Unit 4: Rates, Equilibria and Further Organic Chemistry

Understand the terms: i rate of reaction ii rate equation, rate=k[A]m[B]n where m and n are 0, 1 or 2 iii order with respect to a substance in a rate equation iv overall order of a reaction v rate constant vi half-life vii rate-determining step viii activation energy ix heterogeneous and homogeneous catalyst.

Use —the terms: i rate of reaction ii rate equation, rate=k[a]m[b]n where m and n are 0, 1 or 2 iii order with respect to to connect the rule to the data and decision in the question.

This matters because —the terms: i rate of reaction ii rate equation, rate=k[a]m[b]n where m and n are 0, 1 or 2 iii order with respect to determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the terms: i rate of reaction ii rate equation, rate=k[a]m[b]n where m and n are 0, 1 or 2 iii order with respect to to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Be able to calculate the half-life of a reaction, using data from a suitable graph, and identify a reaction with a constant half-life as being first order.

Use —the half-life of a reaction to connect the rule to the data and decision in the question.

This matters because —the half-life of a reaction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the half-life of a reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The half-life of a reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to select and justify a suitable experimental technique to obtain rate data for a given reaction, including: i titration ii colorimetry iii mass change iv volume of gas evolved v other suitable technique(s) for a given reaction.

Use —select and justify a suitable experimental technique to obtain rate data for a given reaction to connect the rule to the data and decision in the question.

This matters because —select and justify a suitable experimental technique to obtain rate data for a given reaction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —select and justify a suitable experimental technique to obtain rate data for a given reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Select and justify a suitable experimental technique to obtain rate data for a given reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand experiments that can be used to investigate reaction rates by: i an initial-rate method, carrying out separate experiments where different initial concentrations of one reagent are used A ‘clock reaction’ is an acceptable approximation of this method. ii a continuous monitoring method to generate data to enable concentration-time or volume-time graphs to be plotted.

Use —experiments that can be used to investigate reaction rates by: i an initial-rate method, carrying out separate experiments to connect the rule to the data and decision in the question.

This matters because —experiments that can be used to investigate reaction rates by: i an initial-rate method, carrying out separate experiments determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —experiments that can be used to investigate reaction rates by: i an initial-rate method, carrying out separate experiments to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Experiments that can be used to investigate reaction rates by: i an initial-rate method, carrying out separate experiments is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce the order (0, 1 or 2) with respect to a substance in a rate equation, using data from: i a concentration-time graph ii a rate-concentration graph iii an initial-rate method.

Use —deduce the order (0, 1 or 2) with respect to a substance in a rate equation to connect the rule to the data and decision in the question.

This matters because —deduce the order (0, 1 or 2) with respect to a substance in a rate equation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce the order (0, 1 or 2) with respect to a substance in a rate equation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Understand how to: i obtain data to calculate the order with respect to the reactants (and the hydrogen ion) in the acid-catalysed iodination of propanone ii use these data to make predictions about species involved in the rate-determining step iii deduce a possible mechanism for the reaction.

Use —how to: i obtain data to calculate the order with respect to the reactants (and the hydrogen ion) in the acid-catalysed to connect the rule to the data and decision in the question.

This matters because —how to: i obtain data to calculate the order with respect to the reactants (and the hydrogen ion) in the acid-catalysed determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how to: i obtain data to calculate the order with respect to the reactants (and the hydrogen ion) in the acid-catalysed to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How to: i obtain data to calculate the order with respect to the reactants (and the hydrogen ion) in the acid-catalysed is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce the rate-determining step from a rate equation and vice versa.

Use —deduce the rate-determining step from a rate equation and vice versa to connect the rule to the data and decision in the question.

This matters because —deduce the rate-determining step from a rate equation and vice versa determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce the rate-determining step from a rate equation and vice versa to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Be able to deduce a reaction mechanism, using knowledge of the rate equation and the stoichiometric equation for a reaction.

Use —deduce a reaction mechanism to connect the rule to the data and decision in the question.

This matters because —deduce a reaction mechanism determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce a reaction mechanism to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Deduce a reaction mechanism is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that knowledge of the rate equations for the hydrolysis of halogenoalkanes can be used to provide evidence for SN1 and SN2 mechanisms for tertiary and primary halogenoalkane hydrolysis.

Use —knowledge of the rate equations for the hydrolysis of halogenoalkanes can be used to provide evidence for sn1 and sn2 to connect the rule to the data and decision in the question.

This matters because —knowledge of the rate equations for the hydrolysis of halogenoalkanes can be used to provide evidence for sn1 and sn2 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —knowledge of the rate equations for the hydrolysis of halogenoalkanes can be used to provide evidence for sn1 and sn2 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Be able to use calculations and graphical methods to find the activation energy for a reaction from experimental data The Arrhenius equation will be given if needed.

Use —calculations and graphical methods to find the activation energy for a reaction from experimental data the arrhenius to connect the rule to the data and decision in the question.

This matters because —calculations and graphical methods to find the activation energy for a reaction from experimental data the arrhenius determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —calculations and graphical methods to find the activation energy for a reaction from experimental data the arrhenius to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Calculations and graphical methods to find the activation energy for a reaction from experimental data The Arrhenius is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the use of a solid (heterogeneous) catalyst for industrial reactions, in the gas phase, in terms of providing a surface for the reaction.

Use —the use of a solid (heterogeneous) catalyst for industrial reactions, in the gas phase, in terms of providing a surface to connect the rule to the data and decision in the question.

