Edexcel GCSE 1CH0 Chemistry specification: every spec point and its video lesson

11of 243 spec points have a lesson out now

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Spec text is our short form of the board's statement. Always check the board's own specification.

Spec	Statement	Lesson	YT search phrase
0.1Edexcel 1CH0	Recall the formulae of elements, simple compounds and ions	Writing formulae, and word and symbol equations	ScholaFly CH06-01
		Conservation of mass, and balancing a symbol equation	ScholaFly CH06-03
		State symbols in chemical equations	ScholaFly CH06-04
0.2Edexcel 1CH0	Write word equations	Writing formulae, and word and symbol equations	ScholaFly CH06-01
		Conservation of mass, and balancing a symbol equation	ScholaFly CH06-03
		State symbols in chemical equations	ScholaFly CH06-04
0.3Edexcel 1CH0	Write balanced chemical equations, including the use of the state symbols (s), (l), (g) and (aq)	Writing formulae, and word and symbol equations	ScholaFly CH06-01
		Conservation of mass, and balancing a symbol equation	ScholaFly CH06-03
		State symbols in chemical equations	ScholaFly CH06-04
0.4Edexcel 1CH0	Write balanced ionic equations	Writing balanced ionic equations (Higher)	ScholaFly CH06-06
0.5Edexcel 1CH0	Describe the use of hazard symbols on containers a to indicate the dangers associated with the contents b to inform people about safe-working precautions with these substances in the laboratory	Hazard symbols, risk and the precautions in a procedure	ScholaFly CH21-01
0.6Edexcel 1CH0	Evaluate the risks in a practical procedure and suggest suitable precautions for a range of practicals including those mentioned in the specification	Hazard symbols, risk and the precautions in a procedure	ScholaFly CH21-01
1.1Edexcel 1CH0	Describe how the Dalton model of an atom has changed over time because of the discovery of subatomic particles	How the model of the atom changed	ScholaFly CH01-07
1.2Edexcel 1CH0	Describe the structure of an atom as a nucleus containing protons and neutrons, surrounded by electrons in shells	Protons, neutrons and electrons	ScholaFly CH01-02
1.3Edexcel 1CH0	Recall the relative charge and relative mass of: a a proton b a neutron c an electron	Protons, neutrons and electrons	ScholaFly CH01-02
1.4Edexcel 1CH0	Explain why atoms contain equal numbers of protons and electrons	Protons, neutrons and electrons	ScholaFly CH01-02
1.5Edexcel 1CH0	Describe the nucleus of an atom as very small compared to the overall size of the atom	How big an atom is	ScholaFly CH01-03
1.6Edexcel 1CH0	Recall that most of the mass of an atom is concentrated in the nucleus	How big an atom is	ScholaFly CH01-03
1.7Edexcel 1CH0	Recall the meaning of the term mass number of an atom	Atomic number, mass number and isotopes	ScholaFly CH01-04
1.8Edexcel 1CH0	Describe atoms of a given element as having the same number of protons in the nucleus and that this number is unique to that element	Atomic number, mass number and isotopes	ScholaFly CH01-04
1.9Edexcel 1CH0	Describe isotopes as different atoms of the same element containing the same number of protons but different numbers of neutrons in their nuclei	Atomic number, mass number and isotopes	ScholaFly CH01-04
1.9Edexcel 1CH0		Relative atomic mass from isotopic abundances	ScholaFly CH01-05
1.10Edexcel 1CH0	Calculate the numbers of protons, neutrons and electrons in atoms given the atomic number and mass number	Atomic number, mass number and isotopes	ScholaFly CH01-04
1.11Edexcel 1CH0	Explain how the existence of isotopes results in relative atomic masses of some elements not being whole numbers	Atomic number, mass number and isotopes	ScholaFly CH01-04
1.11Edexcel 1CH0		Relative atomic mass from isotopic abundances	ScholaFly CH01-05
1.12Edexcel 1CH0	Calculate the relative atomic mass of an element from the relative masses and abundances of its isotopes	Relative atomic mass from isotopic abundances	ScholaFly CH01-05
1.13Edexcel 1CH0	Describe how Dmitri Mendeleev arranged the elements, known at that time, in a periodic table by using properties of these elements and their compounds	How the periodic table was developed	ScholaFly CH02-02
1.14Edexcel 1CH0	Describe how Dmitri Mendeleev used his table to predict the existence and properties of some elements not then discovered	How the periodic table was developed	ScholaFly CH02-02
1.15Edexcel 1CH0	Explain that Dmitri Mendeleev thought he had arranged elements in order of increasing relative atomic mass but this was not always true because of the relative abundance of isotopes of some pairs of elements in the periodic table	How the periodic table was developed	ScholaFly CH02-02
1.16Edexcel 1CH0	Explain the meaning of atomic number of an element in terms of position in the periodic table and number of protons in the nucleus	The periodic table: groups, periods and position	ScholaFly CH02-01
1.16Edexcel 1CH0		Metals and non-metals	ScholaFly CH02-03
1.17Edexcel 1CH0	Describe that in the periodic table a elements are arranged in order of increasing atomic number, in rows called periods b elements with similar properties are placed in the same vertical columns called groups	The periodic table: groups, periods and position	ScholaFly CH02-01
1.17Edexcel 1CH0		Metals and non-metals	ScholaFly CH02-03
1.18Edexcel 1CH0	Identify elements as metals or non-metals according to their position in the periodic table, explaining this division in terms of the atomic structures of the elements	The periodic table: groups, periods and position	ScholaFly CH02-01
1.18Edexcel 1CH0		Metals and non-metals	ScholaFly CH02-03
1.19Edexcel 1CH0	Predict the electronic configurations of the first 20 elements in the periodic table as diagrams and in the form, for example	Electronic structure of the first twenty elements	ScholaFly CH01-06
1.20Edexcel 1CH0	Explain how the electronic configuration of an element is related to its position in the periodic table	Electronic structure of the first twenty elements	ScholaFly CH01-06
1.21Edexcel 1CH0	Explain how ionic bonds are formed by the transfer of electrons between atoms to produce cations and anions, including the use of dot and cross diagrams	Ionic bonding and dot-and-cross diagrams	ScholaFly CH04-02
1.22Edexcel 1CH0	Recall that an ion is an atom or group of atoms with a positive or negative charge	Ionic bonding and dot-and-cross diagrams	ScholaFly CH04-02
1.23Edexcel 1CH0	Calculate the numbers of protons, neutrons and electrons in simple ions given the atomic number and mass number	Ionic bonding and dot-and-cross diagrams	ScholaFly CH04-02
1.24Edexcel 1CH0	Explain the formation of ions in ionic compounds from their atoms, limited to compounds of elements in groups 1, 2, 6 and 7	Ionic bonding and dot-and-cross diagrams	ScholaFly CH04-02
1.25Edexcel 1CH0	Explain the use of the endings –ide and –ate in the names of compounds	Deducing a formula from its ions	ScholaFly CH06-02
