of a compound