This matters because —the use of a solid (heterogeneous) catalyst for industrial reactions, in the gas phase, in terms of providing a surface determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the use of a solid (heterogeneous) catalyst for industrial reactions, in the gas phase, in terms of providing a surface to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The use of a solid (heterogeneous) catalyst for industrial reactions, in the gas phase, in terms of providing a surface is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICALS 9a and 9b Following the rate of the iodine-propanone reaction by a titrimetric method and investigating a ‘clock reaction’ (Harcourt-Esson, iodine clock).

Use —core practicals 9a and 9b following the rate of the iodine-propanone reaction by a titrimetric method and investigating to connect the rule to the data and decision in the question.

This matters because —core practicals 9a and 9b following the rate of the iodine-propanone reaction by a titrimetric method and investigating determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practicals 9a and 9b following the rate of the iodine-propanone reaction by a titrimetric method and investigating to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICALS 9a and 9b Following the rate of the iodine-propanone reaction by a titrimetric method and investigating is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 10 Finding the activation energy of a reaction.

Use —core practical 10 finding the activation energy of a reaction to connect the rule to the data and decision in the question.

This matters because —core practical 10 finding the activation energy of a reaction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 10 finding the activation energy of a reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 10 Finding the activation energy of a reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that, since endothermic reactions can occur spontaneously at room temperature, enthalpy changes alone do not control whether reactions occur.

Use —that, since endothermic reactions can occur spontaneously at room temperature, enthalpy changes alone do not control whether to connect the rule to the data and decision in the question.

This matters because —that, since endothermic reactions can occur spontaneously at room temperature, enthalpy changes alone do not control whether determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —that, since endothermic reactions can occur spontaneously at room temperature, enthalpy changes alone do not control whether to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —That, since endothermic reactions can occur spontaneously at room temperature, enthalpy changes alone do not control whether is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand entropy as a measure of disorder of a system in terms of the random dispersal of molecules and of energy quanta between molecules.

Use —entropy as a measure of disorder of a system in terms of the random dispersal of molecules and of energy quanta between to connect the rule to the data and decision in the question.

This matters because —entropy as a measure of disorder of a system in terms of the random dispersal of molecules and of energy quanta between determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —entropy as a measure of disorder of a system in terms of the random dispersal of molecules and of energy quanta between to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Entropy as a measure of disorder of a system in terms of the random dispersal of molecules and of energy quanta between is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the entropy of a substance increases with temperature, that entropy increases as solid → liquid → gas and that perfect crystals at zero kelvin have zero entropy.

Use —the entropy of a substance increases with temperature, that entropy increases as solid → liquid → gas and that perfect to connect the rule to the data and decision in the question.

This matters because —the entropy of a substance increases with temperature, that entropy increases as solid → liquid → gas and that perfect determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the entropy of a substance increases with temperature, that entropy increases as solid → liquid → gas and that perfect to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The entropy of a substance increases with temperature, that entropy increases as solid → liquid → gas and that perfect is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to interpret the natural direction of change as being in the direction of increasing total entropy (positive entropy change), including gases spread spontaneously through a room.

Use —interpret the natural direction of change as being in the direction of increasing total entropy (positive entropy change) to connect the rule to the data and decision in the question.

This matters because —interpret the natural direction of change as being in the direction of increasing total entropy (positive entropy change) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —interpret the natural direction of change as being in the direction of increasing total entropy (positive entropy change) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Interpret the natural direction of change as being in the direction of increasing total entropy (positive entropy change) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand why entropy changes occur during: i changes of state ii dissolving of a solid ionic lattice iii reactions in which there is a change in the number of moles from reactants to products.

Use —why entropy changes occur during: i changes of state ii dissolving of a solid ionic lattice iii reactions in which there is to connect the rule to the data and decision in the question.

This matters because —why entropy changes occur during: i changes of state ii dissolving of a solid ionic lattice iii reactions in which there is determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —why entropy changes occur during: i changes of state ii dissolving of a solid ionic lattice iii reactions in which there is to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Why entropy changes occur during: i changes of state ii dissolving of a solid ionic lattice iii reactions in which there is is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the total entropy change of any reaction is the sum of the entropy change of the system and the entropy change of the surroundings, summarised by the expression: ∆Stotal = ∆Ssystem + ∆Ssurroundings.

Use —the total entropy change of any reaction is the sum of the entropy change of the system and the entropy change of to connect the rule to the data and decision in the question.

This matters because —the total entropy change of any reaction is the sum of the entropy change of the system and the entropy change of determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the total entropy change of any reaction is the sum of the entropy change of the system and the entropy change of to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The total entropy change of any reaction is the sum of the entropy change of the system and the entropy change of is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the entropy change of the system for a reaction, ∆Ssystem, given the entropies of the reactants and products.

Use —the entropy change of the system for a reaction, ∆ssystem, given the entropies of the reactants and products to connect the rule to the data and decision in the question.

This matters because —the entropy change of the system for a reaction, ∆ssystem, given the entropies of the reactants and products determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the entropy change of the system for a reaction, ∆ssystem, given the entropies of the reactants and products to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The entropy change of the system for a reaction, ∆Ssystem, given the entropies of the reactants and products is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the entropy change in the surroundings, and hence ∆Stotal, using the expression ∆Ssurroundings = −∆H T.

Use —the entropy change in the surroundings, and hence ∆stotal to connect the rule to the data and decision in the question.

This matters because —the entropy change in the surroundings, and hence ∆stotal determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the entropy change in the surroundings, and hence ∆stotal to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The entropy change in the surroundings, and hence ∆Stotal is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the feasibility of a reaction depends on: i the balance between ∆Ssystem and ∆Ssurroundings, so that even endothermic reactions can occur spontaneously at room temperature ii temperature, as higher temperatures decrease the magnitude of ∆Ssurroundings so its contribution to ∆Stotal is less Students should be able to calculate the temperature at which a reaction is feasible. Students may also use ∆G = ∆H - T∆Ssystem in answers, although this approach is not a requirement of the specification.