1.26Edexcel 1CH0	Deduce the formulae of ionic compounds (including oxides, hydroxides, halides, nitrates, carbonates and sulfates) given the formulae of the constituent ions	Deducing a formula from its ions	ScholaFly CH06-02
1.27Edexcel 1CH0	Explain the structure of an ionic compound as a lattice structure a consisting of a regular arrangement of ions b held together by strong electrostatic forces (ionic bonds) between oppositely-charged ions	The ionic lattice	ScholaFly CH04-03
1.28Edexcel 1CH0	Explain how a covalent bond is formed when a pair of electrons is shared between two atoms	Covalent bonding and dot-and-cross for small molecules	ScholaFly CH04-04
1.29Edexcel 1CH0	Recall that covalent bonding results in the formation of molecules	Covalent bonding and dot-and-cross for small molecules	ScholaFly CH04-04
1.30Edexcel 1CH0	Recall the typical size (order of magnitude) of atoms and small molecules	How big an atom is	ScholaFly CH01-03
1.31Edexcel 1CH0	Explain the formation of simple molecular, covalent substances, using dot and cross diagrams, including: a hydrogen b hydrogen chloride c water d methane e oxygen f carbon dioxide	Covalent bonding and dot-and-cross for small molecules	ScholaFly CH04-04
1.32Edexcel 1CH0	Explain why elements and compounds can be classified as: a ionic b simple molecular (covalent) c giant covalent d metallic and how the structure and bonding of these types of substances results in different physical properties, including relative melting point and boiling point, relative solubility in water and ability to conduct electricity (as solids and in solution)	The three types of strong bond, and spotting each structure	ScholaFly CH04-01
1.32Edexcel 1CH0		Metallic bonding	ScholaFly CH04-05
1.33Edexcel 1CH0	Explain the properties of ionic compounds limited to: a high melting points and boiling points, in terms of forces between ions b whether or not they conduct electricity as solids, when molten and in aqueous solution	Why ionic compounds melt high and conduct when molten	ScholaFly CH05-02
1.34Edexcel 1CH0	Explain the properties of typical covalent, simple molecular compounds limited to: a low melting points and boiling points, in terms of forces between molecules (intermolecular forces) b poor conduction of electricity	Why small molecules melt low and do not conduct	ScholaFly CH05-03
1.35Edexcel 1CH0	Recall that graphite and diamond are different forms of carbon and that they are examples of giant covalent substances	Diamond and silicon dioxide: giant covalent structures	ScholaFly CH05-05
1.35Edexcel 1CH0		Graphite: why it is soft and why it conducts	ScholaFly CH05-06
1.36Edexcel 1CH0	Describe the structures of graphite and diamond	Diamond and silicon dioxide: giant covalent structures	ScholaFly CH05-05
1.36Edexcel 1CH0	Describe the structures of graphite and diamond	Graphite: why it is soft and why it conducts	ScholaFly CH05-06
1.37Edexcel 1CH0	Explain, in terms of structure and bonding, why graphite is used to make electrodes and as a lubricant, whereas diamond is used in cutting tools	Diamond and silicon dioxide: giant covalent structures	ScholaFly CH05-05
1.37Edexcel 1CH0		Graphite: why it is soft and why it conducts	ScholaFly CH05-06
1.38Edexcel 1CH0	Explain the properties of fullerenes including C60 and graphene in terms of their structures and bonding	Graphene, fullerenes and carbon nanotubes	ScholaFly CH05-07
1.39Edexcel 1CH0	Describe, using poly(ethene) as the example, that simple polymers consist of large molecules containing chains of carbon atoms	Polymers: recognising one, and why polymers are solids	ScholaFly CH05-04
1.40Edexcel 1CH0	Explain the properties of metals, including malleability and the ability to conduct electricity	Metals and non-metals	ScholaFly CH02-03
1.40Edexcel 1CH0		Why metals conduct and bend, and why an alloy is harder	ScholaFly CH05-08
1.41Edexcel 1CH0	Describe the limitations of particular representations and models, to include dot and cross, ball and stick models and two- and three-dimensional representations	What our models of structure leave out	ScholaFly CH04-06
1.42Edexcel 1CH0	Describe most metals as shiny solids which have high melting points, high density and are good conductors of electricity whereas most non-metals have low boiling points and are poor conductors of electricity	Metals and non-metals	ScholaFly CH02-03
1.42Edexcel 1CH0		Why metals conduct and bend, and why an alloy is harder	ScholaFly CH05-08
1.43Edexcel 1CH0	Calculate: a relative formula mass given relative atomic masses b percentage by mass of an element in a compound given relative atomic masses	Relative formula mass, and percentage by mass	ScholaFly CH07-01
1.44Edexcel 1CH0	Calculate the formulae of simple compounds from reacting masses or percentage composition and understand that these are empirical formulae	Empirical formula	ScholaFly CH07-02
1.45Edexcel 1CH0	Deduce: a the empirical formula of a compound from the formula of its molecule b the molecular formula of a compound from its empirical formula and its relative molecular mass	Empirical formula	ScholaFly CH07-02
1.46Edexcel 1CH0	Describe an experiment to determine the empirical formula of a simple compound such as magnesium oxide	Empirical formula	ScholaFly CH07-02
1.47Edexcel 1CH0	Explain the law of conservation of mass applied to: a a closed system including a precipitation reaction in a closed flask b a non-enclosed system including a reaction in an open flask that takes in or gives out a gas	Conservation of mass, and balancing a symbol equation	ScholaFly CH06-03
1.47Edexcel 1CH0		Why the mass seems to change when a gas is involved	ScholaFly CH06-05
1.48Edexcel 1CH0	Calculate masses of reactants and products from balanced equations, given the mass of one substance	Calculating a mass from a balanced equation	ScholaFly CH07-05
1.49Edexcel 1CH0	Calculate the concentration of solutions in g dm–3	Concentration of a solution in grams per dm3	ScholaFly CH07-03
1.50Edexcel 1CH0	Recall that one mole of particles of a substance is defined a the Avogadro constant number of particles (6.02 × 1023 atoms, molecules, formulae or ions) of that substance b a mass of ‘relative particle mass’ g	The mole and the Avogadro constant (Higher)	ScholaFly CH07-04
1.51Edexcel 1CH0	Calculate the number of: a moles of particles of a substance in a given mass of that substance and vice versa b particles of a substance in a given number of moles of that substance and vice versa c particles of a substance in a given mass of that substance and vice versa	The mole and the Avogadro constant (Higher)	ScholaFly CH07-04
1.52Edexcel 1CH0	Explain why, in a reaction, the mass of product formed is controlled by the mass of the reactant which is not in excess	Limiting reactants (Higher)	ScholaFly CH07-07
1.53Edexcel 1CH0	Deduce the stoichiometry of a reaction from the masses of the reactants and products	Using masses to deduce the stoichiometry of an equation (Higher)	ScholaFly CH07-06