Use —the feasibility of a reaction depends on: i the balance between ∆ssystem and ∆ssurroundings, so that even endothermic to connect the rule to the data and decision in the question.

This matters because —the feasibility of a reaction depends on: i the balance between ∆ssystem and ∆ssurroundings, so that even endothermic determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the feasibility of a reaction depends on: i the balance between ∆ssystem and ∆ssurroundings, so that even endothermic to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The feasibility of a reaction depends on: i the balance between ∆Ssystem and ∆Ssurroundings, so that even endothermic is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that reactions can occur as long as ∆Stotal is positive even if one of the other entropy changes is negative.

Use —reactions can occur as long as ∆stotal is positive even if one of the other entropy changes is negative to connect the rule to the data and decision in the question.

This matters because —reactions can occur as long as ∆stotal is positive even if one of the other entropy changes is negative determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —reactions can occur as long as ∆stotal is positive even if one of the other entropy changes is negative to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reactions can occur as long as ∆Stotal is positive even if one of the other entropy changes is negative is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand and distinguish between the concepts of thermodynamic stability and kinetic stability.

Use —and distinguish between the concepts of thermodynamic stability and kinetic stability to connect the rule to the data and decision in the question.

This matters because —and distinguish between the concepts of thermodynamic stability and kinetic stability determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —and distinguish between the concepts of thermodynamic stability and kinetic stability to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —And distinguish between the concepts of thermodynamic stability and kinetic stability is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to define the terms: i standard enthalpy change of atomisation, ∆atH ii electron affinity iii lattice energy (as the exothermic process for the formation of one mole of an ionic solid from its gaseous ions).

Use —define the terms: i standard enthalpy change of atomisation, ∆ath ii electron affinity iii lattice energy (as the exothermic to connect the rule to the data and decision in the question.

This matters because —define the terms: i standard enthalpy change of atomisation, ∆ath ii electron affinity iii lattice energy (as the exothermic determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —define the terms: i standard enthalpy change of atomisation, ∆ath ii electron affinity iii lattice energy (as the exothermic to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Define the terms: i standard enthalpy change of atomisation, ∆atH ii electron affinity iii lattice energy (as the exothermic is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to construct Born-Haber cycles and carry out related calculations.

Use —construct born-haber cycles and carry out related calculations to connect the rule to the data and decision in the question.

This matters because —construct born-haber cycles and carry out related calculations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —construct born-haber cycles and carry out related calculations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Construct Born-Haber cycles and carry out related calculations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that a comparison of the experimental lattice energy value (from a Born-Haber cycle) with the theoretical value (obtained from electrostatic theory) in a particular compound indicates the degree of covalent bonding.

Use —a comparison of the experimental lattice energy value (from a born-haber cycle) with the theoretical value (obtained to connect the rule to the data and decision in the question.

This matters because —a comparison of the experimental lattice energy value (from a born-haber cycle) with the theoretical value (obtained determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a comparison of the experimental lattice energy value (from a born-haber cycle) with the theoretical value (obtained to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A comparison of the experimental lattice energy value (from a Born-Haber cycle) with the theoretical value (obtained is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that polarisation of anions by cations leads to some covalency in an ionic bond, based on evidence from the Born-Haber cycle.

Use —polarisation of anions by cations leads to some covalency in an ionic bond, based on evidence from the born-haber cycle to connect the rule to the data and decision in the question.

This matters because —polarisation of anions by cations leads to some covalency in an ionic bond, based on evidence from the born-haber cycle determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —polarisation of anions by cations leads to some covalency in an ionic bond, based on evidence from the born-haber cycle to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Polarisation of anions by cations leads to some covalency in an ionic bond, based on evidence from the Born-Haber cycle is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to define the terms ‘enthalpy change of solution, ∆solH’ and ‘enthalpy change of hydration, ∆hydH of an ion’.

Use —define the terms ‘enthalpy change of solution, ∆solh’ and ‘enthalpy change of hydration, ∆hydh of an ion’ to connect the rule to the data and decision in the question.

This matters because —define the terms ‘enthalpy change of solution, ∆solh’ and ‘enthalpy change of hydration, ∆hydh of an ion’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —define the terms ‘enthalpy change of solution, ∆solh’ and ‘enthalpy change of hydration, ∆hydh of an ion’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Define the terms ‘enthalpy change of solution, ∆solH’ and ‘enthalpy change of hydration, ∆hydH of an ion’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use energy cycles and energy level diagrams to calculate the enthalpy change of solution of an ionic compound, using enthalpy change of hydration and lattice energy.

Use —energy cycles and energy level diagrams to calculate the enthalpy change of solution of an ionic compound to connect the rule to the data and decision in the question.

This matters because —energy cycles and energy level diagrams to calculate the enthalpy change of solution of an ionic compound determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —energy cycles and energy level diagrams to calculate the enthalpy change of solution of an ionic compound to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Energy cycles and energy level diagrams to calculate the enthalpy change of solution of an ionic compound is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the effect of ionic charge and ionic radius on the values of enthalpy change of hydration and the lattice energy of an ionic compound.

Use —the effect of ionic charge and ionic radius on the values of enthalpy change of hydration and the lattice energy of an ionic to connect the rule to the data and decision in the question.