2.1Edexcel 1CH0	Describe the arrangement, movement and the relative energy of particles in each of the three states of matter: solid, liquid and gas	The three states of matter and the particle model	ScholaFly CH03-01
2.2Edexcel 1CH0	Recall 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	The three states of matter and the particle model	ScholaFly CH03-01
2.3Edexcel 1CH0	Explain the changes in arrangement, movement and energy of particles during these interconversions	The three states of matter and the particle model	ScholaFly CH03-01
2.4Edexcel 1CH0	Predict the physical state of a substance under specified conditions, given suitable data	Predicting a substance's state from its bonding	ScholaFly CH05-01
2.5Edexcel 1CH0	Explain 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	Pure substances, and spotting an impurity from a melting point	ScholaFly CH03-04
2.6Edexcel 1CH0	Interpret melting point data to distinguish between pure substances which have a sharp melting point and mixtures which melt over a range of temperatures	Pure substances, and spotting an impurity from a melting point	ScholaFly CH03-04
2.7Edexcel 1CH0	Explain the types of mixtures that can be separated by using the following experimental techniques: a simple distillation b fractional distillation c filtration d crystallisation e paper chromatography	Mixtures, and choosing a separation technique	ScholaFly CH03-03
2.8Edexcel 1CH0	Describe an appropriate experimental technique to separate a mixture, knowing the properties of the components of the mixture	Mixtures, and choosing a separation technique	ScholaFly CH03-03
2.9Edexcel 1CH0	Describe 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 different rates over the paper	Chromatography and Rf values	ScholaFly CH03-06
2.10Edexcel 1CH0	Interpret 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 Rf values	Chromatography and Rf values	ScholaFly CH03-06
2.11Edexcel 1CH0	Core Practical: Investigate the composition of inks using simple distillation and paper chromatography	Practical: separating and identifying the dyes in an ink	ScholaFly CH21-03
2.12Edexcel 1CH0	Describe how: a waste and ground water can be made potable, including the need for sedimentation, filtration and chlorination b sea water can be made potable by using distillation c water used in analysis must not contain any dissolved salts	Potable water	ScholaFly CH20-02
2.12Edexcel 1CH0		Treating waste water	ScholaFly CH20-03
3.1Edexcel 1CH0	Recall that acids in solution are sources of hydrogen ions and alkalis in solution are sources of hydroxide ions	Acids, alkalis and the pH scale	ScholaFly CH09-01
3.2Edexcel 1CH0	Recall that a neutral solution has a pH of 7 and that acidic solutions have lower pH values and alkaline solutions higher pH values	Acids, alkalis and the pH scale	ScholaFly CH09-01
3.3Edexcel 1CH0	Recall the effect of acids and alkalis on indicators, including litmus, methyl orange and phenolphthalein	Acids, alkalis and the pH scale	ScholaFly CH09-01
3.4Edexcel 1CH0	Recall 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	pH, hydrogen ion concentration and the tenfold rule (Higher)	ScholaFly CH09-08
3.5Edexcel 1CH0	Recall that as hydrogen ion concentration in a solution increases by a factor of 10, the pH of the solution decreases by 1	pH, hydrogen ion concentration and the tenfold rule (Higher)	ScholaFly CH09-08
3.6Edexcel 1CH0	Core Practical: Investigate the change in pH on adding powdered calcium hydroxide or calcium oxide to a fixed volume of dilute hydrochloric acid	Practical: how the pH changes as a base is added to an acid	ScholaFly CH21-06
3.7Edexcel 1CH0	Explain the terms dilute and concentrated, with respect to amount of substances in solution	Strong and weak acids, dilute and concentrated (Higher)	ScholaFly CH09-07
3.8Edexcel 1CH0	Explain the terms weak and strong acids, with respect to the degree of dissociation into ions	Strong and weak acids, dilute and concentrated (Higher)	ScholaFly CH09-07
3.9Edexcel 1CH0	Recall that a base is any substance that reacts with an acid to form a salt and water only	Neutralisation, and the salts that acids make	ScholaFly CH09-02
3.9Edexcel 1CH0		Acids reacting with metals	ScholaFly CH09-03
3.10Edexcel 1CH0	Recall that alkalis are soluble bases	Neutralisation, and the salts that acids make	ScholaFly CH09-02
3.10Edexcel 1CH0	Recall that alkalis are soluble bases	Acids reacting with metals	ScholaFly CH09-03
3.11Edexcel 1CH0	Explain the general reactions of aqueous solutions of acids with: a metals b metal oxides c metal hydroxides d metal carbonates to produce salts	Neutralisation, and the salts that acids make	ScholaFly CH09-02
3.11Edexcel 1CH0		Acids reacting with metals	ScholaFly CH09-03
3.12Edexcel 1CH0	Describe the chemical test for: a hydrogen b carbon dioxide (using limewater)	The tests for hydrogen, oxygen, carbon dioxide and chlorine	ScholaFly CH18-01
3.13Edexcel 1CH0	Describe a neutralisation reaction as a reaction between an acid and a base	Neutralisation, and the salts that acids make	ScholaFly CH09-02
3.14Edexcel 1CH0	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	Neutralisation, and the salts that acids make	ScholaFly CH09-02
3.15Edexcel 1CH0	Explain 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	Making a soluble salt from an acid and an insoluble solid	ScholaFly CH09-04
3.16Edexcel 1CH0	Explain 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	Titration: the technique	ScholaFly CH09-06
3.17Edexcel 1CH0	Core Practical: Investigate the preparation of pure, dry hydrated copper sulfate crystals starting from copper oxide including the use of a water bath	Practical: making a pure, dry sample of a soluble salt	ScholaFly CH21-05
3.18Edexcel 1CH0	Describe how to carry out an acid-alkali titration, using burette, pipette and a suitable indicator, to prepare a pure, dry salt	Titration: the technique	ScholaFly CH09-06
3.19Edexcel 1CH0	Recall 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	Solubility rules, and making an insoluble salt	ScholaFly CH09-05
3.20Edexcel 1CH0	Predict, using solubility rules, whether or not a precipitate will be formed when named solutions are mixed together, naming the precipitate if any	Solubility rules, and making an insoluble salt	ScholaFly CH09-05
3.21Edexcel 1CH0	Describe the method used to prepare a pure, dry sample of an insoluble salt	Solubility rules, and making an insoluble salt	ScholaFly CH09-05
3.22Edexcel 1CH0	Recall that electrolytes are ionic compounds in the molten state or dissolved in water	What electrolysis is: electrolytes, ions and electrodes	ScholaFly CH11-01
3.23Edexcel 1CH0	Describe electrolysis as a process in which electrical energy, from a direct current supply, decomposes electrolytes	What electrolysis is: electrolytes, ions and electrodes	ScholaFly CH11-01
3.24Edexcel 1CH0	Explain 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	What electrolysis is: electrolytes, ions and electrodes	ScholaFly CH11-01