This matters because —the effect of ionic charge and ionic radius on the values of enthalpy change of hydration and the lattice energy of an ionic determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the effect of ionic charge and ionic radius on the values of enthalpy change of hydration and the lattice energy of an ionic to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The effect of ionic charge and ionic radius on the values of enthalpy change of hydration and the lattice energy of an ionic is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use entropy and enthalpy changes of solution values to predict the solubility of ionic compounds and discuss trends in the solubility of ionic compounds covered in Unit 2.

Use —entropy and enthalpy changes of solution values to predict the solubility of ionic compounds and discuss trends in to connect the rule to the data and decision in the question.

This matters because —entropy and enthalpy changes of solution values to predict the solubility of ionic compounds and discuss trends in determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —entropy and enthalpy changes of solution values to predict the solubility of ionic compounds and discuss trends in to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Entropy and enthalpy changes of solution values to predict the solubility of ionic compounds and discuss trends in is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce an expression for Kc , for homogeneous and heterogeneous systems, in terms of equilibrium concentrations.

Use —deduce an expression for kc , for homogeneous and heterogeneous systems, in terms of equilibrium concentrations to connect the rule to the data and decision in the question.

This matters because —deduce an expression for kc , for homogeneous and heterogeneous systems, in terms of equilibrium concentrations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce an expression for kc , for homogeneous and heterogeneous systems, in terms of equilibrium concentrations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Deduce an expression for Kc , for homogeneous and heterogeneous systems, in terms of equilibrium concentrations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce an expression for Kp for homogeneous and heterogeneous systems, in terms of equilibrium partial pressures in atm.

Use —deduce an expression for kp for homogeneous and heterogeneous systems, in terms of equilibrium partial pressures in atm to connect the rule to the data and decision in the question.

This matters because —deduce an expression for kp for homogeneous and heterogeneous systems, in terms of equilibrium partial pressures in atm determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce an expression for kp for homogeneous and heterogeneous systems, in terms of equilibrium partial pressures in atm to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Deduce an expression for Kp for homogeneous and heterogeneous systems, in terms of equilibrium partial pressures in atm is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate a value, with units where appropriate, for the equilibrium constants (Kc and Kp) for homogeneous and heterogeneous reactions, from experimental data.

Use —a value, with units where appropriate, for the equilibrium constants (kc and kp) for homogeneous and heterogeneous to connect the rule to the data and decision in the question.

This matters because —a value, with units where appropriate, for the equilibrium constants (kc and kp) for homogeneous and heterogeneous determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a value, with units where appropriate, for the equilibrium constants (kc and kp) for homogeneous and heterogeneous to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A value, with units where appropriate, for the equilibrium constants (Kc and Kp) for homogeneous and heterogeneous is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how, if at all, a change in temperature, pressure or the presence of a catalyst affects the equilibrium composition in a homogeneous or heterogeneous system.

Use —how, if at all, a change in temperature, pressure or the presence of a catalyst affects the equilibrium composition in to connect the rule to the data and decision in the question.

This matters because —how, if at all, a change in temperature, pressure or the presence of a catalyst affects the equilibrium composition in determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how, if at all, a change in temperature, pressure or the presence of a catalyst affects the equilibrium composition in to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How, if at all, a change in temperature, pressure or the presence of a catalyst affects the equilibrium composition in is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the value of the equilibrium constant is not affected by changes in concentration or pressure or by the addition of a catalyst.

Use —the value of the equilibrium constant is not affected by changes in concentration or pressure or by the addition of to connect the rule to the data and decision in the question.

This matters because —the value of the equilibrium constant is not affected by changes in concentration or pressure or by the addition of determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the value of the equilibrium constant is not affected by changes in concentration or pressure or by the addition of to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The value of the equilibrium constant is not affected by changes in concentration or pressure or by the addition of is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the effect of changing the temperature on the equilibrium constant (Kc and Kp) for both exothermic and endothermic reactions.

Use —the effect of changing the temperature on the equilibrium constant (kc and kp) for both exothermic and endothermic reactions to connect the rule to the data and decision in the question.

This matters because —the effect of changing the temperature on the equilibrium constant (kc and kp) for both exothermic and endothermic reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the effect of changing the temperature on the equilibrium constant (kc and kp) for both exothermic and endothermic reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The effect of changing the temperature on the equilibrium constant (Kc and Kp) for both exothermic and endothermic reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the effect of temperature on the position of equilibrium is explained using a change in the value of the equilibrium constant.

Use —the effect of temperature on the position of equilibrium is explained using a change in the value of the equilibrium to connect the rule to the data and decision in the question.

This matters because —the effect of temperature on the position of equilibrium is explained using a change in the value of the equilibrium determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the effect of temperature on the position of equilibrium is explained using a change in the value of the equilibrium to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The effect of temperature on the position of equilibrium is explained using a change in the value of the equilibrium is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the effect of a change in temperature on: i the value of ∆Stotal ii the magnitude of the equilibrium constant, since ∆Stotal = R lnK.

Use —the effect of a change in temperature on: i the value of ∆stotal ii the magnitude of the equilibrium constant, since ∆stotal to connect the rule to the data and decision in the question.

This matters because —the effect of a change in temperature on: i the value of ∆stotal ii the magnitude of the equilibrium constant, since ∆stotal determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the effect of a change in temperature on: i the value of ∆stotal ii the magnitude of the equilibrium constant, since ∆stotal to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The effect of a change in temperature on: i the value of ∆Stotal ii the magnitude of the equilibrium constant, since ∆Stotal is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply knowledge of the value of equilibrium constants to predict the extent to which a reaction takes place.

Use —apply knowledge of the value of equilibrium constants to predict the extent to which a reaction takes place to connect the rule to the data and decision in the question.