3.25Edexcel 1CH0	Explain the formation of the products in the electrolysis, using inert electrodes, of some electrolytes, including: a copper chloride solution b sodium chloride solution c sodium sulfate solution d water acidified with sulfuric acid e molten lead bromide (demonstration)	Electrolysis of a molten ionic compound	ScholaFly CH11-02
3.25Edexcel 1CH0		Electrolysis of aqueous solutions	ScholaFly CH11-03
3.26Edexcel 1CH0	Predict the products of electrolysis of other binary, ionic compounds in the molten state	Electrolysis of a molten ionic compound	ScholaFly CH11-02
3.26Edexcel 1CH0		Electrolysis of aqueous solutions	ScholaFly CH11-03
3.27Edexcel 1CH0	Write half equations for reactions occurring at the anode and cathode in electrolysis	Half equations at the electrodes (Higher)	ScholaFly CH11-06
3.28Edexcel 1CH0	Explain oxidation and reduction in terms of loss or gain of electrons	Half equations at the electrodes (Higher)	ScholaFly CH11-06
3.29Edexcel 1CH0	Recall that reduction occurs at the cathode and that oxidation occurs at the anode in electrolysis reactions	Half equations at the electrodes (Higher)	ScholaFly CH11-06
3.30Edexcel 1CH0	Explain the formation of the products in the electrolysis of copper sulfate solution, using copper electrodes, and how this electrolysis can be used to purify copper	Electrolysis with non-inert electrodes: purifying copper	ScholaFly CH11-04
3.31Edexcel 1CH0	Core Practical: Investigate the electrolysis of copper sulfate solution with inert electrodes and copper electrodes	Practical: electrolysis of aqueous solutions	ScholaFly CH21-07
4.1Edexcel 1CH0	Deduce the relative reactivity of some metals, by their reactions with water, acids and salt solutions	The reactivity series	ScholaFly CH10-02
4.2Edexcel 1CH0	Explain displacement reactions as redox reactions, in terms of gain or loss of electrons	Oxidation and reduction as electron transfer (Higher)	ScholaFly CH10-04
4.3Edexcel 1CH0	Explain the reactivity series of metals (potassium, sodium, calcium, magnesium, aluminium, (carbon), zinc, iron, (hydrogen), copper, silver, gold) in terms of the reactivity of the metals with water and dilute acids and that these reactions show the relative tendency of metal atoms to form cations	The reactivity series	ScholaFly CH10-02
4.4Edexcel 1CH0	Recall 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 a metal from its ore	ScholaFly CH10-03
4.5Edexcel 1CH0	Explain oxidation as the gain of oxygen and reduction as the loss of oxygen	Oxidation and reduction in terms of oxygen	ScholaFly CH10-01
4.6Edexcel 1CH0	Recall that the extraction of metals involves reduction of ores	Extracting a metal from its ore	ScholaFly CH10-03
4.7Edexcel 1CH0	Explain 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 (including iron) b electrolysis (including aluminium) (knowledge of the blast furnace is not required)	Extracting a metal from its ore	ScholaFly CH10-03
4.7Edexcel 1CH0		Extracting aluminium by electrolysis	ScholaFly CH11-05
4.8Edexcel 1CH0	Evaluate alternative biological methods of metal extraction (bacterial and phytoextraction)	Biological methods of extracting metals (Higher)	ScholaFly CH10-05
4.9Edexcel 1CH0	Explain how a metal’s relative resistance to oxidation is related to its position in the reactivity series	The reactivity series	ScholaFly CH10-02
4.10Edexcel 1CH0	Evaluate the advantages of recycling metals, including economic implications and how recycling can preserve both the environment and the supply of valuable raw materials	Reducing, reusing and recycling	ScholaFly CH20-04
4.11Edexcel 1CH0	Describe that a life-cycle assessment for a product involves consideration of the effect on the environment of obtaining the raw materials, manufacturing the product, using the product and disposing of the product when it is no longer useful	Life cycle assessment	ScholaFly CH20-05
4.12Edexcel 1CH0	Evaluate data from a life cycle assessment of a product	Life cycle assessment	ScholaFly CH20-05
4.13Edexcel 1CH0	Recall that chemical reactions are reversible, the use of the symbol ⇌ in equations and that the direction of some reversible reactions can be altered by changing the reaction conditions	Reversible reactions and dynamic equilibrium	ScholaFly CH14-01
4.14Edexcel 1CH0	Explain what is meant by dynamic equilibrium	Reversible reactions and dynamic equilibrium	ScholaFly CH14-01
4.15Edexcel 1CH0	Describe 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	The Haber process	ScholaFly CH14-04
4.16Edexcel 1CH0	Recall the conditions for the Haber process as: a temperature 450 °C b pressure 200 atmospheres c iron catalyst	The Haber process	ScholaFly CH14-04
4.17Edexcel 1CH0	Predict how the position of a dynamic equilibrium is affected by changes in: a temperature b pressure c concentration	Le Chatelier's principle, and changing the concentration (Higher)	ScholaFly CH14-02
4.17Edexcel 1CH0		Changing the temperature and the pressure on an equilibrium (Higher)	ScholaFly CH14-03
5.1CEdexcel 1CH0	Recall 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	The transition metals (triple)	ScholaFly CH02-09
5.2CEdexcel 1CH0	Recall that the oxidation of metals results in corrosion	Corrosion, preventing rust, and electroplating (triple)	ScholaFly CH10-06
5.3CEdexcel 1CH0	Explain how rusting of iron can be prevented by: a exclusion of oxygen b exclusion of water c sacrificial protection	Corrosion, preventing rust, and electroplating (triple)	ScholaFly CH10-06
5.4CEdexcel 1CH0	Explain how electroplating can be used to improve the appearance and/or the resistance to corrosion of metal objects	Corrosion, preventing rust, and electroplating (triple)	ScholaFly CH10-06
5.5CEdexcel 1CH0	Explain, using models, why converting pure metals into alloys often increases the strength of the product	Alloys: why alloying works, and the common alloys (triple)	ScholaFly CH10-07
5.6CEdexcel 1CH0	Explain why iron is alloyed with other metals to produce alloy steels	Alloys: why alloying works, and the common alloys (triple)	ScholaFly CH10-07
5.7CEdexcel 1CH0	Explain how the uses of metals are related to their properties (and vice versa), including aluminium, copper and gold and their alloys including magnalium and brass	Alloys: why alloying works, and the common alloys (triple)	ScholaFly CH10-07
5.8CEdexcel 1CH0	Calculate the concentration of solutions in mol dm–3 and convert concentration in g dm–3 into mol dm–3 and vice versa	Concentration in moles per dm3 (triple, Higher)	ScholaFly CH08-01
5.8CEdexcel 1CH0		Titration calculations (triple, Higher)	ScholaFly CH09-09
5.9CEdexcel 1CH0	Core Practical: Carry out an accurate acid-alkali titration, using burette, pipette and a suitable indicator	Titration: the technique	ScholaFly CH09-06
5.9CEdexcel 1CH0		Practical: acid-alkali titration (triple)	ScholaFly CH21-11
5.10CEdexcel 1CH0	Carry out simple calculations using the results of titrations to calculate an unknown concentration of a solution or an unknown volume of solution required	Concentration in moles per dm3 (triple, Higher)	ScholaFly CH08-01
5.10CEdexcel 1CH0		Titration calculations (triple, Higher)	ScholaFly CH09-09
5.11CEdexcel 1CH0	Calculate the percentage yield of a reaction from the actual yield and the theoretical yield	Percentage yield, and the theoretical mass of a product (triple)	ScholaFly CH08-03
5.12CEdexcel 1CH0	Describe 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)	Percentage yield, and the theoretical mass of a product (triple)	ScholaFly CH08-03
5.13CEdexcel 1CH0	Recall the atom economy of a reaction forming a desired product	Atom economy (triple)	ScholaFly CH08-04
5.14CEdexcel 1CH0	Calculate the atom economy of a reaction forming a desired product	Atom economy (triple)	ScholaFly CH08-04
5.15CEdexcel 1CH0	Explain why a particular reaction pathway is chosen to produce a specified product, given appropriate data such as atom economy, yield, rate, equilibrium position and usefulness of by-products	Choosing a reaction pathway for an industrial product (triple, Higher)	ScholaFly CH14-06
5.16CEdexcel 1CH0	Describe 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 dm3 or 24000 cm3 in calculations where it is required)	The molar gas volume (triple, Higher)	ScholaFly CH08-02
5.17CEdexcel 1CH0	Use the molar volume and balanced equations in calculations involving the masses of solids and volumes of gases	The molar gas volume (triple, Higher)	ScholaFly CH08-02
5.18CEdexcel 1CH0	Use Avogadro’s law to calculate volumes of gases involved in a gaseous reaction, given the relevant equation	The molar gas volume (triple, Higher)	ScholaFly CH08-02
5.19CEdexcel 1CH0	Describe the Haber process as a reversible reaction between nitrogen and hydrogen to form ammonia	The Haber process	ScholaFly CH14-04
5.20CEdexcel 1CH0	Predict 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	Industrial conditions: the trade-off between rate, yield and cost (triple, Higher)	ScholaFly CH14-05
5.21CEdexcel 1CH0	Explain how, in industrial reactions, including 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	Industrial conditions: the trade-off between rate, yield and cost (triple, Higher)	ScholaFly CH14-05
5.22CEdexcel 1CH0	Recall that fertilisers may contain nitrogen, phosphorus and potassium compounds to promote plant growth	Fertilisers: NPK, in the laboratory and in industry (triple)	ScholaFly CH14-07
5.23CEdexcel 1CH0	Describe how ammonia reacts with nitric acid to produce a salt that is used as a fertiliser	Fertilisers: NPK, in the laboratory and in industry (triple)	ScholaFly CH14-07
5.24CEdexcel 1CH0	Describe 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)	Fertilisers: NPK, in the laboratory and in industry (triple)	ScholaFly CH14-07
5.25CEdexcel 1CH0	Recall that a chemical cell produces a voltage until one of the reactants is used up	Chemical cells and batteries (triple)	ScholaFly CH12-05
5.25CEdexcel 1CH0		Fuel cells (triple)	ScholaFly CH12-06
5.26CEdexcel 1CH0	Recall that in a hydrogen–oxygen fuel cell hydrogen and oxygen are used to produce a voltage and water is the only product	Chemical cells and batteries (triple)	ScholaFly CH12-05
5.26CEdexcel 1CH0		Fuel cells (triple)	ScholaFly CH12-06
5.27CEdexcel 1CH0	Evaluate the strengths and weaknesses of fuel cells for given uses	Chemical cells and batteries (triple)	ScholaFly CH12-05
5.27CEdexcel 1CH0		Fuel cells (triple)	ScholaFly CH12-06
6.1Edexcel 1CH0	Explain why some elements can be classified as alkali metals (group 1), halogens (group 7) or noble gases (group 0), based on their position in the periodic table	Predicting an element's reactions from its position	ScholaFly CH02-08
6.2Edexcel 1CH0	Recall that alkali metals: a are soft b have relatively low melting points	Group 1: the alkali metals	ScholaFly CH02-04
6.3Edexcel 1CH0	Describe the reactions of lithium, sodium and potassium with water	Group 1: the alkali metals	ScholaFly CH02-04
6.4Edexcel 1CH0	Describe the pattern in reactivity of the alkali metals, lithium, sodium and potassium, with water; and use this pattern to predict the reactivity of other alkali metals	Group 1: the alkali metals	ScholaFly CH02-04
6.5Edexcel 1CH0	Explain this pattern in reactivity in terms of electronic configurations	Group 1: the alkali metals	ScholaFly CH02-04
6.6Edexcel 1CH0	Recall the colours and physical states of chlorine, bromine and iodine at room temperature	Group 7: the halogens	ScholaFly CH02-05
6.7Edexcel 1CH0	Describe the pattern in the physical properties of the halogens, chlorine, bromine and iodine, and use this pattern to predict the physical properties of other halogens	Group 7: the halogens	ScholaFly CH02-05
6.8Edexcel 1CH0	Describe the chemical test for chlorine	The tests for hydrogen, oxygen, carbon dioxide and chlorine	ScholaFly CH18-01
6.9Edexcel 1CH0	Describe the reactions of the halogens, chlorine, bromine and iodine, with metals to form metal halides, and use this pattern to predict the reactions of other halogens	Group 7: the halogens	ScholaFly CH02-05
6.10Edexcel 1CH0	Recall that the halogens, chlorine, bromine and iodine, form hydrogen halides which dissolve in water to form acidic solutions, and use this pattern to predict the reactions of other halogens	Group 7: the halogens	ScholaFly CH02-05
6.11Edexcel 1CH0	Describe the relative reactivity of the halogens chlorine, bromine and iodine, as shown by their displacement reactions with halide ions in aqueous solution, and use this pattern to predict the reactions of astatine	Halogen displacement reactions	ScholaFly CH02-06
6.12Edexcel 1CH0	Explain why these displacement reactions are redox reactions in terms of gain and loss of electrons, identifying which of the substances are oxidised and which are reduced	Oxidation and reduction as electron transfer (Higher)	ScholaFly CH10-04
6.13Edexcel 1CH0	Explain the relative reactivity of the halogens in terms of electronic configurations	Halogen displacement reactions	ScholaFly CH02-06
6.14Edexcel 1CH0	Explain why the noble gases are chemically inert, compared with the other elements, in terms of their electronic configurations	Group 0: the noble gases	ScholaFly CH02-07
6.15Edexcel 1CH0	Explain how the uses of noble gases depend on their inertness, low density and/or non-flammability	Group 0: the noble gases	ScholaFly CH02-07
6.16Edexcel 1CH0	Describe the pattern in the physical properties of some noble gases and use this pattern to predict the physical properties of other noble gases	Group 0: the noble gases	ScholaFly CH02-07
7.1Edexcel 1CH0	Core Practical: Investigate the effects of changing the conditions of a reaction on the rates of chemical reactions by: a measuring the production of a gas (in the reaction between hydrochloric acid and marble chips) b observing a colour change (in the reaction between sodium thiosulfate and hydrochloric acid)	Practical: how concentration affects the rate of a reaction	ScholaFly CH21-09
7.2Edexcel 1CH0	Suggest practical methods for determining the rate of a given reaction	Measuring and calculating the rate of a reaction	ScholaFly CH13-01
7.2Edexcel 1CH0		Rate at a specific time: the gradient of a tangent	ScholaFly CH13-02