This matters because —apply knowledge of the value of equilibrium constants to predict the extent to which a reaction takes place determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —apply knowledge of the value of equilibrium constants to predict the extent to which a reaction takes place to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Apply knowledge of the value of equilibrium constants to predict the extent to which a reaction takes place is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that a Brønsted–Lowry acid is a proton donor and a Brønsted–Lowry base is a proton acceptor and that acid-base reactions involve proton transfer.

Use —a brønsted–lowry acid is a proton donor and a brønsted–lowry base is a proton acceptor and that acid-base reactions involve to connect the rule to the data and decision in the question.

This matters because —a brønsted–lowry acid is a proton donor and a brønsted–lowry base is a proton acceptor and that acid-base reactions involve determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a brønsted–lowry acid is a proton donor and a brønsted–lowry base is a proton acceptor and that acid-base reactions involve to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A Brønsted–Lowry acid is a proton donor and a Brønsted–Lowry base is a proton acceptor and that acid-base reactions involve is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to identify Brønsted–Lowry conjugate acid-base pairs.

Use —identify brønsted–lowry conjugate acid-base pairs to connect the rule to the data and decision in the question.

This matters because —identify brønsted–lowry conjugate acid-base pairs determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —identify brønsted–lowry conjugate acid-base pairs to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Identify Brønsted–Lowry conjugate acid-base pairs is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to define the term ‘pH’.

Use —define the term ‘ph’ to connect the rule to the data and decision in the question.

This matters because —define the term ‘ph’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —define the term ‘ph’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Define the term ‘pH’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate pH from hydrogen ion concentration.

Use —ph from hydrogen ion concentration to connect the rule to the data and decision in the question.

This matters because —ph from hydrogen ion concentration determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ph from hydrogen ion concentration to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —PH from hydrogen ion concentration is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Calculate hydrogen-ion concentration in mol dm−3 from pH using [H+] = 10^(−pH).

Use —hydrogen-ion concentration in mol dm−3 from ph using [h+] = 10^(−ph) to connect the rule to the data and decision in the question.

This matters because —hydrogen-ion concentration in mol dm−3 from ph using [h+] = 10^(−ph) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —hydrogen-ion concentration in mol dm−3 from ph using [h+] = 10^(−ph) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Hydrogen-ion concentration in mol dm−3 from pH using [H+] = 10^(−pH) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the difference between a strong acid and a weak acid in terms of the degree of dissociation.

Use —the difference between a strong acid and a weak acid in terms of the degree of dissociation to connect the rule to the data and decision in the question.

This matters because —the difference between a strong acid and a weak acid in terms of the degree of dissociation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the difference between a strong acid and a weak acid in terms of the degree of dissociation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The difference between a strong acid and a weak acid in terms of the degree of dissociation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the pH of a strong acid.

Use —the ph of a strong acid to connect the rule to the data and decision in the question.

This matters because —the ph of a strong acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the ph of a strong acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The pH of a strong acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce the expression for the acid dissociation constant, Ka, for a weak acid.

Use —deduce the expression for the acid dissociation constant, ka, for a weak acid to connect the rule to the data and decision in the question.

This matters because —deduce the expression for the acid dissociation constant, ka, for a weak acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce the expression for the acid dissociation constant, ka, for a weak acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Deduce the expression for the acid dissociation constant, Ka, for a weak acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the pH of a weak acid from Ka or pKa values, making relevant assumptions Students will not be expected to solve quadratic equations.

Use —the ph of a weak acid from ka or pka values, making relevant assumptions students will not be expected to solve quadratic to connect the rule to the data and decision in the question.

This matters because —the ph of a weak acid from ka or pka values, making relevant assumptions students will not be expected to solve quadratic determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the ph of a weak acid from ka or pka values, making relevant assumptions students will not be expected to solve quadratic to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The pH of a weak acid from Ka or pKa values, making relevant assumptions Students will not be expected to solve quadratic is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to define the ionic product of water, Kw.

Use —define the ionic product of water, kw to connect the rule to the data and decision in the question.

This matters because —define the ionic product of water, kw determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —define the ionic product of water, kw to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Define the ionic product of water, Kw is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the pH of a strong base from its concentration, using Kw or pKw.

Use —the ph of a strong base from its concentration to connect the rule to the data and decision in the question.

This matters because —the ph of a strong base from its concentration determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the ph of a strong base from its concentration to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The pH of a strong base from its concentration is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to define the terms ‘pKa’ and ‘pKw’.

Use —define the terms ‘pka’ and ‘pkw’ to connect the rule to the data and decision in the question.

This matters because —define the terms ‘pka’ and ‘pkw’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —define the terms ‘pka’ and ‘pkw’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Define the terms ‘pKa’ and ‘pKw’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to analyse data from the following experiments: i measuring the pH of a variety of substances, including equimolar solutions of strong and weak acids, strong and weak bases, and salts ii comparing the pH of a strong and weak acid after dilution 10, 100 and 1000 times.

Use —analyse data from the following experiments: i measuring the ph of a variety of substances to connect the rule to the data and decision in the question.

This matters because —analyse data from the following experiments: i measuring the ph of a variety of substances determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —analyse data from the following experiments: i measuring the ph of a variety of substances to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Analyse data from the following experiments: i measuring the pH of a variety of substances is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate Ka for a weak acid from experimental data given the pH of a solution containing a known mass of acid.

Use —ka for a weak acid from experimental data given the ph of a solution containing a known mass of acid to connect the rule to the data and decision in the question.