7.3Edexcel 1CH0	Explain how reactions occur when particles collide and that rates of reaction are increased when the frequency and/or energy of collisions is increased	The factors that change the rate, and collision theory	ScholaFly CH13-03
7.4Edexcel 1CH0	Explain the effects on rates of reaction of changes in temperature, concentration, surface area to volume ratio of a solid and pressure (on reactions involving gases) in terms of frequency and/or energy of collisions between particles	The factors that change the rate, and collision theory	ScholaFly CH13-03
7.5Edexcel 1CH0	Interpret graphs of mass, volume or concentration of reactant or product against time	Measuring and calculating the rate of a reaction	ScholaFly CH13-01
7.5Edexcel 1CH0		Rate at a specific time: the gradient of a tangent	ScholaFly CH13-02
7.6Edexcel 1CH0	Describe a catalyst as a substance that speeds up the rate of a reaction without altering the products of the reaction, being itself unchanged chemically and in mass at the end of the reaction	Catalysts	ScholaFly CH13-04
7.7Edexcel 1CH0	Explain how the addition of a catalyst increases the rate of a reaction in terms of activation energy	Catalysts	ScholaFly CH13-04
7.8Edexcel 1CH0	Recall that enzymes are biological catalysts and that enzymes are used in the production of alcoholic drinks	Catalysts	ScholaFly CH13-04
7.9Edexcel 1CH0	Recall that changes in heat energy accompany the following changes: a salts dissolving in water b neutralisation reactions c displacement reactions d precipitation reactions and that, when these reactions take place in solution, temperature changes can be measured to reflect the heat changes	Exothermic and endothermic reactions	ScholaFly CH12-01
7.9Edexcel 1CH0		Practical: temperature changes in reacting solutions	ScholaFly CH21-08
7.10Edexcel 1CH0	Describe an exothermic change or reaction as one in which heat energy is given out	Exothermic and endothermic reactions	ScholaFly CH12-01
7.10Edexcel 1CH0		Practical: temperature changes in reacting solutions	ScholaFly CH21-08
7.11Edexcel 1CH0	Describe an endothermic change or reaction as one in which heat energy is taken in	Exothermic and endothermic reactions	ScholaFly CH12-01
7.11Edexcel 1CH0		Practical: temperature changes in reacting solutions	ScholaFly CH21-08
7.12Edexcel 1CH0	Recall that the breaking of bonds is endothermic and the making of bonds is exothermic	Breaking bonds costs energy, making bonds releases it	ScholaFly CH12-03
7.13Edexcel 1CH0	Recall that the overall heat energy change for a reaction is: a exothermic if more heat energy is released in forming bonds in the products than is required in breaking bonds in the reactants b endothermic if less heat energy is released in forming bonds in the products than is required in breaking bonds in the reactants	Breaking bonds costs energy, making bonds releases it	ScholaFly CH12-03
7.14Edexcel 1CH0	Calculate the energy change in a reaction given the energies of bonds (in kJ mol–1)	Calculating an energy change from bond energies (Higher)	ScholaFly CH12-04
7.15Edexcel 1CH0	Explain the term activation energy	Reaction profiles and activation energy	ScholaFly CH12-02
7.16Edexcel 1CH0	Draw and label reaction profiles for endothermic and exothermic reactions, identifying activation energy	Reaction profiles and activation energy	ScholaFly CH12-02
8.1Edexcel 1CH0	Recall that hydrocarbons are compounds that contain carbon and hydrogen only	Why carbon forms so many compounds	ScholaFly CH15-01
8.1Edexcel 1CH0		Crude oil: what it is and where it comes from	ScholaFly CH15-02
8.2Edexcel 1CH0	Describe crude oil as: a a complex mixture of hydrocarbons b containing molecules in which carbon atoms are in chains or rings (names, formulae and structures of specific ring molecules not required) c an important source of useful substances (fuels and feedstock for the petrochemical industry) d a finite resource	Why carbon forms so many compounds	ScholaFly CH15-01
8.2Edexcel 1CH0		Crude oil: what it is and where it comes from	ScholaFly CH15-02
8.3Edexcel 1CH0	Describe and explain the separation of crude oil into simpler, more useful mixtures by the process of fractional distillation	Fractional distillation, and what the fractions are used for	ScholaFly CH15-03
8.4Edexcel 1CH0	Recall the names and uses of the following fractions: a gases, used in domestic heating and cooking b petrol, used as fuel for cars c kerosene, used as fuel for aircraft d diesel oil, used as fuel for some cars and trains e fuel oil, used as fuel for large ships and in some power stations f bitumen, used to surface roads and roofs	Fractional distillation, and what the fractions are used for	ScholaFly CH15-03
8.5Edexcel 1CH0	Explain how hydrocarbons in different fractions differ from each other in: a the number of carbon and hydrogen atoms their molecules contain b boiling points c ease of ignition d viscosity and are mostly members of the alkane homologous series	How a hydrocarbon's properties change with chain length	ScholaFly CH15-04
8.5Edexcel 1CH0		Homologous series and functional groups	ScholaFly CH15-05
8.6Edexcel 1CH0	Explain an homologous series as a series of compounds which: a have the same general formula b differ by CH2 in molecular formulae from neighbouring compounds c show a gradual variation in physical properties, as exemplified by their boiling points d have similar chemical properties	How a hydrocarbon's properties change with chain length	ScholaFly CH15-04
8.6Edexcel 1CH0		Homologous series and functional groups	ScholaFly CH15-05
8.7Edexcel 1CH0	Describe the complete combustion of hydrocarbon fuels as a reaction in which: a carbon dioxide and water are produced b energy is given out	Complete combustion of a hydrocarbon	ScholaFly CH15-07
8.8Edexcel 1CH0	Explain why the incomplete combustion of hydrocarbons can produce carbon and carbon monoxide	Incomplete combustion, and the pollutants a fuel gives off	ScholaFly CH15-08
8.8Edexcel 1CH0		What the atmospheric pollutants actually do	ScholaFly CH15-09
8.9Edexcel 1CH0	Explain how carbon monoxide behaves as a toxic gas	Incomplete combustion, and the pollutants a fuel gives off	ScholaFly CH15-08
8.9Edexcel 1CH0	Explain how carbon monoxide behaves as a toxic gas	What the atmospheric pollutants actually do	ScholaFly CH15-09
8.10Edexcel 1CH0	Describe the problems caused by incomplete combustion producing carbon monoxide and soot in appliances that use carbon compounds as fuels	Incomplete combustion, and the pollutants a fuel gives off	ScholaFly CH15-08
8.10Edexcel 1CH0		What the atmospheric pollutants actually do	ScholaFly CH15-09
8.11Edexcel 1CH0	Explain how impurities in some hydrocarbon fuels result in the production of sulfur dioxide	Incomplete combustion, and the pollutants a fuel gives off	ScholaFly CH15-08
8.11Edexcel 1CH0		What the atmospheric pollutants actually do	ScholaFly CH15-09
8.12Edexcel 1CH0	Explain some problems associated with acid rain caused when sulfur dioxide dissolves in rain water	Incomplete combustion, and the pollutants a fuel gives off	ScholaFly CH15-08
8.12Edexcel 1CH0		What the atmospheric pollutants actually do	ScholaFly CH15-09
8.13Edexcel 1CH0	Explain why, when fuels are burned in engines, oxygen and nitrogen can react together at high temperatures to produce oxides of nitrogen, which are pollutants	Incomplete combustion, and the pollutants a fuel gives off	ScholaFly CH15-08
8.14Edexcel 1CH0	Evaluate the advantages and disadvantages of using hydrogen, rather than petrol, as a fuel in cars	Hydrogen or petrol as the fuel for a car	ScholaFly CH15-10
8.15Edexcel 1CH0	Recall that petrol, kerosene and diesel oil are non-renewable fossil fuels obtained from crude oil and methane is a non- renewable fossil fuel found in natural gas	Crude oil: what it is and where it comes from	ScholaFly CH15-02
8.16Edexcel 1CH0	Explain how cracking involves the breaking down of larger, saturated hydrocarbon molecules (alkanes) into smaller, more useful ones, some of which are unsaturated (alkenes)	Cracking	ScholaFly CH15-06
8.17Edexcel 1CH0	Explain why cracking is necessary	Cracking	ScholaFly CH15-06
8.18Edexcel 1CH0	Recall that the gases produced by volcanic activity formed the Earth’s early atmosphere	The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
8.18Edexcel 1CH0		How the carbon dioxide decreased, and how fossil fuels formed	ScholaFly CH19-02
8.19Edexcel 1CH0	Describe that the Earth’s early atmosphere was thought to contain: a little or no oxygen b a large amount of carbon dioxide c water vapour d small amounts of other gases and interpret evidence relating to this	The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
8.19Edexcel 1CH0		How the carbon dioxide decreased, and how fossil fuels formed	ScholaFly CH19-02
8.20Edexcel 1CH0	Explain how condensation of water vapour formed oceans	The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
8.20Edexcel 1CH0	Explain how condensation of water vapour formed oceans	How the carbon dioxide decreased, and how fossil fuels formed	ScholaFly CH19-02
8.21Edexcel 1CH0	Explain how the amount of carbon dioxide in the atmosphere was decreased when carbon dioxide dissolved as the oceans formed	The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
8.21Edexcel 1CH0		How the carbon dioxide decreased, and how fossil fuels formed	ScholaFly CH19-02
8.22Edexcel 1CH0	Explain how the growth of primitive plants used carbon dioxide and released oxygen by photosynthesis and consequently the amount of oxygen in the atmosphere gradually increased	The tests for hydrogen, oxygen, carbon dioxide and chlorine	ScholaFly CH18-01
		The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
		How the carbon dioxide decreased, and how fossil fuels formed	ScholaFly CH19-02
8.23Edexcel 1CH0	Describe the chemical test for oxygen	The tests for hydrogen, oxygen, carbon dioxide and chlorine	ScholaFly CH18-01
		The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
		How the carbon dioxide decreased, and how fossil fuels formed	ScholaFly CH19-02
8.24Edexcel 1CH0	Describe how various gases in the atmosphere, including carbon dioxide, methane and water vapour, absorb heat radiated from the Earth, subsequently releasing energy which keeps the Earth warm: this is known as the greenhouse effect	The greenhouse effect	ScholaFly CH19-03
8.25Edexcel 1CH0	Evaluate the evidence for human activity causing climate change, considering: a the correlation between the change in atmospheric carbon dioxide concentration, the consumption of fossil fuels and temperature change b the uncertainties caused by the location where these measurements are taken and historical accuracy	Human activity, climate change, and how good the evidence is	ScholaFly CH19-04
8.26Edexcel 1CH0	Describe: a the composition of today’s atmosphere b the potential effects on the climate of increased levels of carbon dioxide and methane generated by human activity, including burning fossil fuels and livestock farming c that these effects may be mitigated: consider scale, risk and environmental implications	The atmosphere today, and the Earth's early atmosphere	ScholaFly CH19-01
		Human activity, climate change, and how good the evidence is	ScholaFly CH19-04
		The carbon footprint and how to reduce it	ScholaFly CH19-05
9.1CEdexcel 1CH0	Explain why the test for any ion must be unique	Identifying an unknown salt from its test results (triple)	ScholaFly CH18-05
9.2CEdexcel 1CH0	Describe flame tests to identify the following ions in solids: a lithium ion, Li+ (red) b sodium ion, Na+ (yellow) c potassium ion, K+ (lilac) d calcium ion, Ca2+ (orange-red) e copper ion, Cu2+ (blue-green)	Flame tests (triple)	ScholaFly CH18-02
9.3CEdexcel 1CH0	Describe tests to identify the following ions in solids or solutions as appropriate: a aluminium ion, Al3+ b calcium ion, Ca2+ c copper ion, Cu2+ d iron(II) ion, Fe2+ e iron(III) ion, Fe3+ f ammonium ion, NH4 using sodium hydroxide solution	Identifying metal ions with sodium hydroxide solution (triple)	ScholaFly CH18-03
9.4CEdexcel 1CH0	Describe the chemical test for ammonia	Identifying metal ions with sodium hydroxide solution (triple)	ScholaFly CH18-03
9.5CEdexcel 1CH0	Describe tests to identify the following ions in solids or solutions as appropriate: a carbonate ion, CO3 2–, using dilute acid and identifying the carbon dioxide evolved b sulfate ion, SO4 2–, using dilute hydrochloric acid and barium chloride solution c chloride ion, Cl–, bromide ion, Br–, iodide ion, I–, using dilute nitric acid and silver nitrate solution	Identifying the anions: carbonate, halide and sulfate (triple)	ScholaFly CH18-04
9.6CEdexcel 1CH0	Core Practical: Identify the ions in unknown salts, using the tests for the specified cations and anions in 9.2C, 9.3C, 9.4C, 9.5C	Practical: identifying the ions in an unknown compound (triple)	ScholaFly CH21-12
9.7CEdexcel 1CH0	Identify the ions in unknown salts, using results of the tests above	Identifying an unknown salt from its test results (triple)	ScholaFly CH18-05
9.8CEdexcel 1CH0	Describe that instrumental methods of analysis are available and that these may improve sensitivity, accuracy and speed of tests	Instrumental methods of analysis (triple)	ScholaFly CH18-06
9.9CEdexcel 1CH0	Evaluate data from a flame photometer: a to determine the concentration of ions in dilute solution using a calibration curve b to identify metal ions by comparing the data with reference data (no knowledge of the instrument or how it works is required)	Instrumental methods of analysis (triple)	ScholaFly CH18-06
9.10CEdexcel 1CH0	Recall the formulae of molecules of the alkanes, methane, ethane, propane and butane, and draw the structures of these molecules, showing all covalent bonds	Homologous series and functional groups	ScholaFly CH15-05
9.11CEdexcel 1CH0	Explain why the alkanes are saturated hydrocarbons	Homologous series and functional groups	ScholaFly CH15-05