This matters because —ka for a weak acid from experimental data given the ph of a solution containing a known mass of acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ka for a weak acid from experimental data given the ph of a solution containing a known mass of acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Ka for a weak acid from experimental data given the pH of a solution containing a known mass of acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw and interpret titration curves, using all combinations of strong and weak monoprotic and diprotic acids with bases, and apply these principles to diprotic acids and bases.

Use —draw and interpret titration curves to connect the rule to the data and decision in the question.

This matters because —draw and interpret titration curves determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw and interpret titration curves to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw and interpret titration curves is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to select a suitable indicator for a titration, using a titration curve and appropriate data.

Use —select a suitable indicator for a titration to connect the rule to the data and decision in the question.

This matters because —select a suitable indicator for a titration determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —select a suitable indicator for a titration to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Select a suitable indicator for a titration is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know what is meant by the term ‘buffer solution’.

Use —what is meant by the term ‘buffer solution’ to connect the rule to the data and decision in the question.

This matters because —what is meant by the term ‘buffer solution’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —what is meant by the term ‘buffer solution’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —What is meant by the term ‘buffer solution’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the action of a buffer solution.

Use —the action of a buffer solution to connect the rule to the data and decision in the question.

This matters because —the action of a buffer solution determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the action of a buffer solution to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The action of a buffer solution is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the pH of a buffer solution given appropriate data.

Use —the ph of a buffer solution given appropriate data to connect the rule to the data and decision in the question.

This matters because —the ph of a buffer solution given appropriate data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the ph of a buffer solution given appropriate data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The pH of a buffer solution given appropriate data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the concentrations of solutions required to prepare a buffer solution of a given pH.

Use —the concentrations of solutions required to prepare a buffer solution of a given ph to connect the rule to the data and decision in the question.

This matters because —the concentrations of solutions required to prepare a buffer solution of a given ph determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the concentrations of solutions required to prepare a buffer solution of a given ph to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The concentrations of solutions required to prepare a buffer solution of a given pH is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how to use a weak acid-strong base or strong acid-weak base titration curve to: i demonstrate buffer action ii determine Ka from the pH at the point where half the acid is neutralised/ equivalence point.

Use —how to use a weak acid-strong base or strong acid-weak base titration curve to: i demonstrate buffer action ii determine ka to connect the rule to the data and decision in the question.

This matters because —how to use a weak acid-strong base or strong acid-weak base titration curve to: i demonstrate buffer action ii determine ka determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how to use a weak acid-strong base or strong acid-weak base titration curve to: i demonstrate buffer action ii determine ka to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How to use a weak acid-strong base or strong acid-weak base titration curve to: i demonstrate buffer action ii determine Ka is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the importance of buffer solutions in biological environments: i buffers in cells and in blood (H2CO3/HCO-3) ii in foods to prevent deterioration due to pH change (caused by bacterial or fungal activity).

Use —the importance of buffer solutions in biological environments: i buffers in cells and in blood (h2co3/hco-3) ii in foods to connect the rule to the data and decision in the question.

This matters because —the importance of buffer solutions in biological environments: i buffers in cells and in blood (h2co3/hco-3) ii in foods determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the importance of buffer solutions in biological environments: i buffers in cells and in blood (h2co3/hco-3) ii in foods to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The importance of buffer solutions in biological environments: i buffers in cells and in blood (H2CO3/HCO-3) ii in foods is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 11 Finding the Ka value for a weak acid.

Use —core practical 11 finding the ka value for a weak acid to connect the rule to the data and decision in the question.

This matters because —core practical 11 finding the ka value for a weak acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 11 finding the ka value for a weak acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 11 Finding the Ka value for a weak acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that optical isomerism is a result of chirality in molecules with a single chiral centre.

Use —optical isomerism is a result of chirality in molecules with a single chiral centre to connect the rule to the data and decision in the question.

This matters because —optical isomerism is a result of chirality in molecules with a single chiral centre determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —optical isomerism is a result of chirality in molecules with a single chiral centre to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Optical isomerism is a result of chirality in molecules with a single chiral centre is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that optical isomerism results from chiral centre(s) in a molecule with asymmetric carbon atom(s) and that optical isomers (enantiomers) are object and non-superimposable mirror images and be able to draw 3D diagrams of these optical isomers.

Use —optical isomerism results from chiral centre(s) in a molecule with asymmetric carbon atom(s) and that optical isomers to connect the rule to the data and decision in the question.

This matters because —optical isomerism results from chiral centre(s) in a molecule with asymmetric carbon atom(s) and that optical isomers determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —optical isomerism results from chiral centre(s) in a molecule with asymmetric carbon atom(s) and that optical isomers to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Optical isomerism results from chiral centre(s) in a molecule with asymmetric carbon atom(s) and that optical isomers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that optical activity is the ability of a single optical isomer to rotate the plane of polarisation of plane-polarised monochromatic light in molecules containing a single chiral centre.

Use —optical activity is the ability of a single optical isomer to rotate the plane of polarisation of plane-polarised to connect the rule to the data and decision in the question.

This matters because —optical activity is the ability of a single optical isomer to rotate the plane of polarisation of plane-polarised determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —optical activity is the ability of a single optical isomer to rotate the plane of polarisation of plane-polarised to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Optical activity is the ability of a single optical isomer to rotate the plane of polarisation of plane-polarised is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know what is meant by the term ‘racemic mixture’.

Use —what is meant by the term ‘racemic mixture’ to connect the rule to the data and decision in the question.

This matters because —what is meant by the term ‘racemic mixture’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —what is meant by the term ‘racemic mixture’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —What is meant by the term ‘racemic mixture’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use data on optical activity of reactants and products as evidence for SN1 and SN2 mechanisms and addition to carbonyl compounds 15B: Carbonyl compounds Students will be assessed on their ability to:.