9.12CEdexcel 1CH0	Recall the formulae of molecules of the alkenes, ethene, propene, butene, and draw the structures of these molecules, showing all covalent bonds (but-1-ene and but-2-ene only)	Alkenes and the carbon-carbon double bond (triple)	ScholaFly CH16-01
9.13CEdexcel 1CH0	Explain why the alkenes are unsaturated hydrocarbons, describing that their molecules contain the functional group	Alkenes and the carbon-carbon double bond (triple)	ScholaFly CH16-01
9.14CEdexcel 1CH0	Recall the addition reaction of ethene with bromine, showing the structures of reactants and products, and extend this to other alkenes	Reactions of the alkenes, and the bromine water test (triple)	ScholaFly CH16-02
9.15CEdexcel 1CH0	Explain how bromine water is used to distinguish between alkanes and alkenes	Reactions of the alkenes, and the bromine water test (triple)	ScholaFly CH16-02
9.16CEdexcel 1CH0	Describe how the complete combustion of alkanes and alkenes involves the oxidation of the hydrocarbons to produce carbon dioxide and water	Complete combustion of a hydrocarbon	ScholaFly CH15-07
9.17CEdexcel 1CH0	Recall that a polymer is a substance of high average relative molecular mass made up of small repeating units	Addition polymerisation (triple)	ScholaFly CH17-01
9.18CEdexcel 1CH0	Describe: a how ethene molecules can combine together in a polymerisation reaction b that the addition polymer formed is called poly(ethene) (conditions and mechanisms not required)	Addition polymerisation (triple)	ScholaFly CH17-01
9.19CEdexcel 1CH0	Describe how other addition polymers can be made by combining together other monomer molecules containing C=C, to include poly(propene), poly(chloroethene) (PVC) and poly(tetrafluoroethene) (PTFE) (conditions and mechanisms not required)	Addition polymerisation (triple)	ScholaFly CH17-01
9.20CEdexcel 1CH0	Deduce the structure of a monomer from the structure of an addition polymer and vice versa	Addition polymerisation (triple)	ScholaFly CH17-01
9.21CEdexcel 1CH0	Explain how the uses of polymers are related to their properties and vice versa: including poly(ethene), poly(propene), poly(chloroethene) (PVC) and poly(tetrafluoroethene) (PTFE)	Addition polymerisation (triple)	ScholaFly CH17-01
9.22CEdexcel 1CH0	Explain: a why polyesters are condensation polymers b how a polyester is formed when a monomer molecule containing two carboxylic acid groups is reacted with a monomer molecule containing two alcohol groups c how a molecule of water is formed each time an ester link is formed	Condensation polymerisation (triple, Higher)	ScholaFly CH17-02
9.23CEdexcel 1CH0	Describe some problems associated with polymers including the: a availability of starting materials b persistence in landfill sites, due to non-biodegradability c gases produced during disposal by combustion d requirement to sort polymers so that they can be melted and reformed into a new product	The problems polymers cause, and recycling them (triple)	ScholaFly CH20-06
9.24CEdexcel 1CH0	Evaluate the advantages and disadvantages of recycling polymers, including economic implications, availability of starting materials and environmental impact	The problems polymers cause, and recycling them (triple)	ScholaFly CH20-06
9.25CEdexcel 1CH0	Recall that: a DNA is a polymer made from four different monomers called nucleotides (names of nucleotides not required) b starch is a polymer based on sugars c proteins are polymers based on amino acids	The natural polymers: DNA, starch, cellulose and proteins (triple)	ScholaFly CH17-04
9.26CEdexcel 1CH0	Recall the formulae of molecules of the alcohols, methanol, ethanol, propanol (propan-1-ol only) and butanol (butan-1-ol only), and draw the structures of these molecules, showing all covalent bonds	Alcohols (triple)	ScholaFly CH16-03
9.27CEdexcel 1CH0	Recall that the functional group in alcohols is –OH and that alcohols can be dehydrated to form alkenes	Alcohols (triple)	ScholaFly CH16-03
9.28CEdexcel 1CH0	Core Practical: Investigate the temperature rise produced in a known mass of water by the combustion of the alcohols ethanol, propanol, butanol and pentanol	Practical: the energy released by burning alcohols (triple)	ScholaFly CH21-10
9.29CEdexcel 1CH0	Recall the formulae of molecules of the carboxylic acids, methanoic, ethanoic, propanoic and butanoic acids, and draw the structures of these molecules, showing all covalent bonds	Carboxylic acids (triple)	ScholaFly CH16-05
9.30CEdexcel 1CH0	Recall that the functional group in carboxylic acids is –COOH and that solutions of carboxylic acids have typical acidic properties	Carboxylic acids (triple)	ScholaFly CH16-05
9.31CEdexcel 1CH0	Recall that ethanol can be oxidised to produce ethanoic acid and extend this to other alcohols (reagents not required)	Oxidising an alcohol, and predicting from the functional group (triple)	ScholaFly CH16-06
9.32CEdexcel 1CH0	Recall members of a given homologous series have similar reactions because their molecules contain the same functional group and use this to predict the products of other members of these series	Oxidising an alcohol, and predicting from the functional group (triple)	ScholaFly CH16-06
9.33CEdexcel 1CH0	Describe the production of ethanol by fermentation of carbohydrates in aqueous solution, using yeast to provide enzymes	Making ethanol by fermentation (triple)	ScholaFly CH16-04
9.34CEdexcel 1CH0	Explain how to obtain a concentrated solution of ethanol by fractional distillation of the fermentation mixture	Making ethanol by fermentation (triple)	ScholaFly CH16-04
9.35CEdexcel 1CH0	Compare the size of nanoparticles with the sizes of atoms and molecules	Nanoparticles: size and the surface area to volume ratio (triple)	ScholaFly CH05-09
9.35CEdexcel 1CH0		Nanoparticles: what they are used for and the risks (triple)	ScholaFly CH05-10
9.36CEdexcel 1CH0	Describe how the properties of nanoparticulate materials are related to their uses including surface area to volume ratio of the particles they contain, including sunscreens	Nanoparticles: size and the surface area to volume ratio (triple)	ScholaFly CH05-09
9.36CEdexcel 1CH0		Nanoparticles: what they are used for and the risks (triple)	ScholaFly CH05-10
9.37CEdexcel 1CH0	Explain the possible risks associated with some nanoparticulate materials	Nanoparticles: size and the surface area to volume ratio (triple)	ScholaFly CH05-09
9.37CEdexcel 1CH0		Nanoparticles: what they are used for and the risks (triple)	ScholaFly CH05-10
9.38CEdexcel 1CH0	Compare, using data, the physical properties of glass and clay ceramics, polymers, composites and metals	Glass and clay ceramics (triple)	ScholaFly CH20-07
9.38CEdexcel 1CH0		Polymers, composites and choosing the right material (triple)	ScholaFly CH20-08
9.39CEdexcel 1CH0	Explain why the properties of a material make it suitable for a given use and use data to select materials appropriate for specific uses	Glass and clay ceramics (triple)	ScholaFly CH20-07
9.39CEdexcel 1CH0		Polymers, composites and choosing the right material (triple)	ScholaFly CH20-08