Use —data on optical activity of reactants and products as evidence for sn1 and sn2 mechanisms and addition to carbonyl compounds to connect the rule to the data and decision in the question.

This matters because —data on optical activity of reactants and products as evidence for sn1 and sn2 mechanisms and addition to carbonyl compounds determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —data on optical activity of reactants and products as evidence for sn1 and sn2 mechanisms and addition to carbonyl compounds to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Data on optical activity of reactants and products as evidence for SN1 and SN2 mechanisms and addition to carbonyl compounds is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the nomenclature of aldehydes and ketones and be able to draw their structural, displayed and skeletal formulae.

Use —the nomenclature of aldehydes and ketones to connect the rule to the data and decision in the question.

This matters because —the nomenclature of aldehydes and ketones determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the nomenclature of aldehydes and ketones to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The nomenclature of aldehydes and ketones is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that aldehydes and ketones: i do not form intermolecular hydrogen bonds and this affects their physical properties ii can form hydrogen bonds with water and this affects their solubility.

Use —aldehydes and ketones: i do not form intermolecular hydrogen bonds and this affects their physical properties ii can form to connect the rule to the data and decision in the question.

This matters because —aldehydes and ketones: i do not form intermolecular hydrogen bonds and this affects their physical properties ii can form determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —aldehydes and ketones: i do not form intermolecular hydrogen bonds and this affects their physical properties ii can form to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Aldehydes and ketones: i do not form intermolecular hydrogen bonds and this affects their physical properties ii can form is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of carbonyl compounds with: i Fehling’s or Benedict’s solution, Tollens’ reagent and acidified dichromate(VI) ions In equations, the oxidising agent can be represented as [O]. ii lithium tetrahydridoaluminate(III) (lithium aluminium hydride) in dry ether (ethoxyethane) In equations, the reducing agent can be represented by [H]. iii HCN, in the presence of KCN, as a nucleophilic addition reaction, using curly arrows, relevant lone pairs, dipoles and evidence of optical activity to show the mechanism iv 2,4-dinitrophenylhydrazine (2,4-DNPH), as a qualitative test for the presence of a carbonyl group and to identify a carbonyl compound given data of the melting temperatures of derivatives The equation for this reaction is not required. v iodine in the presence of alkali (the iodoform test).

Use —the reactions of carbonyl compounds with: i fehling’s or benedict’s solution, tollens’ reagent and acidified dichromate(vi) to connect the rule to the data and decision in the question.

This matters because —the reactions of carbonyl compounds with: i fehling’s or benedict’s solution, tollens’ reagent and acidified dichromate(vi) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reactions of carbonyl compounds with: i fehling’s or benedict’s solution, tollens’ reagent and acidified dichromate(vi) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of carbonyl compounds with: i Fehling’s or Benedict’s solution, Tollens’ reagent and acidified dichromate(VI) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the nomenclature of carboxylic acids and be able to draw their structural, displayed and skeletal formulae.

Use —the nomenclature of carboxylic acids to connect the rule to the data and decision in the question.

This matters because —the nomenclature of carboxylic acids determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the nomenclature of carboxylic acids to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The nomenclature of carboxylic acids is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that hydrogen bonding affects the physical properties of carboxylic acids, in relation to their boiling temperatures and solubility.

Use —hydrogen bonding affects the physical properties of carboxylic acids, in relation to their boiling temperatures to connect the rule to the data and decision in the question.

This matters because —hydrogen bonding affects the physical properties of carboxylic acids, in relation to their boiling temperatures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —hydrogen bonding affects the physical properties of carboxylic acids, in relation to their boiling temperatures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Hydrogen bonding affects the physical properties of carboxylic acids, in relation to their boiling temperatures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that carboxylic acids can be prepared by the oxidation of alcohols or aldehydes and the hydrolysis of nitriles.

Use —carboxylic acids can be prepared by the oxidation of alcohols or aldehydes and the hydrolysis of nitriles to connect the rule to the data and decision in the question.

This matters because —carboxylic acids can be prepared by the oxidation of alcohols or aldehydes and the hydrolysis of nitriles determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —carboxylic acids can be prepared by the oxidation of alcohols or aldehydes and the hydrolysis of nitriles to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Carboxylic acids can be prepared by the oxidation of alcohols or aldehydes and the hydrolysis of nitriles is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of carboxylic acids with: i lithium tetrahydridoaluminate(III) (lithium aluminium hydride) in dry ether (ethoxyethane) ii bases to produce salts iii phosphorus(V) chloride (phosphorus pentachloride) iv alcohols in the presence of an acid catalyst.

Use —the reactions of carboxylic acids with: i lithium tetrahydridoaluminate(iii) (lithium aluminium hydride) in dry ether to connect the rule to the data and decision in the question.

This matters because —the reactions of carboxylic acids with: i lithium tetrahydridoaluminate(iii) (lithium aluminium hydride) in dry ether determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reactions of carboxylic acids with: i lithium tetrahydridoaluminate(iii) (lithium aluminium hydride) in dry ether to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of carboxylic acids with: i lithium tetrahydridoaluminate(III) (lithium aluminium hydride) in dry ether is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the nomenclature of acyl chlorides and esters and be able to draw their structural, displayed and skeletal formulae.

Use —the nomenclature of acyl chlorides and esters to connect the rule to the data and decision in the question.

This matters because —the nomenclature of acyl chlorides and esters determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the nomenclature of acyl chlorides and esters to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The nomenclature of acyl chlorides and esters is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of acyl chlorides with: i water ii alcohols iii concentrated ammonia iv amines.

Use —the reactions of acyl chlorides with: i water ii alcohols iii concentrated ammonia iv amines to connect the rule to the data and decision in the question.

This matters because —the reactions of acyl chlorides with: i water ii alcohols iii concentrated ammonia iv amines determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reactions of acyl chlorides with: i water ii alcohols iii concentrated ammonia iv amines to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of acyl chlorides with: i water ii alcohols iii concentrated ammonia iv amines is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the hydrolysis reactions of esters, in acidic and alkaline solution.

Use —the hydrolysis reactions of esters, in acidic and alkaline solution to connect the rule to the data and decision in the question.

This matters because —the hydrolysis reactions of esters, in acidic and alkaline solution determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the hydrolysis reactions of esters, in acidic and alkaline solution to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The hydrolysis reactions of esters, in acidic and alkaline solution is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how polyesters, such as terylene, are formed by condensation polymerisation reactions.

Use —how polyesters, such as terylene, are formed by condensation polymerisation reactions to connect the rule to the data and decision in the question.

This matters because —how polyesters, such as terylene, are formed by condensation polymerisation reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how polyesters, such as terylene, are formed by condensation polymerisation reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How polyesters, such as terylene, are formed by condensation polymerisation reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use data from mass spectra to: i suggest possible structures of a simple organic compound given accurate relative molecular masses ii calculate the accurate relative molecular mass of a compound, given accurate relative atomic masses to four decimal places.

Use —data from mass spectra to: i suggest possible structures of a simple organic compound given accurate relative molecular to connect the rule to the data and decision in the question.

This matters because —data from mass spectra to: i suggest possible structures of a simple organic compound given accurate relative molecular determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —data from mass spectra to: i suggest possible structures of a simple organic compound given accurate relative molecular to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Data from mass spectra to: i suggest possible structures of a simple organic compound given accurate relative molecular is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that carbon-13, (13C) NMR spectroscopy provides information about the positions of 13C atoms in a molecule.

Use —carbon-13, (13c) nmr spectroscopy provides information about the positions of 13c atoms in a molecule to connect the rule to the data and decision in the question.

This matters because —carbon-13, (13c) nmr spectroscopy provides information about the positions of 13c atoms in a molecule determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —carbon-13, (13c) nmr spectroscopy provides information about the positions of 13c atoms in a molecule to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Carbon-13, (13C) NMR spectroscopy provides information about the positions of 13C atoms in a molecule is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use data from 13C NMR spectroscopy to: i predict the different environments for carbon atoms present in a molecule, given values of chemical shift, δ ii justify the number of peaks present in a 13C NMR spectrum in terms of the number of carbon atoms in different environments.

Use —data from 13c nmr spectroscopy to: i predict the different environments for carbon atoms present in a molecule, given values to connect the rule to the data and decision in the question.

This matters because —data from 13c nmr spectroscopy to: i predict the different environments for carbon atoms present in a molecule, given values determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —data from 13c nmr spectroscopy to: i predict the different environments for carbon atoms present in a molecule, given values to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Data from 13C NMR spectroscopy to: i predict the different environments for carbon atoms present in a molecule, given values is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use both low and high resolution proton NMR spectroscopy to: i predict the different types of proton present in a molecule, given values of chemical shift, δ ii relate relative peak areas, or ratio number of protons, to the relative numbers of 1H atoms in different environments iii deduce the splitting patterns of adjacent, non-equivalent protons using the (n+1) rule and hence suggest the possible structures for a molecule iv predict the chemical shifts and splitting patterns of the 1H atoms in a given molecule.

Use —both low and high resolution proton nmr spectroscopy to: i predict the different types of proton present in a molecule to connect the rule to the data and decision in the question.

This matters because —both low and high resolution proton nmr spectroscopy to: i predict the different types of proton present in a molecule determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —both low and high resolution proton nmr spectroscopy to: i predict the different types of proton present in a molecule to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Both low and high resolution proton NMR spectroscopy to: i predict the different types of proton present in a molecule is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that chromatography separates components of a mixture using a mobile phase and a stationary phase.

Use —chromatography separates components of a mixture using a mobile phase and a stationary phase to connect the rule to the data and decision in the question.

This matters because —chromatography separates components of a mixture using a mobile phase and a stationary phase determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —chromatography separates components of a mixture using a mobile phase and a stationary phase to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Chromatography separates components of a mixture using a mobile phase and a stationary phase is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate Rf values from one-way chromatograms in paper and thin-layer chromatography (TLC) and understand reasons for differences in Rf values.

Use —rf values from one-way chromatograms in paper and thin-layer chromatography (tlc) and understand reasons for differences to connect the rule to the data and decision in the question.

This matters because —rf values from one-way chromatograms in paper and thin-layer chromatography (tlc) and understand reasons for differences determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —rf values from one-way chromatograms in paper and thin-layer chromatography (tlc) and understand reasons for differences to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Rf values from one-way chromatograms in paper and thin-layer chromatography (TLC) and understand reasons for differences is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that high-performance liquid chromatography, HPLC, and gas chromatography, GC, are types of column chromatography that separate substances because of different retention times in the column and may be used in conjunction with mass spectrometry, in applications such as forensics or drug testing in sport.

Use —high-performance liquid chromatography, hplc, and gas chromatography, gc, are types of column chromatography that separate to connect the rule to the data and decision in the question.

This matters because —high-performance liquid chromatography, hplc, and gas chromatography, gc, are types of column chromatography that separate determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —high-performance liquid chromatography, hplc, and gas chromatography, gc, are types of column chromatography that separate to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —High-performance liquid chromatography, HPLC, and gas chromatography, GC, are types of column chromatography that separate is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.